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Training and Development

Our Approach

We feel that training should be about two main things:

  1. Skill development (competence), and
  2. Culture. We try to see the concept of culture very practically; within any system or setting culture is what people do.

Our training is based on the most up to date applied academic research, best practice guidance and over 40 years combined experience of working with individuals, families, services and systems.

We must clearly state that building the capacity of any setting to deliver PBS is about a commitment to workforce development and not just about training. Click on one of the tabs below to find out more about our training.

Introduction to Positive Behaviour Support: 0.5 Days

This workshop is designed to support a better understanding of why people display behaviours that may be described as challenging. This level of training may also be considered as part of a programme to promote a positive culture of care within a system (i.e., home, school, care home and/or hospital). We have often doubled this half day with our half day Autism informed workshop.

Autism Informed: 0.5 Days

There are some absolute basics that can lead to more positive experiences when supporting people with autism. This level may be considered as an introduction and is designed to lead to more informed practices. This level of training may also be considered as part of a programme to promote a positive culture of care within a system (i.e., home, school, care home and/or hospital). We have often doubled this up with our half day on PBS and have previously included those without direct care and support responsibilities such as the gardener, maintenance person, receptionist…or even the CEO!

Competency and Skill

The focus of PBS should be on improving quality of life.

Achieving this critical outcome relies on the application of distinct sets of behaviours and approaches (often different for each person and setting). These distinct sets of behaviours and approaches may be described as competencies (or skills).

Training should focus on the development of skills and competencies that support the maintenance of capable environments where healthy cultures of care and support can thrive.

Developing and maintaining a competent workforce is key to successful outcomes in any service sector. It is particularly pertinent in the care and support of children, young people and adults with intellectual disabilities who are at risk of presenting behaviours that challenge.

This is because there is a strong relationship between challenging behaviour and the social environment, in which staff behaviour is a key factor (Hastings et al, 2013).

Moreover, the delivery of positive behavioural support (PBS), which holds the person and their family as the central focus and is currently considered best practice in the support of this population, depends on the co-ordinated participation of multiple stakeholders and organisational support (Allen and Baker, 2013).

Building capacity, therefore, at individual, organisational and wider cultural levels is essential (Allen et al, 2013).

UK Framework

The UK PBS Competence Framework developed by the PBS coalition provides a detailed framework of the things that you need to know and the things that you need to do when delivering best practice PBS to persons with intellectual disabilities and behaviours that challenge.

The framework details three levels of competencies for staff operating within different roles:

1. Direct contact staff,
2. Behaviour Specialist/Supervisory/Managerial
3. Higher Level Behaviour Specialist/Organisational/Consultant.

Our training is predominantly aimed at Direct contact staff and ‘Supervisory’ staff as we feel that formal training for level 3 should be accessed through higher level education (such as the Tizard centre). Whilst we often operate at level 3 in our day-to-day practice (and can offer supervision/support/mentorship to others in such roles) there are already a number of fantastic courses out there.

We wanted to provide training options for staff requiring level 1&2 competencies.