2014 to 2015 learning @ anglicare victoria … · second edition april 2014 2014 to 2015 learning @...

Our approach to learning and developmentAnglicare Victoria is committed to providing an environment in which staff can excel and grow professionally, self-development is fostered, and performance and work practices are continuously improved to ensure that our services have a positive impact on the lives of families and communities.

The 2014 to 2015 Learning @ Anglicare Victoria

program operates from

1 July 2014 to 30 June 2015.

Second Edition

April 2014

2014 TO 2015 LEARNING @ ANGLICARE VICTORIAPROFESSIONAL DEVELOPMENT PROGRAM INFORMATION PACK

ANG.0069.001.0374

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Index

ANG.0069.001.0375

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Workplace Health & Safety & Staff Well Being

ANG.0069.001.0376

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The Apply First Aid – Level 2 qualification has far reaching application than just in the workplace. It is more than a work skill, it is a life skill. This is also the Program of preference quoted in the Code of Compliance. This two day program teaches the necessary skills and knowledge that will enable the participants to sustain life, reduce pain and minimise the consequences of injury or sudden illness until Medical aid arrives.

Program contentThe program will cover the following:

communication and its vital role in First Aid, including calling for emergency assistance and casualty handover

duty of care

infection control

management of a scene where First Aid is required, including casualty assessment

management of choking and near drowning

Cardiopulmonary Resuscitation (CPR)

the chain of survival

providing assistance with medical emergencies such as asthma

the First Aid kit, its contents and how to use them

First Aid management of casualties with various symptoms such as altered conscious state, bleeding and amputations, burns, crush injuries overexposure to heat and cold, eye, eye and nose injuries, head, neck and spinal injuries, bites and stings, fractures and soft tissue injuries, substance misuse, internal injuries, and poisoning.

Program overview This program is an accredited Program against the Unit of Competency HLTFA301B Apply First Aid. It leads to a Statement of Attainment against that unit.

Suitability This program teaches the necessary skills and knowledge that will enable the participants to sustain life, reduce pain and minimise the consequences of injury or sudden illness until medical aid arrives.

The facilitatorsSt John Ambulance Victoria has been synonymous with First Aid for 125 years.

St John Ambulance Victoria First Aid Trainers are career staff who collectively has a wide range of experience not only in the world of First Aid but also in related fields like education, training and the health care industry. As First Aid Trainers for an RTO they are required to have Certificate IV in Training and Assessment accreditation. They also participate in an on going Professional Development program and meet the requirements of annual re accreditations.

Dates: Program 1: 19, 20 November 2014 orProgram 2: 13, 14 May 2015 (registrations close on 17 October 2014 or 18 April 2015 )

Time: 8:30am to 4:30pm (NB: It is important that participants arrive before 8.30am. Late comers will not be allowed to join the program.)

Venue: St John AmbulanceLevel 3, 341 Queen Street, Melbourne

Apply First Aid – Level 2

ANG.0069.001.0377

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The five day initial level program for health & safety representatives, managers and supervisors has been approved by the Victorian WorkCover Authority under Section 67 (1) (a) of the Occupational Health & Safety Act 2004.

Program overview The program is designed to promote cooperation between health and safety representatives and line management in working together to solve workplace health and safety issues or problems. The program will assist participants to understand their roles and responsibilities for health and safety under the Occupational Health and Safety Act 2004 and to develop skills in:

accessing and using health and safety legislation and codes

identifying and assessing the risks associated with workplace hazards

recommending control measures and corrective actions

investigating incidents, injuries and illnesses

participating in health and safety committees

developing strategies to resolve health and safety issues

communication and joint problem solving.

Learning outcomesThe program will provide you with:

an understanding of the objectives of the OHS Act 2004 and your role under the Act

knowledge of the powers of health and safety representatives under OHS legislation and how they can exercise these powers

skills to represent members of your designated work group including consultation, resolving health and safety issues and negotiation

knowledge of where and how to obtain assistance in dealing with hazards and dangerous situations

an understanding of the role of occupational health and safety in the prevention of incidents, injury and illness.

MethodologyThe program is interactive and includes facilitator presentation, group work, role plays, workplace based activities, DVDs and a participant workbook.

Who should attend The program is primarily aimed at workplace health and safety representatives, managers and supervisors.

The facilitators

Irena Davis and Muffy ForsythIrena Davis and Muffy Forsyth from Interactive training Services Pty Ltd have many years of experience in the filed of occupational health and safety and also as trainers.

Muffy and Irena both worked for what is now WorkSafe Victoria for a number of years and have been running their own businesses for over 15 years. Part of their mission is to make OHS interesting and fun and to dispel those rumours that OHS, while worthwhile is boring!

Irena and Muffy have a good understanding of the community services sector and the issues which employees and managers must deal with in order to provide and maintain healthy and safe workplaces.

Dates: Program 3: 2, 9, 16, 23 & 30 July 2014

Program 4: 14, 21, 28 August, 4, 11 September 2014

Program 5: 1, 8, 15, 22 & 29 October 2014

Program 6: 11, 18, 25 November and 2, 9 December 2014(NB: To avoid confusion, the program numbers are the same numbers that are used on the IRT Training Pty Ltd registration form.)

Time: 8.30am to 4.30pm

Venue: Jasper Hotel Conference Centre489 Elizabeth Street, Melbourne

WorkSafe Victoria Approved – 5-day Initial Level OHS Program

ANG.0069.001.0378

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Practitioner Skills Development

ANG.0069.001.0379

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ASIST (Applied Suicide Intervention Skills Training)

ASIST is a two day interactive program in suicide first aid. Participants learn to recognise when someone may be at risk of suicide and respond in ways that help increase their immediate safety and link them to further help. ASIST aims to enhance a caregiver’s abilities to help a person at risk avoid suicide.

Program overviewThe program helps people apply suicide first aid in many settings – with family, friends, co-workers and team mates and more formal helping roles.

Many organisations have adopted the program as part of the professional develop ment of their workers in suicide intervention training.

The program’s widespread use in communities across Australia helps promote a common language of assess ment, risk management and referral across diverse organisational backgrounds.

Learning outcomesAt the conclusion of the program, participants will be able to:

reflect on how their attitudes and beliefs about suicide affect their intervention role

discuss suicide with a person at risk in a direct manner

build a collaborative approach to intervention focused on safe outcomes

review immediate suicide risk and develop appropriate safe plans

demonstrate skills required to intervene with a person at risk of suicide

identify resources available to a person at risk of suicide

make a commitment to improving community resources

recognise that suicide prevention is broader than suicide first aid and includes life-promotion and self-care for caregivers.

MethodologyThis program comprises of a blend of theory and practical application through the use of experiential learning.

Participants will gain skills and knowledge in the LivingWorks Suicide Intervention Model through explanation, demonstration and practice.

Trainers use internationally standardised LivingWorks learning materials.

Who should attendThis program is suitable for staff involved in case work roles, family services, Child FIRST activities, youth services and residential care.

The facilitatorsASIST is presented by a team of two registered trainers who have completed a one-week LivingWorks Training for Trainers (T4T) program.

The lead facilitator is Kerry Dawson, LivingWorks Programs Coordinator with Lifeline Melbourne. Kerry has facilitated over 70 ASIST workshops as well as delivering training in grief and loss to many organisations. In addition she worked for seven years as an intervention counsellor for the Statewide Suicide Helpline.

Dates: Program 1: 12, 13 November 2014(registrations close on 13 October 2014)

Program 2: 17, 18 June 2015(registrations close on 18 May 2015

Times: 9.00am to 5.00pm on both days(please arrive by 8.45am for a 9.00am start)

Venue: Cliftons Training Facilities,Level 1, 440 Collins Street, Melbourne

ANG.0069.001.0380

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This one day program has been developed for individuals who wish to further their understanding of the complex issues contributing to adolescent violence and abuse in the home and how to respond.

Program overviewThis program has been specifically designed for workers within the community sector who are wishing to support parent(s) and/or carers who have a violent adolescent within the home.

Seminar topics:

Definitions of Violence

Naming the Violence

Literature Review

Principles & Assumptions that Guide the Work

Cycle of Violence

Adolescent Development

Exploring Beliefs about Violence

Pathways for Intervention

Intake and Engagement

Working with the Young Person

Working with the Mother/Parents

Rebuilding the Non-Violent Relationship.


understand the characteristics of adolescent violence to parent(s)

identify with the experiences of the parent, particularly the mother

identify with the experiences of the young person

understand the principles and assumptions that guide the work

have a basic understanding of the ‘Breaking the Cycle’ group work program.

MethodologyThis program is composed of a blend of theory and practical application through the use of didactic and experiential learning.

Explain: Participants will gain skills and knowledge in the areas of adolescent violence.

Demonstrate: Our facilitators will use lecture and information provision format, discussion and reflection on professional experience.

Participate: Through the use of video, case scenario and exercises, participants will gain an understanding of how to work with the young person and/or the mother/parents.

Integrate: Participants will be able to review their performance and integrate the skills directly into their work practice.

Who should attend This program is suitable for staff involved in case work roles, family services, Child FIRST activities, youth services and residential care.

The facilitator

Helen LandauHelen Landau is a social worker and family therapist with 20 years experience working with adolescents and their families. She has contributed her wisdom and clear thinking to the development of ideas about working with adolescent violence in the home through her particular interest in the centrality of relationships in young people’s lives. Helen is the team leader of the Meridian team that is based at Anglicare Victoria office at Box Hill.

Dates: 7 May 2015(registrations close on 16 April 2015)

Time: 9.30am to 5.00pm (please make sure that you arrive by 9.15am for 9.30am start)

Venue: Anglicare Victoria Box Hill Office7–11 Shipley Street, Box Hill

Breaking the Cycle

Working with Adolescents who are Violent and Abusive within the Home

ANG.0069.001.0381

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This two day program has been developed for individuals who wish to learn how to facilitate the Anglicare Victoria ‘Breaking the Cycle’ group work program. The principles, issues and techniques described in the ‘Breaking the Cycle’ Facilitators’ Manual provide a framework for working effectively with parent(s) and a guide to conducting the 8 week program.

Program overview This program has been specifically designed for workers within the community sector who are wishing to support parent(s) and/or facilitate a group work program for parents who have a violent adolescent within the home.

Seminar topics:

Overview of the Complex Issues Contributing to Adolescent Violence Including Trauma

Adolescent Development and its Impact on Family Relationships

Introduction to the Breaking the Cycle Manual and How to Use it

Significance of Facilitators’ Non-Judgemental Stance

Features of the Group

Pre-Planning and Getting Started

Session Themes, Content, Processes and Challenges

Alternative Services and Statutory Responses

Rebuilding Relationships

Finishing the Group.

AttendanceAttendance at both days is necessary in order for participants to develop the knowledge base from which to tackle this complex problem.

Learning outcomesAt the conclusion of the workshop, participants will be able to:

understand the characteristics of adolescent violence to parents

identify with the experiences of the parent, particularly the mother

know the content of the ‘Breaking the Cycle’ Program

have an understanding of the processes involved in dealing with the challenges/dilemmas in the group work program.

MethodologyThis program is composed of a blend of theory and practical application through the use of didactic and experiential learning.

Explain: Participants will gain skills and knowledge about facilitating the ‘Breaking the Cycle’ group work program to help parents address the violent behaviour of their adolescent in the home.

Demonstrate: Our facilitators will use lecture and information provision format, discussion and reflection on professional practice.

Participate: Through the use of video, role plays and direct practice, participants will actively participate in delivering sections of the ‘Breaking the Cycle’ program.


Who should attend This program is suitable for staff involved in case work roles, family services, Child FIRST activities, youth services and residential care.

The facilitator

Helen LandauHelen Landau is a social worker and family therapist with 20 years experience working with adolescents and their families. She has contributed her wisdom and clear thinking to the development of ideas about working with adolescent violence in the home through her particular interest in the centrality of relationships in young people’s lives.

Helen is the team leader of the Meridian team that is based at Anglicare Victoria office at Box Hill.

Dates: 24, 25 June 2015(registrations close on 22 May 2015)

Time: 9.30am to 5.00pm(please make sure that you arrive by 9.15am for a 9.30am start)

Venue: Anglicare Victoria Box Hill Office7–11 Shipley Street, Box Hill

Breaking the Cycle

Learn how to facilitate a group for parents of adolescents who are violent in the home

ANG.0069.001.0382

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About the qualificationThe Certificate IV in Training and Assessment program will be conducted by RMIT University. The program will give participants a nationally recognised qualification and provide the skills and knowledge to perform the role of a skilled trainer, facilitator and assessor within our workplace as well as in a vocational education and training environment.

The Certificate IV in Training and Assessment qualification is essential for those who are responsible for presenting and assessing nationally accredited training to meet identified competency requirements in vocational education and training areas and in the workplace.

What will I learn?The Certificate IV in Training and Assessment program will provide participants with the skills to confidently train groups and individuals, as well as the knowledge to develop assessment tools and how to conduct training and assessment evaluations.

The program divided into three clusters (Learning Design, Delivery and Facilitation, Assessment) and upon successful completion participants will be confident in their ability to:

determine and confirm delivery strategies and required assessment methods and tools

review complete learning programs with key stakeholders and adjust as required

prepare learning plans and identify and assess constraints and risks to delivery

identify language, numeracy and literacy requirements of a learning program and the characteristics of the target learner audience

identify group and individual learner needs and characteristics

plan, organise and facilitate training sessions within a workplace

assess a learners competence

support and monitor learning

participate in assessment validation.

Target audienceThe Certificate IV in Training and Assessment qualification is highly desirable for staff who are facilitating various group work programs and other training related activities in Anglicare Victoria (e.g. delivering the ‘shared stories shared lives’ training package and ‘step by step’ assessment to potential foster carers, parent education programs etc).

The program provides workplace trainers with a range of design, facilitation and assessment skills to deliver training programs in a range of contexts.

In addition the program is suitable for staff who do not have experience in facilitating groups or delivering training programs but are interested in developing facilitation and training skills.

Approach to learningRMIT University promotes an action work-based learning approach. Action learning enables and empowers participants to incorporate existing job tasks and needs into a process where they can plan, act, reflect and implement new knowledge and ideas.

RMIT University has an innovative and flexible approach to the delivery of the Certificate IV in Training and Assessment qualification. There will be a mix of workshops, self paced activity and group work will be designed to achieve this outcome. The needs/demands of the workplace together with individual participant needs are carefully considered and, where appropriate, a variety of flexible delivery options will be used. Recognition of prior learning (RPL) will be used to design individual learning plans for each participant.

Interested?Interested staff are invited to send an expression of interest via email to David Sandison (General Manager – Learning and Organisational Development). This expression of interest should briefly outline the reasons why you want to do the program.

Dates: Program 1: 8, 29 August, 19 September, 10, 31 October, 21 November, 9 December 2014

Program 2: The program will be conducted in 2015. Dates will be advised later in 2014.

Venue: RMIT Melbourne campus

About RMIT UniversityRMIT University is at the forefront of education, learning and training. RMIT has extensive experience in partnering with organisations to design, develop and deliver innovative and outcomes-driven learning, training and assessment services. RMIT provides highly qualified and experienced staff that understands industry needs and a philosophy that is focused on client satisfaction.

Certificate IV in Training and Assessment – TAE40110

ANG.0069.001.0383

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Program overviewThis two day program will provide a framework to help practitioners make the most of each encounter with clients (whether it be an individual,couple or family session) and offer a unique opportunity to meaningfully engage families/affected others who may seek out a support service only once or twice at a time.

Learning outcomesBy the end of this program participants will be able to:

understand the history, philosophy and practice principles of the SSW approach and Family Sensitive Practices;

identify when single session work and when inclusion of family could be helpful within their own work contexts and when it could be contra-indicated;

practice skills in a safe and supportive learning environment, with the coaching of experienced Bouverie clinical supervisors, i.e.:

practice the art of maintaining confidentiality with one’s primary client whilst also sharing some information, as appropriate, between client and family members;

practice the facilitation of productive meetings with families, including the primary client;

consider how to explain SSW to clients and colleagues;

share ideas about the benefits and challenges of involving others in work with primary clients;

negotiate the involvement of family or other significant persons in an individual client’s care;

learn about common challenges in working with more than one person in the room (especially conflict) and useful ways to address them (i.e. curiosity, overting the process, positive reframing, filtering, specificity and circular questioning).

Who should attend?This program is aimed at family service practitioners, counsellors, case managers, team leaders or managers interested in incorporating family work into their everyday practice whilst utilising the framework of a Single Session approach.

MethodologyThis program is interactive with a focus on practical skill development. The facilitators will incorporate a range of methods including teaching relevant theory, demonstrating skills, showing DVD’s and engaging participants in experiential learning.

The facilitators

Shane WeirShane is a social worker and family therapist currently working at The Bouverie Centre as the Program Manager-Community Services. Shane has worked in a variety of roles for the non-government and community health sectors. His areas of interest include family violence, single session therapy, clinical supervision and the implementation of evidence based practice in the health and welfare sector.

Pam RycroftPam is a psychologist and family therapist who has worked in mainstream psychiatry and community mental health, ambulance crisis line and private practice, as well as working with The Bouverie Centre since 1986. Her special interests are single session frameworks, sibling and grief issues and the unique contribution of children in families. She currently combines clinical work with supervision, training and consultation.

Dates: 8 and 9 September 2014 (registrations close on 8 August 2014)

Time: 9.30am to 4.30pm (please make sure that you arrive by 9.15am for a 9.30am start)

Venue: Cliftons Training Facilities, Level 1, 440 Collins Street, Melbourne

Conducting Single Session Consultations

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Program overview The art of writing a good case note comes down to knowing what to say, how to say it and using the language that is required. This one-day workshop aims to introduce participants to ‘why’ client information is presented in a particular way, and how this should be done. The day will take into account the legal requirements around documenting case notes and reports including compliance, privacy and the possibility of the document being required for another purpose, i.e. another health professional or court submission.

Topics covered:

Why do we write case notes?

What makes a good case note?

What to and not document

Structure, language and requirements

Confidentiality, privacy and the law

Principles of report writing

Awareness of audience

Compliance and quality.

Learning outcomes At the completion of this program you will be able to:

have a working understanding of the Privacy Requirements

understand how to document client and other contact in a way that adheres to organisational, legal and other professional body’s requirements.

understand the relevance and usefulness of appropriate case notes.

produce a basic client report identifying the key elements of an appropriate and useful report.

develop principles for report writing, comparing different types of reports, balancing competing priorities and maintaining duty of care.

Target audienceThe program is suitable for family services practitioners and placement and support staff who are required to write case notes and reports. It is suitable for new staff or staff who want to refresh their understanding and skills in creating effective case notes and documents. The program is designed at an introductory level.

The facilitator

Trish EversTrish Evers is a Trainer and Drug & Alcohol Clinician (Provisional Psychologist) witH Caraniche. Trish has a BSc (Psychology) Hons, MEd, BSc (Education). Trish Evers is a provisional psychologist with three years of experience with Caraniche working as a Drug & Alcohol Clinician within prison-based correctional settings. Trish is currently the Acting Senior Clinician at Melbourne Remand Centre for Caraniche. Within Caraniche, Trish has also been involved in developing and delivering the Forensic AOD Workforce training, which is funded by the Department of Health and has been rolled out across Victoria. Outside of her Caraniche role, Trish lectures at a tertiary level in a range of psychology subjects and supervises students undertaking 4th year research projects. Trish has received Vice Chancellor and Dean’s awards for her teaching.

Caraniche Pty Ltd established in Melbourne in 1993, has a long and well-respected history as a deliverer of counselling, critical incident stress management, employee assistance programs, training, drug and alcohol services, clinical and student supervision and case management services to private, government and non-government organisations.

Date: 17 September 2014(registrations close on 15 August 2014)


Venue: Cliftons Training FacilitiesLevel 1, 440 Collins Street, Melbourne

Documentation and Case Notes

Developing skills around the purpose of case notes, legal considerations, and the structure of case notes.

ANG.0069.001.0385

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Program overviewThis one day program will provide you with practical skills and techniques to improve the quality of the business documentation that you prepare and write. The focus is primarily on improving reports and other business documents (including emails) so they:

are more impactful

have clear and compelling key messages

better address the needs and priorities of the audience

are structured more logically

use clearer and more concise business English.

In addition the program will examine how to write and edit as efficiently as possible, both individually and collaboratively.

Program content -The hallmarks of successful business documents

-Setting the ground rules and ‘answering the mail’

-Four stage process for writing efficiently

-Readers’ logic for structuring documents

-Structuring documents into digestible chunks

-Professional editing practices for efficient and effective editing.

Learning outcomesWith a focus on structure, purpose, conciseness and plain language, this program will enable you to develop, logically structured reports, emails and other business documentation that will significantly improve efficiency and quality.

By the end of this program participants will be able to:

plan, draft and prepare written communications in a variety of formats

adapt their writing style to reflect the purpose of the document and its target audience

present documentation for impact using plain language and appropriate tone

review and proof-read submissions and other business documentation to ensure quality and consistency.

MethodologyCustomised workshop and post-workshop personalised feedback & coaching.

Good writing cannot be learned from books or through discussion. So, the program is designed to:

include customised exercises drawn from participants’ own documents

give participants the opportunity to apply techniques to documents they create during the workshop and in the normal course of their work

give participants the option of receiving personalised feedback and coaching in a one-on-one, post-workshop session (which can be delivered remotely using web-based conferencing software and the telephone).

Target audienceThe program is suitable for managers, team leaders and staff who are involved in the development and writing of reports or who want to improve their business writing skills.

The facilitator

Sue TomatSue Tomat has 12 years experience as a commercial lawyer in Australia. Sue began her career as a lawyer in Australian law firm, Clayton Utz. She then helped the Queensland Government implement its corporatisation agenda and other related reforms. Sue’s expertise in plain language writing was honed during the two years she drafted legislation for the Queensland Parliament.She was also the assistant company secretary of Marsh Pty Ltd, the Australian operation of the Marsh &McLennan Group which is the world’s largest insurance broking organisation. In 2000, Sue moved from the legal profession into communication consulting and training. She has developed an extensive client base in a range of sectors and industries in Australia, New Zealand and across Asia. Sue holds an honours degree in law from the Queensland University of Technology. In 1998, the Australia Day Council gave Sue an achievement award for the work she did for the Queensland Government.

Dates: Program 1: 20 August 2014(registrations close on 18 July 2014)

Program 2: 14 October 2014 (registrations close on 12 September 2014)

Program 3: 24 February 2015 (registrations close on 23 January 2015)



Effective Business Writing Skills

ANG.0069.001.0386

2014

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Program overviewThis skill-based five day program aims to equip participants with important practice based techniques from the various family therapy models currently practiced in a range of settings. While the program is designed to improve practice by focusing largely on skill development, it includes essential family therapy theoretical concepts. The skills practice will be based on some pre-determined case scenarios and there is scope for incorporating the participants own scenarios and adapting the practice to their own roles, e.g. case worker rather than family therapist. Time will be allocated to processing the practical work and for integrating theory with practice.

Learning outcomesThe program provides participants with an opportunity to:

integrate a range of family therapy concepts to conduct an effective initial family therapy session

practice and integrate essential engagement skills for working with more than one person at a time

conduct a first family therapy session

track family interactional sequences and patterns (verbally and observationally)

demonstrate relational interviewing including: curiosity, multi-directed partiality, circular questioning, and triadic questioning

construct genograms, following family themes and asking about the wider context

manage challenging interactions between family members.

Who should attend?This five day workshop is aimed at family service practitioners, case managers and counsellors interested in building their skills and confidence when working with families where more than one person is present in sessions or meetings. Workers of all levels of experience who are interested in the practical application of systemic theoretical ideas would benefit from participating in this program.

MethodologyThis program is interactive with a focus on practical skill development. The facilitators will incorporate a range of methods including teaching relevant theory, demonstrating skills, showing DVD’s and engaging participants in experiential learning.

AccreditationAnglicare Victoria and the Bouverie Centre are discussing the provison of an assessed version for interested participants. Successful completion of the assessment requirements for the Family Therapy Work Skills program will constitute for eligible students, 15 of the 60 credit points required for the 2015 Graduate Certificate in Family Therapy La Trobe University (subject to approval).

The facilitators

Pam RycroftPam is a psychologist and family therapist who has worked in mainstream psychiatry and community mental health, ambulance crisis line and private practice, as well as working with The Bouverie Centre since 1986. Her special interests are single session frameworks, sibling and grief issues and the unique contribution of children in families. She currently combines clinical work with supervision, training and consultation.

Shane WeirShane is a social worker and family therapist currently working at The Bouverie Centre as the Program Manager-Community Services. Shane has worked in a variety of roles for the non-government and community health sectors. His areas of interest include family violence, single session therapy, clinical supervision and the implementation of evidence based practice in the health and welfare sector.

Sally RyanSally Ryan is a psychologist and family therapist with a background in working with young people and families in the community sector. She currently works at the Bouverie Centre as a trainer and project co-ordinator. Sally has particular interests in clinical supervision and single session work.

Dates: 20, 21, 22, 27, 28 October 2014 (registrations close on 19 September 2014)



Family Therapy Work Skills

ANG.0069.001.0387

2014

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Program overviewThis is a one year program which forms the first part of a three year ‘nested’ Master of Clinical Family Therapy. The program is conducted by The Bouverie Centre.

It is designed to provide key skills and conceptual knowledge from family therapy and associated approaches which may be useful for professionals working with families in a broad range of capacities, not necessarily in a formal therapeutic role.

Learning outcomes Demonstrate key family work skills distilled from

the range of family therapy models, including collaborative engagement skills, different types of questioning, advanced intervention skills, managing challenging interactions.

Articulate key features of theoretical frameworks important for a deeper understanding of family interactions and for managing the progress of family work.

Assess for safety and risk while building your relationship with families.

Articulate your own cultural identity and its impact on your work with families.

Integrate awareness of your own personal and professional history with your family works skills and knowledge to develop your effectiveness in working with families.

MethodologyThis course consists of four subjects in a mix of face to face block teaching and on-line delivery. The emphasis is on skills acquisition and application to your own work role.

So the face to face components are highly experiential and the on-line components are a mix of pre-recorded (with the option also of face to face in 2014) lectures, webinars, discussion forums and guided reading.

Each subject requires a total time commitment of between 120 – 150 hours including contact time and study/research/assessment.

Subject 1 – Family Work Skills

A highly experiential face to face skills training held over 5 days (a revised Introduction to Family Therapy Workshop) including: engaging with families, tracking interactional sequences, circular questioning, constructing genograms, and managing challenging interactions.

Subject 2 – Systemic Practice in Family Therapy: Concepts and Issues

An on-line subject in 3 modules over 13 weeks. (These modules can be taken separately but would ideally be taken in the following sequence:

1. Neurophysiology and the management of human relationships

2. Including diversity issues in human relationships

3. Assessing how we should proceed with a family.

Subject 3 – Family Work Interventions

A subject in five elective modules which can be selected to total the required 15 credit points. (NB. Module 2 is compulsory for people wishing to progress to Graduate Diploma or Masters level study).

Modules 1 and 2 are on-line. Modules 3–5 are all face to face workshops and will be held at the Bouverie Centre:

1. Using Systemic Concepts and Skills with Individuals (5 credit points)

2. Advanced Intervention Skills with Families (10 credit points )

3. Behavioural Family Therapy (10 credit points)

4. Including Children in Work on Adult Problems (2.5 credit points)

5. Single Session Family Consultations (2.5 credit points)

Subject 4 – Family Therapy: Therapist self analysis and integration

This subject can be taken wholly on-line over 13 weeks but people wishing to proceed to Graduate Diploma or Masters level must attend a two day face to face workshop. The emphasis will be on exploring, analysing and articulating how your own personal and professional history influences your personal style, values and capacities as a family worker and how to use these understandings to move further in your effectiveness.

Target audienceThose who are currently working with families, or looking to begin involving families would benefit from this program.

This program is suitable for a wide range of people involved in the community services sector: case managers, social workers, psychologists, family counsellors, health-care workers, youth workers, childcare workers, those working with addictions, family support workers, mediation workers.

Graduate Certificate in Family Therapy

ANG.0069.001.0388

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RequirementsUndergraduate degree in a related field or equivalent, current involvement with families in some capacity. Some experience in family work is desirable.

Coordinator and lecturer

Colleen CousinsColleen is a psychologist, family therapist and lecturer. She has over 20 years’ experience as a counsellor and therapist in community, hospital and private practice settings. Colleen has considerable experience in the area of trauma, having worked in child and adult sexual assault services for a number of years. She has a particular interest in systemic and relational approaches to work in the area of trauma, mental health, loss and grief.

Interested?Places are strictly limited. There will be an application process involving The Bouverie Centre and Anglicare Victoria in the selection of candidates for the program.

Please contact David Sandison (General Manager – Learning and Organisational Development) for an application form.

Applications close on 29 August 2014.

Commencement

This program will commence in March 2015. The program dates for 2015 will be advised by the Bouverie Centre

Graduate Certificate in Family Therapy (cont.)

ANG.0069.001.0389

2014

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Do you waste too much time and emotional energy by being disorganised?

Are you guilty of spending too much time on low priority tasks?

Would you like to be more productive and effective?

Program overviewThis is a very practical program aimed at helping you discover smarter ways to plan your time, prioritise your workload and be more focussed on outcomes. The program will help you become more organised, productive and effective at work and at home.

The key elements of the program are:

Organising Yourself & Your Workload

The psychological impact of being disorganised

Simple strategies for getting more organised

Learn strategies for getting control of your Inbox

To Do Lists

Establishing Your Priorities

Focus on important tasks and be less reactive

Develop a system for capturing everything you need to do

Delegating Effectively

Delegate to staff more effectively

Avoid taking on others people’s monkeys

Planning and Goal Setting

Short and long-term goal setting

Use your Electronic Calendar as a powerful planning tool

Strategies for staying focussed

Keeping Your Plan on Track

Learn to better manage interruptions

Learn to say ‘NO’ and be more assertive

Avoid Procrastination. Develop a bias for action.

Learning outcomes a more organised work environment

Focus on key tasks and be less reactive

Learn strategies to manage your email

Learn to create an effective weekly plan

Better manage interruptions

Better manage the expectations of others

Develop a bias for action-procrastinate less

Be more resilient in the face of increasing work pressures.

Target audienceThis program will suit anyone who feels they could be more efficient and productive. People from all areas of organisations have benefitted greatly from this program.

Features Online Pre & Post Productivity Questionnaire

Comprehensive workshop manual

4 weeks of post training support & follow up

MethodologyThis program is interactive and highly practical. Geoff Prior (Program Facilitator) encourages active dialog in a relaxed but energetic group setting.

The facilitator

Geoff PriorGeoff Prior is the Principal Trainer/Coach with Lingford Consulting Services. His background includes a number of senior management roles but since starting up his own business thirteen years ago, he has worked with a wide range of organisations in both the public and the private sector.He has the ability to quickly relate to a diverse range of people and is passionate about developing more productive people and teams. He has worked extensively within the Community Services and Not for Profit Sector including; Connections, World Vision, Forrest Community Services, Gateway Community Health, Ovens and King and many local government organisations across Australia.

Dates: Program 1: 16 October 2014 (registrations close on 16 September 2014)

Program 2: 19 March 2015 (registrations close on 19 February 2015)


Venue: Cliftons Training FacilitiesLevel 1, 440 Collins St, Melbourne

Improving Your Personal Productivity

ANG.0069.001.0390

2014

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Program overviewThe two day foundation skills program introduces the framework, core skills and application of Motivational Interviewing (MI) based on the latest research and practice findings.

Motivational Interviewing is rapidly gaining worldwide acceptance as an evidence-based, effective intervention to enhance people’s capacity to make healthy behavioural choices. The approach provides practitioners with a framework for assisting clients to resolve ambivalence, build motivation and strengthen commitment to engage in healthy behaviour change.

The approach is relevant for a wide range of presenting issues and settings, including addictions, sexual health, chronic disease management, treatment adherence, and healthy behaviour change.

The program goes beyond the idea of MI as ‘just another tool in the toolkit’ to examine its value as a fundamental approach requiring skill and discipline that has the potential to enhance both client outcomes and worker satisfaction.

Learning outcomes At the end of the program participants will have:

an understanding of the fundamental spirit and principles of MI

an opportunity to practice the core skills of MI and their application to facilitating change

increased awareness of and ability to work constructively with a client’s in all stages of the change process, including ambivalence, resistance, openness to change and commitment to change

an opportunity to observe and experience the delivery of the MI technique through demonstration and practice

an orientation to the research and evidence supporting the use of MI

increased confidence and commitment to transfer MI skills to the clinical setting.

MethodologyThe is highly interactive, with a focus on practical skill development. The two-day foundation skills program covers the following topics:

Day one:

What is MI and how do we do it?

Spirit, rationale and principles of Motivational Interviewing

Core skills.

Day two:

Applying MI across the change process

Responding to resistance

Identifying, eliciting and reinforcing change talk and commitment talk

Providing feedback and advice

Transferring skills to practice.

Target audienceThe program is suitable for workers in clinical and supervisory roles with no knowledge of MI through to those with prior learning and experience in MI, who want to deepen their understanding and practice.

The facilitator

Helen Mentha Helen Mentha a clinical psychologist with over 13 years experience in the community and private sectors, and has specialised in working with substance misuse in community and forensic settings, dual diagnosis and the application of Motivational Interviewing to positive behaviour change. She currently runs Mentha Consulting, providing training, supervision and psychological services.

In 2007 she was participated in a ‘train-the-trainer’ workshop, conducted by Professor Bill Miller and Dr Terri Moyers in Chicago USA. She has also completed further specialist training in Motivational Interviewing, including applications in supervision, coding MI sessions, working with change talk and integrating MI within criminal justice settings.

Helen is an experienced and dynamic trainer, and has delivered practice-based workshops to professionals from a diverse range of fields, including alcohol and other drug treatment, mental health, corrections, schools, aged care, community services, private practice and corporate settings.

Dates: 16, 23 July 2014 (registrations close on 17 June 2014)



Introduction to Motivational Interviewing

Facilitating respectful and productive conversations about change

ANG.0069.001.0391

2014

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This two day workshop has been developed for individuals required to manage aggressive and potentially difficult situations both over the telephone and in person. The principles and techniques provided within this program are simple and efficient with the key emphasis being towards proactive conflict management strategies such as defusing, negotiation and critical incident management.

Program overview Participants will learn the necessary skills to engage a diverse range of individuals, assess and implement appropriate interventions that will help promote a safer work environment for all.

The program will cover the following topics:

understanding of leading models towards conflict management

the essence of strategic communication

the power of risk assessment

defusing conflict over the telephone

third party intervention

critical incident management.

The program will focus on practical application of the principles and techniques. There will be case study discussions, video analysis of scenarios and experiential activities involving participants and professional actors.


define conflict escalation in terms of four distinct and identifiable behaviour levels

de-escalate aggressive individuals who attend the front office reception or establish contact via the telephone

conduct a thorough risk assessment

adopt best practice principles of critical incident management.


Explain: Participants will gain skills and knowledge in the areas of conflict management.

Demonstrate: Our facilitators are subject matter experts and will actively demonstrate best practice principles when managing challenging situations.

Participate: Through the use of professional actors and video analysis, participants will actively participate in a number of simulations.


Who should attendThis program is suitable for reception and administrative staff and Child FIRST workers.

The facilitator

Lesley Whiteside (B.A Psychology Hons, B.Sc, Monash University)With over 15 years of residential, child protection and youth justice experience, Lesley is well positioned to deliver the program. Lesley’ capacity to blend theory with practical experience will ensure participants gain the skills and confidence required to effectively manage conflict situations.

Date: 23, 24 June 2015 (registrations close on 22 May 2015)



Managing Challenging Behaviours

For administration/reception staff and Child FIRST workers

ANG.0069.001.0392

2014

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This two day program has been developed for individuals required to manage aggressive and potentially aggressive situations. Such situations may involve facilitating heated disputes between various stakeholders to dealing with high level aggression and potential violence in a range of settings. The principles and techniques provided within this program are simple and efficient with the key emphasis being towards proactive conflict management strategies such as defusing, negotiation and critical incident management.






defusing & negotiation skills

strategic negotiation


critical incident management

‘break and escape’ techniques.





implement a range of skills and strategies to de-escalate a range of conflict situations







Who should attend This program is suitable for family services practitioners and case managers who work in family services or placement and support services.

There is a separate program for residential care staff. Details are in this handbook.

The facilitator


Dates: 19, 20 March 2015(registrations close on 19 February 2015)




For family services practitioners and case managers

ANG.0069.001.0393

2014

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This two day program has been developed for individuals required to manage aggressive and potentially aggressive situations. Such situations may involve facilitating heated disputes between various stakeholders to dealing with high level aggression and potential violence in a range of settings. The principles and techniques provided within this program are simple and efficient with the key emphasis being towards proactive conflict management strategies such as defusing, negotiation and critical incident management.






defusing & negotiation skills

strategic negotiation


critical incident management

‘break and escape’ techniques.


Learning outcomes At the conclusion of the program, participants will be able to:



implement a range of skills and strategies to de-escalate a range of conflict situations







Who should attend This program is for residential care workers.

The facilitator


Dates: 22, 23 October 2014 (registrations close on 22 September 2014)




For residential care workers

ANG.0069.001.0394

2014

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OverviewThis program will help you create advanced workbooks and worksheets. You’ll learn how to use Excel 2013 to create advanced formulas and organise your data into tables, as well as discover the power of PivotTables and PivotCharts and use slicers to simplify data filtering.

Learning outcomesAfter completing this program, participants will be able to:

create advanced formulas

analyse data with logical and lookup functions

organise worksheet data with tables

visualise data by using charts

analyse data with PivotTables, slicers, and PivotCharts

insert graphic objects

enhance workbooks.


Creating Advanced Formulas

Apply Range Names

Use Specialised Functions

Analysing Data with Logical and Lookup Functions

Leverage Questions and Testing to Write Formulas

Use Logical and Lookup Functions to Find Answers to Questions

Organising Worksheet Data with Tables

Create and Modify Tables

Sort and Filter Data

Use Summary and Database Functions to Calculate Data

Visualising Data with Charts

Create Charts

Modify and Format Charts

Create a Trendline

Create Advanced Charts

Analysing Data with PivotTables, Slicers, and PivotCharts

Create a PivotTable

Filter Data by Using Slicers

Analyse Data by Using PivotCharts

Inserting Graphics

Insert and Modify Graphic Objects

Layer and Group Graphic Objects

Incorporate SmartArt

Enhancing Workbooks

Customise Workbooks

Manage Themes

Create and Use Templates

Protect Files.

Pre-requisitesPrior to taking this program, participants should have either have taken a Microsoft Office Excel 2013: Introduction level conducted by New Horizons Learning Centres (or similar provider) or have equivalent knowledge.

Target audienceThis course is designed for participants who already have foundational knowledge and skills in Excel 2013 and are ready to advance their data analysis skills and abilities through the application of advanced Excel 2013 functionality, such as advanced formula creation, tables, charts, PivotTables and PivotCharts.

Pre-course assessmentParticipants will undertake a pre-program assessment to ensure the program is tailored to requirements of participants.

Post program support from New Horizons Learning Centres.

Participants will be able to access the following features after they have completed this program:

6 months free course repeats

6 months online access to eLearning course content

60 day post course help-desk support.

The facilitatorThe program will delivered by New Horizons Learning Centres of Australia New Horizons is a Registered Training Organisation (RTO). For over 30 years in 300 locations world-wide, New Horizons have been global experts in creating learning programs for adult workers in the fields of desktop applications and IT services.

Dates: Program 1: 19 August 2014 (registrations close on 14 July 2014)

Program 2: 11 February 2015 (registrations close on 15 January 2015)


Venue: New Horizons Learning CentreLevel 2, 31 Queen Street Melbourne

Microsoft Excel 2013: Intermediate Level

ANG.0069.001.0395

2014

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OverviewThis program show you how you can work more efficiently by automating some tasks and providing methods to maintain consistency between documents. You will create more complex documents that include lists, tables, charts, graphics, and newsletter layouts. You will also merge data into documents to personalise correspondence and address envelopes and labels with the data as well.

This program will also show you how Microsoft Word can be used to create complex documents that are nearly as complicated as those created using a desktop publishing application. You will learn how to control how the text flows between paragraphs and pages, create hyperlinks and bookmarks in your document, control the appearance of text and graphic on the page, and much more.

Learning outcomesAfter completing this program, participants will be able to:

work with tables and charts

customise formats using styles and themes

use Images in a document

create custom graphic elements

insert content using Quick Parts

control text flow

use templates

use mail merge

use macros.

Pre-requisitesParticipants should be able to perform include: opening and closing applications, navigating basic file structures, and managing files and folders.

Before starting this program, participants should have completed the Microsoft Office Word 2013: Introduction level program conducted by New Horizons Learning Centres (or similar provider) or possess the equivalent knowledge.


Working with Tables and Charts

Sort Table Data

Control Cell Layout

Perform Calculations in a Table

Create a Chart

Customising Formats Using Styles and Themes

Create and Modify Text Styles

Create Custom List or Table Styles

Apply Document Themes

Using Images in a Document

Resize an Image

Adjust Image Appearance

Integrate Pictures and Text

Insert and Format Screenshots

Insert Video

Creating Custom Graphic Elements

Create Text Boxes and Pull Quotes

Draw Shapes

Add WordArt and Other Text Effects

Create Complex Illustrations with SmartArt

Inserting Content Using Quick Parts

Insert Building Blocks

Create and Modify Building Blocks

Insert Fields Using Quick Parts

Controlling Text Flow

Control Paragraph Flow

Insert Section Breaks

Insert Columns

Link Text Boxes to Control Text Flow

Using Templates

Create a Document Using a Template

Create a Template

Using Mail Merge

The Mail Merge Features

Merge Envelopes and Labels

Create a Data Source Using Word

Using Macros

Automate Tasks Using Macros

Create a Macro

Microsoft Word 2013: Intermediate level

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Microsoft Word 2013: Intermediate level (cont.)

Target audienceThis course is designed for participants who wish to use Microsoft Word to create and modify complex documents and use tools that allow them to customise those documents.

Pre-course assessmentParticipants will undertake a pre-program assessment to ensure the program is tailored to requirements of participants.

Post program support from New Horizons Learning Centres

Participants will be able to access the following features after they have completed this program:

6 months free course repeats

6 months online access to eLearning course content

60 day post course help-desk support

The facilitatorThe program will delivered by New Horizons Learning Centres of Australia New Horizons is a Registered Training Organisation (RTO). For over 30 years in 300 locations world-wide, New Horizons have been global experts in creating learning programs for adult workers in the fields of desktop applications and IT services.


Program 2: 5 March 2015(registrations close on 2 February 2015)


Venue: New Horizons Learning CentreLevel 2, 31 Queen Street Melbourne

ANG.0069.001.0397

2014

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Parenting is the most important job in the world. It is complex, demanding and ever changing. The Philosophy of Parenting package was developed the Anglicare Victoria Parentzone team in the southern region.

The Philosophy of Parenting is a comprehensive package for people working with parents who are looking for effective ways to help parents bring up their children in twenty first century Australia.

Program overview This six session program offers participants the opportunity to explore the principles and practicalities that underpin the package and its positive parenting approaches. The program is experiential – combining theory and practice wisdom to give participants fresh insights and practical tools they can use when working with their families.

The program will explore the Parenting Package involving a strengths based approach to parenting and a comprehensive package that is practical for the new millennium ( a framework for building ‘confident and capable parents’ whilst continuing to promote children’s safety, stability and developmental needs).

Issues covered include:

social change and it’s impact on family values and expectations

discipline without punishment and positive discipline strategies including known rules and consequences

building positive relationships within families

human development

resilience

communication skills for parents

parent/child emotional literacy

skills in working with parents

understanding and engaging parents living in poverty.

MethodologyThis program mixes the principals of adult learning, strength based practice, solution focused, family skills and narrative model. Experiential learning is also a strong component of this program as we seldom learn something we are told. Experiential learning is about developing an idea (action theory) from our own experiences and then continually modifying it so that our behaviour becomes more effective.

Given the diversity of the models and approaches which are inherent within the delivery of the model, it is necessary to be aware not only of content, but also the process of delivery which is inclusive of mutual respect, transparency, openness and actions which promote the partnership of parents and facilitator.

Suitability Parenting is the most important job in the world. It is complex and demanding and ever changing. In the last few decades there have been many societal changes. These range across a wide spectrum: from changes in family structure, technology, values, cultural diversity, economics, expectations to rights and responsibilities. New research leads to plenty of information and we understand more and more about things such as brain development and the impact of nature and of nurture. Is it any wonder that parents – whom we know work hard at their job of parenting – can find it challenging?

And often, we as the worker, find it difficult and challenging to give our support or parenting strategies with confidence.

This program is suitable for any staff who work with or support clients who are parents, and participants will receive the supporting manual – Parents Building Solutions.

The facilitator

Helena LaverieHelena has been with Parentzone for four years and has qualifications in drug and alcohol counselling and expertise in group facilitation. Her passion is to share with parents the belief that they have value and importance in their children’s lives and to believe that their role as parents does have meaning and value to their children and the community as a whole.

Dates: 15, 22, 29 October, 5, 12, 19 November 2014 (registrations close on 15 September 2014)



Philosophy of Parenting

A practical framework for people working with parents

ANG.0069.001.0398

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Program overviewThis one day training is an introductory course for workers whose main focus is family support and intervention, but who are likely to come into contact with women and children experiencing family violence.

The course will equip participants to:

recognize and identify family violence

respond appropriately to disclosures

conduct a risk assessment

know how to develop a safety plan

have knowledge of current referral pathways.

Learning outcomesParticipants will gain the following from the program:

A shared understanding of Domestic and Family

Violence

Understanding of the gendered nature of Family Violence

Knowledge of the impact of Family Violence on women and children

How to identify Family Violence

Ways to respond to disclosures of Family Violence

Application of risk assessment using the CRAF tool

Application of risk assessment for children

Knowledge of safety planning

Knowledge of referral pathways.

MethodologyThe course is structured to maximise experiential learning and includes short lectures, discussion, group exercises, DVDs, case studies and role-play practice.

Who should attendThis program is for employees whose work brings them into contact with women and children experiencing domestic and family violence.

The facilitatorsRecognising and Responding to Family Violence is presented by two trainers from Domestic Violence Resource Centre Victoria (DVRCV). DVRCV has provided family and domestic violence training for over 20 years. Trainers have a wealth of experience in the family violence field and in the community services sector.

Over the last 6 years DVRCV, in partnership with Swinburne University, has provided training to over 5,000 workers on family violence risk assessment and risk management (CRAF) on behalf of the Victorian government.

The facilitators have extensive experience in the delivery of training programs and presentations on family violence and all trainers have completed the Certificate IV in TAE, Training and Assessment (or equivalent).

Dates: Program 1: 30 July 2014 (registrations close on 1 July 2014)

Program 2: 12 November 2014(registrations close on 10 October 2014)

Program 3: 21 May 2015(registrations close on 21 April 2015)



Recognising and Responding to Family Violence

ANG.0069.001.0399

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Program overviewThis one day program has been designed to provide an understanding of the principles and practice of the Looking after Children Framework.

The training has been designed to create a sense of partnership, with a child focus, for members of the Care Team.

It educates new workers on how to build skills in using the tools and resources from the framework, to improve the experiences and outcomes for children in Out of Home Care.

Learning outcomes At the end of the training program participants will have had the opportunity to:

increase their understanding of the Looking After Children framework and why it should be used

practice using the Looking After Children tools

develop skills to record the needs of children in care

understand how to use Looking After Children to plan and create better outcomes for children in care

feel accountable for what happens to young people in care

identify what a care team is and why they need to be active members.

MethodologyThe training is interactive, with a focus on information sharing and practical skill development. The two-day Skilled In Looking After Children training covers the following topics:

Day one

What is the Looking After Children framework

Why should workers be using it

Worker’s role in the Care Team

Unpacking the seven developmental life dimensions

How to use the Looking After Children Tools in a skilful manner.

Day two

When should Looking After Children be used

How Looking After Children can be used for all children in care

How to engage young people in the process

Benefits of using Looking After Children.

Target audienceThe workshop is suitable for workers new to the area of foster care, residential care, lead tenant or kinship care or to those who have not had any training in the implementation of Looking After Children.

The facilitator

Kerry Marshall (Grad. Dip. Family Therapy/Counselling, Grad. Cert. in Education & Training, Dip. Community Welfare Work, Dip. in Education & Training, Dip. in Training & Assessment, Cert IV Community Services & Cert IV in Training & Assessment)Kerry is a Senior Training Consultant & Family Therapist. Kerry has worked in the community services sector for over twenty eight years both for the Department of Human Services in the area of Child Protection, Juvenile Justice and Out of home care, in front line work and management and in the non-government organisations as Program Manager for Case Management, LAC Looking after children Coordinator and as a Coordinator in Education and Training programs.


Program 2: 14 May 2015 (registrations close on 14 April 2015)

Time: 9.30am to 4.30 pm (please make sure that you arrive by 9.15am for a 9.30am start)


Skilled In Looking After Children

ANG.0069.001.0400

2014

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Overview of programTuning in to Kids is a new evidence-based, emotion-focused parenting program which can be used across a range of clinical and community settings. It is widely used throughout Victoria and more recently in other states in Australia.

Tuning in to Kids helps children learn to understand and regulate their emotions. It teaches parents:

awareness and regulation of their own emotions

awareness of their children’s emotions

to use children’s emotional experiences as an opportunity for closeness and teaching

skills in assisting children to verbally label their emotions

skills to assist in problem solving to guide children’s behaviour with appropriate limits.

The research evaluations of Tuning in to Kids have found that when parents learned these skills, they were linked to improvements in children’s emotional competence, social skills and behaviour. For children with behaviour or anxiety problems, the program was particularly effective.

Learning outcomes The training introduces professionals to the theory and research behind the program and outlines the philosophical approach. It is highly interactive; delivered through direct teaching, watching DVD material, demonstration, small group exercises, role plays and discussion.

Participants will:

understand the value of an emotion focussed approach to parent-child relationships

practice core skills such as emotion coaching

learn other key skills taught in the program in an experiential way

develop a deeper understanding of delivering the Tuning in to Kids parenting intervention with individuals and in a group setting.

MethodologyThe program is highly interactive with a focus on practical skill development. The program covers the following topics:

Day oneIntroduction to the Tuning in to Kids Program, Theory and Research

Tools for Emotion Coaching

Parenting Styles

Empathy and Emotion Coaching

Day two

Mindfulness and Self Care

Emotion Coaching and Anxiety

Emotion Coaching and Anger

Delivery of the Tuning in to Kids parenting program

The facilitators

Ann Harley (B.A. Dip Teach, Grad Dip Ed)Ann Harley is the Training Manager for Tuning in to Kids and Tuning in to Teens at the Mindful Centre for Training and Research in Developmental Health at the University of Melbourne and Monash University, and a private parent consultant and educator. Ms Harley has a background in teaching, social research and counselling, and over 30 years experience working with parents in a variety of settings, which has informed her work on these programs. She has delivered parent sessions and workshops to a wide range of parents and professionals, including those from culturally and linguistically diverse backgrounds.

Christiane Kehoe (BSSc. (Hons))Christiane Kehoe was Program Manager for the Tuning in to Teens research project and has been working at the Child and Adolescent Mental Health and Schools Early Action program at Austin Health. She is currently completing her PhD at the University of Melbourne, investigating the efficacy of Tuning in to Teens in improving emotional communication in the family and preventing internalising disorders in adolescents. Ms Kehoe is an accredited Facilitator and Trainer in both Tuning in to Kids and Tuning in to Teens and facilitated the Tuning in to Teens parent groups (with Ann Harley) for the research trial.

Dates: 18 & 19 November 2014(registrations close on 13 October 2014)

Time: 9.30am – 4.30 pm (please make sure that you arrive by 9.15am for a 9.30am start)

Venue: Cliftons Training Facilities Level 1, 440 Collins Street, Melbourne

Special opportunity to train for the two programs – Tuning in to Kids and Teens – in 3 days!.

More information on next page

Tuning in to Kids and Teens – a Combined Program

ANG.0069.001.0401

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Tuning in to Kids and Teens – a Combined Program (cont.)

Tuning in to Teens Intensive WorkshopTuning in to Teens Intensive one day program is an optional day of training for staff who have completed the two days of Tuning in to Kids training, either immediately before, or in the last 12 months.

This innovative and interactive evidence-based group parenting program aims to increase parent-teen connection by improving emotional communication in the family. It helps parents to understand and regulate their own emotions and equips parents with skills to respond to their adolescent’s emotions in a way that helps the child to develop emotional competencies.

Day three

Foundations of the program – theory and research

Adolescent Development – Meta-Emotion & Growth

Emotion Coaching Adolescents

Facilitator/Therapist Emotional Awareness

Acceptance, Empathy and Managing Rejection

Responding to strong emotions – sadness, anxiety & anger

Delivery of the Tuning in to Teens parenting program

Important registration informationPlease state whether you want to register for both workshops (Tuning in to Kids and Tuning in to Teens) or either workshop (Tuning into Kids or Tuning in to Teens). If you are only registering for the Tuning in to Teens workshop then please advise when you previously participated in the two day Tuning in to Teens workshop.

Date: 20 November 2014 (registrations close on 13 October 2014)

Time: 9.30am – 4.30 pm (please make sure that you arrive by 9.15am for a 9.30am start)


ANG.0069.001.0402

2014

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Program overview Abuse related trauma has a significant impact on the developing brain. It results in children experiencing difficulties regulating their emotions, adapting their behaviour and being attuned to social exchanges. Without a focus on the traumagenic impact of abuse on children’s development, professionals can find a real challenge in assisting children to restore a sense of safety and control, particularly when working with the family in the home context. Integrating systems of protection and therapeutic intervention can focus on providing traumatised children with consistency, nurturance and predictability.

This program will explore the most recent research on the impact of abuse related trauma on brain development, provide a framework for understanding the consequences of abuse for a child’s cognitive, social and emotional functioning and explore implications for practice.

Participants will explore specific and practical strategies contextualised to their work for promoting recovery for children and young people who have experienced chronic traumatisation.

Learning outcomes Develop an understanding of brain development

through childhood and adolescence & the way trauma affects brain functioning

Identify ways that trauma shapes children’s memory states and emotional experiences

Develop creative approaches to support the processing of children’s experiences of trauma, in the in-home work context

Reflect on current practices and enhance their application with children, young people and their families.

Program expectationsBecause of the experiential nature of this program, it is expected that participants will put some of the planned responses into action between the second and third session. The added expectation is that this process is incorporated into supervision during that time. Participants will be asked to bring reflections of this process and discussion to the third session.

If you should have any queries about your suitability for this program please contact David Sandison (General Manager – Learning and Organisational Development) to discuss your application to the Program.

The facilitator

Marina Dickson Australian Childhood FoundationMarina is a social worker and educator with previous clinical experience working with vulnerable and abused children in a range of school settings. She has trained extensively across the welfare and education sectors with a focus on the neurobiology of trauma, trauma-based interventions and loss and grief. As the Coordinator of Training and Professional Development Program, Marina oversees much of the Foundation’s training activity. She is also responsible for the development and facilitation of a number of training initiatives including the SMART program – a statewide training program in South Australia.

Dates: Program 1: 3, 4 and 17 September 2014 (registrations close on 4 August 2014)

Program 2: 6, 7 and 28 May 2015(registrations close on 6 April 2015)

Time: 9.30am to 4.30pm(please make sure that you arrive by 9.15am for this 9.30am start)


Understanding and Responding to Children and Young People who Have Experienced Complex Trauma

ANG.0069.001.0403

2014

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Overview of the courseThis nationally accredited qualification has been developed by the Australian Childhood Foundation. This is a 12 month program. This innovative course has been developed in response to an identified need from the field regarding implementing the emerging neurobiology knowledge into practice in a range of education and welfare settings.

The program has been successfully run across Australia since 2010 and continues to be positively evaluated as building knowledge, skills and enabling a thoughtful and reflective professional development opportunity

The qualification presents participants with the enhanced knowledge and skills to respond to the needs of children and young people affected by the cumulative developmental and neurobiological harm caused by abuse and violence.

It also provides an ongoing opportunity for participants to build further capacity in how to implement creative, consistent and multi-systemic responses to traumatised children, young people and their carers and family.

This is the only Vocational Graduate Certificate in Australia to examine and apply the emerging knowledge base about the neurobiology of trauma in work with children and young people who have experienced abuse, neglect and family violence.

Learning outcomes In completing this qualification, you will:

learn about up to date research outcomes about the neurobiology of trauma

examine the implications of this knowledge in relation to understanding the needs of traumatised children, young people and their carers and family

be able to practically apply a framework for understanding and responding to trauma in the context of your own work role

enhance your skills through comprehensive and in depth opportunities for review, reflection and development

obtain a nationally accredited and recognised vocational post graduate qualification.

MethodologyThe course incorporates one module of core knowledge and three units of competency exploring application of this knowledge in a range of settings and roles. Further information on the specific course content can be provided on request

The course utilizes a range of learning methods and techniques including role play, discussion, debate, individual reflection, presentations and guest facilitators.

You will be provided with all course materials, including reading packages, and no additional resources are required.

Assessment This program will require a time commitment outside of the workshops to complete a range of assessment tasks

You will be asked to complete a number of assessment tasks including case analysis, reflective tasks, class presentations and one essay task. All of these assessments will be linked to your current work. As this is a vocationally based course, assessments are made utilizing a competency based framework.

Pre-requisitesPre-requisite requirements for this course are a relevant Bachelor or Advanced Diploma qualification AND/OR current employment in a welfare organization and relevant experience working with children and young people.

What will you achieve?You will attain a Vocational Graduate Certificate in Developmental Trauma. A Vocational Graduate Certificate is recognized as being of the equivalent depth and complexity of a Graduate Certificate in the Higher Education sector. The vocational sector focuses all qualifications into specific work-based application

How will the course be delivered?The program is delivered via 20 face to face training days, individual student support and application into the workplace. The delivery model is one that reinforces participant’s skills, acknowledges their expertise and seeks to extend their engagement throughout the program. This is planned through utilizing a range of delivery methods, a number of experienced course facilitators and continual opportunities to link theory to practice.

Vocational Graduate Certificate in Developmental Trauma

ANG.0069.001.0404

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Vocational Graduate Certificate in Developmental Trauma (cont.)

Target audienceThe course benefits those working in family services, out of home care, youth support and education programs – whether doing direct work with clients or involved in management and policy development.

The course would suit individuals working in family services, out of home care including residential care, foster and kinship care, drug and alcohol services, youth services and education programs.

Commencement dateThe program will commence in February 2015. Dates to be advised later in 2014

Interested?Places are strictly limited. There will be an application process involving the Australian Childhood Foundation and Anglicare Victoria in the selection of candidates for the program.

Please contact David Sandison (General Manager – Learning and Organisational Development) for an application form.

Applications close on: 31 October 2014

The facilitatorsThe Vocational Graduate Certificate in Developmental Trauma is facilitated by experienced practitioners from the Australian Childhood Foundation.

The facilitation team will be confirmed closer to the course start date.

ANG.0069.001.0405

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The Vocational Graduate Certificate of Community Services Practice (Client assessment and case management) is an intensive one year professional development program designed to assist program managers, team leaders, case managers and casework staff to strengthen their practice, develop their skills and knowledge and increase their capacity to address the critical practice issues arising within the contemporary welfare environment.

Program overviewAreas of focus will include:

Understanding the contemporary regulatory context

Reflective critical thinking in practice and the professional use of supervision

Risk assessment, case planning, goal setting

Advocacy and negotiation skills at a client and structural systems level

Impact of trauma on child and adolescent development

Child and adolescent development pathways

Working with young people and families in crisis and complex situations , including people affected by mental

health, disabilities, domestic violence, alcohol and other drugs, financial crises, homelessness, child abuse and neglect

Facilitating change using strength based, cognitive behavioural approaches and other strategies with children, young people and families

Understanding and working with cultural differences – in indigenous, refugee and migrant communities.

Learning objectivesThe Vocational Graduate Certificate of Community Services Practice (Client assessment and case management) program aims to:

recognise and develop participants’ leadership skills in case management and assessment, specifically in

influencing, advocating, mentoring, policy initiatives and creative responses.

explore the requirements of the Best Interest Principles in the Children, Youth and Families Act 2005 (CYFA) and examine their implications for practice responsibilities and responses with children, youth and families in Victoria.

consider knowledge and critical skills for collaborative case planning and management processes of intake, assessment, goal setting, review, closure and evaluation, for clients, carers and families in complex and crisis situations combining un/under/employment, homelessness, child abuse, drug or alcohol misuse, disability, financial distress, mental health and domestic violence.

provide knowledge of various theoretical frameworks including feminist, structural, systems, psychodynamic and postmodern thinking in understanding and responding to complex situations with children, young people and families, affected by abuse, neglect, trauma and cumulative harm.

explore and practice strategies and skills for engaging work with vulnerable children, families and young people who present with complex needs, including approaches such as problem solving, strength-based, narrative, solution focused and cognitive- behavioural therapy.

require participants to be reflective of their practice and their use and delivery of professional supervision.

examine approaches to generate innovative and culturally sensitive responses with indigenous, refugee and migrant communities in their local communities.

develop knowledge and skills in applying research to advance practice and policy knowledge.

What will you achieve?You will attain a Vocational Graduate Certificate in Community Services Practice (Client assessment and case management). A Vocational Graduate Certificate is recognized as being of the equivalent depth and complexity of a Graduate Certificate in the Higher Education sector. The vocational sector focuses all qualifications into specific work-based application if you successfully complete assessment.

MethodologyThe program comprises 10 day workshops from 9.30am to 4.40pm including a final presentation of workplace projects. RMIT staff will meet with participants in their workplace to develop the individual’s own learning plan and commence processes of self assessment and recognition of competency. The program will incorporate a range of learning support strategies provided by experienced community sector practitioner facilitators.

Vocational Graduate Certificate of Community Services Practice (Client Assessment and Case Management)

ANG.0069.001.0406

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Vocational Graduate Certificate of Community Services Practice (cont.)

Who should attend This program is suitable for program managers, team leaders and staff involved in case work roles, family services, Child FIRST activities, youth services and residential care.

PrerequisitesApplicants require an undergraduate degree or significant practice experience in the field of children, youth and family services with demonstrated capacity to fulfil academic requirements.

The facilitator

Dr Susie Costello Dr Susie Costello teaches core undergraduate and post graduate social work practice programs at RMIT. She formerly practised social work in health, disability, psychiatry, child protection and family support with families from diverse backgrounds. Her research includes domestic violence, indigenous housing and international social work.

Dates: This program will commence in February 2015. Dates will be advised later in 2014.

Venue: RMIT Melbourne. RMIT will provide details of the location to participants when they enrol.

ANG.0069.001.0407

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Program overviewBeing competent in cross-cultural situations means learning new patterns of behaviour and knowing how to apply them.

This one day program will explore the many challenges facing workers in creating services that reflect the diversity around them and identify best practice strategies that support cultural inclusion for families, including children and youth of diverse cultural, racial, religious and linguistic backgrounds.

Learning outcomesAt the conclusion of this program participants will have a working knowledge of:

the dynamics of culture and how it affects families including children and adolescents

the pre-migration and migration/refugee experience and how this impacts on settlement

the difference between migrants, refugees and asylum seekers

how your own culture impacts on your practices, beliefs and experiences

key principles of effective cross cultural communication

how to engage and work effectively with clients from CALD backgrounds.

Methodology Participants will be asked to complete a pre-training

questionnaire in advance of the training.

Participants will be able to explore their own work experiences and dilemmas constructively in terms of working with CALD clients.

Sessions will be interactive using participatory and activity based methods, case studies and discussions.

The program will not reinforce stereotypes but raise awareness of the areas in which problems and misunderstandings can occur.

Who should attendThe program is suitable for people working in the welfare sector looking to develop their skills in working with people for CALD backgrounds

The facilitator

Gabrielle FakhriGabrielle Fakhri has extensive experience working with migrants and refugees for nearly 30 years in Australia. Her experience has included working directly with clients as a welfare officer/community development worker, researcher into settlement issues, and for the last 14 years as a cross-cultural consultant and trainer.

Gabrielle currently provides training for workers in the Child and Family Welfare sector as well as for child care students, health and welfare professionals, drug and alcohol workers and many others.

Dates: 4 March 2015 (registrations close on 11 February 2015)

Times: 9.30am to 4.30pm (please make sure that you arrive by 9.15am for a 9.30am start)


Working Effectively with Culturally and Linguistically Diverse (CALD) Clients

ANG.0069.001.0408

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BackgroundAnglicare Victoria wants to contribute to building a stronger and more culturally rich and inclusive community by fostering meaningful connections with Aboriginal people both individually and with their organisations.

Anglicare Victoria is committed to cultivating a workforce culture attuned to engaging respectfully with Aboriginal children, young people and families.

This one day program is part of our work with VACCA about how best to develop a workplace environment that supports culturally competent casework practice and service delivery.

Program overviewThe aim of this program is to provide participants working in the child and family welfare sector with introductory knowledge and understanding to assist them in engaging and working with Aboriginal children, families and workers in a culturally respectful way.

Topics covered:

Aboriginal Life Before & After Colonisation

The Impact of the Stolen Generations, Grief, Loss, Trauma & Other Effects of History on the Lives of Aboriginal People

The Resilience of Aboriginal People

Overview of Aboriginal Culture

Aboriginal Family Roles & Responsibilities

Engaging Aboriginal Children, Families & Workers.

Learning outcomes At the end of the program participants will be able to:

describe ways in which previous policies and practices in Australian history continue to impact on Aboriginal people today

identify how grief, loss and trauma affects Aboriginal children, families and workers

identify how Aboriginal family structures, roles and responsibilities differ from their own

describe the role that culture plays in Aboriginal peoples’ lives

identify ways to engage and respectfully work with Aboriginal children, families and workers.

Target audienceThe program workshop is suitable for staff involved in working with Aboriginal children, families and communities.

The facilitatorsThis program is developed by the Victorian Aboriginal Child Care Agency (VACCA).

The program is delivered by Aboriginal facilitators who have strong cultural knowledge and experience in the child and family welfare sector.

Dates: Program 1: 11 September 2014(registrations close 15 August 2014)

Program 2: 18 March 2015(registrations close 18 February 2015)


Venue: VACCA45 Nicholson Street, East Brunswick

Working with Aboriginal Children and Families

ANG.0069.001.0409

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Not only do the people that we care for have significant, chronic mental health problems such as depression, PTSD, and anxiety; they may also have a traumatic history rendering them unable to fully comprehend and express emotions. Another factor to consider is the additional complexity of poly-drug use, and the consequences of this on an already fragile mental state.

This program will provide you with information on a range of common mental health problems experienced by our clients, and assist in identifying strategies to minimise the effect of these on some of the most vulnerable people in our community.

Program overviewThis three-day program has been developed to bridge the gap in traditional mental health training packages.

Areas covered:

Mental wellbeing

Depression

Substance misuse

Anxiety

Trauma

PTSD

Personality disorders

Self harm

Self care.

Learning outcomesFollowing this program, participants will be able to:

list healthy-living options that can maximise mental wellbeing

recognise clusters of symptoms as being attributable to certain groups of mental illnesses

identify appropriate responses to mental health crisis scenarios

suggest a range of interventions suitable for each of the diagnoses covered

identify relevant professional services and referral pathways.

Who should attend This program is suitable for any person who may come into contact with anyone with a mental illness. Bearing in mind that 20% of young people and adults in Australia will have a significant mental illness in any 12-month period – this program is relevant for us all, on a professional, personal and familial level.

If you are involved in the care of any of these people, this program will certainly be relevant.

The facilitator

Bryan JeffreyMental health consultant and trainer With over 15 years experience as a clinician for Child and Adolescent Mental Health Services (CAMHS) in Scotland and Melbourne, Bryan brings an enormous level of current knowledge, skills and experience to his training.

This Program is delivered in a demystifying, destigmatising format with a mixture of small group work, PowerPoint delivery, DVD footage and practical examples.

Dates: Program 1: 5, 6, 12 August 2014(registrations close on 4 July 2014)

Program 2: 11 ,12 ,18 February 2015(registrations close on 23 January 2015)



Working with Complex and Chronic Mental Health

ANG.0069.001.0410

2014

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Leadership & Team Development

ANG.0069.001.0411

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Program overviewThis two day program is suitable for experienced supervisors who are keen to build on existing knowledge and skills in supervising staff. It is assumed that participants are applying the Anglicare Supervision Policy, are confident that they understand the different functions of supervision, the importance of engagement in the supervision and the ways in which this can be approached; and that they understand the roles, expectations and responsibilities associated with the supervisor and supervisee role.

This program provides an opportunity for participants to review current challenges in supervision with their peers and to think more about the place of anxiety and emotion in their practice.

Across the two days there will be an emphasis on thinking more about the value of relationships, critical reflection and emotional and social competence in supervision.

The key focus of the two days will be the integrated reflective model of supervision. Participants will learn more about Tony Morrison’s 4x4x4 supervision model and practice applying it at every level.

Learning outcomes At the end of the program participants will have:

reviewed their current supervisory skills, knowledge and style of supervision

considered current strengths and challenges

reviewed the value of relationships, critical thinking and emotional and social competence in supervision practice

learnt more about the core components of the integrated 4x4x4 Morrison model of reflective supervision

practiced applying the reflective model to a case (or problem) at every level.

The facilitator

Judith GibbsJudith is a qualified social worker who has worked in child and family welfare in both Victoria and the UK. She has taught social work at La Trobe University and now works as an independent consultant and trainer.

Judith’s doctoral thesis examined the problem of staff retention in child protection and her publications include material about staff supervision and support. In the last five years she has worked with a number of Australian statutory and community service organizations undertaking consultancies and training in supervision and management. In 2009, with Jenny Dwyer & Kitty Vivekananda, she co wrote Leading practice – a resource guide for Child Protection frontline and middle managers (available at www.dhs.vic.gov.au).

Judith has also chaired the Victorian Child Death Review Committee and the ACT Children & Young People Death Review Committee.

Dates: 28, 29 October 2014(registrations close on 26 September 2014)



A Masterclass: Professional Supervision Skills for Experienced Team Leaders

ANG.0069.001.0412

2014

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OverviewThe Management Development program (MDP) is an integrated learning journey that focuses participants on the key behaviours, skills, and capabilities that drive effective management practice. The program enhances self-awareness of participants’ own management strengths and development needs and allows them to develop and practice new skills in a supportive, participative environment. The program includes:

three non-residential workshops (across four days)

self-directed 360 degree feedback

group coaching sessions

individual learning projects

self-directed developmental activities.

The MDP explores topics including: managing change, creating value through people; managing performance; and giving and receiving feedback – with a particular focus on ‘crucial conversations’ around performance and behaviour.

Participants will experience a combination of practical management tools and frameworks; skills practice (on-program and between modules); group coaching by an executive coach; and directed conversations and activities with their line manager.

Learning outcomesParticipants on the MDP will develop:

greater capacity for personal reflection and deepened self-awareness of interpersonal interaction

greater strength and confidence in having crucial conversations to address performance and behaviour challenges

greater capacity to lead, to manage change and to bring people on that journey.

As a ‘thread’ throughout the entire program is the development of a ‘leadership mindset’. An effective ‘leadership mindset’ assists participants to make a clear distinction between the operational aspects of their programs, and the more strategic elements of their leadership role.

MethodologyThe program is highly interactive and experiential, with a focus on practical skills development. MDP provides participants with:

a framework to conceptualise ideas

practical exercises to experience new skills

group dialogue and individual reflection to support sense-making of the learning journey

skills to map learning into their own work context.

The MDP is a development program designed to further develop people as leaders. Participants will be engaged in deep self- reflection and candid dialogue to:

examine the habitual ways they interact and lead

reflect on whether these habits serve them, their people and Anglicare Victoria

consider alternate ways of interacting and leading, and then significantly

‘experiment’ with new leadership behaviours.

Target audienceThe program has been developed for Program Managers, Central Office Department Managers, Regional Business/Administration Managers and other relevant Anglicare Victoria managers.

The facilitators

Mark Grant – Program Lead and CoachBEcon (La Trobe); GradDip, Counselling and Human Services (La Trobe); Advanced Diploma of Gestalt Therapy (GTA)

Mark partners with his clients in a way that is both personal and professional such that both the outcome and the process of reaching that outcome are rich learning experiences. As a Gestalt Therapist Mark ran his own psychotherapy practice before shifting his focus to leadership development and executive coaching.

Prior to this Mark had extensive experience in the finance industry having spent over twenty years in banking roles with six years at Chief Executive level. Mark’s work in leadership development is informed by his therapeutic training as well as his business and leadership experience. His approach is based in a profound respect for people, their values, their knowledge and the uniqueness of their experience.

Management Development Program

ANG.0069.001.0413

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Sallyanne Miller – Program CoachMBus (Organisational Change and Development) (RMIT), GradDip Organisational Change and Development (RMIT), BA (Adult Education) (Curtin University) Certificate in Somatic Therapy (College for Experiential Psychotherapy), Cert IV in Executive Coaching (OpenDoor Coaching)

Sallyanne gained her experience of nearly 30 years through corporate roles in change management and human resources, academic roles teaching leadership and change at postgraduate level, and in her own practice as a leadership and organisation consultant. Much of her consulting has been is undertaken in the health and community services sector with assignments in leadership practice and management development, organization structure redesign, culture reviews, team building, skills training and capability growth.

Sallyanne has particular expertise in establishing and facilitating action learning and reflective practice skills in group settings, in parallel with leadership coaching. She helps individuals develop their leadership practice ‘below the line’, that is, focussing on their physical intelligence and capability to develop leadership practice that is courageous, committed, confident and engaging.

About Melbourne Business School – Mt Eliza Executive EducationWith 60 years’ experience, MBS-Mt Eliza Executive Education is Australia’s premier provider of leadership and management development, and was ranked the number one provider based in the Asia-Pacific Region (Financial Times, 2013).

Nomination processInterested in the MDP? Please complete the application form and discuss your interest with your direct manager, Regional Director or Director. The application form is available from David Sandison.

The Directors and Regional Directors will decide which managers will be nominated from their respective regions and departments.

The MDP is an organisational program and the selection of participants will depend on the overall mix of nominations received from regions and departments in Anglicare Victoria.

You must be able to commit to participation in the program launch, 4 day workshop program and the two group coaching sessions.

Dates: Program 1: The program launch wil be on 26 May. The workshop dates are 2, 3 July, 5 August, 4 September 2014. In addition there will be two group coaching sessions that participants must attend. The group coaching dates are to be confirmed.

Program 2: The likely commencement date is March 2015.

Time: Workshop times are to be confirmed.

Venue: Melbourne Business School 200 Leicester Street, Carlton

Management Development Program (cont.)

ANG.0069.001.0414

2014

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This four day program will provide practical, pragmatic, day-to-day, people management skills and strategies. The program provides participants a clear understanding of the core elements for successfully managing people. Covering key areas such as teams, recruitment, communication, delegation, goal setting, change management and workplace culture, participants will gain a deeper understanding of these themes and leave with fresh insights and practical skills and tools they can apply directly in the workplace.

Learning outcomes Understand the key elements of developing highly effective

teams and a culture of ‘well being’ in the workplace

Develop skills and confidence to tackle performance,conflict and behavioural problems

Develop an approach that maximises commitment and minimises resistance to change

Understand the fundamentals of successful recruitment and selection practices including Anglicare Victoria policies and current legislation [e.g. EEO, privacy, industrial relations]


Module 1: Creating an engaged workplace culture

Highly effective teams, how to motivate a team, conflict management, developing a culture of ‘well-being’ in the workplace with a strong emphasis on engaged employees and teams.

Effective delegation, clearly defining expectations to employees through setting SMART objectives and goals.

Providing feedback, coaching and the more formal aspects of performance review and development.

Developing a safe and healthy workplace (OHS) and focusing on early intervention in the prevention or management of WorkCover.

Module 2: Managing teams through change

Practical steps for implementing operational change.

Leading and managing change, engaging and bringing people along with change and adapting to changing circumstances.

Anglicare Victoria practices and standards, employee and industrial relations and the requirements of the Fair Work Australia Act, including the requirements of the SCHADS Award, in implementing change.

Module 3: Managing performance

Effectively use the Anglicare Victoria Performance and Development Framework.

Addressing challenging issues such as performance and behavioural problems.

Conducting formal performance management discussions under Anglicare Victoria’s Disciplinary policy and process.

Anglicare Victoria practices and standards, employee and industrial relations and the requirements of the Fair Work Australia Act in managing staff performance issues

Module 4: Effective recruitment and selection

Conducting values and behaviourally based recruitment to ensure the ‘fit’ of potential employees against Anglicare Victoria values and the requirements of the job.

Preparing for interviews, behavioural interview skills and reference checking skills.

The legal principles related to recruitment and selection processes.

MethodologyThe program is highly interactive, with a focus on practical skill development. The facilitator will incorporate a range of methods including teaching relevant theory, demonstrating skills and techniques, and engaging participants in experiential learning.

Target audienceThis program is suitable for all levels of people managers across Anglicare Victoria. This includes but is not limited to program managers, team leaders, unit co-ordinators, admininistration managers and co-ordinators and Central Office department managers.

The facilitatorThe program will be conducted by the Australian Institute of Management (AIM). AIM is the largest private provider of management training and the largest professional management association in Australia. AIM’s overall purpose is to drive management and leadership excellence for corporate, government, business and individuals.

Lynne HaywardLynne Hayward is the program facilitator. Lynne has over 30 years facilitation experience spanning across all industries. Lynne specialises in practical easy to understand concepts which can be applied immediately back into the workplace. Lynne believes training should be fun, relevant and interactive.Lynne’s energetic approach to facilitating ensures that the programs she delivers are always relevant and highly engaging.

Dates: 8, 28 October, 20 November, 4 December 2014

(registrations close on 5 September 2014)



Managers Toolkit

ANG.0069.001.0415

2014

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Background In 2010 the Professional Supervision Skills training Program commenced at Anglicare Victoria. The Supervision policy has been updated and Anglicare Victoria is committed to ensuring that all staff have access to supervision which ensures accountability to the client, profession and Agency and supports staff to work to the best of their ability.

Until now supervision training has involved team leaders and managers. In 2012 Anglicare Victoria is extending the training program by offering a one day introductory program to new and existing staff.

Program overview This newly developed program seeks to affirm the importance of establishing the relationship between the supervisor and supervisee and using the process of supervision to support best practice with clients of Anglicare.

The workshop will emphasise the importance of understanding the link between effective supervision and client outcomes. Supervision will be explored as a key organisational relationship, structure and process.

Staff will be encouraged to think about their role and responsibilities in establishing and contributing to supervision that supports and enables them to work effectively. A reflective practice model of supervision will be presented and participants will be afforded an opportunity to reflect on the role of the supervisee in making this work.

Learning outcomes At the end of the introductory program participants will have:

focused on gaining a shared understanding of the nature and importance of supervision at Anglicare Victoria

developed an understanding of the purpose and functions of supervision

developed an understanding of their role and responsibilities in supervision

focused on negotiating a supervision agreement

developed an understanding of a reflective practice framework and the link between supervision and client outcomes.

MethodologySupervision will be explored in the context of adult learning theory and reflective practice. The approach taken in the workshop will mirror this content and supervisees are expected to take responsibility for utilising opportunities to be analytical and critically reflective.

The rehearsal and development of skills for effective supervision will be a major learning objective.

Target audienceThe program is suitable for all new and existing staff who provide services directly to children, young people, adults and families.

The facilitator


Judith’s doctoral thesis examined the problem of staff retention in child protection and her publications include material about staff supervision and support. In the last five years she has worked with a number of Australian statutory and community service organizations, including Anglicare Victoria, undertaking consultancies and training in supervision and management.

Judith undertakes Child Death Inquiries for the Office of the Child Safety Commissioner in Victoria and is the Chair of the new Children and Young People Death Review Committee of the ACT.

Dates: This program will be conducted on a regional basis.

Interested? Team Leaders or Managers should contact David Sandison to arrange a program for your team(s).

My Contribution to Making Supervision Work

A one day introductory workshop for Anglicare Victoria staff

ANG.0069.001.0416

2014

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Program overviewThis two day program is suitable for new supervisors and experienced staff who anticipate taking on a supervisory role in the near future. It is a foundational program which is intended to help participants learn more about effective supervisory relationships and to develop their knowledge and skills. Supporting and enabling participants to understand and implement Anglicare’s Supervision Policy is one learning outcome.

The two day program will affirm the importance of establishing the relationship between the supervisor and supervisee and participants will be introduced to frameworks and tools that can help them through this process.

The program emphasises the importance of understanding the link between effective supervision, better outcomes for clients and an organisational culture which places value on individual and collective learning. The dimensions of authority and power will be explored as critical components of supervisory practice.

Learning outcomesAt the end of the program participants will have:

reviewed Anglicare’s Supervision Policy and considered the role they have in implementing it with the supervisee

examined the link between the range of supervision functions and client outcomes

reflected upon and practiced establishing early and effective relationships with supervisees

reflected upon the theory of emotional intelligence and applied it to the supervisory role

have reflected upon individual and collective responses to anxiety and organisational culture

have explored the source and nature of the supervisor’s authority

have considered the importance of managing power in the context of supervision.

MethodologySupervision will be explored in the context of adult learning theory and reflective practice. The approach taken in the program will mirror the content and participants are expected to take responsibility for utilising opportunities to be analytical and critically reflective in the training. The rehearsal and development of skills for effective supervision will be a major learning objective

Target audienceThe program is suitable for new team leaders and those staff who are likely to take on supervisory responsibilities

The facilitator


Judith’s doctoral thesis examined the problem of staff retention in child protection and her publications include material about staff supervision and support. In the last five years she has worked with a number of Australian statutory and community service organizations undertaking consultancies and training in supervision and management. In 2009, with Jenny Dwyer & Kitty Vivekananda, she co wrote Leading practice – a resource guide for Child Protection frontline and middle managers (available at www.dhs.vic.gov.au).

Judith has also chaired the Victorian Child Death Review Committee and the ACT Children & Young People Death Review Committee.

Dates: 7, 8 October 2014(registrations close on 8 September 2014)



Professional Supervision Skills for New Team Leaders

A 2-day foundation program for new and prospective supervisors

ANG.0069.001.0417

2014

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The Department Managers, Regional Managers, Program Managers or team leaders can nominate staff. Nominations are to be emailed to [email protected] prior to the closing dates for the relevant programs. The nominations are to include the name(s) of the staff, their job titles and cost centre details.

Some questions that you should consider when looking at the suitability of the Learning @ Anglicare Victoria programs for your needs:

Will the program help to address personal or professional development issues?

Is the program critical to your work activities?

Are you able to commit to participating in the program on the stipulated date?

Are you able to commit to on-going participation on programs where there are multiple sessions? It is extremely important that participants are able to make an upfront commitment to attend all sessions in programs. It disrupts the program if participants ‘come and go’. Naturally there are times where unplanned absences are unavoidable but these should be the exception rather than the rule.

How will your work load be managed whilst on the program?

A confirmation letter will be emailed to the participants and their managers. Applicants will be placed on a waiting list for the relevant program if there is no places available. Applicants will be advised if any vacancies arise.

More information on the application process for the Learning @ Anglicare Victoria programs is contained in the ‘Guidelines on attending Professional Development Activities’. These guidelines are on the staff development and training page of the intranet.

Dates, venues and program facilitators are subject to change. Participants will be advised of changes.

Make sure that you register by the date indicated on each program.

Keep up to dateKeep up to date with information on new programs, changes to dates and venues by reading the latest Learning @ Anglicare Victoria calendar and handbook. This can be found on the staff development and training site on our intranet.

How do I register for the Learning @ Anglicare Victoria programs?

Interested in any of the programs?

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, 21,

22

, 27,

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du

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, 21,

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18

ANG.0069.001.0421

Y T F

W P 03 9412 6133 F 03 9415 9181

ANG.0069.001.0422

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