The_5_Stages_of_the_Training_Cycle

Assignment 1 Explain the five stages of the Training Cycle, describing your role, responsibilities and professional boundaries as a teacher at each stage. Identify current legislative requirements and codes of practise relevant to your subject specialism and the type of organisation within which you work. I confirm that the submitted assignment is my own work The five stages of the Training Cycle are: I work in the voluntary sector with people with mental health issues as an arts facilitator and coordinator. diagram 1) Identify needs and planning • To support people with mental health issues, promoting inclusion, working towards recovery and resilience • Research the interest and needs of service users attending the centre and the wider community, using questionnaires and discussion • Develop, promote and deliver an art programme, with interesting and fun workshops, for servicers users to access • Recruit and train artists and volunteers to deliver art workshops • Provision of suitable, safe venue • Implement informal register • Promote non discriminatory practise 2) Designing • Ensure safe/suitable environment for service users and staff • Complete risk assessments • Ensure accessibility for all • Ensure suitable provision of art resources, chairs, tables, lighting and heating • Publicise and distribute arts programme within the centre, to staff, service users and wider community • Ensure staff have CRB’s and have completed all areas of training 3) Facilitating • Ensure staff use appropriate skills, language and behaviour • Deal with difficult situations effectively and with discretion • Ensure safe, relaxed, positive environment for service users and staff • Follow arts programme, times and activities when and where possible • Use objects, pictures or books to aid learning • Observe and listen, be friendly, approachable and flexible • Treat each other with respect Facilitating……. • Respect individual needs, provide assistance if/when required • Make learning fun • Remember; learning is two way process • Know your subject 4) Assessing • Observe service users approach to activity and the work produced • Observe difficulties if any • Observe and record the group dynamic • Discuss activity with service users • Discuss ideas for future art programmes with service users, artists and volunteers • Ask service users for feedback, written or verbal • Produce and distribute service user self evaluation tool • Informal register 5) Evaluating • Further research the interests and needs of service users collating verbal and written feedback • Compare findings with previous reports/evaluations • Take measures to amend next programme, increase or provide better resources • Feed back from artists and staff • Use informal attendance register Professional boundaries that apply to all stages of the Training Cycle • Equality and diversity • Confidentiality • Health & Safety • Service user- facilitator relationship • Personal views/beliefs • Respect personal space • Organisation codes of practise • Treat everyone with respect Current legislative requirements and codes of practise relevant to subject specialism and the Voluntary Organisation within which I work. 1. Health and Safety Work Act (1974) and 2. Management of Health and Safety At Work Regulations (1999) ‘Employers and employees are responsible for safe practise within the work environment, to eliminate accidents and danger to themselves and others’. Duty of care to all people with varying abilities entering the art room: appropriate heating, ventilation, lighting, seating and surfaces, reliable/tested electrical equipment, tools and art materials, hazardous substances locked away: (COSHH), supply of protective clothing. Staff have knowledge/training of safe practises, risk assessments (e.g. scissors, sharp knives: service user may ‘disassociate’), safe handling, fire and emergency procedures and first aid. H&S…. Difficult situations should be dealt with efficiently and discretely without causing distress to others. For personal safety Personal Panic Alarms are available, staff are advised ‘not’ to work alone, in line with ********* code of practise. 3. Disability Discrimination Act (1995), 4. Sex Discrimination Act (1975) and 5. Race Relations Act (1976) 3. ‘Anyone with a disability has the right to education, employment, and services’. 4. ‘It is illegal to discriminate against a woman or a man because of their sexuality or marital status’. 5. ‘It is illegal to discriminate against anyone on the grounds of their colour, race, culture, ethnic origin and nationality’. ********* promotes Equality and Diversity, inclusion, social integration and challenges stigma and inequalities. Creative workshops are open to all where people with mental health issues are valued as individuals and members of society within a safe, bright and relaxed environment that promotes health and wellbeing and an opportunity to develop artistic skills. Discriminatory, exploitative, abusive behaviour and practise is challenged and reported to the Service Director. ********** encourages service users to exercise their human rights. Adaptations are made to seating arrangements for wheelchairs and general space, and for people who have a physical disability in addition to mental health issues, extra support is given, on a one to one basis if needed. All staff are CRB checked prior to starting work with vulnerable adults. 6) Data Protection Act (1998) ‘To protect information held about individuals by any organisation. Information held is confidential and access to it is restricted’. Information about staff; applications/personal details/CRB records, essential for the recruiting process, information about service users attending art workshops, limited to an informal register, is filed/locked away in art room, and treated as confidential and to which only the Service Director, the Volunteers Coordinator and myself can access. ********* policy builds on developing relationships of trust and complies with the Data Protection Act. Private discussions with service users are confidential, unless the individual poses a real risk to themselves and/or others in which case appropriate staff member informed. 8) The protection of Children Act (1999) Organisations and employees have responsibility to promote and safeguard the welfare of children, to protect from inappropriate behaviour. CRB requirement. ********** is accessible to Adults only. Conclusion The assignment has put into perspective all elements of the training cycle in relation to my job and the fundamental tools: legislation, codes of practise and conduct, necessary to fulfil my role accordingly and with care. However competent I may be as a facilitator, I recognise a need to refresh my knowledge of codes of practise and legislation and implement certain changes within my working environment.