What we do

What We Do

標e provide tailor made, in-house courses nationwide for organisations at a venue of their own choice
標e provide a consultancy service for all areas or care, management and Health & Safety (including the design,
  implementation and monitoring of new working systems and methods)
標e facilitate the review of practice and policy
標e provide a team building service
標e provide induction programmes
標e provide e-learning programmes
標e design and produce e-brochures for agencies

How We Do It

Our trainers utilise a variety of training methods that maximise participation and learning. Interactive exercises and tutor presentations are combined to provide a lively learning experience.
Our trainers have a solid background of theory base and the skills to share knowledge in a meaningful way, thus making training accessible to all learners, including those new in the field, with limited experience and knowledge. Our working methods reflect our philosophy.

Our Philosophy

畢earning should be a stimulating, inspiring, lively, interactive and enjoyable experience
百hared learning is the most effective way of developing skills, knowledge and understanding
標e often know more than we realise, and good training helps us to appreciate the skills and knowledge that we already
標e learn best when our individuality is recognised and appreciated, and when we are held in high regard and respect

Our approach to training

We subscribe to the view that training is most effective when:

Participants see the value of the training for them.
Participants are treated as partners.
Respect for participants is demonstrated.
Value is indicated; thus increasing confidence and thereby competence.
Empathy is demonstrated with difficulties experienced.
Participants feel supported and 壮afe.
Diversity is valued.
Boundaries are clearly set.
The group participates in the setting of boundaries.
The group takes some responsibility for upholding boundaries.
Expectations are clear (on both sides).
Participants have the opportunity to engage with each other.
Participants share views in the group.
Group activities are set.
Participants have some light-hearted moments.
Participants have contributed to the programme.
They have useful theoretical models to take away with them that will assist them in their task.
They have gained useful professional tools.

In order to achieve the above the trainers will:

Ensure that the training room is set up to be conducive to learning.
Material is prepared in an attractive and accessible way.
Participants are warmly welcomed.
The trainer introduces themselves and invites group members to do so.
The programme details are mapped out.
Housekeeping arrangements are provided.
A learning agreement is constructed. This will include issues of respectful behaviour and the valuing of diversity.
Learning objectives are reinforced.
Utilise a range of training methods:
    -Overhead presentations
    -Chalk and Talk
    -Role Play
    -Group discussion
    -Smaller group work
    -Pairs work
    -Word shower method etc.
Demonstrate respect and valuing.
    -Acknowledge the experience of the group.
    -Validate previous learning and existing knowledge.
    -Demonstrate appreciation of individual input.
    -Show support for those who find the group experience difficult.
    -Provide appropriate 菟rotection when the group inappropriately. challenges individuals.
    -Promote appropriate boundaries.
    -Listen attentively to individual input.
Advocate for the commissioning organisation, taking steps to avoid colluding with negative 殿ttitudes that may exist within the group.
Demonstrate the valuing of Diversity
    -Respond to individual need within the group.
    -Acknowledge a range of different perspectives.
    -Ensure that printed material provided is anti discriminatory.
    -Ensure that course material is anti discriminatory.
    -Ensure that course material reflects a diverse community.
    -Ensure that course material reflects diverse needs.
    -Ensure that terminology used is non oppressive and respectful.
    -Respectfully challenge oppressive language and 殿ttitudes.
    -Support those who challenge disrespectful language and 殿ttitudes.
    -Behave in a way that clearly demonstrates the valuing of Diversity within the group.
    -Ensure that no individual or sub group dominates.
    -Reinforce anti discrimination legislation where appropriate.
    -Reinforce the organisations policy where appropriate.

Person Centred Support & Training

Person Centred philosophy underpins the training that Norman Mark provides. We aim to influence practice in social care and support so that Person Centred principles are integrated into all aspects of our work.

Person Centred philosophy & practice have had a major influence in social care provision; the three core elements underpinning Person Centred work within all areas of care & support. It has promoted a positive shift from task centred work (the needs of the organisation) to focussing on the core needs of service users i.e. to be valued and respected in an empathic environment that supports the psychological needs of attachment, comfort, identity, inclusion and belonging.

In order for this shift to occur workers need to, through reflective practice, acknowledge how their own agendas may influence the care/support offered and adjust accordingly. They need to resist subscribing to support and care that reinforces the negative attitudes and actions that are particular to a 奏ask centred approach.

The three core elements identified through the work of the Humanist psychologist Carl Rogers are:

Empathy - working to gain an experience of the service users issues from their own perspective 桝putting yourself in their shoes and demonstrating that you have at least to some extent touched their world.

Congruence -authenticity or genuineness in your support for them; your words, actions and thoughts all 疎dding up the service users will see through you if you are false or not transparent in your role.

Unconditional Positive Regard - the prizing or valuing of a person an accepting and deeply respectful approach that sees the person behind the behaviour or situation and does not judge.

A pure Person Centred model would be impossible to achieve within the current Legislative and Practice context, however, an adapted model is perfectly viable. Indeed, these three core elements are essential if we are to achieve 善erson Centred work and resisting subscribing to a culture or working practice that reinforces a malignant social psychology.

Malignant Social Psychology has been identified in many care settings and these include:-

Treachery to set out to deceive
Disempowerment not allowing someone to use their abilities; removing choices.
Infantilisation treating someone in a patronising or childlike manner
Labelling using negative words to describe someone e.g. screamer, wheelie.
Stigmatisation to treat someone like an outcast, alien or object
Outpacing deliberate provision of information beyond a persons ability
Invalidation Demeaning a persons experiences as being of relevance.
Objectification Treating someone as a 租eadweight
Banishment psychological or physical exclusion
Ignoring Ignoring someone as if not present
Intimidation 勃sing power threats that cause anxiety or fear
Imposition forcing, overriding or denying choice
Withholding not providing requested attention or meet evident demand.
Accusation blaming a person for their own situation
Disruption 吠ntruding on physical or psychological privacy
Mockery Making fun of someone痴 speech, behaviour, or actions at their expense
Disparagement Telling someone they are useless, worthless or incompetent Kitwood 1997

Person Centred work can help to formulate a positive culture in care and support settings. Norman Mark Training aims to support this aspiration through your training experience.