RECONNECT

Supporting work with interpersonal dysfunction

Our approach to training

“I liked the reflective approach of this training, and the space to share our experiences and learning”

(anonymous feedback from training participant)

Our approach to supporting learning aims to put training packages in a wider learning context. Learning opportunities are only effective to the extent that they actually change working practice.

Trainees usually start by setting clear goals around what they want to learn and how they see themselves using what they learn. Learning materials are then presented and explored. This exploration can include skills practice and/or reflections on the challenges of putting the learning into practice. This process can be followed from start to finish in one relatively short (online) session, or repeated during a longer course.

Some in-depth training packages are organised into three stages:

  1. A small amount of self-study guided by online learning materials, with access to key information and audiovisual materials. This usually includes questions that aim to support absorbing the information and setting goals for the rest of the learning process.
  2. Training sessions that explore the self-study topics in more depth and focus on the implementation of the learning into daily work. This stage is often highly interactive with, as appropriate, skills practice, reflective discussions etc. This stage can be as short as a few hours of online training, or several days online or in person. These training sessions are often supported by two trainers, but smaller groups with less skills practice can sometimes be led by one trainer. At the end of this stage, trainees set goals and planned actions for implementing their learning into their work.
  3. One or more short (60-90 minute) online sessions in smaller groups, a few weeks later. These are used to evaluate the integration of learning from the previous stages into trainees daily work. This includes evaluating how this has worked during the preceding weeks, discussing successes and challenges, and answering questions that have arisen. Finally, trainees set revised goals and a new action plan.

Our training packages are informed by evidence-based approaches to learning like asynchronous spaced learning1 and a tutoring style that aligns with the Motivational Interviewing principles that we encourage for the support of clients.

We have experience in delivering a wide range of training to front-line staff, managers and commissioners. Most of our training, while based on existing packages, can be adapted to meet specific needs.

Footnotes

  1. Varkey, T. C., Varkey, J. A., Ding, J. B., Varkey, P. K., Zeitler, C., Nguyen, A. M., & Thomas, C. R. (2023). Asynchronous learning: a general review of best practices for the 21st century. Journal of Research in Innovative Teaching & Learning, 16(1), 4-16. ↩︎