R206 Okada, Y., Sawaumi, T., & Ito, T. (2017, March). Empowering Japanese EFL...Takehiko Ito
R206 Okada, Y., Sawaumi, T., & Ito, T. (2017, March). Empowering Japanese EFL learners with video. Proceedings of INTED2017 Conference, 2621-2628. (11th International Technology, Education and Development Conference 6th-8th March 2017, Valencia, Spain)
R206 Okada, Y., Sawaumi, T., & Ito, T. (2017, March). Empowering Japanese EFL...Takehiko Ito
R206 Okada, Y., Sawaumi, T., & Ito, T. (2017, March). Empowering Japanese EFL learners with video. Proceedings of INTED2017 Conference, 2621-2628. (11th International Technology, Education and Development Conference 6th-8th March 2017, Valencia, Spain)
Symbiotic Relationship Between Lean and LEADSBonnie Blakley
In June, on behalf of our new company Lead 2 Lean Solutions Inc., I co-presented on the relationship between Lean and the LEADS in a Caring Environment framework. This presentation was done in collaboration with Dr. Graham Dickson and Betty Mutwiri and is based on a paper we wrote.
You can listen to the audio recording of the webinar and access the paper by going to chlnet.ca.
Speakers: Victoria Baldwin, Kath Lovell, Neil Gordon, Tom Mullen, Heather Wood and Rex Haigh. First National Personality Disorder Congress, Birmingham, 19-20th November 2009.
This presentation is produced in the DigiCare project go-funded by Erasmus+ Capacity Building for Higher Education, CBHE.
This is the ninth of ten learning packages produced in the DigiCare project as support materials for implementing the DigiCare model and supporting teachers with ready-made materials.
The learning packages are designed to be adaptable to the specific needs of each Higher Education Institution (HEI) and healthcare student group. While they provide essential information, they are not exhaustive in their coverage. Active pedagogical tools are incorporated into the packages, which can be employed during theory lessons. Each presentation includes a Notes section below the slides, offering ideas for teachers and recommendations for further reading.
The learning packages can be translated, edited, and supplemented with additional content as desired. The packages can be used as a complete set or individually, based on the specific requirements of users. Each learning package is accompanied by an introductory slides and the final slide provides information about the subsequent package in the series.
29 November 2012 - National End of Life Care Programme
This competency framework has been developed to support high quality practice by encouraging and assisting end of life care facilitators to continually review their learning and practice.
It provides a basis to support and improve the quality of practice by encouraging and assisting learning, and enhancing knowledge and skills. Based on best practice guidelines, in addition to national and local frameworks, this competency framework will help to capture evidence that will:
Support the development of the NHS Knowledge and Skills Framework (KSF) profiles
Demonstrate the readiness for career progression
Support ongoing registration with professional bodies
Support development into the role of end of life care facilitator.
It is designed to support facilitators' development by identifying the extent of knowledge and skill required for that level of practitioner. The framework is not intended to be a comprehensive, definitive guide. Individual job descriptions and person specifications give details of what is expected of end of life care facilitators - this framework is to be used as an aid to developing individual roles.
Publication by the National End of Life Programme which became part of NHS Improving Quality in May 2013
This presentation is produced in the DigiCare project go-funded by Erasmus+ Capacity Building for Higher Education, CBHE.
This is the eighth of ten learning packages produced in the DigiCare project as support materials for implementing the DigiCare model and supporting teachers with ready-made materials.
The learning packages are designed to be adaptable to the specific needs of each Higher Education Institution (HEI) and healthcare student group. While they provide essential information, they are not exhaustive in their coverage. Active pedagogical tools are incorporated into the packages, which can be employed during theory lessons. Each presentation includes a Notes section below the slides, offering ideas for teachers and recommendations for further reading.
The learning packages can be translated, edited, and supplemented with additional content as desired. The packages can be used as a complete set or individually, based on the specific requirements of users. Each learning package is accompanied by an introductory slides and the final slide provides information about the subsequent package in the series.
the objective of competency-based education is to prepare individuals for the challenges of the future; empower students with knowledge and skills in various fields of study in a flexible educational program tailored to each student
Symbiotic Relationship Between Lean and LEADSBonnie Blakley
In June, on behalf of our new company Lead 2 Lean Solutions Inc., I co-presented on the relationship between Lean and the LEADS in a Caring Environment framework. This presentation was done in collaboration with Dr. Graham Dickson and Betty Mutwiri and is based on a paper we wrote.
You can listen to the audio recording of the webinar and access the paper by going to chlnet.ca.
Speakers: Victoria Baldwin, Kath Lovell, Neil Gordon, Tom Mullen, Heather Wood and Rex Haigh. First National Personality Disorder Congress, Birmingham, 19-20th November 2009.
This presentation is produced in the DigiCare project go-funded by Erasmus+ Capacity Building for Higher Education, CBHE.
This is the ninth of ten learning packages produced in the DigiCare project as support materials for implementing the DigiCare model and supporting teachers with ready-made materials.
The learning packages are designed to be adaptable to the specific needs of each Higher Education Institution (HEI) and healthcare student group. While they provide essential information, they are not exhaustive in their coverage. Active pedagogical tools are incorporated into the packages, which can be employed during theory lessons. Each presentation includes a Notes section below the slides, offering ideas for teachers and recommendations for further reading.
The learning packages can be translated, edited, and supplemented with additional content as desired. The packages can be used as a complete set or individually, based on the specific requirements of users. Each learning package is accompanied by an introductory slides and the final slide provides information about the subsequent package in the series.
29 November 2012 - National End of Life Care Programme
This competency framework has been developed to support high quality practice by encouraging and assisting end of life care facilitators to continually review their learning and practice.
It provides a basis to support and improve the quality of practice by encouraging and assisting learning, and enhancing knowledge and skills. Based on best practice guidelines, in addition to national and local frameworks, this competency framework will help to capture evidence that will:
Support the development of the NHS Knowledge and Skills Framework (KSF) profiles
Demonstrate the readiness for career progression
Support ongoing registration with professional bodies
Support development into the role of end of life care facilitator.
It is designed to support facilitators' development by identifying the extent of knowledge and skill required for that level of practitioner. The framework is not intended to be a comprehensive, definitive guide. Individual job descriptions and person specifications give details of what is expected of end of life care facilitators - this framework is to be used as an aid to developing individual roles.
Publication by the National End of Life Programme which became part of NHS Improving Quality in May 2013
This presentation is produced in the DigiCare project go-funded by Erasmus+ Capacity Building for Higher Education, CBHE.
This is the eighth of ten learning packages produced in the DigiCare project as support materials for implementing the DigiCare model and supporting teachers with ready-made materials.
The learning packages are designed to be adaptable to the specific needs of each Higher Education Institution (HEI) and healthcare student group. While they provide essential information, they are not exhaustive in their coverage. Active pedagogical tools are incorporated into the packages, which can be employed during theory lessons. Each presentation includes a Notes section below the slides, offering ideas for teachers and recommendations for further reading.
The learning packages can be translated, edited, and supplemented with additional content as desired. The packages can be used as a complete set or individually, based on the specific requirements of users. Each learning package is accompanied by an introductory slides and the final slide provides information about the subsequent package in the series.
the objective of competency-based education is to prepare individuals for the challenges of the future; empower students with knowledge and skills in various fields of study in a flexible educational program tailored to each student
How to help a client learn and use mindfulness as part of therapy. This 2 hour webinar got good feedback! Download and watch the webinar at www.greenwoodmentors.com/events.
1. Outline of Module 1 and 2 DBT training content
Learning objectives
By the end of Module 1 participants will be familiar with
The settings in which DBT is useful
The evidence base for DBT
The DBT understanding of BPD
The over all structure of a DBT intervention
The major strategies used in DBT
The main modalities used to deliver DBT
Aspects of establishing and delivering a DBT service
Module 1 will consist in
Teaching sessions covering the major DBT strategies and techniques
Modelling of skills
Role plays to develop participants’ own skills
Reflection and discussion sessions
Use of example cases and scenarios
Working in ‘consult groups’ to practice DBT adherent interaction
Module 2: participants will be asked to
take on at least one individual DBT client
deliver at least one complete cycle of a DBT skills training group
attend consult group regularly
complete assigned reading
complete a DBT casebook*
prepare a presentation of the casebook*
*casebooks may be completed and presented in groups of three or four
Module 3 will take place after approximately six months of supervised practice, and involve
consolidation of skills through:
presentation of DBT casebooks with group and trainer feed back
refreshment of selected teaching
a DBT exam
2. trainer rating of participant competence based on all of the above and participation
written individual feed back
By the end of Module 3 participants will be
competent to deliver a DBT intervention
Those participants who are assessed as competent at the end of Module 2 will receive a
certificate of course completion; others may be asked to provide further evidence of
competence before receiving a certificate.
Trainer details
Dr Fiona Kennedy is a Consultant Clinical Psychologist with 14 years’ experience of leading DBT
services, training and practising DBT. Services she has established and lead have received:
BUPA Award for Clinical Excellence
National Audit Office citation as example of Good Practice
Chamber of Commerce Award for Services to Business
She now practises privately as well as consulting to business with her associates in GreenWood
Mentors Ltd., and delivers training for the Skills Development Service Ltd. She volunteers
annually to train volunteers to use DBT with rescued street children in India for the charity
Dream a Dream.