This course provides learners with an understanding of Emotionally Unstable Personality Disorder (EUPD), sometimes referred to as Borderline Personality Disorder (BPD). It explores the characteristics of the condition, emotional dysregulation, relationship difficulties, self-harm, crisis situations, and evidence-based approaches to supporting individuals with empathy, consistency, and person-centred care.

 

This course equips staff with the knowledge and skills to identify, assess, and manage ligature risks in health and social care environments. It focuses on prevention strategies, safe intervention, and post-incident responses to reduce self-harm and suicide risks, particularly in mental health, forensic, and high-risk care settings. Training aligns with NHS guidance, CQC standards, and organisational safeguarding policies.

Course Summary

By the end of this course, learners will be able to:

• Define ligature and understand how ligature risks can present in care settings.
• Recognise environmental and personal risk factors associated with ligature use.
• Carry out ligature risk assessments and contribute to environmental safety checks.
• Apply safeguarding and duty of care responsibilities in managing ligature risks.
• Respond safely and effectively to ligature incidents, including use of emergency equipment (e.g., ligature cutters, first aid, CPR).
• Follow post-incident reporting, debriefing, and reflective practice procedures.
• Promote a culture of awareness, vigilance, and proactive risk management.
• Work collaboratively with multidisciplinary teams to reduce ligature risks.
• Understand the emotional impact of ligature incidents and the importance of staff support and resilience.

Who is it for?

Support workers, nurses, managers, and staff working in mental health, forensic, supported living, residential, or community care settings.

Delivery:

Face-to-face or blended learning.

Includes case studies, reflective exercises, and (where appropriate) practical demonstrations with equipment.

This course provides staff with an understanding of the Mental Capacity Act 2005 and the Deprivation of Liberty Safeguards (DoLS), ensuring they can apply the principles in everyday practice to protect individuals’ rights and make lawful, person-centred decisions. It highlights how to recognise when a person may lack capacity, how to act in their best interests, and how DoLS authorisations protect individuals in care settings.

Course Summary

By the end of this course, learners will be able to:

• Understand the purpose and principles of the Mental Capacity Act 2005.
• Recognise when and how to carry out capacity assessments.
• Apply best interests decision-making processes.
• Understand the difference between restraint, restriction, and deprivation of liberty.
• Recognise when a DoLS authorisation is required and understand the application process.
• Understand the roles of IMCAs (Independent Mental Capacity Advocates), family, and professionals.
• Maintain accurate and legally compliant records of MCA and DoLS decisions.
• Recognise the link between MCA, safeguarding, and human rights.
• Be aware of the forthcoming transition from DoLS to Liberty Protection Safeguards (LPS).

Who is it for?

Carers, support workers, nurses, team leaders, and managers working in residential, domiciliary, supported living, or community care.

Delivery:

Face-to-face, online, or blended learning.

Includes real-life case studies, reflective discussions, and practical scenarios.

This course provides staff with the knowledge, skills, and confidence to recognise the signs of poor mental health and respond appropriately. Learners will explore how to offer initial support, signpost individuals to professional help, and promote wellbeing in the workplace and care environments. It is designed to reduce stigma, improve early intervention, and create a culture of openness and support in line with CQC standards and Care Act 2014 responsibilities.

Course Summary

By the end of this course, learners will be able to:

• Understand what mental health is and the factors that affect wellbeing.
• Recognise early warning signs and symptoms of common mental health conditions, including depression, anxiety, stress, psychosis, and suicidal thoughts.
• Provide initial support using a structured approach such as ALGEE (Approach, Listen, Give support, Encourage professional help, Encourage self-help).
• Respond appropriately to a mental health crisis, including panic attacks, self-harm, or suicidal ideation.
• Apply active listening and non-judgemental communication skills.
• Signpost individuals to relevant professional services and resources.
• Promote a workplace and care culture that values mental health and reduces stigma.
• Reflect on personal wellbeing, resilience, and professional boundaries when providing support.

Who is it for?

Carers, support workers, nurses, managers, and all staff in care services.

Particularly relevant for staff supporting individuals with mental health conditions, but suitable for all workplaces.

Delivery:

Face-to-face, blended, or online interactive training.

Includes real-life scenarios, role-play, and reflective practice.

 

This course introduces staff to the principles of mental health awareness, helping them to recognise common mental health conditions, reduce stigma, and provide safe, compassionate, and person-centred support. It equips learners with strategies to promote wellbeing, manage stress, and escalate concerns appropriately in line with CQC standards, Care Act 2014, and safeguarding frameworks.

Course Summary

By the end of this course, learners will be able to:

• Define mental health and understand the factors that influence it.
• Recognise signs and symptoms of common mental health conditions (e.g., depression, anxiety, psychosis, bipolar disorder, eating disorders).
• Understand the impact of mental health challenges on daily life, relationships, and independence.
• Apply person-centred approaches to support individuals experiencing poor mental health.
• Challenge stigma and discrimination associated with mental illness.
• Recognise safeguarding responsibilities and when to escalate concerns.
• Promote positive mental health and wellbeing through supportive strategies.
• Reflect on self-care and resilience when supporting others.

Who is it for?

Carers, support workers, nurses, managers, and all staff in residential, domiciliary, supported living, and community services.

Delivery:

Face-to-face, online, or blended training.

Includes case studies, group discussions, and reflective exercises.

 

This course helps learners understand self-harm, why individuals may engage in self-harming behaviours, and how to respond in a safe, supportive, and non-judgemental way. It explores the signs, risk factors, triggers, safeguarding responsibilities, and practical approaches to supporting individuals experiencing emotional distress. The course promotes early intervention, person-centred support, and a trauma-informed approach to care.

Course Summary

By the end of this course, learners will be able to:

• Define self-harm and understand the different forms it may take.
• Recognise common signs, symptoms, and indicators that an individual may be self-harming.
• Understand the factors that may contribute to self-harm, including mental health difficulties, trauma, abuse, bullying, loss, stress, and emotional distress.
• Identify risk factors and warning signs associated with self-harm and suicidal ideation.
• Understand the emotional impact self-harm can have on individuals, families, carers, and professionals.
• Respond appropriately and safely to disclosures of self-harm.
• Apply person-centred, compassionate, and trauma-informed approaches when supporting individuals.
• Understand safeguarding responsibilities, reporting procedures, and when concerns should be escalated.
• Recognise the importance of partnership working and accessing appropriate support services.
• Promote resilience, recovery, wellbeing, and positive coping strategies.

Who is it for?

Support workers, care assistants, senior carers, nurses, managers, mental health practitioners, support staff, teachers, youth workers, residential care staff, supported living staff, domiciliary care staff, and anyone working with children, young people, or adults who may be at risk of self-harm.

Delivery:

Online, face-to-face, or blended learning.

Includes case studies, reflective exercises, group discussions, videos, real-life scenarios, safeguarding considerations, and practical strategies to support learners in responding appropriately to self-harm concerns.

This course provides learners with the knowledge and confidence to recognise the warning signs of suicide risk, respond appropriately to concerns, and support individuals experiencing suicidal thoughts or behaviours. It explores risk factors, protective factors, communication skills, safeguarding responsibilities, crisis intervention, and the importance of early intervention and multi-agency support. The course promotes compassionate, person-centred, and trauma-informed approaches to suicide prevention.

Course Summary

By the end of this course, learners will be able to:

• Define suicide, suicidal ideation, and suicide prevention.
• Recognise common warning signs, risk factors, and indicators that an individual may be at risk of suicide.
• Understand the impact of mental health conditions, trauma, loss, substance misuse, social isolation, and life events on suicide risk.
• Identify protective factors that can reduce the risk of suicide.
• Understand how to have supportive conversations with someone who may be experiencing suicidal thoughts.
• Respond appropriately to disclosures of suicidal ideation or intent.
• Recognise when immediate action is required and understand emergency response procedures.
• Apply safeguarding responsibilities and reporting procedures in line with organisational policies.
• Understand the importance of partnership working and accessing specialist mental health and crisis support services.
• Promote resilience, recovery, wellbeing, and ongoing support for individuals at risk.

Who is it for?

Support workers, care assistants, senior carers, nurses, managers, mental health practitioners, support staff, residential care staff, supported living staff, domiciliary care staff, housing support workers, youth workers, teachers, and anyone supporting individuals who may be at risk of suicide.

Delivery:

Online, face-to-face, or blended learning.

Includes case studies, reflective exercises, group discussions, real-life scenarios, videos, safeguarding considerations, and practical strategies to help learners recognise, respond to, and reduce suicide risk within their role.