Training the Trainer in the Mental Capacity Act
This two day course is designed for senior staff working in Adult Services e.g.
team leaders in social care settings.
The course aims to provide the learner with the skills and knowledge required to
train Social Care workers in a one day course on the Mental Capacity Act.
(Profile below)
All learners attending this training need to have completed training in the Act
previously and thereby could commence the course armed with the knowledge of the
Act so as to then focus on the training element.
We recommend that those with no or limited training experience should attend an
additional 1-2 day generic Training Skills course (Profile attached) which we
can provide.
The schedule:
The trainer will follow the form of the 1 day awareness course, training in each
session and the learners taking on the role of support workers. After each of
these sessions the group will de-role and discuss the session. This session will
include consideration of options for training methods and individuals will have
the opportunity to practice delivering part of the session. The trainer and
other learners will provide feedback.
Learning objectives:
By the end of the course learners should be able to:
Prepare for the practical elements of the training event:
-The venue
-The printed material
-The equipment
-Refreshments
-Health & Safety checks
-Access checks
-Comfort facilities
-Available space
-Equipment
etc.
Prepare appropriately for each group:
-Who will be attending
-Job descriptions of those attending
-Access requirements
-Translation/interpreting requirements
etc.
Prepare their course material:
-Slides
-Handouts
-Evaluation sheets
-Course notes
-Summaries/prompt cards
-Pens
-Other training material
Be familiar with their own material
Be familiar with the information required to convey
Be clear about training methods adopted for each section
Understand the contingency exercises to adopt if one training method is
unsuccessful.
Welcome a group
Introduce themselves and facilitate the introductions of group members
Deliver a summary of the course objectives
Explain the importance of the course on the MCA and advantages for learners of
being on the course
Facilitate an ice-breaking exercise
Facilitate the setting of a learning agreement
Provide clear information about Health & Safety details
Provide details of housekeeping arrangements
Deliver an introduction to the day incl. the background to the Act and the
development of the Act
Explain the spirit and key features of the Act
Deliver other presentations relating to the subject using a variety of
training methods
Facilitate large and smaller group discussion
Organise small group work
Facilitate plenary sessions
Support group members giving feedback
Facilitate other learning activities:
-Examination of the organisations policy
-Quiz
-Case study
Involve the group in presentations:
-Chalk and talk
-Word shower method
Take questions from group members and respond to these
Motivate group learning and participation
Provide positive comments to group members and the group as a whole
Ensure that quieter group members have the chance to make a contribution
Ensure that no one person or people dominate input
Ensure that people are afforded respect and when this is not the case respond
appropriately to this
Ensure that the day supports the organisations Diversity policy
Ensure that the group adheres to the learning agreement and that the
appropriate boundaries are set and reinforced
Ensure that any attempt to disrupt the flow of the day and others learning is
challenged
Ensure the Health & Safety of the group
Ensure the comfort of the group
Ensure that anyone not understanding an issue has the chance to receive
support
Ensure that anyone not happy with the course of the day is supported
Provide brief summaries of key points from sessions
Close a session
Welcome people back from breaks
Challenge poor time keeping
Close the end of the day:
-Verbal evaluation
-Written evaluation
-Reinforce key points
-Thank the group for engaging
-Farewell
Ensure that the venue is left tidy and that equipment is put away safely
Ensure that the room/building is secure
Write up a brief training report
The training aims to equip learners to train more junior staff in the following
course:
The Mental Capacity Act and Deprivation of Liberty Safeguards for front line Support Workers (1 day)
The Mental Capacity Act (MCA) provides a statutory framework to empower and
protect people who may lack the mental capacity to provide informed consent in
many areas of decision making. The Act applies to people over the age of 16.
The course will identify issues of capacity and consent and address those issues
which have hitherto been questions of the common law alone best interests,
necessity and duty of care. The training will outline the scope of the
legislation, the supportive guidance and its implications for professional
practice. There will be the opportunity to consolidate learning through practice
scenarios.
Learning objectives:
By the end of this course participants should be able to understand:
The essential elements of the Act.
The statutory function of the Act to support hitherto Common Law frameworks
The process of defining capacity
The process of assessing capacity and the 4 stage functional assessment
The process of assessing capacity and determining consent and making informed
decisions
Making best interests decisions for people who lack capacity and their legal
rights
The MCA 2005 Code of practice and what it means for social workers/support
workers/professional carers/family
carers and volunteers etc.
The process of referral in complex cases where capacity is questioned or
disputed e.g. IMCA, Court of Protection.
The roles of the new public bodies to support the MCA e.g. The Office of the
Public Guardian and The New Court
of Protection
The role of Lasting Powers of Attorney (LPA) and Court Deputies and the
referral process
The process of making advance directives and statements and how to log/record
these
The impact of DoLS on social work/care practice around least restrictive
practice.
The role of the IMCA with regard to Safeguarding Adults
The new criminal Acts introduced in the MCA 2005
The impact of self directed care (Personalisation) when working with
advocates, brokers, family members holding
an individual budget on behalf of a
person who may lack capacity.
Training methods:
Tutor presentations
Group work
Quiz
Case studies
OHP/PowerPoint presentation
DVD presentations
Chalk and talk
Handouts
For learners with no previous training experience we could provide the following
course:
Training & Presentation Skills (1-2 days)
As part of their role, Managers are increasingly required to make presentations.
Because of budgetary constraints and the volume of training that is now
required, managers likewise have an important training function.
A competent Manager does not necessarily mean a competent trainer. This course,
designed for senior staff and team Managers aims to give learners a good
kick-start in this area so that they are more able to make effective
presentations. The course is also suitable for those already undertaking these
tasks but have had no previous training.
The learning objectives:
By the end of the course learners should have understood:
The trainer:
The joys and pains of being a trainer
What the values are of a trainer
What makes an effective trainer
The expectations and assumptions of the trainer and learners
Power and Authority issues
Performing as a trainer
The need for support & Supervision
The group:
What is meant by Learning styles and motivation
What is meant by the Group process
Group needs and expectations
Blocks to learning, demotivation and confusion
How to handle resistance and conflict
Preparation
How to decide on the learning needs to be achieved
How to establish the learning objectives
The importance of knowing the audience
The need to understand the context
The resources and environment that are available
How to design a learning programme
How to select and structure learning sequences
How to decide on learning methods
The techniques
Training styles:
- instructional
- participative
- experiential
An ABC Toolkit of techniques
Interactive training skills:
- listening skills
- verbal and non-verbal communication
- question and answer, asking and responding
- taking and giving feedback
The use of Ice Breakers, group activities & role play
Training aids
How to use the flip chart
How to use the overhead projector & PowerPoint slides
How to best make a video presentation
How to use handouts and training packs
The use of questionnaires, games etc.
Evaluation
Why we should evaluate
What should be evaluated
Who should do the evaluating
When the evaluation should be done
How we should evaluate
Training methods:
During the course all methods referred to above will be demonstrated and
practiced
CP112/4.9
