Walthari Nikolaj

The principles of promoting health and wellbeing and directing individuals towards further practical support in their efforts to attain a healthier lifestyle.
The qualification covers examples of inequalities in health within the UK, their possible causes and current approaches to tackling these inequalities. How to positively communicate and support health messages, how to promote improvements in the health and wellbeing of others and understand the impact of behaviour change on improving… Show more

The principles of promoting health and wellbeing and directing individuals towards further practical support in their efforts to attain a healthier lifestyle.
The qualification covers examples of inequalities in health within the UK, their possible causes and current approaches to tackling these inequalities. How to positively communicate and support health messages, how to promote improvements in the health and wellbeing of others and understand the impact of behaviour change on improving an individual’s health and wellbeing. How to improve the health and wellbeing of people in the community by motivating and encouraging them to make positive lifestyle choices. The qualification also provides a foundation for those considering a Health Trainer role. It is mapped to National Occupational Standards and functions of the Public Health Skills and Knowledge Framework (PHSKF) and Making Every Contact Count (MECC) guidelines. Show less

DD103
Investigating the social world - This multidisciplinary module uses a range of learning technologies to help you understand how social scientists investigate the social world. Drawing on the subjects of criminology, social policy, economics, environmental studies, geography, international studies, politics and sociology,

Exploring philosophy
This introduction to philosophy considers fundamental questions from six core areas: the self; philosophy of religion; ethics; knowledge and science; the mind; and political philosophy. Examples of these questions are What makes me 'Me'? Does God exist? Why should I act morally? Can I trust science? How can I, a physical being, have thoughts and emotions? Should I obey laws I disagree with? Philosophers – both past and present – have offered radically diverging answers… Show more

Exploring philosophy
This introduction to philosophy considers fundamental questions from six core areas: the self; philosophy of religion; ethics; knowledge and science; the mind; and political philosophy. Examples of these questions are What makes me 'Me'? Does God exist? Why should I act morally? Can I trust science? How can I, a physical being, have thoughts and emotions? Should I obey laws I disagree with? Philosophers – both past and present – have offered radically diverging answers to these and the other questions asked in this module. Guided engagement with this philosophical tradition will provide the platform for you to tackle the big questions of philosophy for yourself. Show less

DD211
What is politics? Who is engaged in politics locally, nationally and internationally? How do we study politics? This online module answers questions like these and explores how political ideas, institutions and processes help govern our world. Using a range of study materials you'll explore the interrelationships between politicians, pundits and publics. You'll learn the key practical skills that are used to explore and explain the ways in which politics, in all its forms, helps order… Show more

DD211
What is politics? Who is engaged in politics locally, nationally and internationally? How do we study politics? This online module answers questions like these and explores how political ideas, institutions and processes help govern our world. Using a range of study materials you'll explore the interrelationships between politicians, pundits and publics. You'll learn the key practical skills that are used to explore and explain the ways in which politics, in all its forms, helps order the social world and provide for the governance of persons and the administration of things. Show less

Safeguarding Vulnerable Adults Training

Anyone can appear guilty under pressure, says Professor Robert Feldman. Police and accusers often make the assumption that a suspect is being deceptive. In this lesson, Professor Robert Feldman explains to Eve Ash that deception bias of this kind can lead to faulty judgments.

A person being interrogated can experience cognitive overload and lie through anxiety or confusion. Verbal or body language cues are not necessarily an indicator of lying. Eve Ash cites the case of Tasmanian woman… Show more

Anyone can appear guilty under pressure, says Professor Robert Feldman. Police and accusers often make the assumption that a suspect is being deceptive. In this lesson, Professor Robert Feldman explains to Eve Ash that deception bias of this kind can lead to faulty judgments.

A person being interrogated can experience cognitive overload and lie through anxiety or confusion. Verbal or body language cues are not necessarily an indicator of lying. Eve Ash cites the case of Tasmanian woman Sue Neill-Fraser who was convicted and jailed for the murder of her partner. The trauma of losing her partner might have led to telling lies of omission and having a false memory. Show less

Unit 01: Understand behaviour that challenges
Unit 02: Understand how to support positive behaviour
Unit 03: Understand the importance of effective communication and the management of
behaviour that challenges
Unit 04: Understand the role of reflection and support for those involved in incidents of
behaviour that challenges.

* Unit 01: Autism in context
* Unit 02: Positive behavioural support for individuals with autism
* Unit 03: Understand support and management of transitions for individuals with autism
* Unit 04: Therapeutic interventions and support available for individuals with autism and co-occuring conditions
* Unit 05: Communication and social interaction with individuals with autism
* Unit 06: Safeguarding and resilience in autism

Take a new and different look at mental health. This course, Challenging ideas in mental health, invites you to think differently about life's dilemmas by taking account of the views of all concerned, especially people experiencing mental distress. It explores ideas and practice in mental health, and will appeal to a wide range of people.

Course learning outcomes
*understand the complexity and dilemmas of diverse perspectives in the field of mental health and distress
*undestand… Show more

Take a new and different look at mental health. This course, Challenging ideas in mental health, invites you to think differently about life's dilemmas by taking account of the views of all concerned, especially people experiencing mental distress. It explores ideas and practice in mental health, and will appeal to a wide range of people.

Course learning outcomes
*understand the complexity and dilemmas of diverse perspectives in the field of mental health and distress
*undestand the importance of service users/'survivors' experiences and perspectives
*understand how mental health issues affect everyone
*understand the range of risks faced by service users/'survivors' in their everyday lives. Show less

Listening to children is a first step in the participation agenda, which is reasonably well established. By contrast, enabling children to share in decision making lags some way behind. This course, Children and young people's participation, emphasises that the adoption of an integrated approach to participation by different sectors of the children's workforce is of crucial importance.

Course learning outcomes
*define the complexity of participation for children and young… Show more

Listening to children is a first step in the participation agenda, which is reasonably well established. By contrast, enabling children to share in decision making lags some way behind. This course, Children and young people's participation, emphasises that the adoption of an integrated approach to participation by different sectors of the children's workforce is of crucial importance.

Course learning outcomes
*define the complexity of participation for children and young people
*compare and contrast different cultural perspectives and experiences of participation
*reflect critically on personal professional practice and assumptions regarding participation. Show less

When children do something wrong, something usually needs to be done.

You will also explore topical issues surrounding young people and crime, such as how rates of victimisation and offending vary, with particular reference to the ways age, gender, race and social class shape young people’s experience of crime.

Learning Outcomes:
*describe the youth justice systems operating in the UK
*appreciate the significance of different approaches to children’s offending behaviour… Show more

When children do something wrong, something usually needs to be done.

You will also explore topical issues surrounding young people and crime, such as how rates of victimisation and offending vary, with particular reference to the ways age, gender, race and social class shape young people’s experience of crime.

Learning Outcomes:
*describe the youth justice systems operating in the UK
*appreciate the significance of different approaches to children’s offending behaviour within the UK
*understand more about children’s experiences of victimisation and crime
*appreciate there are many ways of reducing the harms some children can cause
*appreciate how differences around gender, race, ethnicity and social class operate in youth justice. Show less

How should we, as a society, best respond to and prevent gang and knife crime and violent extremism?

Is it fair to target Black and Muslim Asian youth populations, via social policy, as being groups most at-risk from committing gun and knife violence and acts of terrorism?

Within a context of major cuts to generic young people’s services, is it justifiable for government policy and funding priorities to only focus on youth programmes, tasked with preventing radicalisation and… Show more

How should we, as a society, best respond to and prevent gang and knife crime and violent extremism?

Is it fair to target Black and Muslim Asian youth populations, via social policy, as being groups most at-risk from committing gun and knife violence and acts of terrorism?

Within a context of major cuts to generic young people’s services, is it justifiable for government policy and funding priorities to only focus on youth programmes, tasked with preventing radicalisation and gang violence?

This course will look at the meaning of social policy, how it works as a mechanism of persuading people to behave in specific ways, its role in shaping our understandings of young people, and the role practitioners can play in mediating and influencing policy. In particular, this course will examine the racialisation and criminalisation of youth social policy as it pertains to Black and Muslim Asian British youth. Show less

Occupational Therapy - Awareness of Sensory Processing Difficulties that relate to atypical neurological conditions and disabilities such as Autism.

Unit1: Introduction to Psychology of Narcissism
Unit 2: Unit 2: Let’s talk about NPD
Unit 3: What’s causing Narcissism in people?
Unit 4: NPD & Psychiatry
Unit 5: Narcissism and Relationships
Unit 6: Leaving Narcissistic relationship

Unit 1: Understand the context of supporting individuals with learning disabilities
Unit 2: Principles of safeguarding and protection in health and social care
Unit 3: Introduction to personalisation in social care
Unit 4: Principles of positive risk-taking for individuals with disabilities
Unit 5: Introductory awareness of Autistic Spectrum Conditions
Unit 6: Principles of supporting individuals with a learning disability to access healthcare.

Module 1: Basic Visual Language
Module 2: Drawing

Occupational Therapy - Awareness of Sensory Processing Difficulties that relate to atypical neurological conditions and disabilities such as Autism.

Occupational Therapy - Awareness of Sensory Processing Difficulties that relate to atypical neurological conditions and disabilities such as Autism.

Leadership Skills for Business/Mentoring:
* Effective Leadership Skills
* Recognising Leadership Skills
* Coaching Skills
* Interpersonal Skills
* Communication Skills for Group and Teamwork
* Mentoring Skills
* Role of a Mentor

Narrative Exposure Therapy (NET)
This treatment helps individuals establish a coherent life narrative in which to contextualize traumatic experiences. It is known for its use in group treatment with refugees.

Introduction to NET
Narrative exposure therapy is a treatment for trauma disorders, particularly in individuals suffering from complex and multiple trauma. It has been most frequently used in community settings and with individuals who experienced trauma as result of… Show more

Narrative Exposure Therapy (NET)
This treatment helps individuals establish a coherent life narrative in which to contextualize traumatic experiences. It is known for its use in group treatment with refugees.

Introduction to NET
Narrative exposure therapy is a treatment for trauma disorders, particularly in individuals suffering from complex and multiple trauma. It has been most frequently used in community settings and with individuals who experienced trauma as result of political, cultural or social forces (such as refugees). Often, small groups of people receive four to 10 sessions of NET together, although it can be provided individually as well. It is understood that the story a person tells himself or herself about their life influences how the person perceives their experiences and wellbeing. Framing one’s life story solely around the traumatic experiences leads to a feeling of persistent trauma and distress. Show less

* Unit 1: ADHD and Hyperkinetic Disorder
* Unit 2: Autism Spectrum Disorder
* Unit 3: Classification, Assessment and Diagnosis
* Unit 4: Aetiology Theories and Causes
* Unit 5: Comorbidity
* Unit 6: Treatment