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You will be asked a series of questions about the competencies needed by the group. The training needs analysis should be able to provide all the answers, so you will need to refer to it throughout. 

Your answers will be mapped to the competency framework that underpins Maybo's RRN Approved Curricula, from which, individual training modules will be selected and shaped accordingly. 

The end result will be a training programme designed to deliver a specific set of competencies to a particular group of learners. 

The programme can be submitted to a Maybo Programme Specialist who will further adapt the content to meet the needs of the group and those in their care, before submitting it to the service provider organisation for final approval. 

Once approved, the programme will be certified as complying with the RRN Training Standards by the BILD Association of Certified Training (BILD ACT). It will be deliverable by Maybo's Senior RRN Trainer team, or, by the service provider's own Maybo Certified Trainers through the BILD ACT Affiliate Scheme.



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Training Needs Summary


Refer to the training needs analysis for the  group
 

 
Who do the training group have in their care?
 




What type of care do they provide?
 



"2.5 The curriculum must give proportional time (no less than one day or six hours) to exploring primary strategies and preventative approaches (unless the commissioning organisation already provides an evidence based model of preventative training to all staff). Training content must include..."



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Risk Reduction Competencies

Refer to the training needs analysis for the group, which should be based on current evidence and historic incident data



Risk Reduction Competencies


Refer to the training needs analysis for the group, which should be based on current evidence and incident data




Risk Reduction Competencies


Refer to the training needs analysis for the group, which should be based on current evidence and incident data


Select any that apply

Risk Reduction Competencies

Refer to the training needs analysis for the staff group, which should be informed by the behaviours and vulnerabilities of the children they support alongside incident data, organisational policies, staff job descriptions, risk assessments and Government guidance.

Physical Intervention Competency Requirements

Refer to the training needs analysis for the group, which should be based on current evidence and incident data



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Maybo Training Programme


The following programme will meet the training needs of the group, so they can better meet the needs of those in their care



Maybo Training Programme


The following programme will meet the training needs of the group, so they can better meet the needs of those in their care



Maybo Training Programme


The following programme will meet the training needs of the group, so they can better meet the needs of those in their care


hours eLearning
hours classroom training




ELEARNING ICON
minutes self-directed eLearning




TRM EL
>  Upon successfully competing this 2 hour 15 minute eLearning course staff will be able to...

>  Define psychological trauma and its potential impact. 

>  Identify different types and categories of trauma

>  Know the conditions in which trauma is created

>  Know the impact of psychological trauma on individuals and those around them

>  Identify factors that influence the impact of trauma on an individual

>  Identify physical and psychological signs of trauma

>  Recognise behaviours that may be associated with trauma

>  Know the body's response to trauma

>  Describe the effects of trauma on the brain

>  Describe the effects of trauma on relationships

>  Describe the long-term effects of unresolved trauma

>  Know a practical model for adopting a trauma-informed approach

>  Understand the need to create safety

>  Know how trauma is processed

>  Recognise opportunities for recovery


IMP EL IMAGE

Upon successfully competing this 30 minute eLearning course staff will be able to...

>  Know how to Implement person-centred active support and PBS values

>  Recognise the benefits of improved social roles

>  Recognise what is meant by quality of life 

>  Identify the principles of active support

>  Recognise how to support the development of new skills and relationships


OBS EL IMAGE

Upon successfully competing this 30 minute eLearning course staff will be able to...

>  Know how to observe behaviour to inform PBS plans and strategies

>  Identify approaches for observing, recording and reporting behaviours

>  Identify the stages of positive planning

>  Recognise the concept of reinforcing behaviour in a PBS framework


UND EL IMAGE

Upon successfully competing this 30 minute eLearning course staff will be able to...

>  Understand Behaviour: A PBS Approach

>  Explain what PBS is

>  Describe what behaviour is

>  Identify what might cause a behaviour

>  Identify the different functions of a person's behaviour


PHR D EL IMAGE

Upon successfully competing this 40 minute eLearning course staff will be able to...

>  Know how to promote human rights and reduce restrictive practice

>  Recognise underpinning legislation, principles and definitions

>  Recognise restrictive practices

>  Recognise duty of care and ethical decision making

>  Recognise considerations for dealing with suspected abuse


UND D EL IMAGE

Upon successfully competing this 30 minute eLearning course staff will be able to...

>  Understanding behaviours of concern 

>  Explain the principles of providing person-centred support

>  Recognise the characteristics of behaviour

>  Explain factors that can influence behaviour

>  Identify the different functions of behaviour


PAB EL IMAGE

Upon successfully competing this 80 minute eLearning course staff will be able to...

>  Understanding risks, rights and responsibilities

>  Recognise what is meant by behaviours of concern and workplace violence

>  Recognise rights and responsibilities

>  Recognise and plan to reduce risk

>  Understand factors that can influence human behaviour

>  Identify common functions of behaviours of concern

>  Recognise instinctive reactions to emotional or threatening situations

>  Identify common triggers and levels of escalation

>  Understand the importance of positive interactions and choices

>  Recognise how to overcome barriers to communication and influence positive outcomes


SDE EL IMAGE

Upon successfully competing this 55 minute eLearning course staff will be able to...

>  Know how to use dynamic risk assessment to inform decision making 

>  Recognise how the SAFER Model can be used to support decision making and dynamic risk assessment

>  Know how to use safer de-escalation approaches 

>  Identify how team-working skills can help to support others

>  Identify defusing, calming and resolving strategies

>  Know how to maintain personal safety and follow post-incident procedures 

>  Recognise considerations for confronting behaviour

>  Identify signs that may indicate high risk

>  Identify what exit strategies are and when they may be used

>  Identify post-event impact and responsibilities

>  Recognise the process for reflecting and learning


SLW EL IMAGE

Upon successfully competing this 30 minute eLearning course staff will be able to...

>  Know safer approaches to lone working 

>  Recognise risks and vulnerabilities of lone working

>  Identify risk reductions measures you can take to prepare for lone working

>  Identify travel risk reduction measures when lone working 

>  Recognise how to reduce risk on arrival at premises


PHR EL IMAGE

Upon successfully competing this 40 minute eLearning course staff will be able to...

>  Know how to promote human rights and reduce restrictive practice

>  Recognise underpinning legislation, principles and definitions

>  Recognise restrictive practices

>  Recognise duty of care and ethical decision making

>  Recognise considerations for dealing with suspected abuse



PAB C&YP
hours trainer-led training




IMP IMAGE

Upon successfully competing this 1.5 hour classroom module and the corresponding
eLearning, staff will be able to...

Upon successfully competing this 3 hour classroom module staff will be able to...

>  Know how to support the development of new skills and relationships through active support 

>  Recognise the organisational framework for implementing active support

>  Explain what active support is

>  Know how engagement can improve quality of life 

>  Describe the benefits of improved social roles

>  Explain what is meant by quality of life

>  Recognise how the principles of active support can improve quality of life


OBS IMAGE

Upon successfully competing this 1.5 hour classroom module and the corresponding
eLearning, staff will be able to...

Upon successfully competing this 3 hour classroom module staff will be able to...

>  Know how different tools are used to observe, record and report behaviours 

>  Identify ways to gather information required for behavioural change

>  Identify direct and indirect assessments and observational assessment tools

>  Explain the difference between incident reporting and behaviour recording

>  Know how to recognise and respond to poor practice

>  Define whistleblowing

>  Understand person-centred approaches to positive behaviour support planning 

>  Identify proactive and reactive strategies to support positive behaviour support planning

>  List information that may be included in a positive behaviour support plan

>  Explain the purpose of functional behaviour assessments

>  Understand the purpose and principles of behavioural reinforcement

>  Recognise reinforcement strategies


UND IMAGE

Upon successfully competing this 1.5 hour classroom module and the corresponding
eLearning, staff will be able to...

Upon successfully competing this 3 hour classroom module staff will be able to...

>  Understand the Principles of Positive Behaviour Support (PBS) 

>  Explain what positive behaviour support it

>  Describe the principles of positive behaviour support

>  List three overarching themes of positive behaviour support

>  Understand that all behaviour happens for a reason 

>  Recognise factors that can influence our perception of behaviour

>  Explain the effects of challenging behaviour

>  Recognise the types of challenging behaviour

>  Understand factors that can influence behaviour 

>  Explain the attitude and behaviour cycle

>  Identify setting conditions that can influence behaviour

>  Recognise fast and slow triggers

>  Recognise how inhibitors can influence behaviour

>  Understand how to identify the function of a person's behaviour

>  Recognise avoidance and gain functions of behaviour

>  Identify the function of a person's behaviour


PAB IMAGE

PAB LD IMAGE

PAB CYP IMAGE

PAB D IMAGE

Upon successfully competing this 1.5 hour classroom module and the corresponding
eLearning, staff will be able to...

Upon successfully competing this 3 hour classroom module staff will be able to...

>  Understand risks, rights and responsibilities in their workplace 

>  Define behaviours of concern and work-related violence

>  Explain their rights and responsibilities in their role

>  Recognise and plan to reduce risks and vulnerabilities 

>  Know how different factors influence behaviour 

>  Identify common functions of behaviours of concern

>  Recognise instinctive reactions to emotional or threatening situations

>  Identify potential triggers for self and the children and young people they interact with

>  Identify levels of escalation 

>  Know the importance of positive interactions and choices 

>  Recognise the needs and expectations of those they support and interact with 

>  Identify how to influence positive outcomes

>  Identify how to overcome barriers to communication


SDE IMAGE

SDE LD IMAGE

SDE C&YP IMAGE

SDE D IMAGE

Upon successfully competing this 1.5+ hour classroom module and the corresponding 
eLearning, staff will be able to...

Upon successfully competing this 3+ hour classroom module staff will be able to...

>  Use dynamic risk assessment to inform decision making

>  Apply dynamic risk assessment to situations relevant to their role

>  Identify risks and inform decisions using the Maybo SAFER model

>  Use safer de-escalation approaches 
 
>  Demonstrate positive, non-aggressive approaches

>  Demonstrate safer positioning and teamwork skills 

>  Identify defusing, calming and resolving strategies

>  Maintain personal safety and follow post-incident procedures 

>  Recognise when and how to confront behaviour

>  Identify signs that may indicate a heightened risk

>  Develop exit strategies for higher-risk situations

>  Identify post-event impact and responsibilities

>  Recognise the process for reflecting and learning


PHR C&YP

Upon successfully competing this 1.5+ hour classroom module and the corresponding
eLearning, staff will be able to...

Upon successfully competing this 3+ hour classroom module staff will be able to...

>  Understand underpinning legislation, principles and definitions

>  Recognise underpinning legislation, principles and definitions

>  Define the PANEL principles

>  Know different strategies to reduce risk and improve quality of life 

>  Define international approaches to risk reduction

>  Explain strategies to reduce risks and improve quality of life

>  Understand restrictive practice 

>  Explain different personal experiences of restrictive practices

>  Recognise restrictive practices

>  Explain risks and impact of restrictive practice

>  Know the importance of duty of care and ethical decision making 

>  Recognise duty of care and workplace considerations

>  Explain the principles of ethical decision making


PSG C&YP

PSG C&YP

Upon successfully competing this 3+ hour classroom module staff will be able to...

>  Understand the considerations for the use of non-restrictive physical skills

>  Identify the difference between defensive skills and interventions 

>  Recognise the risks of using physical skills

>  Identify the authority for the use of physical skills

>  Recognise individual and team responsibilities

>  Recognise the importance of primary and secondary strategies to reduce the need for physical skills

>  Avoid assault and disengage from situations using the following physical skills required for their role:

> Use the following low arousal physical skills to redirect and guide the children and young people they support:




PSG C

Upon successfully competing this 3 hour classroom module staff will be able to...

>  Understand the considerations for the use of non-restrictive physical skills

>  Identify the difference between defensive skills and interventions 

>  Recognise the risks of using physical skills

>  Identify the authority for the use of physical skills

>  Recognise individual and team responsibilities

>  Recognise the importance of primary and secondary strategies to reduce the need for physical skills

>  Avoid assault and disengage from situations using the following physical skills required for their role:

> Use the following low arousal physical skills to redirect and guide the children they support:




SHL C&YP

Upon successfully competing this 3+ hour classroom module staff will be able to... 

>  Understand how to reduce the risks of restrictive physical interventions 

>  Recognise key risk factors of restrictive physical interventions 

>  Recognise individual and team responsibilities to reduce risk and respond to medical emergencies 

>  Use the following non-aggressive physical skills to hold or escort a child or young person:




SHL C IMAGE

Upon successfully competing this 3+ hour classroom module staff will be able to... 

>  Understand how to reduce the risks of restrictive physical interventions 

>  Recognise key risk factors of restrictive physical interventions 

>  Recognise individual and team responsibilities to reduce risk and respond to medical emergencies 

>  Use the following non-aggressive physical skills to hold or escort a child:




PSG IMAGE

PSD A

PSD H IMAGE

PSD O IMAGE

Upon successfully competing this 2+ hour classroom module staff will be able to...

>  Understand the considerations for the use of non-restrictive physical skills 

>  Identify the difference between defensive skills and interventions

>  Recognise the risks of using physical skills

>  Identify the authority for the use of physical skills

>  Recognise individual and team responsibilities 

>  Recognise the importance of primary and secondary strategies to reduce the need for physical skills

>  Use the following defensive skills to avoid assault:

> Use the following low arousal defensive skills to disengage or reduce risk:




RED IMAGE

Upon successfully competing this 1 hour classroom module staff will be able to...

>  Use physical intervention to guide and redirect a person

>  Identify training and operational risks in using Maybo’s redirection and guiding skills

>  Use the following low arousal physical intervention skills to prompt, guide or redirect an individual:




SHL

Upon successfully competing this 3+ hour classroom module staff will be able to... 

>  Understand how to reduce the risks of restrictive physical interventions 

>  Recognise key risk factors of restrictive physical interventions 

>  Recognise individual and team responsibilities to reduce risk and respond to medical emergencies 

>  Use the following non-aggressive physical skills to hold or escort someone:




CHL IMAGE

CHL OA IMAGE

Upon successfully competing this 3 hour classroom module staff will be able to... 

>  Understand how to reduce the risks of restrictive physical interventions 

>  Recognise key risk factors of restrictive physical interventions 

>  Recognise individual and team responsibilities to reduce risk and respond to medical emergencies 

>  Use the following physical skills to hold or contain someone in a clinical context:




SPD

Upon successfully competing this 3 hour classroom module staff will be able to... 

>  Follow the manufacturer's guidance for preparing and using the Safety Pod™ 

>  Explain the features and benefit of the Safety Pod™ 

>  Explain health and safety precautions for preparation and use of the Safety Pod™ 

>  Prepare the Safety Pod™ for storage and use

>  Use Maybo’s seated holding skills with the Safety Pod™:




SUP

Upon successfully competing this 3.5 hour classroom module staff will be able to... 

>  Contain a person on the ground in the supine position 

>  Identify the training and operational risks of using supine interventions  

>  Demonstrate how to reduce risks when holding a person in the supine position 

>  Demonstrate how to disengage from a supine position

>  Demonstrate relevant applications of Maybo supine holding skills

>  Use the following physical skills to hold or contain someone:




PRN

Upon successfully competing this 2 hour classroom module staff will be able to... 

>  Contain a person on the ground in the prone position

>  Identify the training and operational risks of using prone interventions  

>  Demonstrate how to reduce risks when holding a person in a prone position 

>  Demonstrate how to disengage and de-escalate from a prone hold

>  Demonstrate relevant applications of Maybo prone holding skills

>  Use the following physical skills to hold or contain someone:




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