By the end of this workshop participants will be able to:

  • Define carer roles, rights and responsibilities
  • Reflect on your personal attributes and skills you bring to your care practice
  • Explain the impact of the carer experience on the whole carer family/whanau
  • Identify personal stress triggers and strategies to manage stress
  • Identify networks and supports to sustain a healthy caring experience
  • Discuss & explain other courses / workshops available to carers
  • Develop a personal learning plan.

The first session allows carers to explore their roles, rights and responsibilities and what this means for them, particularly concentrating on carers being clear on working within care policies and accessing the correct information. This session also asks carers to reflect on their personal attributes they bring to their care role. Carers are encouraged to consider reflection is an important part of personal learning and development and we link back to attributes and skills in our last session.

The second session allows participants to revisit their original motives/hopes and desires of when they first made the decision to provide care for children and young people. It tracks the impact of providing care – both positive and negative – on the whole family, and provides the participants with an opportunity to do a “Three Houses” type analysis (strengths/vulnerabilities/opportunities/threats) for their family. The session then winds up with participants having a chance to reassess their current situation, and encourages them to review what their family has to offer.

The purpose of the third session is to explore self care skills including being able to identify, cope with and work through stress. Further, this session ensures carers are able to identify, seek out and appropriately engage support for themselves and their family, including what support carers can expect from Child Youth and Family / their care agency

The last session will explore the carer’s own skills / competencies and the identified gaps will lead into carers developing their own personal learning plan. A range of suitable learning options will be identified as it is expected that carers and care staff will actively work together in sourcing appropriate, additional learning and development opportunities. It will also outline the learning and qualification pathway for carers wishing to undertake a NZQA qualification through work-based learning.

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