This is our flagship course, which has been taken by people in a wide range of professions, and which is regularly commissioned, by health services, churches, mental health groups, higher education institutions and others. The course consistently gets very high marks from those attending, who frequently report it as being highly influential in informing their practice. The course covers the fundamentals of boundary theory and practice, introducing participants to the core knowledge from experience, from research and the literature and helping them to develop and enhance practice.
The course is suitable for people in a range of professional settings, including medicine, therapy, nursing, ministry, social work, support work, youth work. It is for those new to professional boundaries or needing a refresher. If you are dealing with a particular issue about boundaries, including a complaint or performance issue please book for the ‘Professional Boundaries In Practice’ course. Please contact the office if you would like to discuss options.
There is space for consideration of how the core understandings apply to the participants own circumstances and occupational role, along with a chance to decide on any actions needed arising from the session.
The Professionalism Game® is our proprietary board game, developed over many years of delivering training on boundaries. It includes a set of scenarios which prompt discussion around core boundary topics and helps bring together learning from the rest of the session. It is available to purchase under licence – further information on this page.
09:00 – circa 16:30
The price for the course is £250 +VAT (£300) and a place is secured when payment is made. All bookings are made in agreement with our terms and conditions. Payment is by bank transfer and places can be held for 5 days to enable payments to be made.
In the course of training it became very clear that boundary crossing and violation present issues that appraisers need to fully understand if their appraisal of colleagues is to be effective. Practical examples of how these arise were particularly useful and the discussions that followed were engaging and informative. The facilitator was thoroughly familiar with his material and the balance between the input of theory and discussion of how to put it into practice, which was done in small groups, was well judged.