This article will explain the various responsibilities an electrician may have, how to become an electrician and the qualifications required, the skills you need to have and how to develop your career as an electrician.

What Does an Electrician Do?

Electricians work with any equipment, wire or machine that uses energy. They install, inspect, test and repair electrical equipment to ensure that it works correctly and safely. 

On a daily basis, and depending on what type of electrician you are, you may be responsible for:

• Installing wires, sockets and switches in properties.
• Carrying out the necessary checks of electrical systems to ensure they’re safe and working efficiently.
• Designing electrical and lighting plans for new properties.
• Installing, checking or repairing street lighting and traffic management systems.
• Rewiring residential buildings and other properties.
• Constructing and installing control panels. 
• Carrying out repairs to electric machines.

Depending on your specific duties, you may work at a client’s home, offices, schools, shops, other buildings, on a construction site or outside, if involved with traffic management systems or street lighting. You may work alongside others, carry out lone working, work in confined spaces or work at height. To ensure you are kept safe and healthy, you may need to wear personal protective equipment. The working hours can vary, but are typically between 30 and 40 hours a week. There are different types of electricians and so you need to understand which position you would like to pursue.

What Qualifications Does an Electrician Need?

To develop a career as an electrician, you can take several different routes. You may be eligible for courses at colleges or those offered by other training providers. Alternatively, you could learn on the job through an apprenticeship which combines practical work experience with classroom style learning. If you have transferable skills, such as experience working in construction and trades, you could retrain as an electrician. Note that if you want to become more specialised as an electrician, you will need to undergo additional training and, in some cases, gain further qualifications.

You will likely have better job and earning prospects if you follow an industry-approved training route to become a qualified electrician. As these courses are of a high standard, completing them shows that you meet these standards and are skilled. Examples of industry-improved training includes training courses offered by City & Guilds, EAL and apprenticeships. It’s important that you carry out your own research into which route is the best for you to take.

College

To provide you with an introductory level of understanding and practical skills for the role of an electrician, you may want to take a college course. Alongside this, you must undergo practical training in a workplace to become a fully qualified electrician. On completion of a college course, you may find it supports you to secure an apprenticeship or trainee position to further your career prospects.

Courses available at a college or other training provider may include the following, as listed on the National Careers Service and Go Construct websites:

• Level 2 Diploma in Access to Building Services Engineering (Electrical)
• City & Guilds Level 2 Diploma in Building Services (Electrical Installation route) or EAL Level 2 Intermediate Diploma in Electrical Installation
• City & Guilds Level 3 Diploma in Building Services (Electrical Installation route) or EAL Level 3 Advanced Diploma in Electrical Installation
• T Level in Building Services Engineering for Construction

You will need to check the entry requirements for the course you want to take. Usually, you need to have:

• For a Level 2 course, 2 or more GCSEs at grades 9 to 3 (A* to D), or equivalent.
• For a Level 3 course, 4 or 5 GCSEs at grades 9 to 4 (A* to C), or equivalent.
• For a T Level course, 4 or 5 GCSEs at grades 9 to 4 (A* to C), or equivalent, including English and Maths.

You can find out more about college courses and T Levels through the links below:

• Find a course | National Careers Service
• T Levels | The Next Level Qualification

On completion of a college course, you will need to work in the industry to become a fully qualified electrician. You will either need to find employment and join an apprenticeship programme, or find employment or become self-employed and take the City & Guilds or EAL’s Level 3 NVQ Diploma in Installing Electrotechnical Systems & Equipment (Buildings, Structures & the Environment). Whichever route you take, you must then pass the AM2 assessment to become fully qualified.

Apprenticeships

Electrician apprenticeships include a combination of on-the-job training and learning at a college or training provider, though they tend to involve more practical training than classroom-based learning. You will be fully employed by your company and work at least 30 hours per week.

Options include a domestic electrician advanced apprenticeship (level 3), an installation and maintenance electrician advanced apprenticeship (level 3) or an electrician apprenticeship with the armed forces. Both the domestic and the installation and maintenance apprenticeships are equivalent to A level and eligible for government funding. The domestic electrician apprenticeship will teach you how to install and maintain electrical services within a domestic setting, while the installation and maintenance electrician apprenticeship will teach you how to do so in industrial and commercial environments, as well as residential. 

If you want to join the British Army and train as an electrician, you can do so as a Royal Engineer soldier. You will firstly undergo initial military training as a Junior or Regular Soldier for either 14 or 23 weeks. Following this, you will attend the Royal School of Military Engineering Regiment for 12 weeks and then finish with a 33 week course at the Royal School of Military Engineering. Similarly, the Royal Air Force offers the Level 3 Engineering Technician – Mechatronics Maintenance Technician (Electrical) apprenticeship. This teaches you how to design, build, service and repair a range of engineering products and services.

You usually need to have 5 GCSEs at grades 9 to 4 (A* to C), or equivalent, including English and Maths, for an advanced apprenticeship. If you want to gain your training in the British Army, you need to have GCSE grade 9 to 5 (or A to C) in Maths, GCSE grade 9 to 4 (or A to C) in English Language and one other subject. For the RAF’s apprenticeship, you need to have GCSE grade C/4 in English Language, Maths and an approved Science/Technology-based subject. Both the Army and the RAF require applicants to meet additional criteria. You must pass the basic physical fitness assessment to be eligible for the British Army’s apprenticeship. The RAF also requires applicants to pass a fitness test and the Defence Aptitude Assessment in addition.

To find out more about apprenticeships that are available near you, follow the links below:

• Gov.uk: Become an apprentice
• Gov.uk: Find an apprenticeship
• Apprentice Training Course – Domestic Electrician
• Apprenticeship Training Course – Installation and Maintenance Electrician
• Electrician – Royal Engineers
• Electrician – Royal Air Force

Essential Qualifications

To fully qualify as an electrician, there are some essential qualifications which you must hold. You need to complete the Achievement Measurement 2 (AM2) assessment which is an industry-recognised competence which proves your practical electrical skills. The test is administered by the National Electrotechnical Training (NET) and is usually the final component of your electrical qualification. You can find out more about the assessment on the NET’s website.
In addition, there are some criteria which you need to meet depending on your circumstances. If you want to work with electrical wiring it is essential that you have normal colour vision. You will have to pass a colour vision assessment test to verify this. If you are going to be carrying out work on a construction site, you may need to hold an Electrotechnical Certification Scheme (ECS) card. The card accredits your electrotechnical qualifications and experience.

Awareness Training

Before you decide to pursue a career as an electrician, it’s important that you understand what the job can involve and know that it is the career path you want to take. During your training to become an electrician, you may want to take an awareness level course to build on your practical knowledge. Awareness courses are also useful if you want to learn more about an industry.

Looking for a Course?

Our Electrical Safety Training online course is designed to give you an understanding of the main risks and necessary controls for the safe use of electricity at work. If you will be working with portable appliances, you may also benefit from High Speed Training’s Portable Appliance Testing (PAT) course.

Alongside electrical safety and PAT awareness training, you may find general health and safety training to be useful. We offer a range of online training courses that may be suitable for an electrician to improve their knowledge and skills alongside their practical training. Courses include: 

• Health and Safety Training for Employees
• Working at Height
• Lone Working
• Working in Confined Spaces
• PUWER Training
• Lock Out/Tag Out
• Ladder Safety
• Manual Handling 
• Workplace First Aid

What Skills Do You Need to be an Electrician?

Before pursuing this career, you should consider whether you will be a good fit for a career which can involve manual, demanding work and long hours. You need to have a range of skills to be successful as an electrician, including hard skills which are specific to the job role and gained through training, and soft skills which are relevant to various industries.

Hard Skills for Electricians

You need to have or be working to develop the following technical skills to be an electrician:

• Ability to use, maintain and repair electrical equipment, machinery and tools.
• Knowledge of engineering science, technology, design, building and construction. 
• Specialist knowledge of your area of expertise. For example, understanding of specific equipment maintenance. 
• Strong maths skills.
• Ability to work well with your hands.
• Good levels of physical fitness.
• Ability to complete basic computer-based tasks and use software packages.

You will develop many of these skills during practical training. However, for some, you may find it useful to take additional training to supplement this. For example, depending on the type of electrician you are training as, you may find Working at Height or PUWER Training awareness courses beneficial.

Soft Skills for Electricians

Alongside your technical capabilities, you also need to have certain soft skills to be a successful electrician. Examples of soft skills that make a good electrician include:

• Excellent attention to detail and ability to be thorough.
• Strong initiative. 
• Analytical and problem-solving skills.
• Customer service skills.
• Strong verbal communication skills.
• Active listening.
• Confident working well independently and as part of a team.
• Adaptability to changes requested by clients or required by circumstances.
• Good time management.

Want to Learn More?

High Speed Training’s comprehensive catalogue of articles can help you to understand and develop your soft skills to become an effective electrician. You can learn about communicating effectively in What is Effective Communication in Construction? which is tailored to those working in the construction industry but will be useful for electricians in all sectors. Our How to Improve Active Listening in Communication article explains the benefits of listening with focused intent which can result in more effective interactions with colleagues and clients. You may also want to improve your time management skills with our One Week Time Management Plan: Three Famous Techniques article.

How to Get a Career as an Electrician

There are various routes that you can take to get a career as an electrician, including the options covered previously on apprenticeships, college courses and other qualifications. The route you take will depend on your circumstances and what will be best for you. 

If you are a school leaver and have no or limited work experience, you may want to start with taking a relevant course at a college or other training provider. In some circumstances, you may be able to get a job as an electrician’s mate, trainee or assistant without much prior experience. You will need to have GCSEs, including English and Maths, and be able to prove solid practical skills. If you take this route, your employer may then support you with training to become a fully qualified electrician.

If you are looking to change careers, you could retrain as an electrician if you have previously worked in a similar industry and have experience and relevant qualifications. For example, if you were employed as an engineer. If you have relevant experience, you may be accepted for an electrician role offered by an employer. The level you are able to enter the profession at will depend on your experience and background.

If you already work as an electrician and have done so for at least five years but don’t hold a Level 3 electrician qualification, you may be able to get your skills and experience formally recognised to the industry Level 3 benchmark through the Experienced Worker Assessment.

There are many opportunities for progression as an electrician or to use the transferable skills gained for a different job in the sector. You could become a site or project manager, or may choose to specialise in a particular area, such as training as an electrical designer. You may want to set up your own business or become self-employed as a subcontractor or as a tutor.
If you would like to work in the construction and trades industry and want to find out more about the other careers available, have a look at this guide to Careers in the Construction Industry.

Electricians are in high demand in the UK, making it a good time to consider this as a career to pursue. To meet this demand, there is a range of support available to help you understand which route is best for you to take to qualify as an electrician and the different specialisms you can follow. If you have the skills required, you can develop a fulfilling and flexible career as an electrician.

Further Resources:

• Electrical Safety Guidance for Working on Construction Sites
• Electrical Safety Quiz
• Electrical Safety Symbols & Signs – What Do They Mean?
• What is Asbestos?

The post How to Become an Electrician appeared first on The Hub | High Speed Training.

It’s important to recognise that leadership differs from management in many ways. The main difference is that leadership is about motivating and encouraging employees, while management is about ensuring tasks are completed as intended.

Whether you are a leader, manager or employee, it’s useful to understand the different types of leadership and how these can shape and change an organisation. This article explains six common leadership styles and the advantages and disadvantages of each, as well as which leadership style is considered the most effective.

What are the Different Styles of Leadership?

There are many different styles of leadership and various theories, with some overlap between these. Leaders frequently adopt a range of leadership styles and an effective leader will understand how to adapt their style depending on the situation. However, they will often have one particular leadership style that they use most of the time. 

We will be covering six common types of leadership here, though there are numerous others:

• Coaching Leadership
• Transformational Leadership
• Servant Leadership
• Democratic Leadership
• Authoritative Leadership
• Autocratic Leadership

Coaching Leadership

Coaching leadership focuses on the needs of the team by identifying the strengths and weaknesses of individual members and the overall team. This provides individuals with direction to work to their strengths and develop themselves in weaker areas. Coaching leaders are committed to getting the best from each individual in their team through clear direction and support. The leader works with individuals to help them to identify their strengths and weaknesses and to understand how they can improve.

The leader must support their team with their development and provide each member with constructive feedback to improve performance. They should encourage the team to consider solutions to problems they encounter by asking prompting questions, rather than the leader making all the decisions. In doing so, team members feel included and listened to and will develop their ability to find solutions themselves.

Advantages of coaching leadership include:

• Objectives are clear and team members understand what is expected of them.
• Team members enjoy working as part of a group towards a shared outcome. 
• Effective communication and collaboration is encouraged.
• Weaknesses are addressed and individuals are supported to improve.
• Team members feel trusted and empowered, resulting in them being motivated and productive.
• Organisations develop talent, creating a skilled workforce.

Disadvantages of coaching leadership include:

• It can be time consuming to successfully implement because it includes one-on-one time with all team members.
• The leader must have the necessary skills and experience. They must be an effective communicator to ensure they deliver feedback in an appropriate way so that team members feel encouraged to improve, rather than criticised and unmotivated.
• Some teams may not want to work together in this way or want this type of leader. Individuals may resist attempts at coaching leadership and be uncooperative which can cause problems for the wider team.

Want to Learn More?

Our Coaching and Mentoring online training course is designed to give you the practical tools and techniques needed to get started with successful coaching and mentoring. We also offer a range of articles on the topic, including How to Develop Coaching and Mentoring Skills and Coaching vs. Mentoring: What’s the Difference?

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Transformational Leadership

Transformational leadership is characterised by leaders who take control and influence others through emphasising change and transformation within people and organisations. They engage others by recognising their needs, motivating them to succeed and developing a relationship of trust and participation. This type of leadership involves strong communication to encourage team members to feel invested in a shared vision. As with coaching leadership, there is a focus on people, with each individual’s potential recognised and leaders working with them to achieve this.

Advantages of transformational leadership include:

• The organisation innovates and changes for the better. People are guided by the leader to adapt to change and the challenges that may come with it.
• Team members feel motivated and have a sense of purpose. They understand and believe in a clear vision established by the leader and the part they play in achieving it.
• Individuals are supported to develop and grow professionally, increasing their skills and capabilities.
• Relationships within teams and across organisations are strong due to the trust placed in the leader.
• As a result, performance and productivity often improves.

Disadvantages of transformational leadership include:

• Individuals may experience burnout and feel overworked due to the perceived pressure to perform. If a leader is highly committed to an organisation, team members may feel as though they need to display the same level of commitment by working unreasonable hours.
• Individuals may feel under appreciated if they aren’t motivated or the leader fails to recognise their achievements.
• Some team members may require more structure and support than being led by example.
• Unless the leader provides clarity on the tasks that need to be completed, team members may be confused about responsibilities. This can result in a decrease in productivity.
• Team members may not raise concerns. As transformational leadership involves promoting a shared mindset, issues or different approaches may not be recognised or raised. Individuals may not feel comfortable with raising concerns if these could be interpreted as going against the shared mindset.
• For the leader, maintaining a high level of enthusiasm and engagement can become time-consuming and emotionally draining. 

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Servant Leadership

This type of leadership originates from the idea that leaders serve their team. Instead of exercising all power themselves, the servant leader shares this power with others, putting their needs first and supporting them to develop and perform well. The growth and well-being of the team is at the forefront of decisions.

Successful servant leaders must have the ability to listen, empathise and be self-aware. Servant leaders lead by example and are willing to carry out any task that needs doing in order to help their team. They strive to include all team members in decisions, ensuring that everyone feels heard, and make decisions that benefit those involved.

Advantages of servant leadership include:

• Team members are encouraged to be creative and empowered to share their ideas, resulting in more effective processes and greater investment in the organisation.
• It creates strong working relationships within teams and a productive working environment.
• Teams are inspired by the example set by the leader and feel motivated to do their best.
• Communication is effective. Leaders take the time to listen to their team and take action with this in consideration.
• When combined, these advantages establish a people-oriented culture which results in a decrease in employee turnover.

Disadvantages of servant leadership include:

• As the main focus is on ensuring team members are happy and included, leaders may be less demanding which could result in targets not being achieved.
• Some individuals may need a leader who holds them to account in order to work most effectively.
• The leader may be perceived as weak and lacking authority, particularly by those who are used to a more traditional style of leadership.
• For the leader, the role can be time-consuming and require a lot of effort to succeed in.
• Decisions and progress may be slow due to the required input of many people.
• In larger teams or organisations, it’s difficult to have frequent, effective direct contact with every team member.

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Democratic Leadership

Democratic leadership is where team members play a participative role in decision-making. The leader makes or approves the final decision, but everyone is encouraged to participate by contributing their opinions during discussions. All team members have the opportunity to share their input, knowing they play an important role in the decision-making process.

As well as overseeing the final decision, the leader must direct and guide the team to ensure that they don’t dedicate time to planning decisions that aren’t feasible and stray from the objective. Leaders should facilitate these conversations and support the team to reach a joint decision.

Advantages of democratic leadership include:

• Individuals are empowered to contribute to the decision-making process and feel engaged. This can increase their job satisfaction.
• Employees have confidence in themselves and their capabilities and aren’t afraid to share their ideas.
• More suggestions are put forward which leads to greater innovation and creativity.
• Teams learn to listen to one another and respect their one another’s valuable input. This creates mutual respect and fosters more effective teamwork.
• Productivity increases when individuals are motivated and involved.

Disadvantages of democratic leadership include:

• Involving more people in decision-making can slow the process down and cause delays.
• If there are differing options within a team, it can be challenging to reach a consensus that everyone is happy with.
• Some members of the group may not have the knowledge required to contribute to decision-making discussions.
• It can be difficult to maintain a clear focus if many different ideas are put forward for discussion. This can lead to confusion unless the leader is able to steer the team in the right direction.
• Leaders have a lot of responsibility which can result in them feeling overwhelmed.
• Team members may become frustrated if a decision is made which they believe isn’t the best option or they don’t feel as though their ideas are given enough consideration.
• Employees may expect to be involved in all decisions. This could lead to conflict if they don’t understand why they aren’t included in some decision-making processes.

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Authoritative Leadership

Authoritative leadership is a hands-on style which involves the leader establishing targets and processes and overseeing them to completion. Instead of simply giving orders, they explain their thinking and manage expectations. If successful, an authoritative leader makes quick decisions that deliver effective results.

This type of leader is seen as a mentor who guides and inspires team members and encourages them to follow them to successfully achieve common goals. By getting to know each team member well, the leader can provide them with tailored guidance and support to motivate them to succeed.

Advantages of authoritative leadership include:

• Fewer mistakes are made because the processes and rules are clearly defined by the leader.
• Clear processes and structure improves productivity.
• Leaders can look ahead and present an actionable vision.
• Employees feel motivated to succeed and perform well as a result.
• Difficult decisions can be made quickly without the input of the whole team.
• Team members feel supported and recognised by the leader.
• It’s an effective leadership style if an organisation is undergoing significant change or uncertainty.

Disadvantages of authoritative leadership include:

• There is a risk of leaders micromanaging their team which can cause individuals to feel as though they aren’t trusted or fearful of doing something wrong.
• Leaders may become overbearing, causing teams to disengage with their work and lose enthusiasm for the vision. 
• Extreme pressure may be put on the leader if they have to always be seen as leading by example.
• Failures in projects or processes are the responsibility of the leader who must accept accountability.

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Autocratic Leadership

Autocratic leadership, also known as authoritarian, follows a top-down approach to decision-making processes. The leader makes decisions based on their thoughts and ideas, with limited involvement from others in the organisation. It is expected that team members will follow instructions given to them by the autocratic leader and there is limited room for discussion. Power is held by the leader and isn’t distributed in any way to the team members.

This type of leadership is used less frequently in organisations today, though it may be suitable in some situations. For example, if a critical decision needs to be made immediately.

Advantages of autocratic leadership include:

• Team members are given clear instructions and understand how to complete tasks.
• Results are delivered on time and to a high standard. 
• Work environments are highly structured with everyone knowing what is expected of them and others.
• For team members, pressure can be relieved in stressful situations.
• The leader provides clear direction to the organisation.

Disadvantages of autocratic leadership include:

• Team members are discouraged from sharing their ideas and lack a voice in decisions.
• Morale can be low across the team and wider organisation. Some may be fearful about speaking out about poor leadership practices.
• Creativity and innovation are suppressed. Individuals can feel as though they aren’t valued or able to grow professionally. New perspectives and ideas which could hugely benefit the business aren’t shared.
• The leader may be under immense pressure as they feel responsible for everything.
• There may be tension and conflict in the workplace. 
• Morale can be low. If team members don’t feel satisfied at work, they may disengage and underperform, or seek employment elsewhere.

What is the Best Leadership Style?

Research by Kurt Lewin and his team in 1939 established three core leadership styles – autocratic (authoritarian), democratic (participative) and delegative (laissez-faire). Lewin’s study identified democratic leadership as typically the most effective leadership style. Democratic leaders encourage input from team members, while giving guidance and having the final say in decisions. This empowers and encourages team members to contribute creative ideas and play a key part in processes, often resulting in individuals with higher job satisfaction.

Today, most theorists argue that it’s important to recognise that there isn’t one leadership style that works the best in all organisations and situations. Instead, a strong leader will know how to adapt their leadership style accordingly and incorporate different skills to ensure the best outcome for the team and task. This is called ‘situational leadership’. Situational leaders are able to identify and meet individual needs, adapt between different leadership styles successfully, gain their teams’ trust, analyse problems and guide towards a solution and know how to support individuals with feedback.

However, in some environments, a certain type of leadership style will likely be more successful than others. If you work as a teacher in a school, you may find that transformational leadership style is the most well-received. Using this style, you can encourage and inspire your students to achieve their full potential. While, for army conflicts, an autocratic leader may be the most appropriate type to relieve pressure in stressful situations.

To find out which leadership style you should adopt, you need to consider what you want to achieve and the organisational circumstances in which you operate within. You should also consider your personality and how you currently lead teams. With this in mind, you could determine which leadership style you currently use and what you want to change and improve on. As there are numerous leadership styles and none are superior, you can experiment and see which delivers the best results for you, your team and your organisation.

Recognising which leadership style is right for you will enable you to develop your skills further and become the most effective leader possible. You must understand which style is appropriate and actively seek out constructive feedback from those you lead to understand what works well and how you could improve. As well as providing successes for the organisation, effective leaders develop and improve their teams to achieve their potential too.

Further Resources:

• Leadership & Management Training Online Course
• Leadership and Management Quiz
• 10 Development Areas for Managers

The post 6 Types of Leadership: Which Leadership Style is Right For Me? appeared first on The Hub | High Speed Training.

In this article, we will define what attachment disorder in adults is, explain the different types they may experience and outline the signs and symptoms of the disorder and how it can be treated.

What is Attachment Disorder in Adults?

The term attachment disorder refers to the emotional and behavioural issues that develop in children who have difficulty forming a secure bond with their primary caregiver, which is often their parents. This connection may not be formed for various reasons, including an absent caregiver, neglect or abuse. In some situations, the caregiver may not be able to physically be with their baby or child, such as if either one is unwell and has to stay in hospital for a sustained duration. This may result in the child not receiving the care and attention needed to form a close attachment with their parents or caregiver. For most people, the experience with their parents or other caregiver is their first example of a secure, loving and trusting relationship. If a child doesn’t have this experience, they may grow up with different expectations of what relationships are like and struggle to form and maintain healthy relationships as an adult.

Although attachment disorder can only be diagnosed in children, adults can experience attachment issues resulting from untreated or undiagnosed attachment disorders from their childhood. For example, someone with attachment disorder may, as an adult, feel as though they cannot trust a romantic partner and struggle to communicate their emotions in an effective way. This can result in them being unable to form meaningful relationships and may cause them to experience commitment problems.

Types of Attachment Disorders in Adults

Different types of attachment disorders may develop as a result of an individual not forming a strong attachment to their primary caregiver as a child. As mentioned, attachment disorders are not formally diagnosed in adults. However, if attachment disorder is left unresolved as a child, they may experience significant difficulties relating to this in adulthood.

Reactive Attachment Disorder (RAD)

Reactive attachment disorder (RAD) is a rare condition that can result from neglect or mistreatment during early childhood. It can persist in adulthood if the individual is not successfully treated for the condition in their early years.

Signs and symptoms of RAD in adults may include having difficulty with the following:

• Forming attachments with other people and maintaining relationships.
• Showing or accepting affection.
• Trusting others.
• Understanding how others are feeling.
• Controlling feelings of anger.

Someone with RAD may also experience feelings of low self-esteem, display impulsive or detached behaviours and have issues with control. They may be more at risk of developing a mental health condition, such as anxiety or depression.

Disinhibited Social Engagement Disorder

Disinhibited social engagement disorder (DSED) is a type of attachment disorder which tends to develop as a result of neglect or unsuitable care during the first two years of an individual’s life. A child may try to gain the attention of strangers and not display the usual fear associated with being introduced to new people. If left untreated, DSED can result in the individual struggling to create and maintain healthy long-term relationships with other people.

Signs and symptoms of DSED in adults may include:

• A limited understanding of social boundaries, such as excessive friendliness or touching strangers.
• Quickly placing trust in people they do not know well.
• Hyperactivity and becoming overly excited when meeting new people.
• Acting impulsively or showing a lack of inhibition.
• Displaying other behaviours that are not considered to be socially acceptable.

In some cases, RAD or DSED can result in someone developing an obsessive love disorder (OLD). This is an intense fixation with someone that can result in thoughts and behaviours that can be damaging to both people involved. Symptoms and behaviours may include extreme jealousy, controlling behaviour, possessiveness and an inability to accept rejection. Untreated, it can result in extremely serious behaviours such as abuse, stalking and violence. It’s worth noting that clinicians do not widely recognise obsessive love disorder, and there is discussion over whether it can be considered a mental health condition. However, attachment issues that aren’t resolved can manifest in various ways in someone’s emotions and behaviours, including those associated with OLD.

Signs and Symptoms of Attachment Disorder in Adults

Unresolved attachment disorder in childhood can lead to adults experiencing a range of symptoms and behaviours. These can vary depending on factors, including the reason for the attachment not forming as a child (for example, abuse), as well as individual differences. Although research into attachment disorder in adults is limited, there is strong evidence that certain family problems in early life can have a significant, lasting impact on an individual.

Some of the common signs and symptoms of attachment disorder in adults include:

• An inability to form and maintain healthy romantic relationships.
• Difficulty with responding to their emotions.
• Mood swings.
• An inability to trust people.
• Avoidance of intimacy.
• A feeling of low self-esteem.
• Withdrawal and avoidance of social events.
• Difficulty in certain social situations and interpreting social cues.
• Mental health conditions, including anxiety, depression or post-traumatic stress disorder (PTSD).

It’s important to recognise that attachment problems may make mental health conditions such as depression or anxiety worse rather than be a direct cause, though many mental conditions are linked.

An adult with attachment disorder will likely experience challenges with relationships. They may find it difficult to communicate effectively and voice their feelings to a romantic partner, resulting in feelings of paranoia, insecurity, jealousy and anxiety. If these feelings aren’t discussed and resolved healthily, the individual may express their feelings in an unproductive manner, such as through anger and accusations. Some people may become withdrawn and find commitment challenging, while others may feel that they need excessive attention and validation from their partner.

Someone with an attachment disorder may also find other relationships difficult, such as those with friends and family. If the individual experienced significant trauma as a child and continues to see those involved as an adult, these relationships can be strained and difficult. This will depend on the specific circumstances, but these interactions can cause stress and anxiety. Many of the signs and symptoms people experience can make it difficult to form and maintain any type of relationship. Someone may find it challenging to maintain strong friendships if they tend to withdraw from social situations or their mental health makes it difficult for them to function well.

Attachment disorder can affect all aspects of someone’s life, from their ability to work effectively to everyday interactions. It can be very difficult for someone to get the help they need, but if these problems aren’t addressed, the individual’s mental wellbeing can rapidly decline.

Want to Learn More?

At High Speed Training, we offer a range of Health and Social Care courses on topics including Advanced Safeguarding Adults and Communication Skills in Health and Social Care. Our courses are designed to support you whether you’re just starting in the industry or are experienced practitioners.

How to Treat Attachment Disorder in Adults

If an attachment disorder isn’t addressed and resolved during childhood, support can be sought in adulthood. Often, a form of therapy or counselling is an effective approach to managing attachment disorder and the behaviours and conditions that can result from it.

Psychotherapy, also referred to as talking therapy, is a type of psychological treatment for mental and emotional problems. Working with a qualified therapist can help someone identify and understand their thought patterns and behaviours. Attachment-based therapy is a specific type which is intended for children, adolescents and adults who have an attachment disorder. For adults, it involves discussing their childhood and past experiences and identifying unresolved trauma impacting their lives. This can help them to understand why they feel or act a particular way, particularly when in romantic relationships. For example, they may find it difficult to trust their partner and receive and/or reciprocate affection.

By addressing these issues, an adult with attachment disorder can work with their therapist to overcome the impact of their early experiences. They may be able to change these aspects which are affecting them negatively by developing techniques and strategies that work for them, such as establishing clear boundaries with their parents.

Alongside therapy tailored to the individual, couple therapy can also be an effective way to treat attachment disorder in adults. Or, some people may find it beneficial for their partner to attend some of their personal therapy sessions. Most people with attachment disorder will benefit from focusing on themselves and considering why they think and behave the way they do independently before introducing their partner to later sessions once they feel comfortable in doing so. Involving a partner in these discussions can help them to understand why their partner behaves in certain ways. As a result, they will likely want to be more accommodating and encouraging of their partner’s circumstances and support them in developing positive thoughts and behaviours. Together with the therapist, couples can build on techniques to strengthen their relationship, supporting the individual with attachment problems to overcome these issues.

Another type of talking therapy that could be useful for someone with attachment disorder is cognitive behaviour therapy (CBT). CBT can be an effective tool to enable someone to understand and change how they think about their life and manage any unhealthy behaviours. Evidence shows it can be an effective treatment for mental health conditions, including depression, anxiety, post-traumatic stress disorder (PTSD) and more. As attachment issues may worsen someone’s mental health, CBT can be used to help manage and treat both their attachment disorder and some conditions exacerbated by it. CBT involves a series of sessions with a therapist during which milestones may be set, and the individual may be required to complete tasks between the sessions.

Conversations about conditions and disorders can be difficult to broach. However, it is important that these topics are talked about and that other people understand what these experiences can be like for someone as best as possible. Our article here provides some conversation topics and tips on talking about mental health, which you may find useful.

Expand Your Knowledge

If you work in health and social care, you need to know how to communicate effectively in a range of situations and with different people, which may include adults with attachment disorder. Take a look at our Promoting Effective Communication article to learn more.

If someone you know or care for is experiencing difficulties that you think may result from attachment disorder as a child, medical advice should be sought, such as through a GP or a therapist. It’s important to remember that attachment disorder is only clinically recognised in children, and adults are unlikely to be given this diagnosis. However, if attachment disorder as a child isn’t treated, it can result in various difficulties in later life, predominantly with relationships and social interactions. Addressing this as an adult can result in an individual developing positive thought patterns and behaviours, enabling them to successfully form long-lasting, happy relationships.

Further Resources:

• Health and Social Care Courses
• Promoting Effective Communication in Health and Social Care
• How to Help Someone With Loneliness

The post Understanding Attachment Disorder in Adults appeared first on The Hub | High Speed Training.

This article will discuss whether there are PAT testing regulations in the UK, the duties employers have surrounding electrical safety, whether PAT testing should be carried out for home working, and how workers might check their electrical equipment.

What is PAT Testing?

PAT refers to portable appliance testing, a simple test carried out to ensure that portable electric equipment is operating safely. Portable electrical equipment is any item of electric equipment that can be carried or moved around manually, whether it’s connected or disconnected from an electrical supply. Therefore, it includes a variety of equipment which home workers may use – computers, laptops, desk lamps, printers, etc.

PAT testing is an example of combined inspections and tests that are carried out if electrical faults can’t be detected by visual inspection alone. In particular, they are used for Class I portable appliances. PAT testing must be carried out by someone who is competent and trained to do these types of tests.

Are There PAT Testing Regulations in the UK?

PAT testing isn’t required by law in the UK; rather, it’s one way of checking equipment’s electrical safety. While there are no UK PAT Testing Regulations, employers have a legal duty to ensure that electrical equipment is safe under other legislation.

Under the Health and Safety at Work etc. Act 1974, employers must protect the health, safety, and wellbeing of employees as far as is reasonably practicable. Ensuring that there are arrangements to inspect and maintain work equipment, such as portable electric appliances, in a safe condition at all times is included in this. Employers also have a duty to ensure that ‘suitable and sufficient’ risk assessments are carried out, as required under the Management of Health and Safety at Work Regulations 1999 (MHSWR). Again, as part of this, the use and maintenance of portable electric equipment should be considered, including for any home workers.

Furthermore, Regulation 6 of the Provision and Use of Work Equipment Regulations (PUWER) 1998 requires work equipment to receive inspections and tests where necessary for maintaining its safety. The regulation states:

The frequency at which this must be carried out depends on several factors, so will be determined via the risk assessment, with consultation of manufacturers’ guidance, and any other relevant information. PAT is not legally required to fulfil this duty, but rather is one suitable way of doing so.

More specifically, the Electricity at Work Regulations 1989 require that any electrical equipment with the potential to cause injury is maintained in a safe condition. They do not specify how this will need to be achieved, or how frequently any inspections or tests need to be carried out, as this depends on the equipment itself and its usage.

How Often is PAT Testing Recommended?

The law doesn’t say how often electrical equipment should undergo PAT testing, including for home workers’ equipment. Instead, employers, or those who are competent that they have delegated the responsibility to, will determine how often equipment should be PAT tested. To do this, they should consult the risk assessment, refer to manufacturer’s guidance, information provided by the HSE, any specialist input, and anything else they identify as relevant and necessary to aid their decision.

While there aren’t strict requirements for the frequency of PAT testing, the HSE guidance ‘Maintaining Portable Electric Equipment in Low Risk Environments’ contains advice on inspection and test frequencies. The frequency of inspection and testing that is advised depends on the type of equipment, the environment it is used in, and how it’s used.

For example, the suggested initial intervals for combined inspection and testing (PAT) of desktop computers and VDU (visual display unit) screens is up to five years, unless the equipment is double insulated (in which case, PAT testing isn’t suggested).

Employers may determine that their home workers are at a higher risk of danger from portable or movable electrical equipment compared to employees who don’t work remotely. As a result, they may decide to implement a more frequent programme of PAT testing for electrical equipment used by home workers.

Who is Responsible for PAT Testing?

As mentioned, employers have a legal duty to ensure that any electrical equipment that has the potential to cause injury is maintained in a safe condition. This may include ensuring that PAT testing is carried out, if identified by the risk assessment as a suitable way to ensure safety.

If PAT testing takes place, it must be carried out by someone with the necessary knowledge and experience who has the right equipment for the task. They don’t need to be an electrician but the individual must know how to use the equipment and how to interpret the results.

It is important that all electrical equipment receives frequent user checks and visual inspections, including those which don’t need to undergo PAT testing. For simple, low-risk equipment, home workers will likely be able to safely carry out user checks themselves. Employers must ensure that workers understand and carry out regular checks on both equipment that they supply and any of their own personal electrical equipment used for work. If employers provide new work equipment for home working, they must ensure that it meets the electrical requirements for safety and that it comes with the manufacturer’s instructions.

Looking for PAT Testing Training?

If you’re looking for an awareness level of knowledge of PAT and will be conducting PAT Tests in a low-risk environment, our Portable Appliance Testing (PAT) course may be suitable for your needs.

Should PAT Testing Be Carried Out for Home Working?

Remote working can create more of a barrier to ensuring that home workers’ electrical equipment remains safe for them to use. However, employers must protect all of their employees from harm while they are at work. If electrical equipment isn’t checked and maintained properly, there may be an increased risk of electrocution, electric shock, and electrically-initiated fires. Carrying out user checks, formal visual inspections, and, where necessary, combined inspection and testing (PAT) of electrical equipment will reduce the risk of these types of incidents happening.

Employers are responsible for ensuring that any equipment used by their employees who work at home is safe and without risks, including electrical equipment. They have the same legal obligations towards home working employees as they do for employees who don’t work remotely. While PAT testing isn’t a legal requirement, it may be carried out on some types of work equipment as part of the overall electrical safety considerations.

Most employees won’t be carrying out PAT testing of their equipment themselves as they will not have the necessary knowledge and experience. Employers are responsible for putting in place a process to ensure that any electrical equipment that should be PAT tested, including the equipment of home workers, undergoes the necessary testing.

This may involve sending someone who has been properly trained to check the equipment periodically, or for the equipment to be taken to or sent to the office, or other workplace, where relevant.

How Can Home Workers Check Equipment’s Electrical Safety?

Employers of home workers have a duty to maintain any equipment used for work purposes. Employers must ensure that those who use electrical equipment have received sufficient instruction, information and, where necessary, training. Specific training will be required for anyone who maintains electrical equipment and that any work requiring electrical knowledge should only be carried out by someone competent in electrical work.

Home workers who use electrical equipment have a responsibility to help ensure safety, which involves the following:

• Use electrical equipment for its intended use.
• Stop using and unplug equipment immediately if it’s faulty. Report any issues or faults to the relevant person immediately. 
• Carry out simple user checks before using the equipment, as advised by their employer.
• Consult the user manual that accompanies the equipment and adhere to it.
• Switch off equipment and power sockets when not in use.
• Avoid overloading extension sockets with multiple appliances, and never daisy chain extension leads.

User checks, or pre-use checks, should be carried out by the users of equipment before operation. It should involve looking for obvious defects or faults, such as damaged wires, and making sure that the equipment is safe to use. With some instruction, home workers will be able to carry out this type of check of their equipment. Our article ‘Can I PAT Test My Own Equipment?’ contains further guidance on how you can carry out a user check.

If workers notice that any of their electrical equipment isn’t working properly or is damaged, they must stop using it, unplug the device and then immediately alert their manager or supervisor. The manager or supervisor must arrange for maintenance and repairs where necessary.

While PAT testing isn’t required by law, any electrical equipment that is used by employees, including for home working, must be maintained in a safe working condition, and PAT testing may be included as part of this. Employers are responsible for putting in place measures which protect their employees from harm, and should provide employees with information on how PAT testing for home workers may be carried out, as well as how to carry out user checks of their equipment, to ensure the overall safety of electrical equipment.

Further Resources:

• Portable Appliance Testing (PAT) Course
• Weekly Working From Home Structure: Free Schedule Template
• Risk Assessment for Working From Home

The post PAT Testing for Home Workers appeared first on The Hub | High Speed Training.

A first aid qualification will give you the knowledge needed to confidently respond to a wide range of medical situations. This includes those that require life-saving first aid assistance, such as a casualty in cardiac arrest needing CPR urgently. There are two types of first aid qualification – First Aid at Work (FAW) and Emergency First Aid at Work (EFAW). This article will explain the difference between these two first aid qualifications and when each is required, depending on the workplace.

Looking to gain first aid skills?

Our Workplace First Aid course is essential for everyone in every workplace and every home. You never know when you may need to use first aid skills and have the confidence to act in a potentially life-threatening situation.

What’s the Importance of First Aid Training?

First aid training is important because it gives people the skills needed to help someone who requires medical assistance. This assistance can be crucial to an individual’s survival if their illness or injury is time critical and requires immediate treatment. For example, if someone is losing a lot of blood due to an injury, the bleeding needs to be stopped as soon as possible. The casualty cannot be left unattended until the emergency services arrive, as by this time they could have lost a lot of blood, developed shock, or become unresponsive. First aiders, therefore, play a key role in attending to casualties before paramedics can arrive and take over. They are also required to treat accidents and incidents that don’t require professional medical assistance, such as minor burns and scalds.

Legal Requirements

Under the First-Aid Regulations, all employers must provide adequate and appropriate first aid equipment, facilities, and personnel. This ensures that employees receive immediate assistance if they are injured or taken ill at work. What is deemed both ‘adequate and appropriate’ depends on the hazards and risks of the particular workplace and work activities. To determine this, employers must carry out a first aid needs assessment (or arrange for one to be carried out on their behalf).

If the outcome of the needs assessment shows that a first aider is required, then employers must ensure that the required number of people undertake the appropriate first aid training qualification. This will make them either a first aider, or an emergency first aider.

As well as helping to save lives and treat illnesses and injuries, first aid training is important to ensure that employers are adhering to their legal duties.

What are the Differences Between First Aid at Work and Emergency First Aid at Work Courses?

There are two types of first aid qualification that certify someone as a first aider: First Aid at Work (FAW) and Emergency First Aid at Work (EFAW). First Aid at Work is a Level 3 qualification, while Emergency First Aid at Work is classed as a Level 2 qualification.

Similarities Between FAW and EFAW

Both FAW and EFAW Training must include a practical training element. They can, however, include an e-learning component as well as face to face training – this is known as blended learning. If a blended learning course is selected, employers must carry out the necessary additional checks to ensure that it is suitable.

On completion of either training course, the individual will be certified as a qualified first aider. They will have been assessed as having the skills and capabilities to carry out first aid assistance. Specifically, this means that they can give rescue breaths during CPR to a casualty who isn’t breathing normally, whereas those who aren’t qualified are advised to give hands-only CPR.

Requalification training must take place every three years. It is also recommended that first aiders undergo annual refresher training between qualifications. Annual refresher training doesn’t need to involve in-person training. Instead, an online course may be suitable, such as High Speed Training’s First Aid at Work (FAW) Refresher or Emergency First Aid at Work (EFAW) Refresher courses.

What is an Emergency First Aid at Work Course?

An Emergency First Aid at Work training course (EFAW training) is described by the Health and Safety Executive (HSE) as training that ‘enables a first-aider to give emergency first aid to someone who is injured or becomes ill while at work’. It includes fewer topics than the FAW course, and is designed to qualify trainers to respond confidently to emergency medical situations.

On completion of EFAW training, the individual must be able to:

• Understand the role of the first-aider, including reference to:
  • The importance of preventing cross infection.
  • The need for recording incidents and actions.
  • The use of available equipment.
• Assess the situation and circumstances in order to act safely, promptly and effectively in an emergency.
• Administer first aid to a casualty who is unconscious (including seizure).
• Administer cardiopulmonary resuscitation and use an automated external defibrillator.
• Administer first aid to a casualty who is choking.
• Administer first aid to a casualty who is wounded and bleeding.
• Administer first aid to a casualty who is suffering from shock.
• Provide appropriate first aid for minor injuries (including small cuts, grazes and bruises, minor burns and scalds, small splinters).

EFAW training courses must involve at least six hours of training and run over a minimum of one day (including the assessment). Note that to remain a first aider, requalification training must be taken every three years. This must cover the same topics as the initial EFAW qualification, and be the same minimum duration (at least six hours over a minimum of one day).

What is a First Aid at Work Course?

A First Aid at Work (FAW) training course is described by the Health and Safety Executive (HSE) as meeting the same requirements as EFAW training but it ‘also equips the first-aider to apply first aid to a range of specific injuries and illnesses’. It is more extensive than the EFAW training course, and is designed to qualify trainers to respond to a range of situations, not just ones which are classed as emergencies.

The HSE states that, on completion of FAW training, the individual must be able to demonstrate competence in all of the subject areas listed for EFAW training (see above), as well as be able to:

• Administer first aid to a casualty with:
  • Injuries to bones, muscles and joints, including suspected spinal injuries.
  • Chest injuries.
  • Burns and scalds.
  • Eye injuries.
  • Sudden poisoning.
  • Anaphylactic shock.
• Recognise the presence of major illness (including heart attack, stroke, epilepsy, asthma, diabetes) and provide appropriate first aid.

FAW courses must involve at least 18 hours of training and run over a minimum of three days (including the assessment). As with the EFAW qualification, to remain a first aider, FAW requalification training must be taken every three years. This must cover the same topics as the initial FAW qualification, and must be at least 12 hours over a minimum of two days.

Which First Aid Qualification is Best Suited to my Role?

It is the employer’s duty to ensure that they have sufficient first aid ‘personnel’ at their premises. As explained, this involves carrying out a first aid needs assessment to determine what level of provision is required. 

For a workplace where there are low-level hazards, such as an office, and where there’s also a small number of staff present (fewer than 25), a first aider may not be required. Instead, an appointed person may provide sufficient cover. You can find out more about the role of the appointed person in our article ‘How Many First Aiders Do I Need In My Workplace?’. The majority of workplaces, however, will need to have someone who is a qualified first aider, in either FAW or EFAW.

It’s important to remember that the level of first aid qualification needed is dependent on the employer’s first aid needs assessment. If you are an employee and have any queries about what first aid qualification you need, you should speak to your employer. We recommend that employers consult the HSE’s guidance if further information on the requirements for first aiders at work is required:

• First aid at work: Guidance on Regulations
• First aid at work: Your questions answered

Low-Level Hazards

To find out whether your workplace has low or higher level hazards, you can consult the workplace risk assessment which will make this clear.

If the workplace has low-level hazards, you then need to consider how many employees are present. For 25-50 people employed, there must be at least one person holding an Emergency First Aid at Work (EFAW) qualification. If there are more than 50 employees, then the First Aid at Work (FAW) qualification will be required instead. There must be at least one FAW trained person for every 100 people employed.

If there are less than 25 employees at a workplace with low-level hazards, a first aider may not be needed and an appointed person may be sufficient.

Examples of Low-Level Hazard Workplaces

Offices and shops will likely be classed as having low-level hazards. Often, there won’t be any hazards, such as machinery, that could put people at serious risk of harm should something go wrong in these types of work environments. Examples of possible roles in a low-level hazard workplace include retail workers, librarians, office workers, and administrative staff.

It is likely that schools, early years, and colleges would also be classed as having low-level hazards. Guidance published by the Department for Education acknowledges that the First-Aid Regulations don’t require employers to provide first aid for anyone other than their employees, but it’s strongly recommended that the needs of non-employees, such as pupils, students and visitors, are considered. Employers may decide to consider the number of people, as opposed to just the number of employees, when making their first aid needs assessment. The Department for Education also states that this assessment will likely identify that at least one first aider is required. 

Whether they need to be trained in FAW or EFAW will depend on the circumstances of each individual school or college. All employees, and especially teachers, should have an awareness of first aid. This ensures that they know how to react if a child in their care falls ill or sustains an injury. Ultimately, employers are best placed to understand the hazards at their workplace and will determine what level of first aid knowledge is required for their employees.

Higher-Level Hazards

Higher-level hazards are those which are present in the work environment that could cause someone serious harm. As the conditions in workplaces with higher-level hazards mean that more serious injuries can occur, the level of first aid provision required is higher.

If there are fewer than five employees, at least one appointed person may be suitable. For five to 50 employees, at least one first aider trained in EFAW or FAW will be required, depending on the type of injuries that might occur. If the potential injuries are severe, then FAW will be required. If more than 50 people are employed, at least one first aider trained in FAW is needed for every 50 employees. For example, if there are 150 employees, then three first aiders qualified in FAW will be required.

Examples of Higher-Level Hazard Workplaces

The HSE lists the following examples of higher-level hazard workplaces: premises where light engineering and assembly work, food processing, warehousing, extensive work with dangerous machinery or sharp instruments, construction, or chemical manufacturing takes place. These types of work activities involve equipment, machinery, or work conditions that can result in very serious injuries if something goes wrong.

Examples of workplaces with higher-level hazards that may result in injury include: a construction site where someone has failed to carry out a work activity in the correct, safe way, and so fallen from height and suffered from a serious head injury; or, a chemical manufacturing site where someone has failed to wear the correct personal protective equipment (PPE) when handling chemicals and has got chemicals in their eyes.

Restaurants and other industries within the hospitality sector may be classed as having higher-level hazards. For example, due to the nature of the work people could sustain burns or scalds, cuts from knife injuries, or a customer may experience an allergic reaction. As there is a potential for this level of harm to occur due to the work activities, it’s likely that at least one employee will need to be a qualified first aider.

It’s considered best practice for all employees to be provided with a knowledge of first aid, both in workplaces with low and higher-level hazards. If someone isn’t a first aider and so doesn’t need to undergo training that makes them qualified, they will likely benefit from first aid awareness training instead. This doesn’t give them a qualification or make them a first aider, but it will provide them with the skills required to respond to a casualty in need.

High Speed Training offers a range of awareness level courses that may be suitable for this purpose, including Workplace First Aid, Paediatric First Aid, and CPR Awareness.

Anyone is able to become a first aider if they want to, they just need to undergo suitable practical first aid training. If you want to become a qualified first aider, there are a range of training providers available who should offer what you need. To find out more about what responsibilities first aiders have, you can look at our dedicated article. 

No matter which of the first aid qualifications you decide to gain, both FAW and EFAW will give you the knowledge and skills needed to respond to emergency situations. The key difference between them is that FAW is more extensive and includes how to treat a wider range of illnesses and injuries.

Further Resources

• Online FAW Refresher Training
• Online EFAW Refresher Training
• How to Conduct a First Aid Needs Assessment: Free Template
• First Aid Kit Guidance: What Does My Workplace Need?
• How to Support Individuals After Giving First Aid Assistance

The post First Aid Qualifications: The Difference Between FAW and EFAW appeared first on The Hub | High Speed Training.

Throughout this article, we will explain what a bricklayer does on a daily basis, the qualifications and training that may be required and/or that will increase your chances of employment. We will also explain the different routes available, and the skills that you may need to have developed in order to pursue this career.

What Does a Bricklayer Do?

A bricklayer’s role is primarily based around the construction of housing and other structures. This type of work may involve building new structures, or repairing or extending existing buildings. The job can vary, with opportunities to work on domestic buildings and commercial projects, as well as chimneys and decorative masonry work. Someone who carries out this work may also be referred to as a mason, or a brick mason.

On a daily basis, a bricklayer may be responsible for:

• Laying bricks, stone, and concrete blocks in mortar.
• Repairing building blocks.
• Measuring out build areas.
• Mixing mortar, either by hand or with a mechanical mixer.
• Applying or removing mortar.
• Shaping bricks with hand tools or powered equipment.
• Using a spirit level, laser level, or plumb line to ensure rows are straight.

As a bricklayer, you are likely to be working outdoors in all weather conditions. The tasks will probably require work at height and may involve various types of machinery. You may be working on a construction site for a construction company with other bricklayers and workers, as an employee or as an independent contractor. Alternatively, you may be self-employed and working alone or in a smaller team on commercial projects such as building fireplaces. The working hours can vary, but are typically between 42 and 44 hours a week.

What Qualifications Does a Bricklayer Require?

To become a bricklayer, there are several routes you can take depending on what suits you. You can take a college course and gain a qualification, or you may wish to pursue an apprenticeship which combines learning at a college or training provider with on-the-job training. There is also the option to start work straight away as a construction site labourer and learn on-the-job, but this route may be more difficult without prior experience or qualifications.

College and T Levels

One of the main routes into starting a career as a bricklayer is through a training course offered by a college or other training provider. These courses are at an introductory level and will teach you the skills needed to become a bricklayer. Holding one of these qualifications will increase your chances of finding a job with a building company as a trainee.

Courses available at a college or other training provider may include the following, which are listed on the National Careers Service website: 

• Level 1 Certificate in Construction Skills
• Level 2 Diploma in Bricklaying
• Level 2 Diploma in Trowel Occupations
• T Level in On Site Construction

You should check the entry requirements for the specific course you are interested in taking. Usually, you will need to have the following:

• For a Level 1 course, 2 or fewer GCSEs at grades 3 to 1 (D to G), or equivalent.
• For a Level 2 course, 2 or more GCSEs at grades 9 to 3 (A* to D), or equivalent.
• For a T Level course, 4 or 5 GCSEs at grades 9 to 4 (A* to C), or equivalent, including English and Maths.

T Levels are a new type of qualification that were introduced in September 2020. They are taken after GCSEs and are equivalent to 3 A Levels. To gain a T Level, you would enrol on a 2-year course that includes a combination of classroom learning and practical training through an industry placement. In total, a T Level is estimated to be around 1,800 hours of contact time, including the classroom teaching and on-the-job experience. Further T Levels are to be introduced in the future, with onsite construction having started in September 2021.

T Levels typically involve less on-the-job training than apprenticeships. They are more suited to those who aren’t yet certain what occupation they want to pursue, don’t need to earn a wage while training, or want to stay in education before entering the workforce. Holding a T Level will improve your career prospects, whether that be entering skilled employment, an apprenticeship, or higher education (with UCAS points).

If you are uncertain as to whether a career as a bricklayer is for you, it may be worth taking a shorter, introductory, course first. These are offered by some colleges on a part-time basis. You may also wish to gain some work experience to carry out some hands-on training. This may be useful to learn more about what bricklaying involves, or to build on your CV. Alternatively, you may know that this is a job you want to pursue and want to start work as soon as possible. If you can get a job as a construction site labourer, your employer may provide training so you can become qualified as a bricklayer.

You can find out more about college courses and T Levels through the links below:

• Find a course | National Careers Service
• T Levels | The Next Level Qualification

Apprenticeships

Another route you can take to become a bricklayer is an apprenticeship, often a bricklaying intermediate (Level 2) apprenticeship. As with college courses, you usually need to have some GCSEs, often including English and Maths, or equivalent, to take an apprenticeship. An apprenticeship includes a mixture of on-the-job training and learning at a college or training provider. Unlike T Levels, which are more equally split, an apprenticeship tends to be around 80% practical and 20% classroom based. Apprenticeships are available to anyone over the age of 16 and typically take 2 years to complete. 

The practical training element of an apprenticeship may be with a company, such as a construction firm, which will provide you with a real-life insight into the industry and job role. You will be fully employed by this company and will need to work at least 30 hours a week, split between the onsite training and classroom learning.

To find out more about apprenticeships that are available near you, follow the links below:

• Gov.uk: Become an apprentice
• Gov.uk: Find an apprenticeship

CSCS Card

Most principal contractors or clients request that workers hold a Construction Skills Certification Scheme (CSCS) card before they are allowed to train or work on a construction site. While a CSCS card isn’t a legislative requirement, having one greatly increases your chances of employment because it is required by the majority of principal contractors. CSCS cards are held by an individual who works on site and are evidence that they have had the appropriate training and qualifications for the job they are going to be carrying out. The cards are considered as very important for helping to ensure high standards of health and safety on UK construction sites. 

The type of CSCS card that you will hold as a bricklayer will also depend on whether you hold any qualifications and if you are a member of a professional body (or if you have registered or applied for either). If you don’t hold any qualifications and haven’t registered, you may be given a Provisional CSCS Card. If you have registered for an approved bricklaying apprenticeship, you may be eligible for an Apprentice CSCS Card. Depending on your qualifications and training as a bricklayer, you may be eligible to hold a Trainee (5 Years), Experienced Worker, Skilled – Blue, or Skilled – Gold CSCS Card.

Note that before you apply for a CSCS card you will need to have passed the CITB Operatives Level Health, Safety and Environment test within the last 2 years. You can book this test on the CSCS’s website.

Awareness Training

Alongside your practical training to help you become a bricklayer, you may wish to improve your knowledge by taking an awareness level course. This may not be specifically in bricklaying, but may give you more of an understanding of the general or more specific health and safety risks on a construction site. 

Here at High Speed Training, we have developed a range of online courses that are suitable for a variety of workers, including bricklayers. Some of our awareness level courses include:

• Health and Safety Training for Employees
• Working at Height
• Manual Handling Awareness
• Control of Substances Hazardous to Health (COSHH)
• Asbestos Awareness (Category A)
• Workplace First Aid

You can access our full catalogue of online health and safety training courses, here.

What Skills Do I Need to Be a Bricklayer?

There are some key skills that you need to possess in order to be a bricklayer and to be a good fit for the job. You should also consider the responsibilities of the job role and the sometimes demanding nature of work you’ll be doing.

The following skills are recommended for a bricklayer:

• Attention to detail and ability to be thorough.
• Knowledge of building and the construction industry.
• Ability to work well in a team.
• Flexibility and adaptability.
• Physical fitness, including strength, coordination, and balance.
• Ability to work well with your hands.
• Organisation and time management.
• Patience and resilience.
• Basic computer skills.

If you believe you have these skills, then you may have what it takes to be a bricklayer. There are also many routes for progression, if this is a career that you wish to pursue. After completing your training and gaining some experience of working as a bricklayer, there are options to become self-employed and set up your own bricklaying business. You may want to work your way up to site supervisor, or train for specialist work like stonemasonry. A career in bricklaying will open up many opportunities in the construction industry, giving you the chance to continuously develop your skills and experience.

You should now have a better understanding of how to become a bricklayer and what the career involves on a daily basis. If this sounds like a job that would suit you, there are numerous ways you can train and pursue your career. Being a bricklayer can be challenging, with the expectation that you will work in almost all weather conditions and for long hours, but it can be incredibly rewarding to see the final product of what you have created.

Further Resources:

• Online Health & Safety Courses
• What is Asbestos Awareness Training & Who Needs it?
• How to Become a Construction Worker

The post How to Become a Bricklayer appeared first on The Hub | High Speed Training.

Although they are a popular choice, BBQs can pose many dangers if they aren’t managed and handled appropriately. BBQs are also prohibited in some places and so you must ensure you follow the rules.

This guide outlines the rules and regulations you must follow if having a BBQ in the UK. It explains the fire safety dangers you may face and provides some fire safety tips, so you can rest assured that your BBQ event is safe for everyone.

What are the Rules and Regulations for BBQs?

Before you start planning your BBQ, it’s important to consider whether there are any restrictions in place. You may need to hold your BBQ in a different location or make other adjustments to your plans. Many parts of the UK are classed as smoke control areas, meaning that smoke cannot be emitted from a chimney unless an authorised fuel is being burnt or exempt appliances are used. BBQs are exempt from this, and the government website clearly states that they can be used.

One law you need to consider and abide by regardless of where you have your BBQ relates to road safety. You must not have a BBQ near a main road as the smoke that drifts across the road could pose a visibility risk to drivers. You could be fined if you allow this to happen. Therefore, it’s important to plan and carefully consider where you are going to hold your BBQ.

BBQs on Private Property

If you’re having a BBQ in your garden or on your private property, there aren’t any laws preventing you from doing so when you please. However, the nuisance it can cause to neighbours, often from the smoke, can breach regulations in some circumstances. While the smoke is unlikely to be classed as a statutory nuisance, if you frequently have BBQs and they become an annoyance to people nearby, they may make a record of this and pass this on to their local council. You may then be visited by an Environmental Health Officer (EHO) to determine whether the complaint is a statutory nuisance, and you may be issued a notice to stop causing nuisance. However, this is in extreme circumstances only, and it’s more likely that your neighbour would talk to you first if your BBQ was causing them problems.

To avoid annoying your neighbours with the smoke from your BBQ, it’s best to let them know in advance that you are going to be having a BBQ. They may want to get their washing in first! You should also be considerate when setting up your BBQ by placing it where the wind blows smoke away from your neighbours’ gardens, and not directly next to it.

You are also strongly advised to not hold a BBQ on a balcony. While there is no specific legislation preventing you from doing so, it’s likely to be a clause within the terms of your lease. Even if this is not the case, having a BBQ on your balcony has the potential to be extremely dangerous. One danger is from the carbon monoxide fumes that may travel inside your apartment, which could be lethal.

Public BBQ Laws

If you want to have a BBQ on public land, you must ensure that there are no regulations in place that prohibit this. There are rules in place that dictate how common land, towns and public greens are used. Often, the use of BBQs is included within this and a ban may be in place. This includes land that is owned by organisations such as the National Trust. The Countryside Code, for example, says not to have BBQs in open countryside unless there are signs saying you can. In addition, there are bylaws in place in some parts of the country, such as around London, that prohibit the lighting of BBQs in green public spaces.

These restrictions are in place due to concerns about fire safety hazards and the threat the BBQ can pose to the surrounding land and wildlife. Disposable BBQs are the main culprit of accidental grass fires which can have a devastating impact on the countryside. If a public area does not permit the lighting of BBQs you must follow this rule.

Green public spaces at other locations may permit BBQs in designated areas, provided they are managed appropriately to minimise the risk of harm to the public and the land. By following the fire safety tips explained later in this article, you can safely hold a BBQ in a public place, if permitted.

To avoid holding a BBQ in a public park illegally, it’s best to always check in advance whether BBQs are permitted there. If you’re uncertain, you should contact your local council for clarification.

What are the Fire Dangers at BBQs?

Every year, fire and rescue services give warnings on the dangers of having a BBQ. Due to their very nature, BBQs pose many risks to health and safety. However, by taking the necessary measures, the risks can be controlled and reduced. You must recognise the potential dangers of having a BBQ, whether that be a disposable one or a gas or charcoal BBQ. If you are careless or don’t consider the potential dangers and act to reduce them, people could get seriously hurt.

Fires

One of the main fire dangers of BBQs is the risk of fires starting. Fires can get out of control very quickly and pose a serious risk to people, property and the environment. This can be easily caused if disposable BBQs are not disposed of correctly. Disposable BBQs should be left to cool for several hours before being disposed of. You should also pour water over it before putting it into a bin, to ensure the heat has been eliminated. This is important because many fires are started due to the heat from leftover disposable BBQs, rather than the flames themselves. The heat can easily set peat and dry moorland alight, causing catastrophic damage to the land, such as during the 2018 wildfires including on Saddleworth Moor.

Fires can also start if petrol, paraffin or other flammable liquids are used to try to start or accelerate a BBQ. To avoid this, you must never use flammable liquids on a BBQ and instead follow the manufacturers’ instructions that come with the BBQ.

Burns

BBQs can leave people with burns if precautions aren’t taken. This could be inflicted on the person controlling the BBQ, or someone who gets too close to it. BBQs get extremely hot and should not be touched when in use, or while they are cooling down afterwards. To avoid being burnt, you should avoid standing too close to the BBQ and encourage others to keep their distance. You should also use appropriate equipment, such as long-handled tongs, whilst cooking and needing to get closer to the BBQ.

Smoke

BBQs can give off fumes for hours after you’ve used them. Fumes include the poisonous gas carbon monoxide, which can be very hazardous to health if large quantities are inhaled. Carbon monoxide has no smell or taste, and so it’s unlikely you would notice straight away if you were breathing it in. The NHS lists the symptoms of carbon monoxide poisoning as:

• A tension-type headache.
• Dizziness.
• Feeling and being sick.
• Stomach pain.
• Tiredness and confusion.
• Difficulty breathing and shortness of breath.

These symptoms can be similar to that of the flu or food poisoning. However, if a person has carbon monoxide poisoning, they will not have a high temperature. If you suspect that someone has been exposed to low levels of carbon monoxide that have made them unwell, you should advise them to seek advice from their GP. If you think they have been exposed to high levels of carbon monoxide, you should ensure they go to A&E immediately.

This is why it is so important to set up your BBQ in a well-ventilated outside area. If you are camping, you must keep the BBQ outside and away from your tent even after it has stopped smouldering. It may still be letting off carbon monoxide fumes that can be deadly. By understanding the dangers and taking the precautions required, you can ensure that everyone is kept safe at your BBQ event.

How Do I Extinguish a Fire?

A BBQ resulting in a fire is a worst-case scenario that you will hopefully not encounter. Nonetheless, it is important to understand how to extinguish a fire, particularly as they may spread very quickly. Someone must attend the BBQ at all times and be ready to take action if it gets out of control.

In the event of a fire, you are going to need to act quickly to prevent any damage or injuries. While flames are to be expected on a BBQ, they may become too large and difficult to control. This is why it is strongly recommended that you have a bucket of water or sand nearby to put on the BBQ and extinguish the flames if needed.

It’s unlikely that you’ll own a fire extinguisher, or have one to hand during a BBQ, but these can be used to extinguish a BBQ fire if there is a suitable type nearby. The type of fire extinguisher that is suitable will depend on the type of BBQ.

It is recommended that you use a dry powder fire extinguisher on gas BBQs, as these can be used on all Class C (gas) fires, as well as Class A (solid materials) and Class B (liquid) fires. Water extinguishers should only be used on fires caused by Class A materials, such as wood and paper. They can be used on both charcoal and disposable BBQs, though any fat from meat may spit when sprayed. As an alternative, where oils and fats are involved, wet chemical extinguishers can be used, as these manage Class F (oils and fats) fires such as fats from BBQ meats.

If you are going to use a fire extinguisher on a BBQ, you must ensure that it is the right type. It’s also advised that only people who have received some training in using extinguishers do so, because the techniques for using them safely and effectively can vary.

BBQ Fire Safety Tips

To help you to ensure your BBQ is managed safely and the risk of fire is reduced, we’ve put together a series of fire safety tips. The first list of precautions apply to all types of BBQ. None of these are intended to spoil your fun; following this guidance will help keep everyone, and the surrounding area, safe from fire.

You should:

• Never leave your BBQ unattended. Once your BBQ has been lit, a responsible adult must keep watch at all times.
• Keep children and pets away from the BBQ.
• Ensure games aren’t played near to the BBQ.
• Never place a BBQ inside or on a balcony. BBQs produce carbon monoxide, a gas which is poisonous and in high concentrations can cause fatalities. If camping, you must never put the BBQ inside, or close to the entrance of, your tent.
• Ensure your BBQ is positioned away from any trees, fences or anything else that could be flammable.
• Ensure there is adequate clear space around your barbecue to reduce the risk of fires spreading.
• Always have a bucket of water or sand nearby. This should be there as a precaution in case of emergencies to put out the BBQ and any fires that may have ignited.
• Ensure that the BBQ has cooled completely before touching or moving it. Never put hot embers into your bin.

In addition to the guidance above, you should also follow the fire safety guidance below for each specific type of BBQ.

Gas Barbeques

If using a gas BBQ, you must:

• Ensure the BBQ is in a good working condition and do not use it if it’s faulty.
• Before you change the gas cylinder, always ensure the gas tap is fully turned off. Change the cylinder outdoors to ensure there is good ventilation.
• Always ensure the gas tap is turned off when the BBQ is not in use.
• After using the BBQ, firstly switch off the gas cylinder, and then turn it off at the main control to ensure any remaining gas has been used up.

Charcoal Barbeques

If using a charcoal BBQ, you must:

• Ensure the BBQ is in a good working condition and do not use it if it’s faulty.
• Only use enough charcoal to cover the base of the BBQ to a depth of roughly 2 inches.
• Only use recognised fire lighters and a small quantity of starter fuel on cold coals. You must never use petrol or paraffin to try to light a charcoal BBQ, or to accelerate it.
• Once you have finished using the BBQ, wait until the ashes have cooled completely and only then dispose of them in your wheelie bin.

Disposable Barbeques

If using a disposable BBQ, you must:

• Never place it directly on grass or a wooden surface. Instead, raise the BBQ on bricks or concrete and ensure that this surface is flat.
• Ensure that it is completely cold before disposing of it responsibly. You may have to wait several hours for it to cool, after which you should pour water over it to ensure it’s definitely out. As explained, the heat from discarded BBQs is often the cause of moorland fires, not the flames.
• Once it can be disposed of safely, put it into your wheelie bin or general waste, or a public bin.

You should now understand what you need to do to ensure your BBQ is managed safely. By following our fire safety tips, you can rest assured that your BBQ event will be free from any accidents, without spoiling any of the fun!

Further Resources:

• Fire Safety Training
• BBQ Checklist: Preparation and Safety Guide
• Burning Rubbish: What are the Rules and Regulations?

The post BBQ Fire Safety: Regulations and Tips appeared first on The Hub | High Speed Training.

If you are reheating food to sell, you must reheat it to an immediate core temperature of at least 75 °C in England or 82 °C in Scotland. You must only reheat food ONCE in these circumstances. This article will provide guidelines for reheating food from home, for personal consumption.  

Many of us cook meals in bulk and then reheat them later. It makes sense to do so from both a time and money perspective, or to use up food before it goes off. Whatever your reasoning, it’s important that you are aware of how to reheat food safely.

Food that is reheated for a second time carries the risk of illness from food poisoning if it is not done so correctly. This article will clarify how many times you can reheat food safely at home, and what foods you need to be particularly careful with.

Interested in Learning More?

If you are a business that is serving food to others and wanting information on the do’s and don’ts of reheating food, then it may be better to have a more thorough awareness of food hygiene. Check out our Level 2 Food Hygiene course for more information.

How Many Times Can You Reheat Food Safely?

Ideally, we should all eat food straight after it has been cooked. This is when it’s at its freshest and likely to taste the best. In terms of food safety, however, so long as you reheat the food at the correct temperature and for the correct duration of time, it can in fact be safely reheated multiple times. However, the Food Standards Agency (FSA) recommends that food is only reheated once, so follow this guidance wherever possible.

When you reheat food, you must ensure it is piping hot all the way through. This indicates that you have properly reheated it and the bacteria has been destroyed. Be aware that depending on the food, when you reheat it, each time the quality of it may decrease. This unfortunately means that with foods such as pastries, the consistency or even taste won’t be as good as the first serving. However, with dishes such as slow cooked meats, ragù or chilli, the food chilling will allow flavours to develop and they will reheat very well.

Reheating Food Guidelines: How To Reheat Leftovers

Reheating food is safe, however you must be aware that it must be piping hot all the way through and evenly cooked to ensure that it is safe for consumption. 

Reheating Home-Cooked Meals

There are no limits to how many times you can safely reheat leftover home-cooked meals. However, best practice is to limit the number of times you do so. More often than not, you wouldn’t need to reheat one type of dish more than once. If you are  making meals in bulk, separate and store them in individual portions. Doing this typically ensures that they will only need reheating once each.

Can You Reheat Chicken Twice?

Chicken is no different from other meats, and you can reheat it safely two or more times. When you reheat chicken, it is important that you properly heat it the whole way through. Pieces of chicken must be steaming in the middle. If you are reheating a large portion of chicken, check the temperature of the core of the meat. This is the thickest part, and must not be pink or red in colour. Take a look at our Core Temperature of Food article to find out more. 

Can You Reheat Takeaways?

You should be more cautious when eating leftover takeaways as it is unlikely you will know specifically how the food was cooked. For example, it may have already been reheated, or some ingredients may have been cooked separately to the overall dish in advance. 

If you are reheating rice, you must be particularly careful. Uncooked rice can contain Bacillus cereus spores that can survive the cooking and reheating processes. Some establishments may have pre-cooked their rice and then reheated it before serving it to customers. It is worth finding out how the takeaway handles and cooks their rice so you can determine for yourself whether it’ll be safe to reheat or not. Rice is safe to eat when it is cold from the fridge, or piping hot all the way through. You must never eat rice that is room temperature, as this is when the bacteria is most prevalent.

Are There Any Foods You Shouldn’t Reheat?

There aren’t necessarily any cooked foods that you should not reheat. However, we do recommend that you are particularly cautious when reheating meat, seafood or rice. If you cool, store, and then reheat these foods properly, they should be safe to eat without the risk of food poisoning.

Once again, it is crucial that all reheated food should be steaming hot all the way through. When storing the food that you plan to reheat, you must make sure that it is cooled down and then stored in the fridge – at a temperature between 2 °C and 5 °C.

The NHS recommends that:

• You eat all leftovers within two days, at most four days. 
• If you have them in your fridge after that, the safest option is to dispose of food.
• If you know in advance that you aren’t going to eat all the leftovers, make sure to freeze them in portions. Click here to learn more on cooking foods from frozen.

You can find more information about how to safely reheat specific foods by reading our article Can You Reheat This?.

How to Reheat Food Safely in the Oven

To reheat food safely in the oven it is best to preheat it properly before putting the food in it. As mentioned, when reheating food, it should reach a temperature of at least 75 °C. You should heat the oven as per the original cooking instructions. Depending on the food this is typically going to be between 160 °C to 220 °C for a domestic oven.

The time it will take for the food to be reheated to a temperature safe for consumption will vary between foods. You should follow the same advice of only eating the food once it is piping hot and visibly producing steam. If you have a temperature probe, use this to check that the food is at least 75 °C.

Despite common misconceptions about what can and can’t be reheated, you should now understand how to safely reheat foods and how many times you can do so. If you do reheat food, make sure the whole dish is steaming hot throughout. While almost all foods can be reheated numerous times, it is best practice to avoid reheating the same meal where possible. Each time food is cooled, stored and reheated, the likelihood of harmful bacteria multiplying increases. If you do end up with leftovers, it is much safer to either freeze them or reheat them just once.

Further Resources:

• Can You Reheat This?
• Can I Cook This From Frozen?
• How Long Does Food Last in the Freezer? A Storage Guide
• Food Safety Myths and Facts
• Can I Freeze This & For How Long?
• Level 2 Food Hygiene Training

The post How Many Times Can You Reheat Food Safely? appeared first on The Hub | High Speed Training.

In this article, we explain what CPR is, why it is administered and who can give it. You will learn what steps you should take depending on whether you are administering CPR to an infant, child or adult. You will also be able to download the infographics that accompany the stages throughout.

• What is CPR?
• Why Do We Perform CPR?
• Who Can Administer CPR?
• When Do We Use CPR?
• How to Administer CPR on an Infant
• How to Administer CPR on a Child
• How to Administer CPR on an Adult
• How to Administer Hands-Only CPR for Adults

Use the contents above to jump to a certain section of the guide.

What is CPR?

CPR is short for cardiopulmonary resuscitation. It is a life-saving medical procedure that is carried out when someone has a cardiac arrest. A cardiac arrest is where a person’s heart suddenly stops pumping blood around their body. This then starves their brain of oxygen, causing the person to fall unconscious and stop breathing.

A person in cardiac arrest may display the following signs and symptoms:

• Either not breathing or aren’t breathing normally and making gasping sounds.
• Unconscious and aren’t moving.
• Unresponsive, such as to touch or sound.

If a casualty is unresponsive and not breathing normally or at all, it is essential that someone carries out CPR on them immediately.

Know When to Use CPR?

Our CPR Awareness training course will give you an awareness of how to recognise when someone needs CPR and how to administer it. If you want to further develop your first aid awareness, then you could also take a look at our online Workplace First Aid training course and online Paediatric First Aid training course.

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Why Do We Perform CPR?

CPR is the manual application of chest compressions and ventilations to a casualty who needs oxygen. Administering CPR helps to circulate blood and oxygen around the person’s body, when their heart and lungs cannot. When giving CPR, you are essentially taking over the role of the casualty’s heart and lungs. This helps to prevent their life-threatening condition from worsening further, before emergency medical assistance arrives and takes over.

A cardiac arrest is a time-sensitive medical emergency. This means that the person’s condition can deteriorate quickly if it isn’t treated as soon as possible. For cardiac arrests that happen outside of hospitals, this means that workplace first aiders, bystanders and family members and friends may be the ones who are present and need to start CPR. In fact, figures by the London Ambulance Service NHS Trust show that around 70 percent of cardiac arrests take place in the home.

Taking action and giving CPR prevents a casualty’s condition from significantly worsening while they wait for emergency medical assistance. For many people, quick intervention may mean the difference between life and death.

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Can Anyone Do CPR?

Before you attempt to administer CPR, you need to be confident in your understanding and be able to recognise when a casualty needs CPR. You must know what steps need to be taken depending on the age of the casualty and whether you have had practical first aid training.

It’s important to note that if you haven’t had practical training that qualifies you as a first aider, you should not give CPR with rescue breaths to adults. This means you should give hands-only CPR (just chest compressions) instead.

However, if a child or infant has a cardiac arrest, it is likely that this is due to a respiratory failure. As a result, you must perform rescue breaths on children and infants if you have had practical training and feel confident in doing so. If you have not had practical first aid training or are uncertain, you must get advice from the emergency services on the best course of action to take for the specific circumstances.

If you have any uncertainties about giving a casualty CPR at any time, you can speak to the emergency call handler on 999 or 112. The call handler is best placed to give you instruction on what to do in various situations.

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When Do We Use CPR?

CPR should be performed on a casualty if they are unresponsive and not breathing normally (or at all). Someone may be unconscious, unresponsive and not breathing normally due to a number of factors. For example, someone may be drowning and require CPR once they have been rescued from the water. Or, they may be severely choking, severely bleeding, or experiencing shock.

If you find someone who has collapsed and is unresponsive and unconscious, you should carry out a primary survey using the DRABC steps. You can find out more about performing the primary survey in our dedicated article, How to Carry Out the Primary Survey Using the DRABC Steps.

During the primary survey, you should check whether a casualty is breathing by placing your cheek above their mouth. You should listen and feel for their breath and look for regular chest movements for 10 seconds. If they are unconscious, but breathing normally, you should place them into the recovery position. If they are unconscious and not breathing normally, you must prepare to give them CPR.

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How to Administer CPR on an Infant

An infant is regarded as under the age of one year old. If an infant has a cardiac arrest, it is likely that this is due to a respiratory failure. As a result, you must perform rescue breaths if you have had practical training and feel confident in doing so. If you have not had practical first aid training or are uncertain, you must get advice from the emergency services on the best course of action to take for the specific circumstances.

To administer CPR to infants, you should:

1. Ensure that the emergency services have been called as soon as possible. If possible, someone else should call the emergency services on 999 or 112. If you are alone, you must firstly give one minute of CPR before calling the emergency services on a speaker phone.
2. Place the infant on a flat, firm surface and start CPR. Open their airway by placing one hand on their forehead and gently tilting their head back. Use the fingertips of your other hand to lift their chin.
3. Put your lips around the infant’s mouth and nose and blow gently for one second until their chest rises. Remove your mouth and wait for their chest to fall back to normal. Repeat this for a total of five rescue breaths.
4. Place two fingertips in the middle of the infant’s chest, pressing down by 4 cm (at least one-third of its depth). If you can’t achieve this depth, use the heel of one hand instead. Administer 30 chest compressions at a rate of 100 to 120 a minute and then give two rescue breaths.
5. Repeat the sequence of 30 compressions and two rescue breaths until emergency help arrives or the infant starts to breathe normally.

If the infant becomes responsive at any time, such as breathing normally or making noises, put them in the recovery position. You should continue to monitor their condition as you may need to give CPR again.

It’s important to note that defibrillators (AEDs) should not be used on infants that are less than one year old.

We have created a poster that shows the steps of administering CPR to infants. You may wish to print this out and display it in your workplace as a handy reminder of what to do if an infant is unresponsive and not breathing normally. The CPR steps for infants poster can be downloaded at the link below.

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How to Administer CPR on a Child

In first aid terms, a child is anyone from the age of one year old to the onset of puberty (usually around 12 years old). Like with infants, if a child has a cardiac arrest, it is likely due to a respiratory failure. Therefore, you must perform rescue breaths if you have had practical training and feel confident in doing so.

If you have not had practical first aid training or are uncertain, you must get advice from the emergency services on the best course of action to take for the specific circumstances.

To administer CPR to children, you should:

1. Ensure that the emergency services have been called as soon as possible. If possible, someone else should call the emergency services on 999 or 112. If you are alone, you must firstly give one minute of CPR before calling the emergency services on a speaker phone.
2. Start CPR by laying them down. Gently open their airway by placing one of your hands on their forehead and tilting their head back and using the fingers of your other hand to lift their chin.
3. Keeping their head tilted, pinch their nose with the hand that was on their forehead. Place your mouth over theirs and blow for up to one second until their chest rises. Remove your mouth and watch their chest fall. Repeat for a total of five initial rescue breaths.
4. Prepare to give 30 chest compressions at a rate of 100 to 120 a minute. Place the heel of one hand on the centre of their chest and push down by 5 cm (one-third of the chest diameter). If you can’t achieve a depth of 5 cm with one hand, use both by interlocking them as you would when giving an adult CPR. Release the pressure and then repeat 30 times. Give two rescue breaths.
5. Repeat the sequence of 30 compressions and two rescue breaths until the casualty begins to recover and breathe on their own, until emergency help arrives or a defibrillator is ready to be used.

If the child becomes responsive, you must put them into the recovery position. Continue to monitor their condition while you wait for emergency assistance as you may need to give CPR again.

We have created a poster that shows the steps of administering CPR to children. The CPR steps for children poster can be downloaded at the link below.

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How to Administer CPR on an Adult

In first aid terms, an adult is anyone from the onset of puberty (usually around 12 years old) and older. If you are a qualified first aider, meaning you have previously attended a practical and certified training course, and feel confident in using your skills, then you should give the adult casualty rescue breaths with the chest compressions.

To administer CPR to adults, you should:

1. Ensure that the emergency services have been called immediately. Someone who isn’t going to be performing CPR should do this, or you should put the emergency services on speaker phone to talk to them while you give CPR. If someone else is nearby, you should ask them to fetch a defibrillator if available. Do not go looking for one yourself, as your priority is to give CPR.
2. Kneel next to the casualty and position them on their back.
3. Straighten your arms and lean over the casualty, placing the heel of one of your hands on the breastbone at the centre of their chest. Place the heel of your second hand on top of the first, interlocking your fingers and making sure they don’t touch their ribs.
4. Keep your arms straight and use your body weight to press directly down to a depth of 5 to 6 cm. Release the pressure and allow the chest to rise back up. Repeat this 30 times at a rate of two per second, or in time with the song ‘Staying Alive’.
5. Give two rescue breaths after the 30 chest compressions. To do so, tilt the casualty’s head and gently lift up their chin with two fingers. Pinch their nose, take a deep breath and seal your lips around their mouth. Blow deeply for about one second until you see their chest rise, remove your mouth and let the chest fall. Repeat once more so they receive a total of two rescue breaths.
6. Continue this process of 30 compressions followed by two rescue breaths until the emergency services arrive, the casualty starts breathing on their own, you become too exhausted to continue or if a defibrillator is ready.

If the casualty starts to breathe normally, you should put them into the recovery position. Continue to monitor their condition while you wait for the emergency services to arrive as you may need to give CPR again.

We have created a simple infographic that shows the steps of administering CPR with rescue breaths to adults. The CPR steps for adults infographic can be downloaded at the link below.

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How to Administer Hands-Only CPR for Adults

If you aren’t a qualified first aider and haven’t had practical training, you should not give rescue breaths to adults during CPR. Instead, the NHS advises that you should only attempt the chest compressions.

You should still give rescue breaths to children and infants though during CPR, provided you’ve had the necessary practical training and feel confident.

To administer hands-only CPR to adults, you should:

1. Immediately ask someone to call 999 or 112 while you start CPR. If you are alone, you should call for emergency help yourself and put the phone on speaker mode to allow you to start CPR at the same time. If someone else is nearby, you should ask them to fetch a defibrillator if available. Do not go looking for one yourself, as your priority is to give CPR.
2. Start CPR by kneeling next to the casualty’s chest and positioning them on their back.
3. Straighten your arms and lean over the casualty, placing the heel of one of your hands on the breastbone at the centre of their chest. Place the heel of your second hand on top of the first, interlocking your fingers and making sure they don’t touch their ribs.
4. Keep your arms straight and use your body weight to press directly down to a depth of 5 to 6 cm. Release the pressure and allow the chest to rise back up. Give continuous compressions at a rate of two per second, or in time with the song ‘Staying Alive’.
5. Repeat compressions at a rate of 100 to 120 times a minute until the emergency services arrive, the casualty starts breathing on their own, you become too exhausted to continue or if a defibrillator is ready to be used. If you do become too exhausted to continue and there is another person present, they may be able to take over with chest compressions while you rest. You can then change every couple of minutes, taking it in turns to give hands-only CPR to the casualty.

If the casualty starts to breathe normally, you should put them into the recovery position. Continue to monitor their condition while you wait for the emergency services to arrive as you may need to give CPR again.

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Ensuring that someone who is unresponsive and not breathing normally is given CPR as soon as possible increases their chances of survival before the emergency services arrive. Therefore, it’s important for everyone to have an awareness of how to administer CPR, whether they are a qualified first aider or not. Although non-qualified first aiders should only give hands-only CPR to adults, and seek the advice of the call handler when giving CPR to children and infants, doing so will still increase the chances of the casualty surviving.

Further Resources:

• Workplace First Aid Training
• What are the Responsibilities of a First Aider?
• Guidance for First Aid Kits in the Workplace
• Paediatric First Aid Quiz
• CPR Awareness Training

The post How to Administer CPR: Guidelines & Steps appeared first on The Hub | High Speed Training.

In this article, we explain how you should carry out an initial assessment of someone who is injured or ill. This is known as the primary survey and each of the five steps can be remembered using the acronym ‘DRABC’. We also outline what action you should take after you have completed these steps.

What is the Primary Survey in First Aid?

The primary survey is the first stage in any first aid assessment. It is an initial assessment of the situation and the needs of the casualty that will help you to understand whether you can approach and start to attend to them without putting yourself or anyone else at risk of harm.

It is intended to help you to quickly identify whether there is an immediate threat to the casualty’s life. Applying the primary survey will allow you to determine whether someone has any injuries or illnesses that could be life-threatening and so need to be responded to immediately.

The action you subsequently take may well save their life, so it is important that you understand how to carry out the steps in the correct order. This allows you to consider serious health complications in order of priority, firstly assessing those that will cause fatality the quickest.

When Should the Primary Survey be Used?

You should use the primary survey whenever you discover a casualty – someone who is injured or has fallen ill. This may be due to an identifiable accident or incident, such as a fall, or the cause may initially be unapparent, such as due to an individual’s long-term medical condition, like diabetes.

Anyone can use the primary survey to assess a casualty. However, if a qualified first aider is present, they will likely carry out this initial assessment and then administer any treatment to the casualty. Note that qualified first aiders must have taken practical training of at least 18 contact hours.

If a qualified first aider cannot attend, then some workplaces may have an appointed person present. Appointed persons are in charge of first aid arrangements at workplaces. Depending on the individual’s role and competence, the appointed person may also be able to provide emergency cover, including carrying out the primary survey, if a first aider is absent due to unforeseen circumstances.

If someone requires first aid assistance outside of a workplace, such as in your home, you can carry out the primary survey yourself if you feel competent in doing so. This action may save the casualty’s life and so it is crucial that you understand how to carry out the primary survey and address any life-threatening issues before emergency medical help arrives.

Need a Course?

Our CPR Awareness training course is suitable for anyone who wants an understanding of how to carry out CPR, as well as those who want to refresh their existing knowledge. It is designed to help ensure as many people as possible have an awareness level of how to recognise when someone needs CPR and how to administer it.

How Do I Use the DRABC Steps?

To carry out the primary survey, you should follow five steps, which can be remembered by the acronym ‘DRABC’. These must be followed as they are, in order of priority, to ensure the most life-threatening conditions are assessed and treated first.

The five steps are:

1. Danger
2. Response
3. Airway
4. Breathing
5. Circulation.

Step 1 – Danger

The first step in the primary survey is to assess the situation for any danger. It is crucial that this is the first thing that you do so as to ensure that it is safe for you to approach the casualty. This means you need to look around the area for anything that could be a potential risk to you, the casualty, or anyone else nearby.

Signs of danger may include:

• Moving vehicles.
• Broken glass.
• A live electrical current.
• Fire and/or smoke.

If you identify any of these or other potential dangers, you must try to make the area safe before you approach the casualty. For example, if there is a live electrical current, you may be able to switch off the power at the source. If this isn’t possible, you may be able to disconnect the current to the casualty by moving them with something that doesn’t conduct electricity, such as wood or plastic. You must not touch the casualty directly.

Once you have made the area safe, or if there are no dangers to begin with, you can safely approach the casualty. If you are unable to make the area safe, you should not approach the casualty and instead should call for emergency medical assistance.

Step 2 – Response

Once you have ensured that it is safe to approach the casualty, you should check whether they are responsive. You should do this by asking them verbally whether they’re ok, to look at you, or to raise their hand.

If the casualty responds to you, either by speaking or moving, then you should attend to any injuries or illnesses that they have before moving on to the next step.

If the casualty doesn’t respond, you should try tapping them on their arm or gently shaking their shoulder. You must not shake them firmly because this could worsen any potential neck or back injuries.

If there is still no response from the casualty, you should move on to the next step of the primary survey and call the emergency services for help if they haven’t already been called.

Step 3 – Airway

The third step of the primary survey is to check that the casualty’s airway is open and clear from obstructions.

If the casualty is unresponsive, you should:

1. Put your hand on their forehead and gently tilt their head back, lifting the chin. Do a visual check of their airway for any obstructions.
2. Carefully remove any visible obstructions. Do not put your fingers in their mouth if you can’t see anything, as this risks pushing a potential blockage further down.
3. Move on to the next stage of the primary survey immediately.

If the casualty is responsive, you should:

1. Check if anything is blocking their airway that could cause them to choke.
2. You should encourage them to remove an obvious blockage themselves, with their hands or by coughing.
3. If they are unable to dislodge the blockage themselves and are severely choking, you need to help them to remove it. To do so, you must not put your fingers into their mouth. Instead, you should give choking adults and children a combination of back slaps and abdominal thrusts, and a combination of back blows and chest thrust to infants under one year old.
4. Move on to the next stage of the primary survey once the blockage is clear.

Step 4 – Breathing

Next, you must check whether the casualty is breathing normally. To check their breathing, you should look, listen and feel for it by tilting their head back, looking for chest movement and listening for breathing sounds. Feel for air from their mouth or nose on your cheek for 10 seconds. It’s essential to check for breathing for 10 seconds to confirm that the breathing is rhythmic and normal.

If the casualty is breathing normally, move on to the final step of the primary survey.

If the casualty is unresponsive and not breathing normally, you must ensure that the emergency services have been called. If you have had practical first aid training and are confident, start to give CPR with rescue breaths. If you haven’t had practical training, you should give hands-only CPR, without rescue breaths. If available, you should ask someone else to find and bring a defibrillator (AED) to use.

Step 5 – Circulation

You should only move on to the final step of the primary survey if the casualty starts to breathe independently. For this step, you need to check the casualty for any signs of severe bleeding.

If the casualty is bleeding heavily, you need to control and reduce the bleeding. Apply direct pressure to the wound with a sterile dressing, if possible, or a clean cloth. You should also ensure that the emergency services have been called if they haven’t already.

If they aren’t bleeding severely and you have been able to work through the previous stages of the primary assessment, you should try and reassure them that help is coming. Stay with them until medical help arrives.

If the casualty isn’t bleeding, but is unresponsive and breathing normally, you must put them into the recovery position. This will keep their airway open, preventing them from choking if they vomit. The emergency services should be called if they haven’t already been.

We have created a poster that shows the steps of the primary survey through the acronym ‘DRABC’. You may wish to print this out and display it in your workplace as a handy reminder of what to do if someone needs first aid assistance. The DRABC steps poster can be downloaded at the link below.

What Should I Do After the DRABC Steps?

After you have completed the primary survey using the DRABC steps, you should carry out what is known as the secondary survey. At this stage, you are trying to find out more about what has happened to the casualty. You should do this through observations, talking with the casualty and physical examinations of their body.

Observations and Communicating with the Casualty

Part of the secondary survey requires you to gather information about the casualty and incident through observation and by talking with them. You need to find out:

• What has happened? If the casualty is conscious, ask them to explain what happened and how. Ask the same of any witnesses.
• What symptoms do they have? Ask the casualty short and simple questions about any sensations or symptoms they are experiencing. Try and identify where they are feeling any pain and how severe it is, such as on a scale of one to ten.
• What can you see? Check their body for any secondary illnesses, such as discolouration. Compare the injured side of their body with their uninjured side for any differences.

When talking with the casualty, try to get as much information about their medical history and current symptoms as possible. Knowing this will help you to identify what might be wrong and how to treat them. You can use the ‘AMPLE’ acronym and ask the casualty about:

• A: Any allergies they have.
• M: Any medication they take regularly or have been prescribed.
• P: Their previous medical history.
• L: When they last ate something.
• E: What happened leading up to the event that caused their injury or illness.

Physical Examination

Having observed the casualty and spoken with them, you should then move on to a physical examination. Consider:

• What can you feel? Carefully feel over their body to determine whether anything feels abnormal, such as swelling or broken bones. Make sure to inform them and ask their permission before doing so.
• What can you smell? Check the casualty’s breath for any distinctive smells. A fruity odour, for example, may be an indication that the person has diabetes.

During the secondary survey, you should examine the casualty from head to toe to check for any injuries or symptoms of potential health issues. This enables you to treat any minor injuries and help to keep the casualty reassured and comfortable before further help arrives.

If the casualty is responsive, talk them through what you’re doing and always ask for permission if you need to loosen or remove any clothing. Remember to treat the person with dignity and respect at all times.

You should also make a note of any minor or serious injuries that you find and then pass this information on to the emergency services when they arrive.

Having the confidence in your ability to carry out the primary survey is an essential part of administering first aid. You must understand the order of priority of the five steps, which can be remembered by the DRABC acronym, and know what action to take in various situations. This knowledge may well help to save someone’s life.

Further Resources:

• Workplace First Aid Training
• What are the Responsibilities of a First Aider?
• Paediatric First Aid Quiz
• How to Support Individuals After Giving First Aid Assistance
• CPR Awareness Training

The post How to Carry Out the Primary Survey Using the DRABC Steps appeared first on The Hub | High Speed Training.