Governors State University Recovery Coaching Training Program Illinois

Governors State University Recovery Coaching Training Program (Illinois Department of Health & Human Services – Division of Substance Abuse Prevention & Recovery (SUPR) grant funded) Nancy H. A. Burley, Ed. D. , MA, BS nburley@govst. edu Module 3 : Peer Support, Coaching, Mentoring, and Adult Learning Principles GSU Recovery Coaching Training - Module 3 1

Competencies § Recognize and adhere to the role, responsibilities and limits of a Recovery Coach. § Serve as a role model for an individual, recognizing and maintaining professional and personal boundaries § Establish and maintain a respectful, trusting peer relationship with the individual, rather than a hierarchical relationship, § Educate through shared experiences practicing nonjudgmental behavior § Recognize the importance of self-care GSU Recovery Coaching Training - Module 3 2

What is a Recovery Coach? GSU Recovery Coaching Training - Module 3 3

Definitions: § Peer Recovery Coach § SAMHSA - Peer Recovery Coaching is a set of nonclinical activities based on shared lived experience that engage, educate and support an individual to successfully recover from mental and/or substance use disorders. § Peer Recovery Coaches act as a recovery and empowerment catalyst: guiding recovery process and supporting the individual’s recovery choices, goals, and decisions. GSU Recovery Coaching Training - Module 3 4

Peer Recovery Coaching in the Practice Setting Police Department Emergency Department Treatment Home Recovery Home GSU Recovery Coaching Training - Module 3 5

Role Comparison Counselor Sponsor Recovery Coach Primary Preparation Academic studies, Personal Recovery ongoing training and supervision Shared life experience, training, and supervision Process Centered on - Treatment Plan and agency treatment approach 12 Steps Recovery plan Self-disclosure Used sparingly Used often: but no public disclosure of 12 step membership Used often and open about recovery status in public Location of service In office In community and office Length of service Length of treatment Open-ended GSU Recovery Coaching Training - Module 3 6

Core Competencies of the Recovery Coach The International Certification & Reciprocity Consortium (IC&RC) identify the following Domains as the foundational competencies of the Recovery Coach. § Mentorship § Advocacy § Recovery/Wellness § Ethics http: //www. interrnationalcredentialing. org GSU Recovery Coaching Training - Module 3 7

Core Competencies, Principles and Values Core Competencies for peer recovery coaches reflect certain foundational principles identified by members of the mental health consumer and substance use disorder recovery communities. These are: § RECOVERY-ORIENTED: Recovery Coaches hold out hope to those they serve, partnering with them to envision and achieve a meaningful and purposeful life. They help those they serve identify and build on strengths and empower them to choose for themselves, recognizing that there are multiple pathways to recovery. § PERSON-CENTERED: Peer recovery coaches are always directed by the person participating in services. Peer recovery support is personalized to align with the specific hopes, goals, and preferences of the individual served and to respond to specific needs the individuals has identified to the peer worker. § https: //www. samhsa. gov/sites/default/files/programs_campaigns/brss_tacs/corecompetencies. pdf GSU Recovery Coaching Training - Module 3 8

Core Competencies, Principles and Values § VOLUNTARY: Peer Recovery Coaches are partners or consultants to those they serve. They do not dictate the types of services provided or the elements of recovery plans that will guide their work with peers. Participation in peer recovery support services is always contingent on peer choice. § RELATIONSHIP-FOCUSED: The relationship between the peer recovery coach and the peer is the foundation on which peer recovery support services and support are provided. The relationship between the peer recovery coach and peer is respectful, trusting, empathetic, collaborative, and mutual. § TRAUMA-INFORMED: Peer recovery support utilizes a strengths-based framework that emphasizes physical, psychological, and emotional safety and creates opportunities for survivors to rebuild a sense of control and empowerment. § https: //www. samhsa. gov/sites/default/files/programs_campaigns/brss_tacs/corecompetencies. pdf GSU Recovery Coaching Training - Module 3 9

What is a Coach? § Coaches can clearly describe both the benefits and challenges of recovery. They do not have all of the answers, but they do know how to listen, to paraphrase and acknowledge what has been said, and to share from their own experience in a way that is helpful to those with whom they work. GSU Recovery Coaching Training - Module 3 10

What is a mentor? § A mentor is a trusted and experienced professional who is also a teacher, guide, tutor, and coach. § Some characteristics of a mentor include: § § § Motivation to serve as a mentor Willingness to invest personal time Excellent communication skills Good listener Ability to provide constructive feedback Possess an active network of professional contacts http: //www. iaodapca. org GSU Recovery Coaching Training - Module 3 11

Listening § Listening is Not the Same as Hearing Listening is the ability to accurately receive and interpret messages in the communication process. § Listening is key to all effective communication. Without the ability to listen effectively, messages are easily misunderstood. As a result, communication breaks down and the sender of the message can easily become frustrated or irritated. https: //www. skillsyouneed. com/ips/listeningskills. html GSU Recovery Coaching Training - Module 3 12

Listening § Listening is one of the most important skills you can have. How well you listen has a major impact on your job effectiveness, and on the quality of your relationships with others. § We listen to obtain information. § We listen to understand. § We listen for enjoyment. § We listen to learn. GSU Recovery Coaching Training - Module 3 13

Let’s see how we do…. . GSU Recovery Coaching Training - Module 3 14

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Active Listening GSU Recovery Coaching Training - Module 3 16

Five Key Active Listening Techniques 1. Pay Attention § Give the speaker your undivided attention, and acknowledge the message. Recognize that nonverbal communication also "speaks" loudly. § Look at the speaker directly. § Put aside distracting thoughts. § Don't mentally prepare a rebuttal! § Avoid being distracted by environmental factors. For example, side conversations or text messages. GSU Recovery Coaching Training - Module 3 17

2. Show That You're Listening § Use your own body language and gestures to show that you are engaged. § Nod occasionally. § Smile and use other facial expressions. § Make sure that your posture is open and interested. § Encourage the speaker to continue with small verbal comments like yes, and "uh huh. " GSU Recovery Coaching Training - Module 3 18

3. Provide Feedback § Our personal filters, assumptions, judgments, and beliefs can distort what we hear. As a listener, your role is to understand what is being said. This may require you to reflect on what is being said and to ask questions. § Reflect on what has been said by paraphrasing. "What I'm hearing is. . . , " and "Sounds like you are saying. . . , " are great ways to reflect back. § Ask questions to clarify certain points. "What do you mean when you say. . " "Is this what you mean? " § Summarize the speaker's comments periodically. Tip: If you find yourself responding emotionally to what someone said, say so. And ask for more information: "I may not be understanding you correctly, and I find myself taking what you said personally. What I thought you just said is …. . Is that what you meant? " GSU Recovery Coaching Training - Module 3 19

4. Defer Judgment § Interrupting is a waste of time. It frustrates the speaker and limits full understanding of the message. § Allow the speaker to finish each point before asking questions. § Don't interrupt with counter arguments. GSU Recovery Coaching Training - Module 3 20

5. Respond Appropriately § Active listening is designed to encourage respect and understanding. You are gaining information and perspective. Be candid, open and honest in your response. § Assert your opinions respectfully. § Treat the other person in a way that you think the person would want to be treated. Key Point: It takes a lot of concentration and determination to be an active listener. GSU Recovery Coaching Training - Module 3 21

Additional Techniques § 1. Restating § To show you are listening, repeat every so often what you think the person said — not by parroting, but by paraphrasing what you heard in your own words. For example, “Let’s see if I’m clear about this. . . ” § 2. Summarizing § Bring together the facts and pieces of the problem to check understanding — for example, “So it sounds to me as if. . . ” Or, “Is that it? ” § 3. Minimal encouragers § Use brief, positive prompts to keep the conversation going and show you are listening — for example, “umm-hmmm, ” “Oh? ” “I understand, ” “Then? ” “And? ” GSU Recovery Coaching Training - Module 3 22

§ 4 . Reflecting § Instead of just repeating, reflect the speaker’s words in terms of feelings — for example, “This seems really important to you. . . ” § 5 . Giving feedback § Let the person know what your initial thoughts are on the situation. Share pertinent information, observations, insights, and experiences. Then listen carefully to confirm. . Emotion labeling § 6 § Putting feelings into words will often help a person to see things more objectively. To help the person begin, use “door openers” — for example, “I’m sensing that you’re feeling frustrated. . . worried. . . anxious. . . ” GSU Recovery Coaching Training - Module 3 23

§ 7. Probing § Ask questions to draw the person out and get deeper and more meaningful information — for example, “What do you think would happen if you. . . ? ” § 8. Validation § Acknowledge the individual’s problems, issues, and feelings. Listen openly and with empathy, and respond in an interested way — for example, “I appreciate your willingness to talk about such a difficult issue. . . ” § 9. Effective pause § Deliberately pause at key points for emphasis. This will tell the person you are saying something that is very important to them. § 10. Silence § Allow for comfortable silences to slow down the exchange. Give a person time to think as well as talk. Silence can also be very helpful in diffusing an unproductive interaction. GSU Recovery Coaching Training - Module 3 24

§ 11. “I” messages § By using “I” in your statements, you focus on the problem not the person. An I-message lets the person know what you feel and why — for example, “I know you have a lot to say, but I need to. . ” § 12. Redirecting § If someone is showing signs of being overly aggressive, agitated, or angry, this is the time to shift the discussion to another topic. § 13. Consequences § Part of the feedback may involve talking about the possible consequences of inaction. Take your cues from what the person is saying for example, “What happened the last time you stopped taking the medicine your doctor prescribed? ” GSU Recovery Coaching Training - Module 3 25

Serve as a role model for an individual, recognizing and maintaining professional and personal boundaries GSU Recovery Coaching Training - Module 3 26

Scope of Practice of the Recovery Coach § serve those either who are in recovery or who are seeking recovery from addiction. § cannot diagnose any addiction. § don’t treat addiction per se. § help a person become ready and willing to seek treatment. § help a person explore their options for recovery or treatment. § help people explore their wants, needs, and choices helping them get clarity and move into action. § don’t dictate what recovery will look like for clients. § don’t tell them what to do or how to do it. § ask questions, offer reflections, and view our clients as whole, resourceful, and capable of choosing what is best for them at this time. Killeen, M. (2013). Recovery Coaching A guide to coaching people in recovery from addictions. MK/RC Publising, Laural Springs, NJ. GSU Recovery Coaching Training - Module 3 27

What a Recovery Coach Is NOT § sponsor (does not perform AA/NA service work on “paid time”), § • therapist (does not diagnose, probe undisclosed “issues”; does not refer to their support activities as “counseling” or “therapy”), § • nurse/physician (does not make medical diagnoses or offer medical advice), § • priest/clergy (does not respond to questions of religious doctrine nor proselytize a particular religion/church) Killeen, M. (2013). Recovery Coaching A guide to coaching people in recovery from addictions. MK/RC Publising, Laural Springs, NJ GSU Recovery Coaching Training - Module 3 28

Code of Conduct for Recovery Coach § Respect for Persons § Confidentiality § Respect for People’s Rights and Dignity § Working with Minors or Dependents § Sexual Relations with Clients § Competence § Ending the Coaching Relationship § Legal Compliance § Mandatory Reporting § Boundary Management/Dual Relationships/Conflicts of Interest § Professional Development § Ethics Violations GSU Recovery Coaching Training - Module 3 29

Establish and maintain a respectful, trusting peer relationship with the individual, rather than a hierarchical relationship GSU Recovery Coaching Training - Module 3 30

Healthy Relationships GSU Recovery Coaching Training - Module 3 31

Healthy Boundaries for Peer Recovery Coaches § Stay within the behavioral constraints of the organization’s policies and procedures. § Be able to articulate what constitutes taking too much responsibility for someone else’s recovery. § Discuss openly interactions and reactions in providing peer recovery support services with supervisors. § Devote a similar amount of time and effort to each person served while also being aware of the possibility of exceptions when necessary (e. g. , a person in crisis). § Respect your own limits by prioritizing self-care. GSU Recovery Coaching Training - Module 3 32

Honesty and Trust § Confidentiality represents a commitment by a program to protect the privacy of a service recipient based on the knowledge that inappropriate disclosure of information cause harm. It is both a legal and an ethical concept. § Confidentiality of alcohol and drug treatment and prevention information is protected under Federal law and regulations. The regulations are found in 42 C. F. R. (Code of Federal Regulations) Part 2 and will be referred to here as the “Federal confidentiality regulations. ” § The purpose of these regulations is to encourage individuals to seek help without fear that their information will be disclosed or misused. In addition to the Federal confidentiality law and regulations, the Health Insurance Portability and Accountability Act of 1996 (HIPAA) protects the privacy of health care information generally—not just alcohol and drug treatment and prevention records GSU Recovery Coaching Training - Module 3 33

The Impact of Negativity § Deception § Manipulation § Enabling GSU Recovery Coaching Training - Module 3 34

Educate through shared experiences practicing nonjudgmental behavior GSU Recovery Coaching Training - Module 3 35

Adult Learning Theory § There is no single theory of learning that can be applied to all adults. GSU Recovery Coaching Training - Module 3 36

Andragogy § Moves from dependency to increasing selfdirectedness as he/she matures and can direct his/her own learning; § Draws on his/her accumulated reservoir of life experiences to aid learning; § Is ready to learn when he/she assumes new social or life roles; § Is problem-centered and wants to apply new learning immediately; and § Is motivated to learn by internal, rather than external, factors. Malcom Knowles (1984) GSU Recovery Coaching Training - Module 3 37

Transformational Learning § Transformative learning (TL) is often described as learning that changes the way individuals think about themselves and their world, and that involves a shift of consciousness (King, 2000). GSU Recovery Coaching Training - Module 3 38

Self-directed Learning § Self-directed learning (SDL) is a “process in which individuals take the initiative, without the help of others” in planning, carrying out, and evaluating their own learning experiences (Knowles, 1975). GSU Recovery Coaching Training - Module 3 39

Trauma – Informed Belief in the approach of what happened as opposed to what's wrong § Focus on the strengths of your client. § Support and encourage self-control in your clients plan § Decisions § Lifestyle choices § Empathy not sympathy § Caution in sharing traumatic events, RC’s are not counselors § Do not re-traumatize GSU Recovery Coaching Training - Module 3 40

Communication § Judgmental communication creates division rather than cohesion. We’re all entitled to our own opinion. We just have to know when to keep them to ourselves and how to express them in a constructive way. GSU Recovery Coaching Training - Module 3 41

Non-Judgmental Behavior § As a RC, it is important to focus on a nonjudgmental approach in coaching others. § Persons with mental health and co-occurring physical and substance use challenges have often faced prejudices or discrimination. § Persons may have endured experiences that they are sensitive about sharing. GSU Recovery Coaching Training - Module 3 42

Non-Judgmental Behavior § The RC is not to judge persons by disability, symptoms, beliefs, behaviors or workplace aptitudes. Rather, they meet each person where they are at the moment. § Providing support by actively listening in an empathic manner builds hope and esteem. § By demonstrating non-judgmental behavior, the RC develops trust and an atmosphere where persons can feel comfortable sharing GSU Recovery Coaching Training - Module 3 43

Activity § Your 28 year old client who has ADHD is now clean for one month. She has a high school Diploma, but confesses to you she cheated her way through school because she was using all the time and couldn’t focus. She is now in recovery she is looking for you as her recovery coach to provide her with the tools to be a successful clean and sober adult. Based on the principles of Adult Learning, how would you work with her? GSU Recovery Coaching Training - Module 3 44

Recognize the importance of self-care GSU Recovery Coaching Training - Module 3 45

What is Self-Care? § Self care is care provided “for you, by you. ” It’s about identifying your own needs and taking the appropriate steps to meet them. It is taking the time to do some of the activities that nurture you. Self care is about taking proper care of yourself and treating yourself as kindly as you treat others GSU Recovery Coaching Training - Module 3 46

Recognize the importance of self-care Aspects of self-care Workplace or professional Physical Psychological Emotional Spiritual Relationships GSU Recovery Coaching Training - Module 3 47

Workplace or professional self-care § Activities that help you to work consistently at the professional level expected of you. § engage in consulting with a more experienced colleague § set up a peer-support group § be strict with boundaries between clients and staff § read professional journals § attend professional development programs GSU Recovery Coaching Training - Module 3 48

Physical self-care § Develop a regular sleep routine. § Aim for a healthy diet. § Take lunch breaks. § Go for a walk at lunchtime. § Take your dog for a walk after work. § Use your sick leave. GSU Recovery Coaching Training - Module 3 49

Psychological self-care § Keep a reflective journal. § Regularly consult with a more experienced colleague. § Non-work related hobby. § Turn off your email and work phone outside of work hours. § Make time for relaxation. § Make time to engage with positive friends and family. GSU Recovery Coaching Training - Module 3 50

Emotional self-care § Develop supportive friendships. § Write three good things that you did each day. § Play a sport and have a drink together after training. § Go to the movies or do something else you enjoy. § Meet with a social group. § Talk to you friend about how you are coping with work and life demands. GSU Recovery Coaching Training - Module 3 51

Spiritual self-care § Engage in reflective practices like meditation. § Go on nature walks. § Attend church/mosque/temple. § Do yoga. § Reflect with a close friend for support. § Mindfullness GSU Recovery Coaching Training - Module 3 52

Relationship self-care § Prioritize close relationships in your life § Attend the special events of your family and friends. § Arrive to work and leave on time every day GSU Recovery Coaching Training - Module 3 53

Activity Take 15 minutes and reflect on what was presented in the previous slides and develop your “Self-Care” Plan using all Self-care titles. GSU Recovery Coaching Training - Module 3 54

Bringing it all Together § Practicing non-judgmental behavior § Leading by example § Sharing the experience Center for Substance Abuse Treatment, What are Peer Recovery Support Services? HHS Publication No. (SMA) 094454. Rockville, MD: Substance Abuse and Mental Health Services Administration, U. S. Department of Health and Human Services, 2009 GSU Recovery Coaching Training - Module 3 55

References § Center for Substance Abuse Treatment, What are Peer Recovery Support Services? HHS Publication No. (SMA) 09 -4454. Rockville, MD: Substance Abuse and Mental Health Services Administration, U. S. Department of Health and Human Services, 2009 § King, K. (2000). The adult ESL experience: Facilitating perspective transformation in the classroom. Adult Basic Education, 10(2), 69– 89. § Knowles, M. and Associates (1984). Andragogy in action: Applying modern principles of adult learning. San Francisco: Jossey-Bass. § Mezirow, J. (2000). Learning to think like an adult: Core concepts of transformation theory. In Mezirow, J. (Ed. ), Learning as transformation: Critical perspec-tives on a theory in progress. San Francisco: Jossey-Bass Publishers. § White, W. (2004). The history and future of peer-based addiction recovery support services. Prepared for the SAMHSA Consumer and Family Direction Initiative 2004 Summit, March 22 -23, Washington, DC. GSU Recovery Coaching Training - Module 3 56