Training for Trainers Aims of Training for Trainers

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Training for Trainers

Training for Trainers

Aims of Training for Trainers q To build upon previous knowledge and understanding gained

Aims of Training for Trainers q To build upon previous knowledge and understanding gained through the IFT and delivery of GUAB groups. q Discuss various adult learning style theories and how these will apply to you as a Trainer. q Provide an opportunity to reflect on bereavement, loss and attachment and how this impacts on children and young people. q To provide you with an opportunity to reflect on the qualities and skills you will bring as a solution focused GUAB Trainer and how to make solution focused groupwork successful. q To equip you with the knowledge and skills to competently and confidently deliver the IFT and co-ordinate GUAB within your local area.

Activity Share with the person beside you one thing that has gone well this

Activity Share with the person beside you one thing that has gone well this week in work!

Course content Morning: q Introduction to GUAB Training for Trainers. q Adult learning styles.

Course content Morning: q Introduction to GUAB Training for Trainers. q Adult learning styles. q Bereavement, loss and attachment. q Solution focused group work. Afternoon q Review of Initial Facilitator Training. q Practical considerations. q Questions, evaluations, next steps. Finish

Why develop a Training for Trainers programme? q Growing need within particular areas. q

Why develop a Training for Trainers programme? q Growing need within particular areas. q To enable children and young people throughout the UK to benefit from GUAB. q To ensure we are able to continuously respond to training requests. q Further increase capacity among facilitators. q To support the embedding of GUAB as a national bereavement, loss and change programme.

Our vision Every young person in Scotland, and beyond, will know about Give us

Our vision Every young person in Scotland, and beyond, will know about Give us a break!, and have access to this group support as and when they need it.

What are your best hopes from this training? Answer on a post-it

What are your best hopes from this training? Answer on a post-it

Expectations of a GUAB Trainer q Someone who: • demonstrates competence and is knowledgeable

Expectations of a GUAB Trainer q Someone who: • demonstrates competence and is knowledgeable about the content of the GUAB pack. • has experience of running GUAB groups. • is solution focused in nature and can demonstrate knowledge and understanding of solution focused principles and their application within the context of a GUAB group. • can deliver the IFT as it is intended. • is confident when responding to questions about GUAB. • is empathic, sensitive and listens to others points of view. • can problem solve and facilitate discussions in a solution focused way.

Training for Trainers Adult learning styles

Training for Trainers Adult learning styles

Content of module q Key differences in adult learners q Theories of learning q

Content of module q Key differences in adult learners q Theories of learning q Understanding memory q Training approaches

A good trainer • is skilful in delivery of the subject matter • can

A good trainer • is skilful in delivery of the subject matter • can use all the relevant teaching aids • has an awareness of the issues affecting how adults learn in order to underpin their practice

Task q Think about your own experiences of learning, in school or through courses:

Task q Think about your own experiences of learning, in school or through courses: • What makes a good learning experience? • How did the teacher/ trainer make the learning interesting and inspirational?

What makes adult learners different q Motivation – intrinsic or extrinsic motivation q Experience

What makes adult learners different q Motivation – intrinsic or extrinsic motivation q Experience – each bring their own life and work experience q Autonomy – working independently and making your own decisions q Self-awareness – aware of skills and preferences q Collaboration – quality of learning depends on how well people work together

It makes no sense to decide how one is going to teach before one

It makes no sense to decide how one is going to teach before one has made some study of how people learn (Sotto, 1994)

Key adult learning theories Key theories q. Adult learning concepts - Malcolm Knowles q.

Key adult learning theories Key theories q. Adult learning concepts - Malcolm Knowles q. Experiential Learning – David Kolb q. VAK learning – multiple authors

Adult learning concepts – Malcolm Knowles Key concepts when teaching adults: 1. Relevant •

Adult learning concepts – Malcolm Knowles Key concepts when teaching adults: 1. Relevant • Convey why something is important 2. Engaged • Freedom in learning style 3. Active • Experiential learning 4. Learner- Centred • The right time to learn

Kolb’s Learning Styles

Kolb’s Learning Styles

Multi-sensory learning q Everyone receives stimuli from their surrounding in various forms q People

Multi-sensory learning q Everyone receives stimuli from their surrounding in various forms q People develop a preference for certain stimuli • Visual • Auditory • Kinesthetic • Tactile • Smell • Taste q Visual, Auditory and Tactile Kinesthetic (VAK) learning

Promoting learning

Promoting learning

Task q Which learning style do you feel you rely on when learning? q

Task q Which learning style do you feel you rely on when learning? q How can tasks be adapted to support your preferred learning style and that of others?

Understanding memory q Average attention span of 10 minutes q Transfer of information to

Understanding memory q Average attention span of 10 minutes q Transfer of information to memory

Training approaches q. Verbal explanation • Explaining theory behind various aspects of the programme.

Training approaches q. Verbal explanation • Explaining theory behind various aspects of the programme. q. Demonstration • Using resources from the GUAB! pack. q. Group work • Questioning. • Discussion. • Role play. • Case studies.

Practical ways to support learners q. Incorporate plenty of time for tasks • Small

Practical ways to support learners q. Incorporate plenty of time for tasks • Small group/ large group discussion • Role play/ case studies • Active practical activities • Relaxation q. Give feedback as soon as possible • Go around the room when participants are completing tasks to help and answer questions • Give feedback to keep learners on the right track

What group approach is best? Higher Order Thinking Skills Creating Evaluating Analysing Applying Understanding

What group approach is best? Higher Order Thinking Skills Creating Evaluating Analysing Applying Understanding Remembering Lower Order Thinking Skills

Keys to development of new skills Research has found that the following components are

Keys to development of new skills Research has found that the following components are important: q. Practice. q. Self-monitoring/ reflection. q. Exploration. q. Feedback. q. Relationship with trainer.

Training for Trainers Impact of bereavement and loss on children and young people

Training for Trainers Impact of bereavement and loss on children and young people

Bereavement and Loss: Impact on children young Bereavement & and Loss people

Bereavement and Loss: Impact on children young Bereavement & and Loss people

Loss in the widest sense Easily identifiable losses • Death • Accident • Natural

Loss in the widest sense Easily identifiable losses • Death • Accident • Natural and man-made disaster • War • Victims of crime • Loss of a pet Developmental changes • Weaning • Going to school • Primary to secondary school • Friend or child moving away Less tangible, easily observable losses • Loss of trust in abused children • Missing out on being in a desired group or team • Learning difficulties • Loss of self-esteem when rejected by peers • Realising you are ‘different’ Losses in deprivation • Poverty • Migration / refugees • Cultural dislocation • Disability • ‘Carer’ children (Crowe and Murray, 2005)

Bereavement

Bereavement

Bereavement Statistics q It is estimated, that every 22 minutes in Britain, a child

Bereavement Statistics q It is estimated, that every 22 minutes in Britain, a child or young person is bereaved of a parent. . . This equates to over 24, 000 newly bereaved children each and every year (Winston's Wish). q Approximately 1 in 25 have experienced bereavement of a parent or sibling (Winston’s Wish). q 92% of young people in the UK will experience a significant bereavement before the age of 16 (Harrison & Harrington, 2001).

Video BBC Newsround Film http: //www. bbc. co. uk/newsround/14394831

Video BBC Newsround Film http: //www. bbc. co. uk/newsround/14394831

Impact of Bereavement q q q q Physical health. Health behaviours. Emotional and mental

Impact of Bereavement q q q q Physical health. Health behaviours. Emotional and mental health. Depression. Anxiety. Suicide. Self-esteem. Attainment and achievement. (Childhood Bereavement Network, 2014)

Mediating Factors Grief is complex. . . q Relationship with the person who died.

Mediating Factors Grief is complex. . . q Relationship with the person who died. q Nature of the death. q Family dynamics. q Gender, class, race, culture. q Social support. q Multiple losses. (Akerman & Statham, 2014)

Divorce and Separation

Divorce and Separation

Divorce / Separation Statistics q 42% of marriages end in divorce (Relate, 2013). q

Divorce / Separation Statistics q 42% of marriages end in divorce (Relate, 2013). q Office of National Statistics (2012). • There are 3 million children living in single parent households (23% of all dependant children). • Around half of single parents had their children within marriage – 49% are separated from marriage, divorced or widowed. • Around 8% of single parents (186, 000) are fathers. • Single fathers are more likely to be widowed than single mothers (12% of single fathers are widowed, compared with 5% of single mothers).

Impact of divorce / separation Children of separated families have a higher probability of:

Impact of divorce / separation Children of separated families have a higher probability of: q q q Being in poverty and poor housing. Behavioural problems. Performing less well in school. Leaving school / home when young. Needing medical treatment. Depressive symptoms, high levels of smoking and drinking and drug use during adolescence and adulthood. q Becoming sexually active, pregnant, or a parent at a young age. q Being poorer when they are adults. (Rodgers and Pryor, 1998)

Mediating Factors q Family conflict. q Parental distress. q Contact with the non-resident parent.

Mediating Factors q Family conflict. q Parental distress. q Contact with the non-resident parent. q Multiple changes in family structure. q Financial hardship and other socio-economic circumstances. • The age at which children experience their parents’ separation does not, in itself, appear important. • The popular view that boys are more adversely affected by parental separation than girls is not supported by consistent evidence. (Hawthorne et al. 2003)

Other considerations q Children are not usually given an explanation of what is happening

Other considerations q Children are not usually given an explanation of what is happening at the time of separation. q They are often not asked what their wishes are regarding living arrangements. q Most children want continuing relationships with both parents, and often indicate they want to spend equal time with them. q There age differences in children’s typical responses to parental separation that need to be taken into account. (Hawthorne et al. 2003)

Looked After Children

Looked After Children

LAC / LAAFH Statistics Children's Social Work Statistics (2012 -13) q 16, 041 children

LAC / LAAFH Statistics Children's Social Work Statistics (2012 -13) q 16, 041 children looked after by local authorities in Scotland: • 30% were looked after at home with parents. • 26% were looked after by a relative or friend. • 35% were cared for by foster carers. • 9% lived in residential care.

Looked After Losses Activity: What type of significant losses might be experienced by a

Looked After Losses Activity: What type of significant losses might be experienced by a child/young person who is ‘looked after’?

Looked After Losses q Separation from siblings. q Separation from parents. q Separation from

Looked After Losses q Separation from siblings. q Separation from parents. q Separation from the extended family. q Separation from friends. q A drop or break in contact with friends and family. q Loss of home. q Loss of school. q Loss of neighbourhood and local community. q Loss of sports teams. q Loss of previous fostering or other placements. q q q q Experience of leaving care. Loss of liberty and freedom. Loss of privacy. Loss of love and intimacy (touch, kissing and hugging). Loss of choice (not being able to see people when they want to, not being able to eat meals when they want to). Loss of relationships. boyfriends/girlfriends, pets, friends, family). Loss of normality (not being able to do what ‘normal’ young people do). (Penny, 2007)

Impact on LAC/LAAFH q Mental health concerns (e. g. Street & Davis, 2002; Ford,

Impact on LAC/LAAFH q Mental health concerns (e. g. Street & Davis, 2002; Ford, 2007). q Criminal convictions (e. g. The Guardian, 2009; Furnivall, 2011). q Homelessness (e. g. Furnivall, 2011). q Young mothers (e. g. The Guardian, 2009). q Attainment, achievement and positive destinations (see Scottish Government).

LAC and Bereavement q Multiple losses within a short space of time. q Conflicting

LAC and Bereavement q Multiple losses within a short space of time. q Conflicting loyalties (for example, between foster parents and biological parents). q Children in foster care may find it difficult to adjust to a new placement until their grief has resolved and they have formed new attachments. q Changes in staff in homes and / or foster carers. q How they view the loss (for example, do they feel it is their fault? ). (Whitaker, 2011)

LAC/LAAFH ATTACHMENT One of the greatest and most damaging losses for children in care

LAC/LAAFH ATTACHMENT One of the greatest and most damaging losses for children in care is the loss of attachment: “Attachment in not an optional extra in a child’s life. It is one of their core needs. It is an affectional bond, but different from liking someone. In its healthiest form, it is all of these things, but first and foremost, it is a bond of psychological dependence. Children’s emotional, social and cognitive journeys can take some curious, even deviant, paths when they experience long stretches of time without the genuine, focussed and consistent care of one devoted carer or family, or when they endure the loss of such care. ” (Mc. Intosh, 2003)

A note of hope and optimism

A note of hope and optimism

Protective Factors Divorce / Separation § Resources (individual, interpersonal and social support) § Demographic

Protective Factors Divorce / Separation § Resources (individual, interpersonal and social support) § Demographic characteristics § Coping strategies Bereavement § § § Positive outlook Gratitude Appreciation of life Living life to the full Altruism Looked After People who care Experiencing stability High expectations Encouragement and support § Ability to participate and achieve § §

A break? An opportunity… q …for support. q …for affirmation and recognition. q …for

A break? An opportunity… q …for support. q …for affirmation and recognition. q …for learning new skills. q …for thinking positively about the future.

Activity

Activity

Training for Trainers Solution Focused Groupwork

Training for Trainers Solution Focused Groupwork

Solution focused trainer Activity: What makes a good solution focused trainer? What qualities do

Solution focused trainer Activity: What makes a good solution focused trainer? What qualities do you need? What do you need to consider? What worries do you have?

Facilitator skills SOLUTION FOCUSED GROUPWORK SKILLS 1. Focusing on change and possibilities 2. Creating

Facilitator skills SOLUTION FOCUSED GROUPWORK SKILLS 1. Focusing on change and possibilities 2. Creating goals and ideal tomorrow 3. Building on strengths, skills and resources 4. Finding ‘what’s right’ and ‘what’s working’ 5. Being respectfully curious 6. Creating co-operation and collaboration 7. Using humour and creativity

Group facilitator q Create a positive ethos where change is likely and group members

Group facilitator q Create a positive ethos where change is likely and group members can be positively influential on each other.

Group dynamics The influence of others can be very powerful q Flow q Active

Group dynamics The influence of others can be very powerful q Flow q Active encouragement q Balance and harmony q Help each other q Empathic

Training for Trainers Review IFT

Training for Trainers Review IFT

Training for Trainers Practical Considerations

Training for Trainers Practical Considerations

What is your role? Are you an External Local Trainer? Are you a SLC

What is your role? Are you an External Local Trainer? Are you a SLC Trainer? Are you an External Local Coordinator?

External Local Coordinator q Role and responsibilities In agreement with the SLC GUAB team,

External Local Coordinator q Role and responsibilities In agreement with the SLC GUAB team, this role will involve the following: • Procuring resources required for GUAB facilitators. • Advertising and organising (and possibly delivering and evaluating) the Initial Facilitator • • • Training (IFT). Advertising and organising (and possibly delivering) Support and Development Sessions. Supporting facilitators to advertise groups. Managing a nomination system. Helping to identify co-facilitators and children to participate in groups. Keeping a record of GUAB group evaluation forms. Maintain a database of trained facilitators. Maintain a database of nomination requests and update this with assigned facilitators to track numbers of GUAB groups running. Providing ongoing support to local facilitators. Answering queries in relation to any aspect of Give us a break!

Trainer q Role and responsibilities This role will involve the following: • Liaison with

Trainer q Role and responsibilities This role will involve the following: • Liaison with the Local Co-ordinator to advertise, organise, deliver and evaluate the Initial Facilitator Training (IFT). • Liaison with the Local Co-ordinator to advertise, organise and deliver Support and Development Sessions. • Provide training evaluations to the local GUAB team for collation. • Provide ongoing support for local facilitators. • Answering queries in relation to any aspect of Give us a break! in your local area in your role as a Trainer.

Multi-agency approach Multi-agency trainers Regular Initial Facilitator Training events Increased number of children accessing

Multi-agency approach Multi-agency trainers Regular Initial Facilitator Training events Increased number of children accessing GUAB groups

Advertising the Initial Facilitator Training (IFT) q How to advertise: • Use GUAB Training

Advertising the Initial Facilitator Training (IFT) q How to advertise: • Use GUAB Training Flyer to recruit potential facilitators to attend IFT. • Initially a targeted group? • Then as widely as possible. • Council training calendar. q Generate ideas about how the IFT might be advertised in your area.

Advertising the Initial Facilitator Training (IFT) q IFT pre-requisites: 1. Applicants must be working

Advertising the Initial Facilitator Training (IFT) q IFT pre-requisites: 1. Applicants must be working within an organisation which has clear child protection policies and procedures. 2. Applicants must have agreement / support of their line manager to attend training and to deliver groups. 3. Applicants must be aware of and have time to commit to engaging young people in a GUAB group. q Training Flyer and Course Nomination Form.

Advertising the Initial Facilitator Training (IFT) q IFT registration • Course Nomination Form to

Advertising the Initial Facilitator Training (IFT) q IFT registration • Course Nomination Form to secure place on IFT to Local GUAB Co-ordinator (SLC through Corporate Resources). • Follow-up interested parties to clarify: o Is the course going to meet their learning needs? o Are they working with roughly the specific age range? o Do they have the capacity and commitment to deliver GUAB groups? q Maximum of 20 people at training q Excel spreadsheet (for External Local Coordinator)

Part 1: The Initial Facilitator Training (IFT) q Venue, breaks and catering. q Who

Part 1: The Initial Facilitator Training (IFT) q Venue, breaks and catering. q Who delivers the training. q Welcome email. q Sign in. q Room layout. q Instructional method. q Teaching and learning resources required. q Evaluation of training.

Part 1: The Initial Facilitator Training (IFT) q Additional responsibility for External Local Coordinator

Part 1: The Initial Facilitator Training (IFT) q Additional responsibility for External Local Coordinator will be to order materials for facilitators in advance of the IFT. This should include the procurement of: • GUAB packs. • GUAB bags. • GUAB leaflets, posters (and possibly pop-up banner). • GUAB certificates. • Strength Cards.

Part 2: Delivering GUAB Groups q Role of the Local Co-ordinator and Trainer to

Part 2: Delivering GUAB Groups q Role of the Local Co-ordinator and Trainer to give advice and support to advertise GUAB groups • School assemblies, parent evenings, etc. q Role of the Local Co-ordinator and Trainer to give advice about GUAB group nominations • Young person nomination form. • Guidance notes. • Excel spreadsheet (for Local Co-ordinator to track and record nomination requests and assignment of facilitators to groups).

Part 2: Delivering Groups q Strategic or practical support for the delivery of groups

Part 2: Delivering Groups q Strategic or practical support for the delivery of groups (role for the Local Co-ordinator). q Group evaluations (role for Local Co-ordinator) • Quantitative and qualitative feedback from participants, their parent/carer, and teacher. • Ongoing development and continuous improvement of GUAB. • Copy to Local GUAB co-ordinator. • Group registration form information can be added to Excel spreadsheet.

Part 3: Support & Development Sessions Role of Local Co-ordinator and Trainer: q Aims

Part 3: Support & Development Sessions Role of Local Co-ordinator and Trainer: q Aims of Support and Development Sessions. q How many to have • Facilitators must attend at least 1 to fully complete the IFT. q Topics • Flexible to meet needs of facilitators. • May involve support with any challenges faced. q Advertising. q Certificate of completion of Initial Facilitator Training.

Part 4: Quality Assurance q In order to quality assure the IFT you will

Part 4: Quality Assurance q In order to quality assure the IFT you will be delivering, we will be asking two things: 1. You, as trainers, to complete an evaluation questionnaire commenting on how you felt your first Initial Facilitator Training experience was. 2. Your first cohort of trainees to complete an evaluation questionnaire commenting on their experience of the Initial Facilitator Training.

Are you ready? 1 2 3 4 5 6 7 8 9 10 Not

Are you ready? 1 2 3 4 5 6 7 8 9 10 Not at all Very much so q How ready do you feel to deliver the GUAB IFT? q How confident do you feel about this? q What else do you need? q Any questions or comments?

Have your best hopes from the training been achieved?

Have your best hopes from the training been achieved?

References La. Fontain, R. , Garner, N. , & Boldosser, S. (1995). Solution focused

References La. Fontain, R. , Garner, N. , & Boldosser, S. (1995). Solution focused counselling groups for children and adolescents. Journal of Systemic Therapies, 14(4), 39 -51. Schoor, M. (1995). Finding solutions in a relaxation group. Journal of Systemic Therapies, 14(4), 55 -63. Selekman, M. (1993). Pathways to change: Brief therapy solutions with difficult adolescents. New York: Guilford. Sharry, J. (2007). Solution-focused groupwork (2 nd ed. ). London: Sage Publications Ltd. Uken, A. , and Sebold, J. (1996). The Plums Project: a solution focused goaldirected domestic violence diversion program. Journal of Collaborative Therapies, 4: 10 -17. Vaughn, K. , Hastings-Guerrero, S. , and Kassner, C. (1996). Solution-oriented inpatient group therapy. Journal of Systemic Therapies, 15(3), 1 -14.