facilitating groups welcome - day one. welcome trainers name 1 name 2 housekeeping

Facilitating Groups Welcome - Day One

Welcome Trainers Name 1 Name 2 Housekeeping

Care for the Family Care for the Family is a national charity which aims to promote strong family life and to help those hurting because of family breakdown. Our focus is onMarriage and couple support Parenting support Bereavement support Clip

We want every parent in the UK to have access to high quality parenting courses that will equip, encourage and support them through their various stages of parenthood. It is our passion to see mums and dads not only survive, but thrive as a parent. Our vision

Our approach Parent to parent, not expert to parent Relationship-based and preventative Sharing the journey alongside parents, giving practical guidance Accessible, visual and user-friendly Evidence-based in all that we do

What we do We train people to be effective parenting facilitators We produce a range of parenting courses We deliver workshops and courses for parents We work with passionate people

Learner handbook Information on the training and accreditation Contains notes - on all assessment criteria - guidance on evidence needed for accreditation At the back- booklist & useful websites - worksheets - evaluation form Put your names on them!

Introductions Introduce yourself briefly to the group Share any current experience of working with groups

Aims of this training To develop essential facilitation skills To provide underpinning theory and knowledge related to group work To give an opportunity to practice facilitating in a small group Essential element in becoming a Care for the Family Licensed Facilitator

Learning Outcomes Learner Handbook p 15 - 16

National Occupational Standards NOS are nationally agreed statements of competence which describe what an effective worker does and needs to know Work with Parents NOS 2011 Learner handbook p 7

Becoming a licenced facilitator: Core licence journey Learner Handbook p 8 I want to run a parenting course in my community Working with Parents 2 days Facilitating Groups 2 days Core licence to run: The Early Years The Primary Years The Teenage Years Dads

Specialist licence journey Learner Handbook p 8 I want to support parents with specific needs in my community Specialist licence to run: Children with Special Needs How to Drug Proof Your Kids Quidz In Familiarisation day 1 day Core licence

Accreditation information Accreditation is OPTIONAL It costs an additional 120 you will be invoiced Gives 6 credits at Level 3 through the Open College Network (OCN) At the end of this training you will need to have decided and signed the OCN registration form Learner handbook p 10

Parent Support Network Volunteers The accreditation is assessed through a written portfolio of work. Your accreditation will give you six credits at Level 3 with the Open College Network. Accreditation

Your learning, growth and understanding of different topics Past Present Future This Training Group Learner handbook p 13-14 & 67 Reflective Practice Reflective Log

How does your learning on this training link to your past learning or any experience of working with groups? Past

Reflective Practice Reflective Log What are your feelings and thoughts about the group experience during this training? Present This Training Group

Reflective Practice Reflective Log Will your learning here change how you work with groups or, possibly, in your personal life? Future

Programme for today 9.30 - 11.00Ground rules / identifying needs & aims 11.00 - 11.15Coffee 11.15 - 12.45Limitations as facilitators & professional boundaries Sourcing a parenting course 12.45 - 1.30Lunch 1.30 - 2.45Theories of Adult Learning 2.45 - 3.00Tea 3.00 - 3.45Delivery Methods and Active listening 4.00 - 4.30Accreditation

You may be wondering What is this training all about? What will I have to do? How will I get on with other group members? Why am I the only man/woman? Im feeling left out! People on a course will feel the same

Parallel Process Parallel Process helps us understand how people might be feeling in a group We will be mentioning it from time to time Not all activities on this training are a parallel process to working with groups Good to refer to in your Reflective Log Learner handbook p 14

2.2 Ground rules and confidentiality Learner Handbook p 32

2.2 Assessment Criterion Explain how ground rules for the group are agreed, including rules of confidentiality Reflective Log

Ground rules What ground rules do we want for this group?

Some suggestions Respect Its OK to disagree with whats said Its OK to pass Only share to the level you are comfortable with Let us know if you cant come How to handle it if you get upset

Why have ground rules? Promotes ownership of the group Encourages group to function in a respectful and empathetic way Pre-handles potential difficulties (e.g. conflict or distress) Models parental role Defines limits and boundaries (e.g. confidentiality) Need to be displayed at each session for reference

What must be kept confidential? Specific children i.e. any difficulties Family issues Childhood experiences Personal beliefs and attitudes Shared experiences in the group

Safeguarding Although confidentiality is discussed when Ground Rules are being made, it cannot be promised if a child or adult might be at risk of significant harm Facilitators must be aware of the possibility of abuse and know who to tell and what to do if theyre concerned about the safety of either a child or adult Care for the Family expects its licensed facilitators to have received training on Safeguarding

2.2 Portfolio evidence Reflective Log (200 words) How were/are ground rules introduced and used on the training/in your own work? How will you set ground rules with groups of parents in the future? Explain how you would raise a safeguarding concern in your setting. Learner Handbook p 32

3.1 Identifying group members needs Learner Handbook p 35

3.1 Assessment Criterion Explain how to identify the needs of a group of adults Reflective Log

A useful grid GIVES GETS (Expectations) GHASTLIES GROUND RULES

What do parents have to give? Unique personality and qualities Different life and family experiences The ability to listen to / encourage each other

What concerns might parents have (ghastlies)? What they may be expected to do in the group What the future holds for their family

Activity In small groups: 1. What are the key topics you need to cover in a parenting course? 2. When parents come on a course what expectations might they have? 3. How do you find out what your parents actual needs are?

What do parents hope to get? To get on better with their children Practical ideas Feel less stressed / have less shouting That theyre not on their own Friendship It will be helpful to let parents know that Attending a course in itself does not change their problems Change takes time!

Parents needs Notes from referral agency Pre course letter asking for topics of interest Pre course questionnaire Home visit First session ask for issues / concerns Verbal Written

3.1 Portfolio evidence Reflective Log (200 words) Why is it important to identify the needs of parents in a group? How would you identify a groups needs before/during the sessions? How will this change your future work in groups? Learner Handbook p 36

3.2 Agreeing aims to meet needs Learner Handbook p 36

3.2 Assessment Criterion Explain how to agree group aims and objectives and gain agreement on group priorities that meet needs Reflective Log

Aims and needs Aims and needs need to be linked Your aim may not be the same as those of the group With a formal programme aims are often set In a support group the aims will need to be agreed

Enabling change A model of change Learner Handbook p 37

Enabling change Learning involves change and change is not always easy! Introducing different ideas can be a challenge to a persons key beliefs. This model of change can help you understand where a parent has got to both in terms of them being aware of the need to change and whether they are making those changes in their life or not

Enabling change Facilitators need to: act in partnership with the parent and this involves being respectful of them and their views work with empathy and a clear understanding of the persons views look for change for the benefit of the parent and child

Pre-contemplation Unaware of need to change Maintenance Maintaining new behaviours Reaching goals Relapse Action / Will power Taking small steps to change Preparation and Determination Resourcing change Contemplation Recognise need for change A model of change

3.2 Portfolio evidence Reflective Log (200 words) Why is this important? How do you/ would you do this? How will this change your future work in groups? Learner Handbook p 38

2.3 Roles and responsibilities Learner Handbook p 33

2.3 Assessment Criterion Explain how roles, responsibilities and timescales are agreed Reflective Log

Roles and responsibilities It is important for the facilitator to establish why the group of parents is meeting ie to attend a parenting course meeting as a monthly support group Parents will feel more relaxed and safe if they know who is leading the group what they might expect to have to do in the group or at home how long the meeting or course is

Facilitator Support Encourage Establish what the group is there for Keep the group on track Create a learning environment Communicate hope Manage the boundaries Deal with difficulties Model the parenting role Signpost to other sources of help

Parents Regular attendance Letting the facilitator know if they cant come Punctuality Showing respect and kindness Listening to each other Getting stuck in (you only get out what you put in!) Persevering when the going gets tough Deciding on speakers or agencies they want to hear from Communicating what they need help with

Time-scales Length of each session Time of day you may want to negotiate this Length of whole course Comfort breaks

2.3 Portfolio evidence Reflective Log (200 words) Why is agreeing this in a group important? How might this process be different between parents attending a parenting course and a self support group for parents of children with special needs? How will this change your future work in groups? Learner Handbook p 33

COFFEE Please be back ready to start in 15 minutes

Accreditation Learner Handbook p 10

Why do the Accreditation? Accreditation is OPTIONAL What benefits are there? Professional development Personal learning Understanding theory How theory relates to your experience Reinforces your learning What you do / will do with groups

Meeting Assessment Criteria Attendance (80%) Participation in sessions A portfolio of evidence meeting the Assessment Criteria Portfolio Submission Date Thursday 3 rd July

Tracking Sheets (Accreditation only) Shows- the Learning Outcomes - the Assessment Criteria Portfolio evidence must cover each Assessment Criterion The assessment criteria are NOT covered during the training in the numbered sequence Learner handbook p 61 - 63

Worksheets Worksheets are included at the back of the Learner handbook They are also available, along with other documents, to download by going to: www.careforthefamily.org.uk/facilitating-groups-learner- support Learner handbook p 11

Portfolio criteria guidance Weve included guidance for learners on the evidence you can include that will meet each assessment criterion we have put this guidance in the Learner Handbook at the end of the notes on each separate criterion For an example see 2.2 Learner Handbook p 32

Reflective Log : For everyone! Keep a Reflective Log its part of Reflective Practice e.g. your thoughts, feelings, learning of ALL THE SESSIONS Do this as you go along Mark the Assessment Criteria on your notes if you are doing the Accreditation

Where learning takes place During the training course Outside of the course Some topics have extra material in the Learner Handbook

Questions on Accreditation There will be a slot at the end of the day for more questions You can talk with us during lunch or any of the breaks

1.3 Professional boundaries Learner Handbook p 25

1.3 Assessment Criteria Explain the importance of setting and recognising boundaries when developing professional relationships Reflective Log

Boundaries Being clear from the beginning about what is on offer can help prevent confusion and misunderstanding along the way. Its a balancing act between being professional and acting as if you were a friend.

Boundaries In small groups Discuss the questions in the handbook Learner Handbook p 25 -26

Self disclosure An important part of professional boundaries is how much the facilitator tells the group about themselves and their own life and experiences. Learner handbook p 26

1.3 Portfolio evidence Reflective Log (200 words) What are the key reasons for having professional boundaries as a facilitator? How have you found self-disclosure to be useful in a group? In your setting what do you consider to be appropriate availability? How will this change your future work in groups? Learner handbook p 26

2.1 Limitations and constraints Learner Handbook p 31

2.1 Assessment Criteria Explain the limitations and constraints of own role as facilitator Reflective Log

Expectations As a facilitator Are your expectations realistic? What about the expectations parents have of you as the facilitator?

Limitations and constraints Do we know everything about everything? Can we promise to solve every or any problem parents bring? How much time can we give to this? Will we always give the correct advice? Will we get on with everyone?

2.1 Portfolio evidence Reflective Log (200 words) What are realistic expectations for you in your facilitator role? How will this change your future work in groups? Learner handbook p 31

3.4 Sourcing group materials Learner Handbook p 41

3.4 Assessment Criterion Explain how to source appropriate resources and judge their importance in supporting the group Worksheets2 worksheets (3.4 Sourcing a parenting course) Only 1 can be from Care for the Family Learner Handbook p 70 Reflective Log

What works? People want to know if a course works consistently in groups and produces good outcomes for parents and children Usually called an evidence based approach What a course claims will happen to parents should happen to them Its also about making sure that they get value for the money theyve paid out to train for the course!

Selecting materials Target group - who is the course aimed at ? Is there a specific cultural need? What are the key principles and theories in the course? Are the delivery methods interactive? Whats covered on the course? How is the course evaluated? Do the course materials and delivery fit with the group of parents you are going to work with? Time Out for Parents The Early Years Learner Handbook p 43

3.4 Portfolio evidence 2 x Worksheets (p 70) Complete both worksheets (only 1 parenting course from Care For the Family) Reflective Log (200 words) What did you learn about sourcing resources for groups? How will this change your future work in groups? Learner handbook p 43

LUNCH Please be back ready to start on time

1.4 How adults learn Learner Handbook p 26

1.4 Assessment Criterion Explain ways in which theories of how adults learn can be applied to work with groups Written essay 1000 words

Emotional influences on learning These might include: Previous learning experiences being poor, boring or uncomfortable Low self-esteem and lack of belief in ability to learn or change Fear of being criticised Personal baggage, for example a recent annoying event

Learning Cycles Adults can learn from their experiences and there are a number of different learning cycles that try to explain how this happens They can help us work out where someone may have got stuck for example, talking about an issue but then not carrying through with making changes

Kolb - A learning cycle ExperienceReactReflectAnalyseAct

Kolb What happened? How did I feel? What was going on? What will I do next time?

Visual-Auditory-Kinaesthetic V isual learners prefer seeing things e.g. pictures, diagrams, text, films/DVDs, flipcharts, handouts A uditorylearners prefer listening and speaking, e.g. discussions, question and answer sessions and lectures K inaesthetic learners prefer hands on activities involving movement touching, holding, doing, and like role plays, demonstrations and simulations Learner Handbook p 27

Learning Styles Honey & Mumford Activist Reflector Theorist Pragmatist Learner Handbook p 28

Learning Styles Learners develop a preference for one or two learning styles It helps facilitators to understand how to create better learning opportunities for others

What is your learning style? Complete the Learning Styles Questionnaire Learner Handbook p 68 When everyone has finished well talk you through how to fill in the last column Then complete the section at the bottom of the Questionnaire

What is your learning style?

Activity In your groups Design a garden in 5 steps Use flipchart paper and pens You have 10 Minutes

Activists learn best from activities where There are new experiences / problems / opportunities from which to learn They can involve themselves in short here and now activities They have a lot of limelight / visibility They are thrown in at the deep end with a task they think is difficult They are involved with other people Activists learn least from, and may react against, activities where learning involves a passive role

Reflectors learn best from activities where They are allowed to watch and think over activities They are able to stand back from events and listen/observe They are helped to exchange views with other people They can reach a decision in their own time without pressure or tight deadlines Reflectors learn least from, and may react against, activities where they are forced into the limelight and forced into doing something without warning

Theorists learn best from activities where They have time to explore methodically the associations between ideas, events and situations They are intellectually stretched They are in structured situations with a clear purpose They are offered interesting ideas even though they are not immediately relevant Theorists learn least from, and may react against, activities where they are pitched into doing something without a context or apparent purpose

Pragmatists learn best from activities where They are shown techniques for doing things with obvious practical advantages They are exposed to a model they can copy They are given immediate opportunities to use what they have learnt They can concentrate on practical issues Pragmatists learn least from, and may react against, activities where the learning is not related to an immediate practical application

With this in mind, when planning parenting courses, what do we need to consider?

1.4 Portfolio evidence Essay (1000 words) 4 Photos of the garden plan activity Learning style questionnaire (page 68) Give a brief overview of the theories (approx 200 words only) Give an example of a parent using the Kolb model to help them resolve a situation What did you learn from the Garden Plan activity about how you and others learn? How will this change your future work in groups? Learner handbook p 29

3.3 Delivery methods Learner handbook p 39

3.3 Assessment Criterion Explain how to use an approach and method of working that best matches the characteristics of the group Completed worksheet Learner Handbook p 69

Knowing your group Weve already explored: the needs of the parents coming on a group adult learning styles Knowing the needs and understanding learning styles will help the facilitator look at a range of activities that will help parents be engaged in the course

Delivery methods Icebreakers Whole group discussion Pair work and small group discussion Lectures and information giving Worksheets Games Learner Handbook p 39 - 40 Questions and answers Case studies DVD and TV Role Play Demonstrations Home activities

Activity In small groups Read through the list of delivery methods Learner Handbook p 39 - 40 Fill in the Worksheet Learner Handbook p 69

3.3 Portfolio evidence Worksheet (page 69) Complete the worksheet showing a range of delivery methods and why you would use them in that situation Please use full sentences (not bullet points) Learner handbook p 40

T E A Please be back ready to start in 15 minutes

Session Delivery 3.5 Reviewing how you work with the group Learner Handbook p 44

3.5 Assessment Criterion Review and revise own strategy and approach to the group Reflective Log Lesson PlanLearner Handbook p 71 Record of Group ProgressLearner Handbook p 72

Delivering a session Practising skills in a safe, supportive environment It is all about the experience The group act as a group of parents attending a course (NOT professionals) 15 minute facilitation ONLY!

Session Set the room up Get yourself ready Run your session Feedback self peers tutor Fill in written Feedback forms Next person sets up room...

Model for feedback The tutor will ask you after your session: How did you feel before the session? How do you feel now, at the end? Tell us what you did that worked well. Is there anything you would do differently next time? The group will wait until after your feedback. Then your peers and the tutor will give their verbal feedback

Lesson Plan Work out what you will do in your session Introduction Activity Summary How long will each part take to do? How will you assess how well each part has gone? Learner Handbook p 71

Record of Group Progress Overall impression Attendance Is there anyone you need to contact? Group participation Do you need to make any changes for next time? Understanding and practice Does the group understand the topics? Learner Handbook p 72

Assessing your session Part of reflective practice is thinking about how well each part of your session worked with the parents. Are parents learning? Did the topic meet the groups needs? You can assess learning by Listening to pairs and group discussions

3.5 Portfolio evidence Reflective Log (200 words) Lesson Plan (page 71) Record of group progress (page 72) Review the session you delivered on the training: What was your strategy for the session you delivered? Was the content and level of the session appropriate? Did the delivery methods work? How will this change your future work in groups? Learner handbook p 31

Session Delivery 4.2 Evaluating yourself as a facilitator Learner Handbook p 47

4.2 Assessment Criterion Evaluate own effectiveness as a group facilitator, suggesting modifications as appropriate Reflective Log Feedback Form x 3Learner Handbook p 73 - 77

Personal Qualities What do you do that helps a group feel safe? What can you reveal about yourself that will help the group talk? What are the values, attitudes and beliefs that help you in this work? Are there any beliefs that might make it difficult for you to work with some people?

4.2 Portfolio evidence Feedback Form x 3 (page 73 - 77) Reflective Log (200 words) What qualities do you have that are useful when working with groups? Did these help in the session you delivered on the training? What areas would it be helpful for you to develop in as a facilitator? How could you do this? (For example, more training/reading/watching DVD/attending a workshop or conference) How will this change your future work in groups? Learner handbook p 48

4.3 Active Listening Learner Handbook p 48

4.3 Assessment Criterion Explain the importance in group work of listening actively and encouraging communication Reflective Log

Key principles of partnership Self Awareness Power Sharing Good Communication Respect

Listening exercise In pairs: One to be A the other B A to shut their eyes and think of a situation that annoys them!

Instructions for B Your partner will talk to you about something they find annoying As soon as you can tell them what they should do about it Try and solve the problem as quickly as possible Assume you know all the answers and they dont know anything!

Feedback How did that feel? What are the dangers in fixing a problem? for a facilitator for a parent

Dangers of Fixing Encourages reliance on the practitioner Disempowers the other person Implies you are the expert You may not be right! Your advice may not work! They may not understand your solutions!!

Active listening Means to listen for meaning Listener checks that a statement has been correctly heard and understood The goal is to improve mutual understanding Learner Handbook p 49

Empathy The ability to put yourself into someone elses shoes and see a situation the way they see it. Parents are more likely to LISTEN when they feel that they have been UNDERSTOOD!

How might a parent feel when? Their 7 year old is accused of bullying another child Theyre having trouble accessing their 10 year old son because their ex keeps changing the arrangements Their teenager has been suspended from school A local youth has been stabbed with a knife and they know their 15 year old carries one

Summarising Reflecting back the main points of what someone has said It is valuing the speaker Enables them to clarify their thoughts Enables you to check if you have understood their situation correctly

Drawing out discussion Sit so that everyone can see each other Eye contact (if culturally appropriate) Look round at the whole group Use open questions Dont let one person dominate Draw out specific examples Flipchart and acknowledge every contribution Avoid value judgements Summarise every so often

4.3 Portfolio evidence Reflective Log (200 words) What effect does it have on the talker when someone tries to fix their problem? How does it feel when you are properly listened to? What is good communication? How will this change your future working with groups? Learner handbook p 50

2.4 Confidence and contributing Learner Handbook p 34

2.4 Assessment Criterion Explain strategies and techniques to raise the confidence of group members and help them contribute to the group Reflective Log

Confidence When facing problems our self esteem and confidence may be low When confidence is higher we are more likely to tackle issues and also remain calm and hopeful Key message youre not the only one Create opportunities for the group to share any successes they have had either now or in the past

2.4 Portfolio evidence Reflective Log (200 words) Why is this important? What techniques do you/ would you use? How will this change your future work in groups? Learner handbook p 35

Review of today Ground rules Group needs and aims Limitation as a facilitator and professional boundaries Sourcing a parenting course Adult learning Delivery methods Communication and active listening Confidence and contributing

Portfolio work Reflective Logs1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.4, 4.3 Written essay1.4 Adult Learning Worksheets3.3 Delivery Methods 3.4 Sourcing a parenting course Photos1.4 Garden Plans Learning Style1.4 Questionnaire

Questions on accreditation Guidance on each assessment criterion is included in the Learner Handbook As tutors, we are happy to answer questions either during the training or by phone or email. Learner Handbook p 10 - 14

Day 2 We look forward to seeing you tomorrow Please arrive for coffee from 9.00am Our first session will start at 9.30 am

facilitating groups welcome - day one. welcome trainers name 1 name 2 housekeeping

Documents

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day core licence slide

learner handbook information

family care

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