I’ve been working on designing a short training session on recovery-focused communication for support-related workers who work with people in mostly supported living accommodation. While doing my research I came across a useful documents which highlights the ten components of recovery. The resource is bite-sized covering all ten components in just two pages. The ten components of recovery listed are:
- Individualized and person-centered
- Peer support
Click here to access the resource.
Soji works with a team of carers who support people that have various types of mental health conditions. The people being supported live with the carers. The carers do a great job of integrating the people they support into their own families and help them to live a better life with the aim of preventing them from going back to hospital and preparing them to be independent to live on their own. But the carers also need more support. Most of them don’t know enough about mental health and they are not given enough training either. Soji has decided to provide some support to them around mental health awareness in bite-size chunks. Continue reading
Earlier on when I started working as a learning and development advisor in a health and social care organisation supporting people with with mental health illnesses I attended a training course to learn about a recovery focused tool called recovery star. To implement the recovery star effectively we were also taken through what motivational interviewing (MI) is and how to use it with people. The group of us who attended the training were managers and people who would be involved in delivering training. Continue reading
Ahmed lives in supported living accommodation because he has a diagnosis of bipolar. He uses a combination of Lithium and Valproate medication which works for him, but he has to constantly monitor his blood to ensure that he has the right balance of the medicine in his body so as to manage any possible side-effects.
Angela his key worker can’t understand what all the fuss about monitoring Ahmed’s medication is about. As far as she is concerned, he must comply with his medication to keep him well and attend his blood checks as required. Ahmed knows that Angela doesn’t really understand his medication and wished that sometimes he could talk with Angela about the challenges he has with medication. That would be very helpful for him. Continue reading
Today Sherry is going to be running a short group learning activity on medication (see more background on why Sherry is doing this from the previous post here). When the team see the item, ‘group learning session on medication’, they wonder what it’s about. It also the first agenda item too. Kind of an ice breaker. To set up the activity, Sherry gives each person a copy of a short story titled, ‘Mike and medication’. The story features Mike talking about his personal experience with medication. Mike has schizophrenia and his main medication is an antipsychotic called ‘Risperidon’. He has also used antidepressants in the past. Mike gives an overview of what he sees as the benefits and drawbacks of using medication.
Sherry allows each person to read the story and afterwards writes down a couple of questions on flipchart where they can all see them. She splits them into two smaller groups of threes and a pair, gives each group flipchart paper and pens and allows them fifteen minutes to answer the questions. After fifteen minutes Sherry stops them and asks for feedback. Both groups feedback the answers to their questions. After their feedback, Sherry appreciates them for the work they did and concludes the activity by telling them that, I set up this activity to help us begin to discuss the importance of medication beyond just ensuring that each person takes their medication as required. I want you to understand how important medication is and the impact it can have on people, both positive and negative, so for the next couple of meetings we will do an activity to learn more about medication.
In my next post I will discuss, why staff need to have a good awareness of medication.
If you want to deliver a similar learning session as Sherry did to your team or a group of people, you can get already prepared resources for delivering the session here.
Sherry works in the same organisation as Ola (remember him? My fictional character from previous posts) as a supported living manager. She has a team of five staff supporting six people who live in the house with various mental health conditions. Her team consists of three experienced staff and two new people who are beginning an apprenticeship that will involve them studying for a level 2 qualification in health and social care.
While she appreciates the experience of the older team members, one of the areas of concern she has with them is medication administration and awareness. Of all the people living in the house only one person manages his own medication. The remaining five depend on staff for their medication. Sherry wants staff to not only administer medication correctly, but also for them to have a good understanding of the medicines each person takes, what they are for, their possible side effects and how best to help people to comply with their medication and where possible move them onto managing their own medicines.
Recently her team have made a number of medication related errors, most of them mainly administrative. She isn’t happy about this. Also she doesn’t want her newer staff to develop a nonchalant attitude towards managing people’s medication, an attitude she believes the more experienced staff have. Beyond putting people on medication training she’s looking for ways to develop a positive attitude towards medication among all her team members. How can Sherry do this? To start with she wants to run short group learning sessions during the team’s monthly meetings. She’s got a meeting next week and she’s come up with her first idea, which is to use the experience of Mike and his medication to communicate the importance of medication from the person’s perspective to staff, hoping they will see how important the way they handle people’s medication is.
We will see how Sherry runs the learning activity in the next post.
Let’s go back to Ola, the fictional supported-living housing manager I introduced a couple of days ago. Ola is very much interested in developing his team and realises that full day training courses and elearning may not always be the appropriate option for developing his team. Ola actually prefers on the job development and though he understands people sometimes need to come away from the job to learn, as much as possible he wants even that kind of learning to happen in the work envirinment. Ola has a habit of running short learning activities during his team’s monthly meeting and for the past two meetings he has concentrated on refreshing the team’s knowledge around schizophrenia. This is important because everyone they support in the home has a diagnosis of schizophrenia. Today Ola wants to concentrate on discussing some of the more common symptoms of schizophrenia and he’s come up with an exciting way to do that.
Since schizophrenia symptoms are classified as either “negative” or “positive”, he has compiled a number of symptoms which fall into both classifications and written them on cards, one symptom per card. He has also created two header sheets labelled “Positive” and “Negative”. He splits his team into two groups and hands each group a pack of symptom cards and header sheets. He tells each team to arrange the symptom cards under the right header. Ola gives them 10 minutes to do this activity.
After 10 minutes he stops them and together they go through all the symptom cards identifying whether they are negative or positive symptoms. Ola also uses this opportunity to facilitate a discussion on any of the symptoms they discussed that may be prevalent in the people they work with.
Through this activity Ola was able to raise the awareness of his team about common schizophrenia symptoms.
If you want to do what Ola did with his team or group of people then you can get already prepared resources, which include symptom cards, header labels and notes to facilitate the session here.
Here I discuss the last idea you can use to turn a three-minute video into a group learning resource. You can read about the other ideas here and here.
For this learning idea just keep it really simple:
- Play the video for the group to watch
- After they’ve watched it, ask them, what new things did you learn from the video?
- Allow people to give their answers.
- Ask another question, how can you apply some of what you learnt to the people you work with?
- Again allow them to give their answers.
- Finally, ensure that everyone has something to take notes with and tell them to complete this statement, as a result of watching this video I will……
- They should complete the statement with one thing they will do on their job based on the lessons they’ve learnt from the video.
There it is, three ideas to transform a three-minute video into a group learning tool. These ideas can easily be used in team meetings to run a micro-learning session. Expect more of these ideas in future posts.
In my last post I wrote about a short but informative video introducing schizophrenia which I came across on the Royal Society of Psychiatrists website. While the video is great as a stand alone learning resource for learning the basics of schizophrenia, it can also be used as a group learning resource.in my previous post I shared an idea on how to use the video for group learning. I will share another idea here and a third in my next post.
Idea two – identify answers from the video
- Split your team or group into smaller groups of maybe two or three people per group.
- Tell each group to write down these questions: What is schizophrenia? What are some of he key symptoms of schizophrenia?
- Tell them that you are going to show them the video. They should watch it and use information from the video to answer the two questions they wrote down.
- Show the video.
- Give them 10 minutes to answer the questions.
- After 10 minutes stop them and allow each team to feedback their answers
Doing this will allow your or group to glean some basic information about schizophrenia. I will write about my final group learning idea in the next post.
In my last post which you can read here I introduced a three minute video on schizophrenia which can be used to learn about what schizophrenia is and some of it’s main symptoms. You can access the video here. In this post I will discuss three ideas to use that three minute video as a resource for develop a group learning activity for a group or team of people.
Idea one – watch and present
- Get each person in the group to wastch the video before they come asnd write down a summary of what they learnt from it.
- Get all of them together in s group and ask everyone to say one thing they learnt from the video.
- As they all say thgthge one thing they learnt write it down in flipchart paper.
- After they finish reasreasd back to them the lessons they presented.
- Discussing the video in this way will help them remember some key points from the video.
In my next post I will discuss the second idea.