This resource aims to provide a complete program to train people who are expected to support others experiencing bereavement and other emotional trauma.

Full Description:   

This training manual is designed to enhance counseling skills, deepen self awareness about loss related issues, enable participants to share personal experiences, identify relevant resources that will support and inform participants.

This resource also provide a complete program to train people who are expected to support others experiencing bereavement and other emotional trauma. It features an explanation of the learning methods and ethical issues, role-playing exercises, and easy-to-use course materials for the facilitator.

The course confronts the fear of mortality, promoting self-awareness and self-nurturing in carers to prepare them for the pain, fear, anxiety and anger of those who have been abused or grieving, and will help to develop the skills that enable caregivers to fulfill their tasks. Included is a lesson plan devoted to exploring spirituality.

Title: What do we mean by loss?

Time: 1:30 p.m.

Timing: 15 minutes

Aims:
• For people to share their perception of loss and grieving
• Energizing
• To generate as many ideas as possible in a short time

What you need: Flip-chart and marker pens

What to do:
1. Outline the aims of the activity
2. Outline the rules of brainstorming.

   Brainstorming Rules:

   Invite ideas, from the group, in the form of short phrases or single words.

   These are written down verbatim on the flip-chart. Every contribution is accepted and no one comments on them. Lateral thinking is welcome and often stimulates a burst of new ideas. The collaborative nature of this activity helps in the process of forming the group.

3. You may wish to invite a volunteer to scribe for the group.
4. When no further ideas are offered, invite comments and observations on the scope of the ideas generated.

282 pages; 8 1/2 X 11;soft bound

ISBN:

How it started
• How it developed
• The Package
  -Aims
  -Structure

Part I: Learning to Help People Live Through Loss

The learning method
• The learning environment
• Principles underlying effective experiential learning practice

Voluntary and active participation
• Choosing to participate
• Reluctant attendance
• Accommodating participants' choices
• The right to opt out

Learning by making mistakes

Taking responsibility for one's own learning

Participants are equals
• The physical representation of equality
• Overcoming hierachies
• Facilitators are equal members of the group

Learning by co-operating and sharing

Fun and pain in learning

Creating the learning environment: A summary of the trainers' role

Working with Groups

Tuckman's (1965) model of group life
• Forming
• Storing
• Norming
• Performing
• Ending

A creative approach to difficulties
• Some difficulties associated with group life
• Whose difficultly is it?
• How should the trainer react
• When a trainer reacts inappropriately
• If the group is responsible for its own learning, why does the trainer feel that she is wading through syrup?
• Challenging and responding
• Keep tuned in to the group process
• Meeting the group's needs
• Persistent 'difficult' behavior by a group member

Group cohesiveness

The elements of the course
1. Information
2. Skills' development exercises
3. Self-awareness exercises
4. 'Looking after ourselves'
   Safety
   Processing
   Centering
   Relaxation

Support structures
• Support for trainers
• Structues that help participants to support themselves
• Trainers support for participants

Stages on experiential learning
• Stage 1: Introduction to a session
• Stage 2: Explanation of an exercise in a session
• Stage 3: Performing an exercise
• Stage 4: Processing, reflecting on and sharing an experience
• Linking new learning to professional practice and personal life
• State 6: Applying learning on professional practice and personal life
• Stage 7: Evaluation of learning

Balancing challenge and support

Role-play as a tool in experiential learning

Trainers have needs, too
• Maintaining and improving skills
• The 'Alter Ego Game"

Practical steps in course planning
• Sharing the planning
• Choosing a venue
• Publicizing the course
• Application forms
• Timing and circulation of advertising materials
• Constructing the program
• Selecting and notifying participants
• Equipment and materials
• Final planning
• Reviewing the course

Part 2: Course Program and Lesson Plans

Day I
• Program for day 1
• Lesson plans for day 1
  LP 1.1 Welcom and introductions
  LP 1.2 Centring
  LP 1.3 Getting to know each other
  LP 1.4 Sharing expectations
  LP 1.5 What do we mean by loss?
  LP 1.6 The grieving process
  LP 1.7 Responses to loss -feelings and self-awareness
  LP 1.8 Paired support
  LP 1.9 Looking after ourselves and summarizing the day

Day 2
• Program for day 2
• Lesson plans for day 2
  LP 2.1 Introduction to the day; learning review
  LP 2.2 Centring
  LP 2.3 The hidden child
  LP 2.4 Recalling our "hidden child'
  LP 2.5 Writing Role-Plays in threes
  LP 2.6 Paired support
  LP 2.7 Looking after ourselves and summarizing the day

Day 3
• Program for day 3
• Lesson plans for day 3
  LP 3.1 Introduction to the day and review of learning
  LP 3.2 Centring
  LP 3.3 Helping children grieve
  LP 3.4 Responses to loss - drama triangle
  LP 3.5 Demonstration role-play
  LP 3.6 Practising skills learned; group feedback from skills practice
  LP 3.7 Paired support
  LP 3.8 Looking after ourselves(relaxation); summarizing the day

Day 4
• Program for day 4
• Lesson plan for day 4
  LP 4.1 Introduction to the day; review of learning; centering
  LP 4.2 Mini-lecture -stages of grief; video (optional)
  LP 4.3 Giving and receiving support (optional)
  LP 4.4 Working with feelings(optional)
  LP 4.5 Warm-up - 'fruit salad'
  LP 4.6 Practicing skills learned
  LP 4.7 Looking after ourselves (relaxation) summarizing the day

Day 5
• program for day 5
• Lesson plans day 5
  LP 5.1 Introduction to the day; review of learning; centering
  LP 5.2 Managing change
  LP 5.3 Exploring spirituality
  LP 5.4 Taking course learning back to the work place
  LP 5.5 Course Evaluation
  LP 5.6 Closing exercise

Follow-upday
• Lesson plans for follow-up day
  LP F.1 Welcome and centering
  LP F.2 Feedback in groups and large-group feedback
  LP F.3 Discussion of issues raised
  LP F.4 Ending

Additional lesson plans
1. Getting to know each other
2. Exploring loss through creative writing
3. Reflecting on death
4. Impact of loss
5. Setting up a staff support group
6. Setting up a bereavement support group
7. Allegations of abuse; confidentiality
8. Working with parents of grieving children
9. Looking at love

Part 3: Facilitators' Materials

Preparing for the course
• FM 1 Group skills checklist
• FM 2 Daily record forms
• FM 3 Exercise: Co-trainer dialogue

Running the course
• FM 4 Johari window; trainers guide
• FM 5 Feelings: their purpose and distortions
• FM 6 Example of a role-play in three parts
• FM 7 The Karpman (or drama) triangle (1): diagram
• FM 8 The Karpman (or drama) triangle (2): trainers guide
• FM 9 Experiential learning progression : a trainers' guide
• FM 10 The grief process
• FM 11 Setting goals

Additional materials
• FM 12 Offering physical support
• FM 13 Poeams and songs: an introduction
• FM 14 Poems
• FM 15 Songs
• FM 16 Sample leaflet

Part 4: Participants' Materials

Materials for the structured course
• Day 1
  PM 1 Professional and ethical guidelines
  PM 2 Sharing expectations worksheets
  PM 3 Johari window
  PM 4 Feelings: their purpose and distortions
  PM 5 Constructive use of feedback
  PM 6 Looking after ourselves

  Day 2

  PM 7 The Hidden child

  PM 8 What is child abuse?

  PM 9 What is child abuse? Activity descriptions

  PM 10 How to write a role-play senario

  PM 11 Head and neck massage

  Day 3

  PM 12 Listening (poem)

  PM 13 An adult remembers a childhood experience of hospital

  PM 14 Talking to bereaved children

  PM 15 The Karpman (or drama) triangle

  PM 16 Guidelines for counseling practice

  PM 17 Experiential learning progression

  PM 18 Breathing and the stress connection

  Day 4

  PM 19 Responses to bereavement

  PM 20 Working with feelings

  Day 5

  PM 21 Spirituality (Poem)

  PM 22 Change (exercise)

  PM 23 Spirituality (Statements)

  PM 24 Spirituality(some definitions)

  PM 25 One definition of spirituality (with examples)

  PM 26 Setting goals

  PM 27 Evaluation form

  Follow-up day

  Pm 28 Retospective evaluation form

  PM 29 Excerpt from 'Return to Love' M. Williamson, 1992

• Materials for use with additional Lesson Plans
  PM 30 Reflection on death (exercise)
  PM 31 Impact of loss (exercise)
  PM 32 Staff support goupd (guidelines)
  PM 33 A bereavement support group for clients (1: exercise)
  PM 34 A bereavement support group for clients (2: guidelines and an examle)
  PM 35 Allegations of Abuse: confidentiality(exercise)
  PM 36 Seven stages of transition (information)

  Extra materials

  PM 37 How much support do you have?

  PM 38 Supporting adult survivors of child sexual abuse (guidelines)

  PM 39 Understanding why people harm themselves (information)

  PM 40 Please hear what I'm not saying (centering)

  PM 41 Advanced directives (information)

  PM 42 Medical Power of Attorney (example)

  PM 43 Living Will (example)

  Structured Role-Play

  PM 44 Role-play 1: Adult recall of child sexual abuse

  PM 45 Role-play 2: a student who has received bad news from home

  PM 46 Role-play 3: bereavement after a happy marriage

  PM 47 Role-play 4: health problems two years after a bereavement

  PM 48 Role-play 5: a man with terminal illness plans big changes

  PM 49 Role-play 6: a child is dying of Leukaemia: father opts out

  PM 50 Role-play 7: a gay man dying of AIDS has plans to make

  Alternative evaluation forms

  PM 51 Alternative evaluation form (1)

  PM 52 Alternative evaluation form (2)

Part 5: References, Further Reading and Resources

• References
• Further reading
  Young children and death
  Young children, child abuse and strangers
  Older children and death
  Older children, sexual abuse and violence
  People working with bereaved children
  People working with abused children
  People with disabilities
  People suffering from terminal illness
  People who are bereaved
  Counseling and group work: practice, training and background reading
  Physical, sexual, ritual, cult and satanic abuse

  Resources

  Games

  Teaching/learning packs - Living with progressive disease, Bereavement, Violence, Counseling skills, AIDS

  Videos - Violence, Living with illness and Disease, Bereavement, Isolation

  Organizations - Cancer support, Counseling, Bereavement, Violence, Others

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