LEVEL 3 TRAINING
TREINAMENTO DE NÍVEL 3
LEVEL 3 | THEME Kusimbisa Strengthening | TIMING | CONTENT & COMMUNICATION | TOOLS & MATERIALS |
Introduction | 10 min. | Trainer says: “In this L3 training we are building on from the L1 & L2 training which were focused on kuvhura pfungwa/ opening the mind and then kusimudzira/ uplifting. We will now go on to focus on what we at Friendship Bench call Kusimbisa- strengthening.” | Trainer As above + Unique ID for level 3 support and resources. | |
Level 3 (16 hours 2 days) | Using the summary to find a solution (L1 summary recap) | 15 min. | Trainer says: “In this L3 training, we want to take our clients into their own learning and empowerment phase by working with them on how to find their own solution using the problem summary we worked on previously as a starting point” Question to participants: “Let’s recap about the summary first. What are the key components of the SUMMARY and what makes a good SUMMARY?” Go to flip chart / zoom/ mentimeter Get a participant to list key components of a summary and what makes a good summary. Summarise back to the group what they are Trainer goes on: “I will give a brief overview from the L1 lessons about a good summary for those who need it. If you didn’t take sufficient notes then now is your time to catch up! A good summary always seeks to understand the person and their context it will NOT INCLUDE judgemental words or disrespectful language it is reflected back with empathy shares the main challenges (the more shared the better but if too many remember the rule of 3) | Trainer Notes Participants Trainee Handbook Notepads & pens |
Finding a solution to a single problem first step BRAINSTORMING Weighing Pros & Cons from a List Select ONE solution from the BRAINSTORM | 30 min. | Trainer says: “Then in Level 2 we talked about identifying a single problem to start working on. In Level 3 we are going to look at how to come up with a solution to the problem. Once a single problem is identified (by the client) we say to them, ‘What will change when this problem is solved?’ and we LISTEN to what the client says.” Group activity: “As we have been doing, let’s pair up and practise this step of identifying a single problem and asking the client the question, ‘what will change when this problem is solved?’. So, we start from the beginning, a speaker and listener, one shares their story, the listener actively listens, reflects back and summarises what they have heard, a single problem is selected by the speaker (client) to start working on and then the question ‘what will change… what are some of the things that can help bring about this desired change?” “We will have 30 minutes to work on this, any questions before we start?” Group feedback: After the practice, discuss with participants and list the things that they indicated would change when the problem is solved and what possible solutions have been highlighted. See if they can be grouped into social determinants of mental health; access to health care, physical environment & living conditions, economic stability, social and community context, education… Trainer goes on: “So many things can change when a problem is solved but what is really important is understanding the process of reaching that solution, this is done through BRAINSTORMING! You would have already been doing some brainstorming when you were highlighting some possible solutions!” “When we brainstorm we are really trying to gather as many possible solutions as possible, during this BRAINSTORMING process you are listing everything that comes up. This should be a free flowing activity it shouldn't be forced and REMEMBER it's the client doing the BRAINSTORMING So let's try to brainstorm for solutions or list solutions.” “Once we have a list of about 3 ideas you then encourage the client to weigh-up some pros and cons of each by asking open-ended questions. Once the client has weighed up and decided on the best solution you can move onto the SMART action plan!” “We use the SMART action plan to describe the steps that will be taken to achieve a specific desired outcome- the selected solution that came from BRAINST|ORMING. This is the next tool we will be introducing into your growing box of tools!” | Trainer Participants Trainee Handbook Notepads & pens | |
3. Understanding what a SMART action plan is | 30 min. | Trainer says: “SMART” stands for Specific, Measurable, Achievable, Realistic, Timely. You will see the definition in your Trainee Handbook along with a worksheet I have handed out for us to be able to practise with today. S: Specific Plans/ goals must be specific in nature. You don’t want to create a vague goal that leaves room for varying interpretations. Consider the “W” questions when crafting a specific goal– Who, What, When, Where, and Why. Once you identify answers to these “W” questions, you’ll have a specific and actionable plan/ goal to work on. M: Measurable Anyone can create a plan/ goal, but how do you know if it is actually achieved? What will success look like? Make sure you can easily track your progress, especially if a big plan/ goal needs to be broken down into smaller parts. A: Achievable So, you have a specific and measurable plan/ goal in mind, but can you realistically achieve it? Are there any other people or resources that you might need, are these available to you? Do you have the skills and the time to fully accomplish your goal? These are all key questions we must ask ourselves. R: Realistic Similar to if the plan/ goal is achievable, is it realistic. Is it something that is solving the problem for the long term or a quick fix? Should this be the primary problem or is there another problem to solve before this? Will a successful outcome make a difference? T: Time-Bound Without a set time frame for accomplishing our plan/ goal, we’re increasing the chance of failure because there is no structure or time constraints in place. When crafting a SMART action plan,, it’s extremely important to have a target date for completion. Keep in mind what you can realistically accomplish by the target date. For example: Specific: I’d like to read and take notes on 3 chapters a week for the next 1 month. Measurable 3 chapters/ week for 1 month Achievable: I’m taking study leave now, so I have more time to dedicate to this. Realistic: If I follow my plan this is doable Time-bound: I’ll start July 1st and finish by August 1st Specific: I will start a side business selling vegetables. I will grow rape, butternut and egg plant in my garden and sell them to community members and school parents. Measurable: I’ll spend at least two hours a day planning and marketing my business, on weekends I will spend mornings in the garden and preparing for orders or sales. Achievable: I have plenty of space and water available for vegetables. I will ask x if they have any advice when I feel overwhelmed. Relevant: I love my garden and the extra money will allow me to cover school fees. Time-bound: I’ll start preparing the ground and working on my marketing plan this weekend. I want to have the vegetables in the ground in August as school fees will be needed for January. Trainer goes on: “Do you see how there are many small details that help make a SMART plan? Does anyone have any questions?” Group activity: “Let’s practise all the components to the SMART action plan.” “Get into your pairs, use the same pairs as before so you have a starting problem to use or you can share a real-life problem you are facing and would like to apply the SMART action plan to.” “When the speaker (client) has defined their SMART action plan, get them to give a summary of it and be sure to listen carefully. e.g. “This coming Wednesday during team break at 10 am I will approach my boss and say ’I would like to have a word with you about x, y, z….” Question to participants: “How did everyone manage? Would a few pairs like to share? Remember, the more we practise here the more we can learn, there is no wrong at this point, we are here to learn from each other.” | Trainer SMART Action Plan found in Trainee Handbook Participants Trainee Handbook Notepads & pens | |
4. Using SMART action plan & screening tools together | Trainer says: “As you can see, oftentimes, the SMART action plan involves carrying out a specific action/activity to achieve a goal. Often, this specific activity can be difficult to do because it is about a difficult issue we want to solve and until now have avoided or not known how to. To counter this it’s good to include a pleasant activity/behaviour to help us relax and be calm in-between our efforts to solve the more difficult issues. This is called Behaviour Activation.” | Trainer Participants Trainee Handbook Notepads & pens | ||
5. Understanding behaviour activation and activity scheduling | 30 min. | Trainer says: “Behaviour activation improves our mood and helps to motivate us to resolve problems we are facing. At the Friendship Bench, our most important behaviour activation is through our Circle Kubatana Tose (CKT) peer group support. In the groups people engage in different pleasant and rewarding activities such as bag crocheting, gardening, singing and or praying together. We can reinforce this “behaviour activation” by making sure it becomes a habit.” Trainer goes on: “If you don’t have a CKT you can ask the client to share some pleasurable activities that they have engaged in in the past or they still do - then encourage them to start doing these activities on a regular basis as a way of helping them to stay relaxed as they solve the challenges they are facing.” You can say to the client: ‘Doing things that help our body and mind to relax and feel calm helps and strengthens our ability to problem solve, what activities make you feel calm and relaxed?’ Then go on, ‘how do you think we can remind ourselves to keep doing these things that make us feel better?’ Question to participants: “What are some activities and reminders you would suggest if you were asked this?” Go to flip chart / zoom/ mentimeter List possible activates and forms of reminders If it isn’t mentioned, the trainer goes on: “One easy practical way is to set up an auto-reminder on your phone or to ask someone to remind you or even join you for the activity.” Trainer goes on: “We can schedule a pleasant activity so it becomes something we do regularly, like jogging, singing, drawing, reading, journaling and using simple reminders. Make sure the client walks away with an agreed pleasurable/relaxing activity that they can do routinely, and how they will remind themselves to do it. This becomes a scheduled activity, hence - activity scheduling. Our CKT groups are a good example of activity scheduling because it prompts people to act within the groups and because they are scheduled activities.” | Trainer Participants Trainee Handbook Notepads & pens | |
6. Community of healing/ how to sustain support groups using the ABCD model | 5 min | Trainer says: “I would like to just go back to Circle Kubatana Tose (CKT) which loosely translates into “holding hands together” - we find these peer support groups are really helpful to most people. The benefits of the support groups include sharing stories, experiences, knowledge, community resources and engaging in income generating activities which offer members the opportunity to learn through behaviour activation. Trainer goes on: “CKT groups consist of 8-30 members depending on the nature of activities the groups engage in. The first few sessions are usually facilitated/co-facilitated by the Community Health Worker and progressively become independent. At Friendship Bench we work with the ABCD model which stands for Asset Based Community Development model. We believe every community has assets that can be leveraged to build cohesion and a sense of community, and sometimes it is just a matter of taking time to realise these.” (PARTNER DEPENDANT- Extra training on ABCD model as below) | Participants Trainee Handbook Notepads & pens | |
10 minutes | Trainer says: “These are the steps we go through to set up a CKT group… Invitation - At the end of the 1st session, the CHW invites their client to join the support group (provide these details: where, when and why). If the group has not yet been formed, the client is told that they will be notified in due course via SMS, call, WhatsApp or during subsequent sessions. Member registration - Once the group has been formed, during the first session all members can introduce themselves and share how they are feeling. To keep track of the group membership we use the Friendship Bench CKT Register which gets marked at the end of each session. Group values - To enable unity and cohesion, the LHW shares key FB values, these are what are found on the Friendship Bench value cards – empathy and confidentiality – along with the added respect and equal participation. Group members are given the opportunity to add more values and ground rules that must be observed during their meetings! Purpose - The purpose of the support groups must be explained by the LHW so that everyone is well informed. The purpose is to support continuous recovery of the clients through different activities undertaken by the group. Any questions so far on establishing a CKT group?” Trainer goes on: “As I just mentioned, at Friendship Bench we use the ABCD Model to structure the CKT groups. The ABCD model helps us assist clients when they are needing to decide what activities they can pursue as a group – these can be either for income or non-income generating purposes. What members do when meeting, led by the CHW is the following; Asset Mapping- This is a process which helps clients to identify readily available but often unrecognised assets/resources/opportunities within their communities. The process of identifying resources is called asset mapping which is participatory to help clients identify individual skills, physical assets, institutions, associations and networks/connections found within the community. The Asset Inventory helps clients to identify their resources in a structured manner, brings clarity and increases the sustainability of activities. Mobilisation and Activation- Once the group has identified available resources, they can now mobilise these resources to start their activity/project. At Friendship Bench, we offer a “support pack” to these groups once they have started their activities. The “support pack” is a small package meant to give extra support the group may require – this though is subject to resources.” Trainer goes on: “To end, I will now tell you the last component, which is the CKT Constitution. To bring stability, transparency and to reduce group conflict, every group must have a group constitution which addresses a wide range of issues that can potentially affect the group’s activities/operations. It is the responsibility of every member to participate in drawing up the constitution and adhere to it. The constitution can be amended to suit the group’s dynamics from time-time as their activities can change depending on the groups preferences and changing environments.” Trainer says: “Does anyone have any questions about starting a CKT group or the elements of the ABCD model?” | |||
7. Bringing it together | 2 hours | Trainer says: “Let’s now go through the whole three levels as a way of bringing it together.” Group activity: “I will ask you to work in groups of 4-6 Please use a piece of flip pad paper and create three columns. In each column list the three levels in chronological order- so starting from opening up/ kuvhura pfungwa, uplifting/ kusimudzira and lastly strengthening/ kusimbisa. Now add the actions and tools involved in each level. This should take about 2 hours” Question to participants: “Please can each group bring their columns up and share the actions and tools involved in each level.” | Trainer Participants Trainee Handbook Notepads & pens | |
8. Follow ups & ongoing screening | 10 min. | Trainer goes on: “Remember, after you have walked through the 3 levels with a client which have resulted in a SMART action plan which they will leave to carry out you must ask them for a review date where you can discuss if the plan worked or needs to be adjusted. This can be on the bench, community or even on the phone and remember to assess using your screening tool at each visit.” (See further training on DATA CARD & DATA COLLECTION – this is partner dependant, varying on how they are gathering data) | (FURTHER TRAINING ON DATA CARD & DATA COLLECTION) | |
9. Active Ingredients & Supervision | 20 min. | Trainer goes on: “As we conclude we want to look at the whole Friendship Bench intervention and understand the “Active Ingredients” or the things that make the program effective or helpful. Let’s list these, they are as follows; Psychoeducation Problem solving therapy (active listening, expressed empathy, reflection, summarising) Activity scheduling and behaviour activation using the SMART action plan CKT peer support” Question to participants: “Does anyone have any questions on any of the active ingredients we have learnt about? Remember, these all take lots of practice, this is why at Friendship Bench as soon as we finish training participants start a 30 day attachment/ internship at one of our primary care clinics under the supervision of a more experienced community health worker. While setups change, all of you, when you start to work with others will have a supervisor who will help you to get going and then hopefully one day you will be a supervisor to help others!” | Trainer Participants Trainee Handbook Notepads & pens | |
10. Exit Test | 30 min. | Trainer says: “We will now do an exit test. This test is about all 3 levels and successful completion will result in the award of a level 3 Certificate.” Test | Trainer Exit tests Participants Trainee Handbook | |
CERTIFICATE L3 – Opening The Mind, Uplifting, Strengthening – Certificate of Completion | ||||
THE END
FIM