Presentation on theme: "Taking Care of Ourselves: Stress Reduction Workshop"— Presentation transcript:
1 Taking Care of Ourselves: Stress Reduction Workshop Presenter Notes:Introduce the workshop to participants.Goal and Objectives of the TrainingThe goal of the Taking Care of Ourselves training is to assist caregivers (providers and parents) in managing their day-to-day stress in a way that nurtures their physical and emotional needs and, in turn, those of the children ages birth-3 in their care. The overarching learning objectives for the training focus on helping caregivers to: Better understanding their stressors and signs of stressIdentify and use techniques to lessen their levels of stressDevelop an individualized action plan for managing stressRefer to:Taking Care of Ourselves Workshop – Consultant/Trainer Guide
2 Acknowledgements This presentation was developed for the Center for Early Childhood Mental Health Consultation,an Innovation and Improvement Project funded by the Office of Head Start/ACF,DHHSGrant #90YD0268“Taking Care of Ourselves”Presenter Notes:Acknowledge the source of the training and the Center for Early Childhood Mental Health ConsultationThe Center for Early Childhood Mental Health Consultation (CECMHC) was funded as an Innovation and Improvement Project by the Office of Head Start in October The 3-year grant brought together a group of university researchers to develop strategies to help Head Start programs build a strong mental health foundation for their children, families and staff. The Center translated research into materials tailored to the needs of Head Start and Early Head Start providers/consultants and makes them available on the website –Refer to:ECMHC website
3 Introduction and Rationale Providing care to young children is an intense and demanding job.Parents and teachers are under pressure to meet the demands of running a household/classroom, personal concerns, and responding to the child/children in their care.Stress is natural and can be inevitable, but stress can take a toll on your health and effectiveness as a parent or provider.Stress doesn’t just effect you, it also impacts the child/children in your care.Presenter Notes:Use the content of this slide to present the research-based rationale for the training.Refer to:Taking Care of Ourselves Workshop – Consultant/Trainer Guide
4 Introduction and Rationale Research shows that:Caregivers who are stressed find it more difficult to offer praise, nurturance and the structure that young children need.Caregivers who are stressed are more likely to use harsh discipline. Children whose caregivers are under high stress tend to have more challenging behaviorPresenter Notes:Use the content of this slide to present the research-based rationale for the training.Refer to:Taking Care of Ourselves Workshop – Consultant/Trainer Guide
5 Overview and Learning Objectives Presenter Notes:Use this slide to introduce the three parts of the training, highlighting the learning objectives for each part and the connection to the three sections of the Taking Care of Ourselves booklets
6 Part 1 – Understanding Stress Learning objectives:Understand the definition of stressIdentify common sources of stressDescribe your personal sources and signs of stressActivity: Warm-up - One of my favorite “stress busters”Activity: Knowing your stressors and signs of stressPresenter Notes:Review the learning objectives for Part 1, highlighting that there will be two activities in this segment.Materials for Part 1:Taking Care of Ourselves Booklets (Parent/Provider)Posters:The Basics
7 Warm-up Activity One of My “Stress Busters” In pairs,Think about a time when you were stressed and you found a way to manage your reaction and feelings.Turn to your neighbor and finish this sentence:“One of the best things I can do for myself when I am feeling stressed is…..”Be prepared to share with the large groupWarm-up Activity One of My “Stress Busters”Presenter Notes:Remind participants that this training is about taking care of ourselves and stress reduction. Acknowledge that we all have stress and ways of managing it. We use “stress busters”, to help us deal with feeling stress, however some work better than others – depending on our individual styles, interests, and opportunities as well as the circumstances or the nature of our stressful experience.Use the slide to give activity instructions and invite participants to:Think for a minute about a time when you were stressed and found a way to manage your reaction and feelings. Or, think of a sure fire “stress buster” that is something you do for yourself to relax.Turn to your neighbor and finish the sentence on this slide.Be prepared to share with the large group and we’ll start a list of “stress buster” strategies.Facilitate the reporting back process, i.e. have the partners report their own stress buster or have the partners report each others stress buster. Keep a list and highlight responses as desired.Acknowledge that additional stress management strategies and techniques will be discussed during the training. Transition to the next slide focused on the Definition of Stress
8 Definition of Stress Stress: Harmful Stress: Is a physical, mental or emotional response to events that causes bodily or mental tensionComes from a situation or a thought that makes you feel frustrated, nervous, anxious or angryCan be a good thingCan also be harmfulHarmful Stress:This is the kind of stress that would be helpful to limit and learn to manage in a healthy wayPresenter Notes:Use the content on the slide to define stress and the examples below to distinguish between good stress and harmful stress.Example of good stress: helping you to focus on a task or perform at a higher levelAsk the group for some more examples of good stress they haveExample of harmful stress: when something has a negative impact on the body and mind’s ability to deal with a present situation.If time allows, invite the group to offer a few examples of good stress and harmful stress.Refer to:Poster - The Basics
9 Common Sources of Parent Stress Tension with child care provider/co-workersToo much to do and no time to keep upHaving no time for yourselfToo few additional caregiversEnvironmental issues- noise, lack of space, disorganized, etc.Children need things immediatelyPersonal concerns – family, financial, health, etc.Having few/no opportunities for personal developmentLack of clear communication with familyFeeling like you have little control over your own decisionsPresenter Notes:Use this slide for PARENT trainingUse this slide to review these common sources of parent stress, giving examples relevant to the audience.Refer to:Poster- The BasicsTaking Care of Ourselves Booklet - Parents
10 Common Sources of Provider Stress Tension with parents/co-workersToo much work to do and not enough timeFeeling unable to make use of your skills and abilitiesToo many children per caregiverEnvironmental issues- noise, lack of space, disorganized, etc.Children need things immediatelyPersonal concerns – family, financial, health, etc.Having few/no opportunities for professional development or advancementLack of clear communication with co-workers/supervisors/others in authorityFeeling like you have little control over how you perform your jobPresenter Notes:Use this slide for PROVIDER trainingReview these common sources of provider stress, giving examples relevant to the audience.Although not specifically listed on this slide, stress related to “system challenges”, job expectations, lack of support from supervisors, being part of a team, etc. are reflected in some of the examples.Refer to:Poster- The BasicsTaking Care of Ourselves Booklet - Providers
11 Common Symptoms of Stress Cognitive:Emotional:Memory problemsInability to concentrateContinuous worryRacing thoughtsFeeling DownFeeling overwhelmedIrritability (short temper)Inability to relaxPhysical:Behavioral:Excessive PerspirationChest pains/ elevated heartFrequent colds/illnessNausea, dizziness or headachesIncrease /decrease appetiteNervous habitsDifficulty/irregular sleepingExcessive use of alcohol, cigarettes or drugsPresenter Notes:Describe the common symptoms of stress as indicated on this slide.Invite participants to reflect on which symptoms they have experienced during times of stress.Refer to:Taking Care of Ourselves Booklet (Parent/Provider)Poster - The Basics
12 Activity 1: Knowing Your Sources and Signs of Stress In pairs or small groups:Turn to the first page of yourTaking Care of Ourselves booklet anddiscuss the following questions:What are my sources of stress?How do I know when I am experiencing stress?What are my stress reactions?Be prepared to report back to the groupActivity 1: Knowing Your Sources and Signs of StressPresenter Notes:Use this slide to introduce the learning activity and cue participants to open their Taking Care of Ourselves booklet to Page 1.Activity 1: Knowing Your Stressors and the Signs of StressDivide caregivers into pairs or small groups to discuss the following questions:1) What are my sources of stress?2) How do I know when I’m experiencing stress?3) What are my stress reactions?Have each caregiver record their personal responses on page one of their booklet. After five minutes, have each pair or small group report back to the larger group.Summarize responses from the group, highlighting common sources of parent/provider stress, and common symptoms of stress.Refer to:Taking Care of Ourselves Parent/Provider BookletPoster – The Basics
13 Part 2 – My Role in Stress Creation and Reduction Learning objectives:Recognize the link between thoughts, behavior, and emotionRecognize the role of “control” in stress creation and reductionUnderstand your personal role in stress creation and reductionActivity: Everyday ways of taking care of myselfActivity: Keeping a stress logPresenter Notes:Review the learning objectives for Part 2, highlighting that there will be two activities in this segment.Materials for Part 2:Taking Care of Ourselves (Parent/Provider)Posters: Thoughts Impact BehaviorTalk Back to Your Unhelpful ThoughtsTalk Back to Your Unhelpful Thoughts IIThe Ball is in Your CourtA Strategy A Day Will Keep the Doctor Away! (I and II)Handouts: Talk Back to Your Unhelpful ThoughtsKeeping a Stress Log (optional)
14 The Link Between Thoughts, Behavior, and Emotion Your thoughts impact your behavior:Stress comes from our perception of the situationTechnically, the actual situation is not stressful, our perceptions MAKE IT stressfulSometimes we are right, sometimes we are wrong!There are common unhelpful patterns of thinkingPresenter Notes:Review the content of this slide, emphasizing the role that personal perception has in contributing to – or reducing – stress.Give examples as useful.Explain that there are common unhelpful ways of perceiving and thinking that contribute to stress.Refer to:Posters: Thoughts Impact BehaviorTalk Back to Your Unhelpful Thoughts (I and II)
15 Unhelpful Patterns of Thinking All or Nothing ThinkingOvergeneralizationJumping to ConclusionsFiltering out the PositiveEmotional ReasoningCatastrophizingShould StatementsPersonalizationPresenter Notes:Introduce this slide by stating that these are common mistakes that people tend to make in the way they perceive and think about things. Each pattern could be described as a way of thinking “in extremes”. These habits are not logical – in fact, they are unhelpful and can reinforce feeling stressed.Distribute handout:Talk Back to Your Unhelpful ThoughtsInvite participants to listen for some of the unhelpful patterns of thinking that they might use or recognize in themselves as the group reviews the handout.Review the handout , defining one or two unhelpful ways of thinking and the examples. Then, continue to review the handout – or, engage participants by having them take turns reading other examples aloud. Poll participants, asking who recognized some of these patterns in themselves.Emphasize that recognizing these patterns of thinking, challenging these thoughts, and using strategies to reframe or rethink a situation is an important way to manage stress.Refer to:Handout: Talk Back to Your Unhelpful Thought sPosters: Talk Back to Your Unhelpful Thoughts (I and II)(Beck, 1995; Burns, 1989)
16 Thought-Behavior-Emotion Cycle Presenter Notes:Point out that this diagram illustrates the Thought-Behavior-Emotion Cycle. It shows how your thoughts or your thinking can impact your behavior.Review the cycle illustration and the example on the slide. Add other examples as needed.Emphasize that because it is a cycle, breaking the cycle can happen at any point. That is, stopping the All or Nothing way of thinking or Thought avoids the Mood/Emotion of feeling worthless, avoids the Behavior, and hopefully, avoids this cycle becoming a “regular” cycle – or a habitual way of perceiving, thinking , feeling, and behaving. Thought Stopping is one strategy that helps to interrupt this kind of cycle and will be discussed during the next part of the training.Refer to:Poster - Thoughts Impact Behavior
17 The Role of Control in Stress Reduction Focus onwhat is in your controlPut asidewhat is out of your controlExamples of areas in your control:Your ability to prioritize work & personal obligationsYour reactions to events and peopleYour thoughtsFocusing on areas in your control results in:Feeling empoweredFeeling reliefExamples of areas outside of your control:How people respond to youOther people’s feelingsFocusing on areas outside of your control results in:Feeling hopelessFeeling anxiousFeeling STRESSEDPresenter Notes:Remind participants that they are in control of their thoughts and reactions.Emphasize that it is possible to change our habits and reduce our personal stress by first, recognizing what is in our control and what is out of our control. Then, we can consciously shift and focus our attention and energy on what is in our control and let go of what is out or our control.Review the examples on this slide.As time allows, invite participants to share a personal example of feeling stressed and reducing stress by recognizing what was in or out of their control.Refer to:Poster: The Ball is in Your Court
18 Our Personal Role in Stress Reduction Recognize that thoughts impact your behavior and emotions“Talk Back” to your unhelpful thoughts (see handout)Focus on what is in your control versus out of your controlKeep a flexible and revolving door approach to the types of activities or strategies you choose to reduce stressPresenter Notes:Use this slide to summarize content of the previous slides and transition to thinking about and identifying strategies to manage stress.
19 Strategies to Reduce Stress What is a coping strategy?Process of managing stressful situationsDeliberate and planned approachGoal: reduce, tolerate, or minimize stressIndividualizedCreate a coping strategy toolboxA real or imaginary “box” collecting coping strategies that are successful for youPresenter Notes:Elicit from audience their understanding/definition of coping strategiesReview the content of the slide. Remind participants that there are many types of strategies for managing stress. Some strategies are everyday ways of taking care of ourselves (eating well, getting enough rest, etc.). Others are more specific “techniques” for managing stress (deep or “belly” breathing, progressive relaxation, visual imagery, etc.)Emphasize that everyone needs a variety of strategies in their strategy toolbox.
20 Every Day Strategies to Reduce Stress Eat a well- balanced diet; drink fluids low in sugar, calories, and caffeine; have healthy snacks; and drink water!Sleep wellExercise: any activity that you find enjoyableCreate time each day to decompressTalk with friends, peers, avoid gossip and hurtful conversationsWrite in a journalPair enjoyable activities or tasks with less enjoyable activities or tasksReward yourself for a job well donePresenter Notes:Point out that this slide lists strategies that can be done every day, any where.Review a few of the strategies on the slide.Emphasize that they seem simple and obvious but we tend to forget to do these things- when we do, our resources for coping can run low or get to empty. Think of these strategies like a “shot” from the doctor or a “tank of emotional fuel” - they can fight off the impact of more problematic stress and keep you going strong and less stressed.Refer to:Poster: A Strategy a Day Will Keep the Doctor Away! (I and II)
21 Activity 2: Every Day Ways of Taking Care of Myself Individually,Turn to the second page of yourTaking Care of Ourselves booklet and:Read each section’s tips for taking care of yourself while caring for young childrenCheck those that best fit for youSelect one or two ways of taking care of yourself that you want to try during the next week.Be prepared to share the one/two that you’ve chosen with the groupActivity 2: Every Day Ways of Taking Care of MyselfPresenter Notes:Invite participants to open their Taking Care of Ourselves booklet to Page 2.Explain that this section of the booklet lists ways of taking care of themselves. The list has some strategies from the previous discussion of everyday ways of taking care of ourselves , but also has suggestions that are specific to their experience as parents or caregivers for young children birth to three.For parents: “Right After Birth”, “With a Mobile Infant” and “With a Toddler”For providers: “While Caring for an Infant” and “While Caring for a Toddler”).Ask participants to work individually, reading each section’s tips for taking care of themselves and checking those that best fit for them and their situation. Then, as a next step, select one or two ways of taking care of yourself that you want to try during the next week.Encourage participants to spend some additional time on their own, thinking about the specific situations the techniques that they’ve checked as helpful to them. Encourage them to fill-in responses in the blank spaces related to healthy eating and exercise habits provided in this section to continue to explore strategies that they might try.Refer to:Taking Care Of Ourselves Booklet (Parent/Provider)
22 Using a Stress Log Using a Stress Log Helps identify and understand your stress experiencesBuilds awareness of how you react to stressReveals common themes or circumstances associated with your experience of and reaction to stressInforms your next steps in learning how to manage stress based on your strengths and challengesPresenter Notes:NOTE: This content and activity that follows are optional depending on the structure of the training. It is intended as a “homework“ assignment between Parts 2and 3. If not using, eliminate this and the next slide from Part 2 and the second slide in Part 3.Now that we have some everyday strategies to take care of ourselves, it’s time to take a closer look at our stress experiences, our reactions to stress, and ways to manage stress when it happens.Recording stress and your reactions over time is the best way to determine how you can best help yourself. It also allows you to see a bigger picture about what is going on in your life that is stressful and how you manageSometimes when we are stressed it is really difficult to see areas where we are actually coping well. It is also hard to see that not everything is stressful.A log allows you to document your sources of stress, examine your reactions, look for “themes” or situations where you commonly experience stress, and then develop strategies to fit those times or situations to manage your stress.Refer to:Handout: Keeping a Stress Log
23 Activity 3: Keeping a Stress Log There are a number of step for keeping and making use of a stress logRecord your stressors within a time period and rate your stress responseReview the types of stressors you experienced, your response, their frequency, and any common themesNote Next Steps including your strengths, challenges, and plans to improve how you will manage stress in next steps and your Individualized Action PlanActivity 3: Keeping a Stress LogPresenter Notes:Distribute Handout: Keeping a Stress Log.Explain that this is “homework” to complete and bring back to the next part of the training for input into their Individualized Action Plan for managing stress.Walk participants through the handout and the intended activity. Use the EXAMPLE: that begins on the first page of the handout to illustrate each step of the assignmentStep 1) Record: Record your stresses within a time period, for example – every two hours for one day. Indicate the information noted on the front page of the log instructions, using the blank log sheet (and additional copies as needed).Step 2) Review: After gathering your stress information, review your record of the stresses you’ve experienced. Use the “Step 2” page of the Stress Log and :A) list the types of stress you experienced and note the frequency of each type:B) list your stress responses and note the frequency of each type; andC) identify common themes that emerge from your stress log informationStep 3) Note Next Steps: Identify your strengths, challenges, and plans to improve how you will manage stress in next steps and your Individualized Action PlanRespond to any questions or concernsRefer to:Handout - Keeping a Stress Log
24 Part 3 – My Individualized Plan Learning objectives:Identify strategies and practice techniques to reduce your level of stress at home and at workCreate your individualized action plan for managing stressActivity: Revisiting Keeping A Stress LogActivity: Practice stress reductionActivity: Practice effective communicationActivity: My Individualized Action PlanPresenter Notes:Review the learning objectives for Part 3, highlighting that there will be three activities in this segment.Materials for Part 3:Taking Care of Ourselves (Parent/Provider)Posters: Take a BreathFrom Head to ToeImagineThoughts Impact BehaviorAre You Really Listening?Effective Communication StrategiesHandouts: Keeping a Stress Log (Participants bring their own , completed copy from the homework assignment)Making a Praise SandwichAudio: Relaxation recordings at
25 Activity 3: Keeping a Stress Log Revisiting Keeping a Stress LogThere are a number of step for keeping and making use of a stress logRecord your stressors within a time period and rate your stress responseReview the types of stressors you experienced, your response, their frequency, and any common themesNote Next Steps including your strengths, challenges, and plans to improve how you will manage stress in next steps and your Individualized Action PlanActivity 3: Keeping a Stress LogPresenter Notes:NOTE: This follow-up activity is optional depending on the inclusion of the “homework“ assignment between and the end of Parts 2. If not using, eliminate this slide from Part 3.Revisit the purpose of the Stress Log “homework”. Remind participants that the information that they’ve gathered and reviewed can be used during this session for input into their Individualized Action Plan for managing stress.Invite participants to respond to the following questions, sharing examples from their experience:What was it like to keep a Stress Log? What are the barriers? What are the benefits?Were you able to identify common themes that emerged from your stress log information? What were they?Were you able to identify strengths, challenges, and begin thinking about next steps for your Action Plan?Summarize observations about the participants’ experience.Remind participants that they will be referring to their Stress Log in a later activity when they will work on their Individualized Action PlanRefer to:Handout: Keeping a Stress Log
26 Strategies to Reduce Stress What is a coping strategy?Process of managing stressful situationsDeliberate and planned approachGoal: reduce, tolerate, or minimize stressIndividualizedCreate a coping strategy toolboxA real or imaginary “box” collecting coping strategies that are successful for youPresenter Notes:Remind participants that in Part 2 they focused on filling their strategy toolbox with everyday ways of taking care of themselves. This session, the focus will be on a few of those more specific “techniques” for managing stress - including a fewrelaxation,mental, andcommunication techniquesEmphasize that everyone needs a variety of strategies in their strategy toolbox.If time allows, invite participants to share any specific techniques that they already know and use to reduce stress.
27 Relaxation Techniques Controlled or Deep BreathingSimple, but effective! Can be done any time anywhereControlled breathing helps us to calm downTo keep thoughts calm and relaxed while breathing, introduce the words “calm” or “relax” while breathing outImagine your other thoughts floating away in a balloonPresenter Notes:Describe controlled or deep breathing as presented on the slide.Hold the guided process below for Activity 4 (two slides ahead)*Guide participants through the deep breathing process, as follows:Place one hand on your stomach and one hand on your chest. When breathing in, your stomach should expand outward ( “a belly breath”), the hand on your stomach should move up, and when breathing out it should move down. The hand on the chest should stay still and not move the whole time. This is the correct way to do a control/deep breath.Once it is understood, ask the group to breathe more slowly when breathing out than when breathing in. County slowly to pace the breathing. Try to count higher when breathing out than when breathing in.Refer to:Poster: Take a BreathRecorded Relaxation Exercises, Deep Breathing
28 Relaxation Techniques Progressive Muscle RelaxationUseful for relaxing the muscles when they feel tight because of emotional stressProgressive Muscle Relaxation provides the most optimal relaxationChair TechniqueStanding TechniqueKey: tensing a group of muscles, hold in a state of extreme tension for a few seconds, relax the musclesPresenter Notes:Describe the progressive muscle relaxation technique as presented on the slide.Hold the guided process below for Activity 4 (one slides ahead)*Guide participants through this process, as follows:While seated and comfortable: point toes back up toward your head. Feel the tension that occurs in your feet, ankles, and lower legs. Pay close attention to the feelings of tightness and tension. And now relax your feet, let them return to their normal position. Feel the difference in your feet, ankles, and lower legs; where it was tense, there is now a feeling of relaxation.Now straighten your right leg and lift it off the chair. Feel the tension on the top of your leg and also in your stomach. Pay attention to that feeling of tension. And now let go, let your leg relax and return to the chair, and note the difference between the relaxation you now feel and the tension that was there before.Continue with every major body part, moving up the body, such as arms/biceps, stomach, shoulders, neck, face, and eyes/forehead.Refer to:Poster: Head to ToeRecorded Relaxation Exercises: Muscular Tension at
29 Activity 4: Stress Reduction Technique Practice Controlled or Deep BreathingProgressive RelaxationFor more practice in these techniques, as well as Visual Imagery, with recorded audio guidance go to the ECMHC website -Activity 4: Stress Reduction Technique PracticePresenter Notes:Guide participants through a practices session on Controlled or Deep Breathing or Progressive Relaxation, or both, as time allows or as the group prefers.See guidance on two previous slides’ Presenter Notes*Ask participants if this/either strategy is/are something they might find useful?Highlight and describe the use of Visual Imagery as a third type of relaxation technique and refer participants to the posters and website.Refer to:Poster: Take a BreathFrom Head to ToeImagineAudios: Deep BreathingUsing Muscular Tension and RelaxationMy Private Place available at
30 Mental Techniques Thought Stopping Helps break the cognitive distortion cycleGets you back on trackKey: Notice your thoughts, use a trigger word to stop the thoughtReplace with a more helpful thoughtExample: “There is no point in trying”STOP!“ This situation could be easier if I firsttalked with ….Presenter Notes:Advise participants that this and the next slide focus on Mental Techniques.Emphasize that these strategies target the internal aspects of stress- your thoughts and feelings. They are just as important as the physical strategies like the relaxation techniques. Often it is helpful to complete both a physical and mental strategy.Remind participants that Thought Stopping was first mentioned in Part 2 of the training where the focus was on how thoughts, feelings, and behaviors are part of a cycle that can influence stress.Describe Thought Stopping as noted on this slide.As time allows, invite participants to share a personal example of using Thought Stopping as a stress management technique.Refer to:Poster: Thoughts Impact Behavior
31 Mental Techniques Positive Self-Statements Introduce repetitive positive and motivating statements into your day and in reaction to your thoughtsExamples of positive statements:I am smart! I work hard! I always do my best.Examples of positive thought replacements:Instead of: “ I need to be perfect or I fail.”Replace with: “ I did a great job learning this new curriculum!”Presenter Notes:Describe Positive Self-Statements as stated on this slideAcknowledge that some people might find this strategy or technique uncomfortable or silly. Point out that they might be surprised at how effective positive self-statements can be.Emphasize that just simply taking the time away from the busy demands and providing yourself with love and nurturance can stop the cycle of stress.Some times people like to add positive self-statements, or self-affirmations, into the routine of their day, others like to use them when they really need them. Try both ways and see which one suits you best.As time allows, invite participants to share a personal example of using positive self-statements to promote wellness and reduce stress.Refer to:Poster: Thoughts Impact Behavior
32 Communication Techniques Active ListeningBuilds relationships and sends a message of respect for the thoughts and experiences of others.Involves listening to the content of the conversation as well as feelings and non-verbal cues within the messageInstead of:Speaker: I finally finished all of my work.Listener: Oh good, now you can help clean up.Active Listener: You must feel relieved, that was a lot of work.Presenter Notes:Describe Active Listening as stated on this slideAcknowledge that most of us think of ourselves as good listeners. At the same time, most of us feel, at one time or another, that we are not listened to or heard. And, anyone in the room can give an example of miscommunication and the stress that comes with it.Effective communication, such as active listening is not automatic, it takes focused attention and effort. It is an important strategy to reduce the stress of interaction that leave us feeling misunderstood, disrespected, and uncomfortable with others.Review the example.As time allows, invite participants to share a personal example of using active listening or how feeling heard helps to improve relationships and reduce stress.Refer to:Poster: Are You Really ListeningEffective Communication Strategies
33 Communication Techniques Effective FeedbackIs fact-based observation of what is going wellDescribes changes in the future as “next steps” rather than criticismEnds with praise or encouragementExample of effective feedback as a “praise sandwich”:Nice job speaking right at eye level with Jacey.Next time, you might think about using a softer voice.I really liked how you gave her a high five at the end.Presenter Notes:Describe Effective Feedback as stated on this slideAcknowledge that feedback is an important aspect of communication. Often we think of feedback that comes to us from a supervisor or someone who has authority. However, feedback can come from anyone – and can be taken in and is more meaningful if the feedback is given within the guidelines listed on this slide.Calling an example of effective feedback a “praise sandwich” makes us smile and may seem a bit funny, but it will be an easier way to remember how to give feedback in a way that it can be heard AND is useful.Review the example.As time allows, invite participants to share a personal example of effective feedback they’ve given or received and how it helped in a stressful situation.Refer to:Poster: Are You Really ListeningEffective Communication StrategiesHandout: Making a Praise Sandwich
34 Activity 5: Effective Communication Practice Working in pairs,Read your assigned scenarioBriefly discuss what is happening in the scenarioMake a “praise sandwich” to give effective feedback that fits the scenarioBe prepared to share your message with the large groupActivity 5: Effective Communication PracticePresenter Notes:Distribute handout : Making a Praise Sandwich.Depending on the audience and time available, assign the appropriate scenario or divide the group to address both.Guide participants by reviewing the activity directions on this slide.As time allows, invite participant pairs to share their message with the large group.Ask participants if this/either strategy is/are something they might find useful?Refer to:Poster: Effective Communication StrategiesAre You Really Listening?Handout: Making a Praise Sandwich
35 Review of Learning Objectives Presenter Notes:Summarize the learning experience and how it has led to the point of creating an Individualized Action Plan for promoting health and managing stress.Review aspects of each session, emphasizing what participants have accomplished so far: Understanding their stressors and signs of stress, recognizing their role in reducing stress, keeping a log of their stress experiences and reactions (if completed), and identifying strategies and techniques to manage stress.Explain that the next step is to use what they’ve learned in the training, the information in the Taking Care of Ourselves booklet, and what they’ve learned through their Stress Log (if completed) to create their Individualized Action Plan.
36 Activity 6: My Individualized Action Plan Individually,Turn to the last page of yourTaking Care of Ourselves booklet andtake a few minutes to develop your ownaction plan for future stressful situationsExample:When [my stressor] (child whines) & I begin to feel [sign of stress] (tension ), I will [technique used] (use positive self statements).”Activity 6: My Individualized Action PlanPresenter Notes:Invite participants to open their Taking Care of Ourselves booklet to the LAST PageExplain that when practicing any new behavior, it is important to develop a strategy for using it ahead of time in order to increase the chances of adopting the new behavior successfully.To guide participants:Review the instructions and the example presented for Activity 3 in the booklet.Ask participants to create a plan for managing 1-4 stressors, writing down the stressor, the signs of stress, and the strategy or technique they will use to manage stress.Encourage them to choose their stressors , signs of stress, and relevant strategies or techniques from their book, their Stress Log (if completed), and the training materials (presentation, posters, handouts). Those that mean the most or have the highest priority for them. If time allows, ask members of the group to report back ONE of their stressors and their plan for managing that stress.
37 Resources and Evaluation Center for Early Childhood Mental Health ConsultationTaking Care of Ourselves bookletsA Dozen Posters to Manage StressGuided Relaxation Exercises (English/Spanish)Thank you for your feedback!Presenter Notes:Handout the Evaluation for the trainingReview the goal of the Taking Care of Ourselves training - to assist caregivers (providers and parents) in managing their day-to-day stress in a way that nurtures their physical and emotional needs and, in turn, those of the children ages birth-3 in their care. The learning objectives for the training focus on helping caregivers to:Better understanding their stressors and signs of stressIdentify and use techniques to lessen their levels of stressDevelop an individualized action plan for managing stressEncourage participants to use the materials they’ve received, the information they’ve learned, and their Individualized Action Plan to strengthen their capacity to manage stress.Refer participants to the ECMHC website for additional resources, including the audio recorded English/Spanish relaxation exercises.Thank participants and acknowledge their participation and provide guidance on how to complete the evaluation form, based on how the training was delivered (one 90 minute session or three minute sessions).Refer to:Handout: Evaluation
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