1. Taking Care of Ourselves: Stress Reduction Workshop
Presenter Notes:
Introduce the workshop to participants.
Goal and Objectives of the Training
The 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 stress
Identify and use techniques to lessen their levels of stress
Develop an individualized action plan for managing stress
Refer 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,DHHS
Grant #90YD0268
“Taking Care of Ourselves”
Presenter Notes:
Acknowledge the source of the training and the Center for Early Childhood Mental Health Consultation
The 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 behavior
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

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 stress
Identify common sources of stress
Describe your personal sources and signs of stress
Activity: Warm-up - One of my favorite “stress busters”
Activity: Knowing your stressors and signs of stress
Presenter 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 group
Warm-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 tension
Comes from a situation or a thought that makes you feel frustrated, nervous, anxious or angry
Can be a good thing
Can also be harmful
Harmful Stress:
This is the kind of stress that would be helpful to limit and learn to manage in a healthy way
Presenter 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 level
Ask the group for some more examples of good stress they have
Example 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-workers
Too much to do and no time to keep up
Having no time for yourself
Too few additional caregivers
Environmental issues- noise, lack of space, disorganized, etc.
Children need things immediately
Personal concerns – family, financial, health, etc.
Having few/no opportunities for personal development
Lack of clear communication with family
Feeling like you have little control over your own decisions
Presenter Notes:
Use this slide for PARENT training
Use this slide to review these common sources of parent stress, giving examples relevant to the audience.
Refer to:
Poster- The Basics
Taking Care of Ourselves Booklet - Parents

10. Common Sources of Provider Stress
Tension with parents/co-workers
Too much work to do and not enough time
Feeling unable to make use of your skills and abilities
Too many children per caregiver
Environmental issues- noise, lack of space, disorganized, etc.
Children need things immediately
Personal concerns – family, financial, health, etc.
Having few/no opportunities for professional development or advancement
Lack of clear communication with co-workers/supervisors/others in authority
Feeling like you have little control over how you perform your job
Presenter Notes:
Use this slide for PROVIDER training
Review 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 Basics
Taking Care of Ourselves Booklet - Providers

11. Common Symptoms of Stress
Cognitive:
Emotional:
Memory problems
Inability to concentrate
Continuous worry
Racing thoughts
Feeling Down
Feeling overwhelmed
Irritability (short temper)
Inability to relax
Physical:
Behavioral:
Excessive Perspiration
Chest pains/ elevated heart
Frequent colds/illness
Nausea, dizziness or headaches
Increase /decrease appetite
Nervous habits
Difficulty/irregular sleeping
Excessive use of alcohol, cigarettes or drugs
Presenter 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 your
Taking Care of Ourselves booklet and
discuss 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 group
Activity 1: Knowing Your Sources and Signs of Stress
Presenter 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 Stress
Divide 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 Booklet
Poster – The Basics

13. Part 2 – My Role in Stress Creation and Reduction
Learning objectives:
Recognize the link between thoughts, behavior, and emotion
Recognize the role of “control” in stress creation and reduction
Understand your personal role in stress creation and reduction
Activity: Everyday ways of taking care of myself
Activity: Keeping a stress log
Presenter 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 Behavior
Talk Back to Your Unhelpful Thoughts
Talk Back to Your Unhelpful Thoughts II
The Ball is in Your Court
A Strategy A Day Will Keep the Doctor Away! (I and II)
Handouts: Talk Back to Your Unhelpful Thoughts
Keeping a Stress Log (optional)

14. The Link Between Thoughts, Behavior, and Emotion
Your thoughts impact your behavior:
Stress comes from our perception of the situation
Technically, the actual situation is not stressful, our perceptions MAKE IT stressful
Sometimes we are right, sometimes we are wrong!
There are common unhelpful patterns of thinking
Presenter 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 Behavior
Talk Back to Your Unhelpful Thoughts (I and II)

15. Unhelpful Patterns of Thinking
All or Nothing Thinking
Overgeneralization
Jumping to Conclusions
Filtering out the Positive
Emotional Reasoning
Catastrophizing
Should Statements
Personalization
Presenter 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 Thoughts
Invite 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 s
Posters: 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 on
what is in your control
Put aside
what is out of your control
Examples of areas in your control:
Your ability to prioritize work & personal obligations
Your reactions to events and people
Your thoughts
Focusing on areas in your control results in:
Feeling empowered
Feeling relief
Examples of areas outside of your control:
How people respond to you
Other people’s feelings
Focusing on areas outside of your control results in:
Feeling hopeless
Feeling anxious
Feeling STRESSED
Presenter 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 control
Keep a flexible and revolving door approach to the types of activities or strategies you choose to reduce stress
Presenter 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 situations
Deliberate and planned approach
Goal: reduce, tolerate, or minimize stress
Individualized
Create a coping strategy toolbox
A real or imaginary “box” collecting coping strategies that are successful for you
Presenter Notes:
Elicit from audience their understanding/definition of coping strategies
Review 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 well
Exercise: any activity that you find enjoyable
Create time each day to decompress
Talk with friends, peers, avoid gossip and hurtful conversations
Write in a journal
Pair enjoyable activities or tasks with less enjoyable activities or tasks
Reward yourself for a job well done
Presenter 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 your
Taking Care of Ourselves booklet and:
Read each section’s tips for taking care of yourself while caring for young children
Check those that best fit for you
Select 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 group
Activity 2: Every Day Ways of Taking Care of Myself
Presenter 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 experiences
Builds awareness of how you react to stress
Reveals common themes or circumstances associated with your experience of and reaction to stress
Informs your next steps in learning how to manage stress based on your strengths and challenges
Presenter 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 manage
Sometimes 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 log
Record your stressors within a time period and rate your stress response
Review the types of stressors you experienced, your response, their frequency, and any common themes
Note Next Steps including your strengths, challenges, and plans to improve how you will manage stress in next steps and your Individualized Action Plan
Activity 3: Keeping a Stress Log
Presenter 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 assignment
Step 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; and
C) identify common themes that emerge from your stress log information
Step 3) Note Next Steps: Identify your strengths, challenges, and plans to improve how you will manage stress in next steps and your Individualized Action Plan
Respond to any questions or concerns
Refer 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 work
Create your individualized action plan for managing stress
Activity: Revisiting Keeping A Stress Log
Activity: Practice stress reduction
Activity: Practice effective communication
Activity: My Individualized Action Plan
Presenter 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 Breath
From Head to Toe
Imagine
Thoughts Impact Behavior
Are You Really Listening?
Effective Communication Strategies
Handouts: Keeping a Stress Log (Participants bring their own , completed copy from the homework assignment)
Making a Praise Sandwich
Audio: Relaxation recordings at

25. Activity 3: Keeping a Stress Log
Revisiting Keeping a Stress Log
There are a number of step for keeping and making use of a stress log
Record your stressors within a time period and rate your stress response
Review the types of stressors you experienced, your response, their frequency, and any common themes
Note Next Steps including your strengths, challenges, and plans to improve how you will manage stress in next steps and your Individualized Action Plan
Activity 3: Keeping a Stress Log
Presenter 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 Plan
Refer to:
Handout: Keeping a Stress Log

26. Strategies to Reduce Stress
What is a coping strategy?
Process of managing stressful situations
Deliberate and planned approach
Goal: reduce, tolerate, or minimize stress
Individualized
Create a coping strategy toolbox
A real or imaginary “box” collecting coping strategies that are successful for you
Presenter 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 few
relaxation,
mental, and
communication techniques
Emphasize 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 Breathing
Simple, but effective! Can be done any time anywhere
Controlled breathing helps us to calm down
To keep thoughts calm and relaxed while breathing, introduce the words “calm” or “relax” while breathing out
Imagine your other thoughts floating away in a balloon
Presenter 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 Breath
Recorded Relaxation Exercises, Deep Breathing

28. Relaxation Techniques
Progressive Muscle Relaxation
Useful for relaxing the muscles when they feel tight because of emotional stress
Progressive Muscle Relaxation provides the most optimal relaxation
Chair Technique
Standing Technique
Key: tensing a group of muscles, hold in a state of extreme tension for a few seconds, relax the muscles
Presenter 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 Toe
Recorded Relaxation Exercises: Muscular Tension at

29. Activity 4: Stress Reduction Technique Practice
Controlled or Deep Breathing
Progressive Relaxation
For more practice in these techniques, as well as Visual Imagery, with recorded audio guidance go to the ECMHC website -
Activity 4: Stress Reduction Technique Practice
Presenter 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 Breath
From Head to Toe
Imagine
Audios: Deep Breathing
Using Muscular Tension and Relaxation
My Private Place available at

30. Mental Techniques Thought Stopping
Helps break the cognitive distortion cycle
Gets you back on track
Key: Notice your thoughts, use a trigger word to stop the thought
Replace with a more helpful thought
Example: “There is no point in trying”
STOP!
“ This situation could be easier if I first
talked 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 thoughts
Examples 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 slide
Acknowledge 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 Listening
Builds 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 message
Instead 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 slide
Acknowledge 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 Listening
Effective Communication Strategies

33. Communication Techniques
Effective Feedback
Is fact-based observation of what is going well
Describes changes in the future as “next steps” rather than criticism
Ends with praise or encouragement
Example 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 slide
Acknowledge 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 Listening
Effective Communication Strategies
Handout: Making a Praise Sandwich

34. Activity 5: Effective Communication Practice
Working in pairs,
Read your assigned scenario
Briefly discuss what is happening in the scenario
Make a “praise sandwich” to give effective feedback that fits the scenario
Be prepared to share your message with the large group
Activity 5: Effective Communication Practice
Presenter 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 Strategies
Are 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 your
Taking Care of Ourselves booklet and
take a few minutes to develop your own
action plan for future stressful situations
Example:
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 Plan
Presenter Notes:
Invite participants to open their Taking Care of Ourselves booklet to the LAST Page
Explain 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 Consultation
Taking Care of Ourselves booklets
A Dozen Posters to Manage Stress
Guided Relaxation Exercises (English/Spanish)
Thank you for your feedback!
Presenter Notes:
Handout the Evaluation for the training
Review 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 stress
Identify and use techniques to lessen their levels of stress
Develop an individualized action plan for managing stress
Encourage 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