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Pregnancy-Related Issues in the Management of Addictions Train the Trainer Workshop Problematic Substance Use in Pregnancy (PSUP) www.addictionpregnancy.ca.

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Presentation on theme: "Pregnancy-Related Issues in the Management of Addictions Train the Trainer Workshop Problematic Substance Use in Pregnancy (PSUP) www.addictionpregnancy.ca."— Presentation transcript:

1 Pregnancy-Related Issues in the Management of Addictions Train the Trainer Workshop Problematic Substance Use in Pregnancy (PSUP) Last modified: March 2008

2 Conflict of Interest Disclosure  Financial support for this workshop was provided by Health Canada  Funding for the PRIMA Pocket Reference was provided by the Lawson Foundation  No commercial sponsorship has been received to support this program

3 Pregnancy-Related Issues in the Management of Addictions Teaching Strategies What works best?

4 Learning Objectives At the end of this session, the participants will be able to: 1. Discuss the Kolb experiential learning cycle. 2. Describe the preferred learning events for accommodators, divergers, assimilators and convergers. 3. Discuss the situational nature of learning.

5 What works best is what gets the message across to the learner!  Many different ways to look at learning: Early theorists: Rogers, Jung, Piaget Neurolinguistic Programming: auditory, visual, kinesthetic Myers-Briggs Personality Inventory Women’s Ways of Knowing – feminist perspective David Kolb: experiential learning cycle

6 Kolb Experiential Learning Concrete Experience CE Abstract Conceptualization AC Active Experimentation AE Reflective Observation RO

7 Learning to ski  Divergers: watch others ski, think about what they are doing, get a mental picture and start: observing and doing – problem-based model Diverger Concrete Experience Abstract Conceptualization Active ExperimentationReflective Observation

8 Learning to ski  Assimilators: google ‘skiing’, watch other skiers, read some more, practice in the living room, then try – observing and thinking – analytical model Assimilator Concrete Experience Reflective Observation Abstract Conceptualization Active Experimentation

9 Learning to ski  Convergers: think about it, go ahead and try it out, if they feel ok they will move on, if not they will try something else – thinking and experimenting – “hands on model” Converger Concrete Experience Reflective Observation Abstract Conceptualization Active Experimentation

10 Learning to ski  Accommodators: feel good about the challenge, are game for anything, and just take off! experimenting and doing – Nike model (just do it!) Accommodator Concrete Experience Reflective Observation Abstract Conceptualization Active Experimentation

11 Kolb Experiential Learning Concrete Experience CE Abstract Conceptualization AC Active Experimentation AE Reflective Observation RO Diverger CE + RO: feeling Assimilator RO + AC: thinking Converger AC + AE: planning Accommodator AE + CE: doing

12 Accommodators: doing and feeling CE/AE  ‘Hands-on', and rely on intuition rather than logic  Use other people's analysis and prefer to take a practical, experiential approach  Attracted to new challenges and experiences  Act on 'gut' instinct rather than logical analysis  Tend to rely on others for information than carry out their own analysis  Set targets and actively work in the field trying different ways to achieve an objective Work well in all types of learning environments

13 Divergers: feeling and watching CE/RO  Able to look at things from different perspectives  Are sensitive, imaginative, emotional, strong in the arts  Prefer to watch rather than do, tending to gather information and use imagination to solve problems  Best at viewing concrete situations from several different viewpoints  Perform better in situations that require idea-generation, for example, brainstorming Prefer to work in groups, to listen with an open mind, and to receive personal feedback

14 Assimilators: watching and thinking AC/RO  Prefer a concise, logical approach  Require good clear explanation rather than practical opportunity  Excel at understanding wide-ranging information and organizing it a clear logical format  Less focused on people and more interested in ideas and abstract concepts  More attracted to logically sound theories than approaches based on practical value Prefer readings, lectures, exploring analytical models, and having time to think things through

15 Convergers: doing and thinking AC/AE  Good at solving problems and will use their learning to find solutions to practical issues  Prefer technical tasks, and are less concerned with people and interpersonal aspects  Best at finding practical uses for ideas and theories  More attracted to technical tasks and problems than social or interpersonal issues  Enables specialist and technology abilities Prefer to experiment with new ideas, to simulate, and to work with practical applications.

16 Knowing Your Audience  Know that all types of learners will be in the audience  Include some teaching strategy that will engage everyone Have cases for the divergers to discuss. Have slides for the assimilators to think about. Have problems for the convergers to solve. Have role-plays so the accommodators can volunteer.

17 Learning changes with context and is situational!  Assimilators were the norm in medical teaching: lecture, lecture, lecture  Divergers began to appear with the problem- based learning model  More direct “hands-on” patient work appealed to the Convergers (many family docs in this group)  Accommodators are slowing gaining ground (BUT less Nike (Just do it!) more New Balance!)

18 Pregnancy-Related Issues in the Management of Addictions Slide presentation developed by members of the National PRIMA group:  Ron Abrahams*  Talar Boyajian  Jennifer Boyd  Wendy Burgoyne  Katherine Cardinal  Rosa Dragonetti  Lisa Graves*  Phil Hall  Samuel Harper  Georgia Hunt*  Meldon Kahan  Theresa Kim  Lisa Lefebvre  Nick Leyland  Margaret Leslie  Deana Midmer*  Stephanie Minorgan*  Pat Mousmanis*  Alice Ordean*  Sarah Payne*  Peter Selby  Melanie Smith  Ron Wilson  Suzanne Wong *Principal Authors


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