1. Definition A facilitator is a person who has the role of helping participants to learn in an experiential group (Heron 1989)

2. Facilitator styles Directive ornon-directive Interpretive ornon-interpretiveInterpretive ornon-interpretive Confronting ornon-confronting Cathartic or non-catharticCathartic or non-cathartic Structuring or un-structuring Disclosing or non-disclosingDisclosing or non-disclosing

3. Adult learning Adults need to know why they need to learn something before doing it Adults have a self-concept of being responsible for own decisions Adults have greater volume and different quality of experience Adults become ready to learn those things they need to know Adults are life-centred (task or problem centred) Most potent motivators are internal (job satisfaction, self-esteem, QOL

4. Responsibilities of facilitators Administrative Creating membershipCreating membership Working environment Time keepingTime keeping Listening Making sure group know what to expectMaking sure group know what to expect Ground rules Intervene if individual ‘at risk’Intervene if individual ‘at risk’ Safety of members

5. Facilitator’s role Clear objectives Appropriate size of groupAppropriate size of group Non-judgemental approachNon-judgemental approach Teaching group skills –Taking turns –Listening –Building on ideas –Listening to each other

6. Facilitator’s role Making sure all members contribute Encouraging quiet members and stopping talkative onesEncouraging quiet members and stopping talkative ones Allowing emotions to be expressed Encouraging members to experiment with new ideas and behaviourEncouraging members to experiment with new ideas and behaviour Support conditions to enable change

7. Facilitator’s role Promoting ways to enhance –Trust –Acceptance –Mutual support –Challenge –Empower

8. Conveying respect Find out interests and preferences of individuals Keep promises or agreementsKeep promises or agreements Active listening Interest in whole personInterest in whole person Valuing all effort and contributions Positive emphasisPositive emphasis

9. Conveying respect Avoid devaluing person Warmth in words and behaviourWarmth in words and behaviour Not patronising or condescending Appropriate language not jargonAppropriate language not jargon Using people’s names Accepting people’s own decisionAccepting people’s own decision

10. Conveying understanding Focus on feelings not just words Asking for peoples opinionAsking for peoples opinion Sharing own experiences Not making assumptionsNot making assumptions Asking about feelings and experiences Extra time and attention for significant experiencesExtra time and attention for significant experiences

11. Facilitators should Establish physical and psychological climate conducive to learning Involve learners in planning Encourage learners to formulate their own learning objectives Encourage learners to identify resources and strategies to accomplish learning objectives Involve learners in evaluating their learning

12. Facilitators should (cont) Believe learners make their own decisions and think for themselves Refrain from assuming an authoritative view and adopt a more facilitative and listening position Accept diversity Accept all viewpoints and not impose their own personal values

13. Skills Encouraging participants to make self-disclosure Giving positive feedback and showing acceptance and understanding of their thoughts and feelings Using helping skills to reshape thoughts to encourage fresh insight

14. Skills Making direct statements which endorse suggestions by participants Eliciting commitment to taking action Giving reassurance to individuals that they are learning and developing Building up confidence of participants to enable practical application of learning

15. Questions to ask about the group Did everyone participate? Did members listen to each other?Did members listen to each other? Did members support, help each other? How did members work together?How did members work together?

16. Participation Who was included/excluded or involved/not involved? Why? Who participated most/least? Why?Who participated most/least? Why? Does this participation vary according to methods used? Who talks to who? Is anyone excluded?Who talks to who? Is anyone excluded?

17. Individual members Do they Give information to group? Ask questions?Ask questions? Respond to what other members say? Agree/disagree with others?Agree/disagree with others? Praise, support or encourage others? Criticize others?Criticize others? Interrupt?

18. How would you deal with members who are Silent Too talkativeToo talkative Bored, withdrawn AggressiveAggressive Less articulate ShyShy Distracting