Transcript Document

Where the Rubber Meets the
Road: How to Make Skills
Training Individualized,
Interactive, and Fun
Susan Gingerich, MSW
[email protected]
11-22-13
Overview of Topics Today
• Helping people identify truly meaningful goals as
part of their participation in EBPs
• Identifying skills that can be applied in the pursuit
of those goals
• Teaching skills
• Making process interactive
• Being creative and having fun
• What will you do when you leave the workshop?
Setting Truly Meaningful
Personal Goals Usually Involves:
• Thinking about different areas of one’s life
• Identifying specific areas that one is
dissatisfied with or that one would like to
improve upon
• Articulating the changes that one would like
to see
• Identifying the necessary steps for making
the changes
Characteristics of Goals People
often have most success with
• Behaviorally specific
• Important and meaningful (what would
achieving this goal mean to me? how would
it change my life? What would be better if?)
• Constructive not “eliminative”
• Functionally oriented when possible
• Person has some confidence in achieving it
Avoiding “Dead Person’s Goals”
Goal that a dead
person could
achieve
Stop yelling at my
kids
Quit being
Depressed
Stop drinking
Goal that a living
person could
achieve
Learn some
parenting skills
for setting limits
Play guitar with
my cousin
Get a job with
computers
Breaking down goals
• Rule of 6’s:
6 months to a year for long term goals
6 weeks for short term goals
6 days for a step
IMR
Goal Tracking
Sheet
The process of Achieving Goals
Usually Involves:
• Steadily working on taking steps toward the
change
• Getting support and assistance (as needed)
• Celebrating successes and overcoming
obstacles along the way
• Learning skills (as needed)
Examples of Identifying Skills
Goal
Skill from IMR
From Social Skills
Making
Friends
Starting conversations Keeping a conversation
Reconnecting with old going
friends
Finding common interests
Getting
a job
Coping with symptoms Asking questions
Managing Stress
Giving information
Reduce Developing a Relapse Making a request
medicati Prevention Plan
Disagreeing
on
Coping with symptoms constructively
Effective Method of Teaching
Skills
1. Establish a rationale for the skill
2. Discuss the steps of the skill (3-4 good)
3. Model the skill & review it with person (or
group)
4. Engage person in a role play using a
situation relevant to him or her
5. Provide & elicit positive feedback
Making the teaching process
interactive
Offer opportunities from the get-go for verbal
input by individuals:
• why they think the skill might be useful
• reading the steps of the skill
• commenting on why a step might be
important
• giving feedback on your role play
Teaching interactively, cont’d
Develop role play scenarios that are relevant
to individuals and reflect their real life
• What’s an example of a situation where
using this skill might be helpful?
• Describe the situation/paint me a picture
(who, what, where, when)
• Keep role play short and sweet
Teaching interactively in a group
• Elicit helpful feedback from group members
(How did you think X did with looking at Y
when he was practicing making a request?)
• Help group members recognize their
commonalities (Who else encounters drug
dealers on their way home?)
• Aim for group members to be glad they role
played, & gave feedback (Thanks, that was
really helpful).
Being Creative and Having Fun
A few caveats
• Stay within the model of the EBP
• Make sure individuals know how the
activity connects to the EBP
• Avoid becoming an activity group
• Keep preparation time short, and avoid
activities that require expensive supplies
Being Creative and Having Fun
A few examples for role plays
• Set the stage with simple believable props
• Be active, making use of entrances, exits,
standing up, sitting down
• With caution, do contrast modeling (e.g.,
eating politely versus eating impolitely)
• Encourage laughter & applause
Being Creative and Having Fun
A few examples for games
• Jeopardy-type games to retrieve knowledge
• “Pick-a-card any card” with different
questions or skills on each card (e.g., what
is a coping skill that someone could use
when they hear voices while shopping?)
• Name that emotion
Being Creative and Having Fun
Celebrations of Progress
• Certificates for completing modules
• Certificates for achieving goals
• Graduation for completing whole program
(individuals can design invitations for
family and friends, plan the program,
provide singing or act in skits, say what
they learned )
Celebrations, cont’d
• Outings to use new skills
• Becoming a mentor to someone else
• Participating in selecting next module, or
selecting the next EBP
A Few Sources of Skills that
Relate to People’s Goals
• IMR: 3rd edition (2011) Gingerich &
Mueser)Hazelden Press.
• Integrated Treatment for Dual Disorders (2003),
Mueser, et al. Guilford Press.
• Behavioral Treatment for Substance Abuse in
People with Serious and Persistent Mental Illness,
(2007) Bellack, et al. Routledge Publication.
• Social Skills Training for Schizophrenia (2004)
Bellack, Mueser, Gingerich, Agresta. Guilford
Press.
Sources of Skills, cont’d
• Social Skills Training for Schizophrenia (2004)
Bellack, Mueser, Gingerich, Agresta. Guilford
Press.
• Coping Skills Group Book and Cards (2005).
Gingerich & Mueser. Wellness Reproductions.
• Behavioral Family Therapy for Psychiatric
Disorders, 2nd Edition (1999). Mueser and Glynn.
New Harbinger Publications.
Applying workshop knowledge:
Exercise
• Think of a person you are working with.
• What is the person’s goal?
• What are some challenges the person has
encountered in achieving the goal?
• What are some skills that could help the person
overcome these challenges? Brainstorm a list.
• When can you talk to the person and get his or her
input? What would you say to introduce the topic?
Closing Thoughts
“Having strategies for coping with mental
illness is extremely important. It is hard to
enjoy your life if you are constantly sick
with mental illness. . .
. . . However, believing in yourself, having hope
that things will continue to get better, and looking
forward to your future are also vital in overcoming
mental illness. Our hopes and dreams are not
delusions. Our hopes and dreams are what makes
us human.”
David, artist, writer, person in recovery from
mental illness