Tips for Sharing This Info with your Team:
Print the sheet to hand out to the team. They may not have the time or attention to fully absorb the information and it may be helpful for them to have a copy on hand at home.
All of the forms are one doubled sided piece of paper, with the exception of:
• The PROQOL
For the scales, remind people to keep the tests or hang onto their scores so they can take it again later and compare the numbers to see if they are gaining resilience or burning out.
Read over the whole sheet ahead of time and pick a few points you want to emphasize. If you run out of time, just highlight these few points. People can read the rest during the talk or later on.
Consult the team: ask them for their thoughts and ideas on the topic before selecting or starting to talk about the information in the workshop. Is it on their minds? Would it be worth checking out? After presenting: How do they deal with the topic? Did the treatment seem correct for their situation? Do they have any personal tips?
When you see questions in the sheet, if you have time, ask the group what their answers are before going into the interpretation on the sheet. In general, engage the team as much as you can by asking what they think, how they do things or what their philosophy or approach is. Encourage questions, comments etc.
When people make a contribution to the discussion, ideally make a small reflection, response, or thanks.
When you feel like you are losing them go more into discussion.
When there are instructions for an exercise, such as how to find your diaphragm in the “Interoception & Self Regulation” infosheet, do it with the group. Make learning experiential. It’s funner.
Who teaches? You could assign someone, rotate through different people, or ask for volunteers to present the info. Sometimes the team is too exhausted after a day to do a workshop. Or it would be better to debrief about the day. Get the temperature of the room before forging ahead and as you go along. Make it a group experience where everyone can be part of deciding what to learn and whether or not they are in the headspace for it.
