Care for the Family Care for the Family is a national charity
which aims to promote strong family life and to help those hurting
because of family breakdown. Our focus is onMarriage and couple
support Parenting support Bereavement support Clip
Slide 4
We want every parent in the UK to have access to high quality
parenting courses that will equip, encourage and support them
through their various stages of parenthood. It is our passion to
see mums and dads not only survive, but thrive as a parent. Our
vision
Slide 5
Our approach Parent to parent, not expert to parent
Relationship-based and preventative Sharing the journey alongside
parents, giving practical guidance Accessible, visual and
user-friendly Evidence-based in all that we do
Slide 6
What we do We train people to be effective parenting
facilitators We produce a range of parenting courses We deliver
workshops and courses for parents We work with passionate
people
Slide 7
Learner handbook Information on the training and accreditation
Contains notes - on all assessment criteria - guidance on evidence
needed for accreditation At the back- booklist & useful
websites - worksheets - evaluation form Put your names on
them!
Slide 8
Introductions Introduce yourself briefly to the group Share any
current experience of working with groups
Slide 9
Aims of this training To develop essential facilitation skills
To provide underpinning theory and knowledge related to group work
To give an opportunity to practice facilitating in a small group
Essential element in becoming a Care for the Family Licensed
Facilitator
Slide 10
Learning Outcomes Learner Handbook p 15 - 16
Slide 11
National Occupational Standards NOS are nationally agreed
statements of competence which describe what an effective worker
does and needs to know Work with Parents NOS 2011 Learner handbook
p 7
Slide 12
Becoming a licenced facilitator: Core licence journey Learner
Handbook p 8 I want to run a parenting course in my community
Working with Parents 2 days Facilitating Groups 2 days Core licence
to run: The Early Years The Primary Years The Teenage Years
Dads
Slide 13
Specialist licence journey Learner Handbook p 8 I want to
support parents with specific needs in my community Specialist
licence to run: Children with Special Needs How to Drug Proof Your
Kids Quidz In Familiarisation day 1 day Core licence
Slide 14
Accreditation information Accreditation is OPTIONAL It costs an
additional 120 you will be invoiced Gives 6 credits at Level 3
through the Open College Network (OCN) At the end of this training
you will need to have decided and signed the OCN registration form
Learner handbook p 10
Slide 15
Parent Support Network Volunteers The accreditation is assessed
through a written portfolio of work. Your accreditation will give
you six credits at Level 3 with the Open College Network.
Accreditation
Slide 16
Your learning, growth and understanding of different topics
Past Present Future This Training Group Learner handbook p 13-14
& 67 Reflective Practice Reflective Log
Slide 17
How does your learning on this training link to your past
learning or any experience of working with groups? Past
Slide 18
Reflective Practice Reflective Log What are your feelings and
thoughts about the group experience during this training? Present
This Training Group
Slide 19
Reflective Practice Reflective Log Will your learning here
change how you work with groups or, possibly, in your personal
life? Future
Slide 20
Programme for today 9.30 - 11.00Ground rules / identifying
needs & aims 11.00 - 11.15Coffee 11.15 - 12.45Limitations as
facilitators & professional boundaries Sourcing a parenting
course 12.45 - 1.30Lunch 1.30 - 2.45Theories of Adult Learning 2.45
- 3.00Tea 3.00 - 3.45Delivery Methods and Active listening 4.00 -
4.30Accreditation
Slide 21
You may be wondering What is this training all about? What will
I have to do? How will I get on with other group members? Why am I
the only man/woman? Im feeling left out! People on a course will
feel the same
Slide 22
Parallel Process Parallel Process helps us understand how
people might be feeling in a group We will be mentioning it from
time to time Not all activities on this training are a parallel
process to working with groups Good to refer to in your Reflective
Log Learner handbook p 14
Slide 23
2.2 Ground rules and confidentiality Learner Handbook p 32
Slide 24
2.2 Assessment Criterion Explain how ground rules for the group
are agreed, including rules of confidentiality Reflective Log
Slide 25
Ground rules What ground rules do we want for this group?
Slide 26
Some suggestions Respect Its OK to disagree with whats said Its
OK to pass Only share to the level you are comfortable with Let us
know if you cant come How to handle it if you get upset
Slide 27
Why have ground rules? Promotes ownership of the group
Encourages group to function in a respectful and empathetic way
Pre-handles potential difficulties (e.g. conflict or distress)
Models parental role Defines limits and boundaries (e.g.
confidentiality) Need to be displayed at each session for
reference
Slide 28
What must be kept confidential? Specific children i.e. any
difficulties Family issues Childhood experiences Personal beliefs
and attitudes Shared experiences in the group
Slide 29
Safeguarding Although confidentiality is discussed when Ground
Rules are being made, it cannot be promised if a child or adult
might be at risk of significant harm Facilitators must be aware of
the possibility of abuse and know who to tell and what to do if
theyre concerned about the safety of either a child or adult Care
for the Family expects its licensed facilitators to have received
training on Safeguarding
Slide 30
2.2 Portfolio evidence Reflective Log (200 words) How were/are
ground rules introduced and used on the training/in your own work?
How will you set ground rules with groups of parents in the future?
Explain how you would raise a safeguarding concern in your setting.
Learner Handbook p 32
Slide 31
3.1 Identifying group members needs Learner Handbook p 35
Slide 32
3.1 Assessment Criterion Explain how to identify the needs of a
group of adults Reflective Log
Slide 33
A useful grid GIVES GETS (Expectations) GHASTLIES GROUND
RULES
Slide 34
What do parents have to give? Unique personality and qualities
Different life and family experiences The ability to listen to /
encourage each other
Slide 35
What concerns might parents have (ghastlies)? What they may be
expected to do in the group What the future holds for their
family
Slide 36
Activity In small groups: 1. What are the key topics you need
to cover in a parenting course? 2. When parents come on a course
what expectations might they have? 3. How do you find out what your
parents actual needs are?
Slide 37
What do parents hope to get? To get on better with their
children Practical ideas Feel less stressed / have less shouting
That theyre not on their own Friendship It will be helpful to let
parents know that Attending a course in itself does not change
their problems Change takes time!
Slide 38
Parents needs Notes from referral agency Pre course letter
asking for topics of interest Pre course questionnaire Home visit
First session ask for issues / concerns Verbal Written
Slide 39
3.1 Portfolio evidence Reflective Log (200 words) Why is it
important to identify the needs of parents in a group? How would
you identify a groups needs before/during the sessions? How will
this change your future work in groups? Learner Handbook p 36
Slide 40
3.2 Agreeing aims to meet needs Learner Handbook p 36
Slide 41
3.2 Assessment Criterion Explain how to agree group aims and
objectives and gain agreement on group priorities that meet needs
Reflective Log
Slide 42
Aims and needs Aims and needs need to be linked Your aim may
not be the same as those of the group With a formal programme aims
are often set In a support group the aims will need to be
agreed
Slide 43
Enabling change A model of change Learner Handbook p 37
Slide 44
Enabling change Learning involves change and change is not
always easy! Introducing different ideas can be a challenge to a
persons key beliefs. This model of change can help you understand
where a parent has got to both in terms of them being aware of the
need to change and whether they are making those changes in their
life or not
Slide 45
Enabling change Facilitators need to: act in partnership with
the parent and this involves being respectful of them and their
views work with empathy and a clear understanding of the persons
views look for change for the benefit of the parent and child
Slide 46
Pre-contemplation Unaware of need to change Maintenance
Maintaining new behaviours Reaching goals Relapse Action / Will
power Taking small steps to change Preparation and Determination
Resourcing change Contemplation Recognise need for change A model
of change
Slide 47
3.2 Portfolio evidence Reflective Log (200 words) Why is this
important? How do you/ would you do this? How will this change your
future work in groups? Learner Handbook p 38
Slide 48
2.3 Roles and responsibilities Learner Handbook p 33
Slide 49
2.3 Assessment Criterion Explain how roles, responsibilities
and timescales are agreed Reflective Log
Slide 50
Roles and responsibilities It is important for the facilitator
to establish why the group of parents is meeting ie to attend a
parenting course meeting as a monthly support group Parents will
feel more relaxed and safe if they know who is leading the group
what they might expect to have to do in the group or at home how
long the meeting or course is
Slide 51
Facilitator Support Encourage Establish what the group is there
for Keep the group on track Create a learning environment
Communicate hope Manage the boundaries Deal with difficulties Model
the parenting role Signpost to other sources of help
Slide 52
Parents Regular attendance Letting the facilitator know if they
cant come Punctuality Showing respect and kindness Listening to
each other Getting stuck in (you only get out what you put in!)
Persevering when the going gets tough Deciding on speakers or
agencies they want to hear from Communicating what they need help
with
Slide 53
Time-scales Length of each session Time of day you may want to
negotiate this Length of whole course Comfort breaks
Slide 54
2.3 Portfolio evidence Reflective Log (200 words) Why is
agreeing this in a group important? How might this process be
different between parents attending a parenting course and a self
support group for parents of children with special needs? How will
this change your future work in groups? Learner Handbook p 33
Slide 55
COFFEE Please be back ready to start in 15 minutes
Slide 56
Accreditation Learner Handbook p 10
Slide 57
Why do the Accreditation? Accreditation is OPTIONAL What
benefits are there? Professional development Personal learning
Understanding theory How theory relates to your experience
Reinforces your learning What you do / will do with groups
Slide 58
Meeting Assessment Criteria Attendance (80%) Participation in
sessions A portfolio of evidence meeting the Assessment Criteria
Portfolio Submission Date Thursday 3 rd July
Slide 59
Tracking Sheets (Accreditation only) Shows- the Learning
Outcomes - the Assessment Criteria Portfolio evidence must cover
each Assessment Criterion The assessment criteria are NOT covered
during the training in the numbered sequence Learner handbook p 61
- 63
Slide 60
Worksheets Worksheets are included at the back of the Learner
handbook They are also available, along with other documents, to
download by going to:
www.careforthefamily.org.uk/facilitating-groups-learner- support
Learner handbook p 11
Slide 61
Portfolio criteria guidance Weve included guidance for learners
on the evidence you can include that will meet each assessment
criterion we have put this guidance in the Learner Handbook at the
end of the notes on each separate criterion For an example see 2.2
Learner Handbook p 32
Slide 62
Reflective Log : For everyone! Keep a Reflective Log its part
of Reflective Practice e.g. your thoughts, feelings, learning of
ALL THE SESSIONS Do this as you go along Mark the Assessment
Criteria on your notes if you are doing the Accreditation
Slide 63
Where learning takes place During the training course Outside
of the course Some topics have extra material in the Learner
Handbook
Slide 64
Questions on Accreditation There will be a slot at the end of
the day for more questions You can talk with us during lunch or any
of the breaks
Slide 65
1.3 Professional boundaries Learner Handbook p 25
Slide 66
1.3 Assessment Criteria Explain the importance of setting and
recognising boundaries when developing professional relationships
Reflective Log
Slide 67
Boundaries Being clear from the beginning about what is on
offer can help prevent confusion and misunderstanding along the
way. Its a balancing act between being professional and acting as
if you were a friend.
Slide 68
Boundaries In small groups Discuss the questions in the
handbook Learner Handbook p 25 -26
Slide 69
Self disclosure An important part of professional boundaries is
how much the facilitator tells the group about themselves and their
own life and experiences. Learner handbook p 26
Slide 70
1.3 Portfolio evidence Reflective Log (200 words) What are the
key reasons for having professional boundaries as a facilitator?
How have you found self-disclosure to be useful in a group? In your
setting what do you consider to be appropriate availability? How
will this change your future work in groups? Learner handbook p
26
Slide 71
2.1 Limitations and constraints Learner Handbook p 31
Slide 72
2.1 Assessment Criteria Explain the limitations and constraints
of own role as facilitator Reflective Log
Slide 73
Expectations As a facilitator Are your expectations realistic?
What about the expectations parents have of you as the
facilitator?
Slide 74
Limitations and constraints Do we know everything about
everything? Can we promise to solve every or any problem parents
bring? How much time can we give to this? Will we always give the
correct advice? Will we get on with everyone?
Slide 75
2.1 Portfolio evidence Reflective Log (200 words) What are
realistic expectations for you in your facilitator role? How will
this change your future work in groups? Learner handbook p 31
Slide 76
3.4 Sourcing group materials Learner Handbook p 41
Slide 77
3.4 Assessment Criterion Explain how to source appropriate
resources and judge their importance in supporting the group
Worksheets2 worksheets (3.4 Sourcing a parenting course) Only 1 can
be from Care for the Family Learner Handbook p 70 Reflective
Log
Slide 78
What works? People want to know if a course works consistently
in groups and produces good outcomes for parents and children
Usually called an evidence based approach What a course claims will
happen to parents should happen to them Its also about making sure
that they get value for the money theyve paid out to train for the
course!
Slide 79
Selecting materials Target group - who is the course aimed at ?
Is there a specific cultural need? What are the key principles and
theories in the course? Are the delivery methods interactive? Whats
covered on the course? How is the course evaluated? Do the course
materials and delivery fit with the group of parents you are going
to work with? Time Out for Parents The Early Years Learner Handbook
p 43
Slide 80
3.4 Portfolio evidence 2 x Worksheets (p 70) Complete both
worksheets (only 1 parenting course from Care For the Family)
Reflective Log (200 words) What did you learn about sourcing
resources for groups? How will this change your future work in
groups? Learner handbook p 43
Slide 81
LUNCH Please be back ready to start on time
Slide 82
1.4 How adults learn Learner Handbook p 26
Slide 83
1.4 Assessment Criterion Explain ways in which theories of how
adults learn can be applied to work with groups Written essay 1000
words
Slide 84
Emotional influences on learning These might include: Previous
learning experiences being poor, boring or uncomfortable Low
self-esteem and lack of belief in ability to learn or change Fear
of being criticised Personal baggage, for example a recent annoying
event
Slide 85
Learning Cycles Adults can learn from their experiences and
there are a number of different learning cycles that try to explain
how this happens They can help us work out where someone may have
got stuck for example, talking about an issue but then not carrying
through with making changes
Slide 86
Kolb - A learning cycle ExperienceReactReflectAnalyseAct
Slide 87
Kolb What happened? How did I feel? What was going on? What
will I do next time?
Slide 88
Visual-Auditory-Kinaesthetic V isual learners prefer seeing
things e.g. pictures, diagrams, text, films/DVDs, flipcharts,
handouts A uditorylearners prefer listening and speaking, e.g.
discussions, question and answer sessions and lectures K
inaesthetic learners prefer hands on activities involving movement
touching, holding, doing, and like role plays, demonstrations and
simulations Learner Handbook p 27
Learning Styles Learners develop a preference for one or two
learning styles It helps facilitators to understand how to create
better learning opportunities for others
Slide 91
What is your learning style? Complete the Learning Styles
Questionnaire Learner Handbook p 68 When everyone has finished well
talk you through how to fill in the last column Then complete the
section at the bottom of the Questionnaire
Slide 92
What is your learning style?
Slide 93
Activity In your groups Design a garden in 5 steps Use
flipchart paper and pens You have 10 Minutes
Slide 94
Activists learn best from activities where There are new
experiences / problems / opportunities from which to learn They can
involve themselves in short here and now activities They have a lot
of limelight / visibility They are thrown in at the deep end with a
task they think is difficult They are involved with other people
Activists learn least from, and may react against, activities where
learning involves a passive role
Slide 95
Reflectors learn best from activities where They are allowed to
watch and think over activities They are able to stand back from
events and listen/observe They are helped to exchange views with
other people They can reach a decision in their own time without
pressure or tight deadlines Reflectors learn least from, and may
react against, activities where they are forced into the limelight
and forced into doing something without warning
Slide 96
Theorists learn best from activities where They have time to
explore methodically the associations between ideas, events and
situations They are intellectually stretched They are in structured
situations with a clear purpose They are offered interesting ideas
even though they are not immediately relevant Theorists learn least
from, and may react against, activities where they are pitched into
doing something without a context or apparent purpose
Slide 97
Pragmatists learn best from activities where They are shown
techniques for doing things with obvious practical advantages They
are exposed to a model they can copy They are given immediate
opportunities to use what they have learnt They can concentrate on
practical issues Pragmatists learn least from, and may react
against, activities where the learning is not related to an
immediate practical application
Slide 98
With this in mind, when planning parenting courses, what do we
need to consider?
Slide 99
1.4 Portfolio evidence Essay (1000 words) 4 Photos of the
garden plan activity Learning style questionnaire (page 68) Give a
brief overview of the theories (approx 200 words only) Give an
example of a parent using the Kolb model to help them resolve a
situation What did you learn from the Garden Plan activity about
how you and others learn? How will this change your future work in
groups? Learner handbook p 29
Slide 100
3.3 Delivery methods Learner handbook p 39
Slide 101
3.3 Assessment Criterion Explain how to use an approach and
method of working that best matches the characteristics of the
group Completed worksheet Learner Handbook p 69
Slide 102
Knowing your group Weve already explored: the needs of the
parents coming on a group adult learning styles Knowing the needs
and understanding learning styles will help the facilitator look at
a range of activities that will help parents be engaged in the
course
Slide 103
Delivery methods Icebreakers Whole group discussion Pair work
and small group discussion Lectures and information giving
Worksheets Games Learner Handbook p 39 - 40 Questions and answers
Case studies DVD and TV Role Play Demonstrations Home
activities
Slide 104
Activity In small groups Read through the list of delivery
methods Learner Handbook p 39 - 40 Fill in the Worksheet Learner
Handbook p 69
Slide 105
3.3 Portfolio evidence Worksheet (page 69) Complete the
worksheet showing a range of delivery methods and why you would use
them in that situation Please use full sentences (not bullet
points) Learner handbook p 40
Slide 106
T E A Please be back ready to start in 15 minutes
Slide 107
Session Delivery 3.5 Reviewing how you work with the group
Learner Handbook p 44
Slide 108
3.5 Assessment Criterion Review and revise own strategy and
approach to the group Reflective Log Lesson PlanLearner Handbook p
71 Record of Group ProgressLearner Handbook p 72
Slide 109
Delivering a session Practising skills in a safe, supportive
environment It is all about the experience The group act as a group
of parents attending a course (NOT professionals) 15 minute
facilitation ONLY!
Slide 110
Session Set the room up Get yourself ready Run your session
Feedback self peers tutor Fill in written Feedback forms Next
person sets up room...
Slide 111
Model for feedback The tutor will ask you after your session:
How did you feel before the session? How do you feel now, at the
end? Tell us what you did that worked well. Is there anything you
would do differently next time? The group will wait until after
your feedback. Then your peers and the tutor will give their verbal
feedback
Slide 112
Lesson Plan Work out what you will do in your session
Introduction Activity Summary How long will each part take to do?
How will you assess how well each part has gone? Learner Handbook p
71
Slide 113
Record of Group Progress Overall impression Attendance Is there
anyone you need to contact? Group participation Do you need to make
any changes for next time? Understanding and practice Does the
group understand the topics? Learner Handbook p 72
Slide 114
Assessing your session Part of reflective practice is thinking
about how well each part of your session worked with the parents.
Are parents learning? Did the topic meet the groups needs? You can
assess learning by Listening to pairs and group discussions
Slide 115
3.5 Portfolio evidence Reflective Log (200 words) Lesson Plan
(page 71) Record of group progress (page 72) Review the session you
delivered on the training: What was your strategy for the session
you delivered? Was the content and level of the session
appropriate? Did the delivery methods work? How will this change
your future work in groups? Learner handbook p 31
Slide 116
Session Delivery 4.2 Evaluating yourself as a facilitator
Learner Handbook p 47
Slide 117
4.2 Assessment Criterion Evaluate own effectiveness as a group
facilitator, suggesting modifications as appropriate Reflective Log
Feedback Form x 3Learner Handbook p 73 - 77
Slide 118
Personal Qualities What do you do that helps a group feel safe?
What can you reveal about yourself that will help the group talk?
What are the values, attitudes and beliefs that help you in this
work? Are there any beliefs that might make it difficult for you to
work with some people?
Slide 119
4.2 Portfolio evidence Feedback Form x 3 (page 73 - 77)
Reflective Log (200 words) What qualities do you have that are
useful when working with groups? Did these help in the session you
delivered on the training? What areas would it be helpful for you
to develop in as a facilitator? How could you do this? (For
example, more training/reading/watching DVD/attending a workshop or
conference) How will this change your future work in groups?
Learner handbook p 48
Slide 120
4.3 Active Listening Learner Handbook p 48
Slide 121
4.3 Assessment Criterion Explain the importance in group work
of listening actively and encouraging communication Reflective
Log
Slide 122
Key principles of partnership Self Awareness Power Sharing Good
Communication Respect
Slide 123
Listening exercise In pairs: One to be A the other B A to shut
their eyes and think of a situation that annoys them!
Slide 124
Instructions for B Your partner will talk to you about
something they find annoying As soon as you can tell them what they
should do about it Try and solve the problem as quickly as possible
Assume you know all the answers and they dont know anything!
Slide 125
Feedback How did that feel? What are the dangers in fixing a
problem? for a facilitator for a parent
Slide 126
Dangers of Fixing Encourages reliance on the practitioner
Disempowers the other person Implies you are the expert You may not
be right! Your advice may not work! They may not understand your
solutions!!
Slide 127
Active listening Means to listen for meaning Listener checks
that a statement has been correctly heard and understood The goal
is to improve mutual understanding Learner Handbook p 49
Slide 128
Empathy The ability to put yourself into someone elses shoes
and see a situation the way they see it. Parents are more likely to
LISTEN when they feel that they have been UNDERSTOOD!
Slide 129
How might a parent feel when? Their 7 year old is accused of
bullying another child Theyre having trouble accessing their 10
year old son because their ex keeps changing the arrangements Their
teenager has been suspended from school A local youth has been
stabbed with a knife and they know their 15 year old carries
one
Slide 130
Summarising Reflecting back the main points of what someone has
said It is valuing the speaker Enables them to clarify their
thoughts Enables you to check if you have understood their
situation correctly
Slide 131
Drawing out discussion Sit so that everyone can see each other
Eye contact (if culturally appropriate) Look round at the whole
group Use open questions Dont let one person dominate Draw out
specific examples Flipchart and acknowledge every contribution
Avoid value judgements Summarise every so often
Slide 132
4.3 Portfolio evidence Reflective Log (200 words) What effect
does it have on the talker when someone tries to fix their problem?
How does it feel when you are properly listened to? What is good
communication? How will this change your future working with
groups? Learner handbook p 50
Slide 133
2.4 Confidence and contributing Learner Handbook p 34
Slide 134
2.4 Assessment Criterion Explain strategies and techniques to
raise the confidence of group members and help them contribute to
the group Reflective Log
Slide 135
Confidence When facing problems our self esteem and confidence
may be low When confidence is higher we are more likely to tackle
issues and also remain calm and hopeful Key message youre not the
only one Create opportunities for the group to share any successes
they have had either now or in the past
Slide 136
2.4 Portfolio evidence Reflective Log (200 words) Why is this
important? What techniques do you/ would you use? How will this
change your future work in groups? Learner handbook p 35
Slide 137
Review of today Ground rules Group needs and aims Limitation as
a facilitator and professional boundaries Sourcing a parenting
course Adult learning Delivery methods Communication and active
listening Confidence and contributing
Slide 138
Portfolio work Reflective Logs1.3, 2.1, 2.2, 2.3, 2.4, 3.1,
3.2, 3.4, 4.3 Written essay1.4 Adult Learning Worksheets3.3
Delivery Methods 3.4 Sourcing a parenting course Photos1.4 Garden
Plans Learning Style1.4 Questionnaire
Slide 139
Questions on accreditation Guidance on each assessment
criterion is included in the Learner Handbook As tutors, we are
happy to answer questions either during the training or by phone or
email. Learner Handbook p 10 - 14
Slide 140
Day 2 We look forward to seeing you tomorrow Please arrive for
coffee from 9.00am Our first session will start at 9.30 am