Handouts - PHI · 2019. 12. 16. · Handout 2: Sample Workshop Agendas Handout 3: The Role of a Peer Mentor Handout 4: Bricks for Building a Bridge Handout 5: Attributes of a Peer

HandoutsThis section contains participant handouts, all of which are suitable for photocopying.Depending upon your personal preferences and training needs, many of these handouts might also be used as overheads.

The notation at the top of each page indicates the handout number and title, and themodule and activity number with which the handout is associated.

1Handouts:Module 1

Handout 1: Peer Mentor Training Overview

Handout 2: Sample Workshop Agendas

Handout 3: The Role of a Peer Mentor

Handout 4: Bricks for Building a Bridge

Handout 5: Attributes of a Peer Mentor (for Activity 1.4, Option A)

Handout 6: Attributes (for Activity 1.4, Option A and B)

Peer Mentor Training Overview

The goal of this training is to prepare participants to be peer mentors. Mentors

provide assistance and support to newly hired direct-care staff so that the new staff

will succeed in their jobs.

The topics we will cover in this training include:

■ The roles and activities of a peer mentor

■ Relationship-building skills

■ Communication skills

■ Problem solving

■ The organizational role of a peer mentor

1Handout 1: Peer Mentor Training OverviewModule 1: Activity 1.2MASTER FOR PHOTOCOPYING

Peer Mentoring for Direct-Care Workers in Long-Term CareThree full-day sessions (once per week), with two monthly boosters

Week 1

Module 1: Introduction to Peer Mentoring

8:30–9:00 Registration

9:00–9:30 1.1 Icebreaker/Partner Introductions

9:30–10:00 1.2 Workshop Overview

10:00–10:45 1.3 The Roles of a Peer Mentor

10:45–11:00 Break

11:00–11:45 1.4 The Qualities of an Effective Support Person or

The Attributes of a Peer Mentor

11:45–12:30 Lunch

Module 2: Communication Skills #1: Active Listening

12:30–1:00 2.1 Exploring Verbal Communication

1:00–1:45 2.2 Exploring Nonverbal Communication

1:45–2:30 2.3 Paraphrasing

2:30–2:45 Break

2:45–3:45 2.4 Blocks to Listening

3:45–4:00 Closing

2Handout 2: Sample Workshop AgendasModule 1: Activity 1.2 Three full-day sessions (once per week), with monthly boosters

PAGE 1 OF 8

Week 2:

Module 3: Communication Skills #2 — Developing Self-Awareness

8:30–9:00 Welcome, warm-up

9:00–9:30 3.1 Exploring Assumptions

9:30–10:30 3.2 Personal Styles

10:30–10:45 Break

10:45–11:45 3.3 Pulling Back

11:45–12:30 Lunch

Module 4: Putting the Skills to Work

12:30-1:00 4.1 Asking Open-Ended Questions, Part 1

1:00–2:30 4.2 Communication Skills Practice (maximum time)

2:30–2:45 Break

2:45-4:15 4.3 Giving Constructive Feedback

4:15-4:30 Closing


PAGE 2 OF 8

Week 3

Module 5: Problem Solving


9:00–9:15 5.1 The Role of a Peer Mentor—Revisited

9:15–10:30 5.2 Exploring Options: Part 1

10:30–10:45 Break


11:45–12:30 Lunch

Module 6: Establishing Effective Relationships with Mentees

12:30–1:00 6.1 Finding Common Ground: Personal Risk-Taking

and Self-Disclosure

1:00–2:30 6.2 The First Connection

2:30–2:45 Break (may be taken during Activity 6.2)

2:45–3:15 Closing


PAGE 3 OF 8

One Month Later

Booster Module 7: Assisting Mentees in Problem Solving

8:30–9:00 Welcome: Sharing and identifying issues that have arisen

since the last meeting

9:00–9:30 7.1 Supporting the Mentee in Problem Solving:

Introduction

9:30–10:00 7.2 Asking Open-Ended Questions, Part 2

10:00–11:00 7.3 Assisting the Mentee in Exploring Options


11:15–12:00 7.4 Supporting the Mentee’s Right to Decide

12:00–12:30 Closing

Two Months Later

Booster Module 8: Changing Roles



9:00–10:00 8.1 Changing Roles

10:00–10:15 Break

10:15–12:15 8.2 Pass It On

12:15–12:45 Closing (final session)


PAGE 4 OF 8

Peer Mentoring for Direct-Care Workers in Long-Term CareSix half-day sessions (once per week), with monthly boosters

Week 1

Module 1: Introduction to Peer Mentoring

8:30–9:00 Registration

9:00–9:30 1.1 Icebreaker/Partner Introductions

9:30–10:00 1.2 Workshop Overview

10:00–10:45 1.3 The Roles of a Peer Mentor

10:45–11:00 Break

11:00–11:45 1.4 The Qualities of an Effective Support Person or

The Attributes of a Peer Mentor

11:45–12:00 Closing

Week 2

Module 2: Communication Skills #1: Active Listening


9:00–9:30 2.1 Exploring Verbal Communication

9:30–10:15 2.2 Exploring Nonverbal Communication

10:15–11:00 2.3 Paraphrasing

11:00–11:15 Break

11:15–12:15 2.4 Blocks to Listening

12:15–12:30 Closing

2Handout 2: Sample Workshop AgendasModule 1: Activity 1.2 Six half-day sessions (once per week), with monthly boosters

PAGE 5 OF 8

Week 3

Module 3: Communication Skills #2: Developing Self-Awareness


9:00–9:30 3.1 Exploring Assumptions

9:30-10:30 3.2 Personal Styles

10:30–10:45 Break

10:45–11:45 3.3 Pulling Back

11:45–12:00 Closing

Week 4

Module 4: Putting the Skills to Work



9:30–11:00 4.2 Communication Skills Practice (maximum time)


11:15–12:45 4.3 Giving Constructive Feedback

12:45–1:00 Closing


PAGE 6 OF 8

Week 5

Module 5: Problem Solving


9:00–9:15 5.1 The Role of a Peer Mentor—Revisited


10:30–10:45 Break


11:45–12:00 Closing

Week 6

Module 6: Establishing Effective Relationships with Mentees


9:00-9:30 6.1 Finding Common Ground: Personal Risk-Taking

and Self-Disclosure

9:30–11:00 6.2 The First Connection


11:15–11:45 Closing


PAGE 7 OF 8

One Month Later

Booster Module 7: Assisting Mentees in Problem Solving



9:00–9:30 7.1 Supporting the Mentee in Problem Solving:

Introduction


10:00–11:00 7.3 Assisting the Mentee in Exploring Options


11:15–12:00 7.4 Supporting the Mentee’s Right to Decide

12:00–12:30 Closing

Two Months Later

Booster Module 8: Changing Roles



9:00–10:00 8.1 Changing Roles

10:00–10:15 Break

10:15–12:15 8.2 Pass It On

12:15–12:45 Closing (final session)


PAGE 8 OF 8

The Role of a Peer Mentor

3Handout 3: The Role of a Peer MentorModule 1: Activity 1.3 MASTER FOR PHOTOCOPYING

Helps menteesdevelop problem-

solving skills

Models effectivecommunication

Demonstratesperson-centered

focus

Supportsmentees

Demonstratesgood problem-

solving skills

Providesinformation about

job responsibilities and the workplace

Gives constructivefeedback to helpmentees succeed

BuildingSupportive

Relationships

Models goodcaregiving skills

Bricks for Building a Bridge

4Handout 4: Bricks for Building a BridgeModule 1: Activity 1.4MASTER FOR PHOTOCOPYING

✁

✁

✁

✁

✁

✁

Attributes of a Peer Mentor

What are the five attributes you believe are most important to be an effective and

skillful peer mentor?

Attached is a list of possible attributes. Choose the five you feel are most important

and write them below. Feel free to add other qualities that are not on the list.

1. ___________________________________________________________________________

2. ___________________________________________________________________________

3. ___________________________________________________________________________

4. ___________________________________________________________________________

5. ___________________________________________________________________________

Discuss your responses with your group, and identify the top five the group considers

to be the most important.

5Handout 5: Attributes of a Peer MentorModule 1: Activity 1.4, Option BMASTER FOR PHOTOCOPYING

Attributes

Caring, kind

Cooperative, helpful

Competent

Decisive

Dependable, reliable

Efficient

Friendly

Gets along with all kinds of people

Good communicator

Honest

Likes elders and people with disabilities, understands their needs

Organized

Responsible and accountable

6Handout 6: AttributesModule 1: Activity 1.4MASTER FOR PHOTOCOPYING

2Handouts:Module 2

Handout 7: Effective Communication in Peer Mentoring

Handout 8: Back-to-Back Geometric Designs

Handout 9: Active Listening

Handout 10: : Lead-Ins for Paraphrasing

Handout 11: Paraphrasing: Definition and Purposes

Handout 12: Paraphrase Practice

Handout 13: Real Listening Is. . .

Handout 14: Blocks to Listening

Effective Communication in Peer Mentoring Effective communication in peer mentoring involves:

■ Clear, nonjudgmental language to communicate a thought or idea.

■ Nonverbal listening skills (effective body language) to show attention,

empathy, understanding, and concern. Effective body language

includes postures, facial expressions, gestures, and movement.

■ The ability to pull back when a conversation becomes emotionally

charged, in order to maintain a clear focus and remain nonjudgmental.

■ Paraphrasing, or repeating back in our own words what the speaker

has said, in order to clarify or confirm understanding.

■ Asking open-ended, clarifying questions to gain further information

and insight.

7Handout 7: Effective Communication in Peer Mentoring Module 2: Activity 2.1MASTER FOR PHOTOCOPYING

Back-to-Back Design 1

8Handout 8: Back-to-Back Geometric DesignsModule 2: Activity 2.1MASTER FOR PHOTOCOPYING

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9Handout 9: Active ListeningModule 2: Activity 2.2MASTER FOR PHOTOCOPYING

Active Listening

Active listening means listening with our full attention to the person speaking.

Active listening involves the skills of:

■ Nonverbal communication, like body language and facial expres-

sions, to show we are paying attention.

■ Paraphrasing, or repeating back in our own words what the speaker

has said.

■ Asking open-ended questions to clarify or gather more information.

Active listening is an important skill in peer mentoring because:

■ When we listen with our full attention, we remember and understand

better what is being communicated.

■ When we listen with our full attention, it feels caring and helpful to

the person who is speaking.

Lead-Ins for Paraphrasing

Did I hear you say…

Did you say…

So, I think you said…

Okay, so what I heard you say is…

So what you’re saying is…

You’re telling me that…

Am I hearing you correctly that…

Are you saying that…

Am I hearing you clearly that…

So what I hear you saying is…

I believe that you are saying…

So, you’re saying…

Okay, let me see if I got what you said…

So let me summarize what you just said…

I want to be on the same page as you, so let me go over what you just said…

10Handout 10: Lead-Ins for ParaphrasingModule 2: Activity 2.3MASTER FOR PHOTOCOPYING

Paraphrasing: Definition and Purposes

Paraphrasing means: stating in your own words what someone else has just said.

The purposes of paraphrasing are:

■ to confirm or clarify the message the other person is trying to

communicate; and

■ to acknowledge that you have heard the other person.

Paraphrasing helps communication in four important ways:

1. People deeply appreciate feeling heard.

2. Paraphrasing prevents miscommunication. False assumptions, errors,

and misinterpretations can be corrected on the spot.

3. When paraphrasing, it’s difficult to get distracted because the focus is

on clearly understanding what the other person is saying.

4. Paraphrasing can be used to de-escalate emotionally charged conver-

sations because the focus is on clarifying information rather than on

reacting to the situation.

11Handout 11: Paraphrasing: Definition and PurposesModule 2: Activity 2.3MASTER FOR PHOTOCOPYING

Paraphrase Practice

For each of the following statements, assume that a mentee is speaking to a mentor.

1. “I really don’t get along with all the people I take care of—maybe this

isn’t the job for me.”

2. “The nurses are such snobs. Why do they have to nit-pick everything

I do!”

3. “I gave a bed bath to an older man today. It was weird because he

looked exactly like my father.”

4. “It’s been a hard week; I don’t think I’m cut out for this overnight

work.”

5. “My resident looks so bored. I wish there was something more I could

do for him.”

6. “Orientation was okay, but I don’t think I can remember everything!”

7. “The last woman I took care of didn’t like me; she just kept swearing

and swatting at me as if I were a fly!”

8. “My kid is home sick and my mind just isn’t in my work. I hope every-

one goes easy on me!”

9. “I just got assigned to work with a person who has dementia; I’m a

little nervous because they didn’t teach us much about dementia

in training.”

10. “Sometimes it’s hard to keep your head on straight with this work.”

— continued, next page

12Handout 12: Paraphrase PracticeModule 2: Activity 2.3MASTER FOR PHOTOCOPYING

PAGE 1 OF 2

11. “My client has so many friends and family members who are always

coming to visit. Since she has so many people around, I wish she

would stop bugging me to do extra things for her. So many other

people have no one to help them. That’s who I should be spending

time with.”

12. “This one woman is really sweet to me; she said she wouldn’t tell the

nurse that I accidentally bruised her arm in the shower.”

13. “I’m not sure what to do with the one woman I was assigned to. She

always needs to be suctioned. I know how to do it, but they said I

wasn’t supposed to do it. I feel so sorry for her—she’s always choking

on it.”

14. “The smell in my client’s house is unbearable—I don’t think I can

take it any longer!”

12Handout 12: Paraphrase PracticeModule 2: Activity 2.3MASTER FOR PHOTOCOPYING

PAGE 2 OF 2

Real Listening Is. . .

Based on the intention to do one of four things:

■ Understand another person

■ Enjoy another person

■ Learn something

■ Give help or solace (empathy/sympathy)

13Handout 13: Real Listening Is…Module 2: Activity 2.4MASTER FOR PHOTOCOPYING

Blocks to Listening*

Listening is the most important communication skill. A lot of the time people look oract like they are listening, but instead of really listening, they are pseudo listening.Their minds are busy with other thoughts besides what the person is saying.

We can become more aware of our own pseudo listening if we notice the behaviors orthoughts that distract us from real listening. Being aware of blocks to listening makes itpossible to turn them off or use them less often. The ten common blocks to listeningare described and illustrated in the following six pages.

1. Rehearsing

I can’t really listen because I’m practicing what I’m going to say next. I may look likeI’m listening, but my mind is going a mile a minute because I’ve got a story to tell or apoint to make.

14Handout 14: Blocks to ListeningModule 2: Activity 2.4MASTER FOR PHOTOCOPYING

PAGE 1 OF 6

*This material adapted from Matthew McKay, Martha Davis, and Patrick Fanning: Messages: The CommunicationSkills Book (Oakland, CA: New Harbinger, 1983, 1995).

My name is Mark, and I’ve worked here for

10 years…and something unusual about me is that I collect…

What am I going to say is unusual about myself?

Hmmm…maybe I can say… Hi my name is Mona and I’ve

worked here for 3 months and what’s unusual is that I have a Murf collection.

2. Comparing

When I compare myself to the speaker, I have a hard time listening because I’m tryingto see who is smarter, more caring, more competent – me or the other person. I can’tlet much in because I’m trying to see if I measure up.

3. Mind Reading

Rather than paying attention to what another person is actually saying, I’m trying to figure out what he or she is really thinking or feeling. I make assumptions aboutwhat people mean and how they react to me, usually based on body language andother nonverbal cues.


PAGE 2 OF 6

I’ve been with the company for

five months

I’ve been here longer, and so I know

more than him… that’s good to know…

I’ve having a hard time with Mrs. Smith. She keeps asking for her

dead husband…

I bet she is sick of her job. She’s just

telling me this because she’s burnt out and wants to leave the

nursing home.

4. Filtering

When I filter, I listen to some things and not to others. I pay attention enough to hearonly what I feel I need to hear, then my mind wanders. Or, I may filter to avoid hearingcertain things — negative, critical, or unpleasant. It’s as if the words were never said.

5. Judging

When I judge the person speaking, I dismiss someone based on who they are or whatthey say. Then I’m not really listening but am having a knee-jerk reaction.


PAGE 3 OF 6

I can’t believe you dropped the resident! What happened? Did

she break her hip? Did you get in trouble?

I’m having a really bad week. A resident fell, and I can’t finish my work

on time, and on top of that they floated me to

a different unit.

I think she might be sicker than we think. She might

have a UTI…

He’s just a CNA. He doesn’t know what he’s talking

about…

6. Dreaming

I am half listening, and suddenly what the person says triggers a chain of privatethoughts. Then my mind wanders, and I don’t hear what the person says. I am proneto dreaming when I feel bored or anxious.

7. Identifying

What the person says reminds me of my own experience, so now I’m not listening tothem but am thinking about what happened to me. Often I’m just waiting for them tofinish so I can tell my own story.


PAGE 4 OF 6

Vacation time… She said vacation! I think I

should go to Bali or maybe Jamaica… me on the beach

with the wind in my hair…ahhh…

Next week I’m going on vacation,

so you’ll haveto…

I know exactly what you’re going through!

They are awake all night and sleeping

all day…

I’m having a hard time talking to the dementia resid…

8. Sparring

When I spar, I am quick to disagree—often listening only for points to argue with. Thistends to happen when I have strong opinions on a subject. One type of sparring is theput-down, using sarcastic remarks to dismiss another person’s point of view. Anotheris discounting, running myself down when I receive a compliment.

9. Placating

When I placate, I am nice, pleasant, supportive, but I’m not really listening. I usuallyagree with what’s being said without really taking it in. In this mode, I may also bepatronizing. (This listening block is often used with children and older people.)


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No… I’m not. I don’t spend enough

time with each of them…

You really are a good CNA. I’ve seen

you with the residents…

It’s okay. Don’t worry about it. Your mom will be better tomorrow. She’ll get better. Don’t

worry about it.

I think my mom is dying. She looks worse

every day. She’s pale and her breathing is labored.

I’m not ready for her to die yet…

10. Advising

Before someone has really gotten to what’s troubling them, I jump in with suggestionsabout solving the problem. I am thinking about what to do as they are talking.

What are your most common listening blocks?

1. ___________________________________________________________________________

2. ___________________________________________________________________________

How do these blocks come up for you, especially at work?

What will help you become aware of when you are using these blocks?

What strategies might you use to get back to really listening when you recognize thatyour listening is blocked?


PAGE 6 OF 6

We can get you a sleeping pill…I couldn’t sleep

last night…

So we should get you a new roommate

since he’s not working out.

That’s not the problem. I think my

roommate…

I’ll tell the night shift to turn off his TV before ten since

it’s too loud.

No, I like Fred. He’s a good friend. I’m

trying to tell you he was loud…

I am listening. I’m trying to help you

solve your problems!

That’s not the problem either. You’re not listening to me!

3Handouts:Module 3

Handout 15: If you had a choice…

Handout 16: Personal Style Continuum

Handout 17: Choosing to Pull Back

Handout 18: Pulling Back—When Feelings Get in the Way of Listening

If you had a choice…

Read the statements below. Based on the information given, number the statements

from 1 to 3, choosing the person whom you would most want to work with as number

1 and least want to work with as number 3.

_____ Mentee A: A divorced woman who has had several jobs in the past few

years. She’s has never worked as a caregiver but has to work

now because she is trying to stay off welfare.

_____ Mentee B: A young mother of two who completed training with flying

colors. She’s energetic and enthusiastic and loves to work

with people.

_____ Mentee C: This mentee has a history of alcohol abuse. Although she is

technically in uniform, her clothes are dingy and sneakers

very worn. She is on time and eager to meet you.

15Handout 15: If you had a choice…Module 3: Activity 3.1MASTER FOR PHOTOCOPYING

Personal Style Continuum

IntrovertI prefer to work alone than on a team.

I am more comfortable with a few close

friends than at a big party. When I have

a problem, I think inwardly.

Big-Picture PersonI need to have a goal before I start

with a project. I get very bored with

details and endless amounts of facts.

I make decisions quickly, and am

often the person to offer a lot of

suggestions to people.

FeelerWhen I’m working with someone, I

sometimes excuse their behavior for

what they’ve been through in life, what

their family is like, how they are feeling.

I am able to sense when people are

upset or depressed—happy or joyous.

Present-OrientedI am spontaneous and don’t need to

follow a specific plan. I’m good with

long projects without a definite

ending. I don’t do deadlines—they

get me too stressed! Tell me what to

do today or tomorrow. I can’t handle

thinking a month in advance.

ExtrovertI love to be around people, and I think

problems are solved better in groups.

I am very comfortable at large parties

and in social situations.

Detail-Oriented PersonI need to know every angle of a

story before making a decision.

I don’t like abstract theories.

I am very organized in my work.

ThinkerI make decisions based on facts,

putting my own and other people’s

feelings or emotions aside. I’ll

go against my gut feelings, even if it

doesn’t feel right when I know the

logic behind something is true.

Future-OrientedI need a plan before I start a project.

I have to know there will be an

ending, and that I am working for

a goal. I’m not too adaptive when

it comes to change. If I’m at a

meeting, I need to have an agenda.

16Handout 16: Personal Style ContinuumModule 3: Activity 3.2MASTER FOR PHOTOCOPYING

I E

BP DO

F T

PO FO

Choosing to Pull Back

Sometimes you are faced with situations and people who provoke an emotional

response—be it anger, hurt, frustration, hopelessness, or sadness. When you are in an

emotional state, listening becomes difficult and communication becomes “charged.”

You always have a choice in how you respond.

17Handout 17: Choosing to Pull BackModule 3: Activity 3.3MASTER FOR PHOTOCOPYING

blah! blah, blah...

blah! blah! blah!

blah! blah! blah!

blah! blah! blah!

s o , y ou ’ r e saying...

I f eel hea r d !

Respond based on your emotions

Option A Option B

W hen a person provokes your emotions, you have a choice.

Pull back from your emotions

Engage in emotionally charged conversation

Engage in “non-charged” conversation

Result Result

■ Defend your opinions.

■ Prepare your response.

■ Look for evidence to supportopinions.

■ Discount evidence to thecontrary.

■ Suspend your opinions, andput them on hold.

■ Listen actively, without blocksor judgment.

■ Look with curiosity for newinformation or insights.

■ Stay open to changing youropinion.

PAGE 1 OF 3


PAGE 2 OF 3

Option A generally leads to:

■ Difficulty thinking clearly

■ Inability to listen

■ Difficulty in being open to believing

or trusting the other person

■ Being judgmental

■ Feeling justified or self-righteous

■ Blaming the other person

■ Holding onto anger, resentment,

mistrust

■ Self-fulfilling prophecy—in the

future, the person will most likely

act in the negative way we expect.

Option B generally leads to:

■ Clear thinking

■ More appropriate communication

■ More empathy for those who think,

see, and believe differently

■ Nonjudgmental responses

■ Having more information, and

therefore, a better understanding

of the whole situation

■ Defusing anger

■ Building trust

■ Problem solving that involves

both parties, resulting in mutual

ownership of the solution

■ Self-fulfilling prophecy—in the

future, the person will most likely

act in the positive way we expect.

“Pulling Back” Means:

■ Being able to pause,

■ Getting one’s emotions under control, and then

■ Clearly observing and assessing the situation, before responding.

Steps for Pulling Back

1. Notice your internal reaction and judgments.

2. Freeze your reaction and put it aside.

3. Put your attention back on the other person.


PAGE 3 OF 3

Pulling Back—When Feelings Get in theWay of Listening

What behaviors, people, or situations provoke your emotions?

■■ I hear the same complaint over and over again.

■■ Someone refuses to take responsibility for a problem.

■■ I feel personally blamed or attacked and therefore defensive.

■■ I get the sense that I am failing or have somehow messed up.

■■ The issue is too close to the bone for me.

■■ I’m blamed for something that isn’t my fault.

■■ I think the other person is lying.

■■ I know I’m right.

■■ I think one person is right and another is wrong.

■■ My idea is brilliant and the other person won’t accept it.

■■ I think this will go on forever and I don’t have the time for it.

■■ Someone’s behavior reminds me of my mother/spouse/ex. . .

■■ I’m tired, stressed, or just not in the mood.

■■ Others. ________________________________________________________

______________________________________________________________

______________________________________________________________

What do you usually do (what is your usual pull-back strategy) to calm yourself down?

Identify one method to use in the moment and one to use to help you prepare for

stressful situations. ______________________________________________________

______________________________________________________________

______________________________________________________________

18Handout 18: When Feelings Get in the Way of ListeningModule 3: Activity 3.3MASTER FOR PHOTOCOPYING

4Handouts:Module 4

Handout 19: Open-Ended Clarifying Questions

Handout 20: Make it Open

Handout 21: Closed vs. Open-Ended Questions

Handout 22: Communication Skills Practice

Handout 23: Guidelines for Giving Constructive Feedback

Open-Ended Clarifying Questions:

■ Begin with how, what, or why;

■ Are used to clarify information and keep the conversation open by

encouraging a person to share as much as they wish.

Closed Questions:

■ Result in a simple “yes” or “no” or in short, factual answers.

■ Tend to bring the conversation to a stop, requiring more questions to

get the full story.

19Handout 19: Open-Ended Clarifying QuestionsModule 4: Activity 4.1MASTER FOR PHOTOCOPYING

Make It Open

■ Did you like the training?

■ Did you like your first day on the job?

■ Have you worked in health care before?

■ Are you doing okay with the work?

■ Are you getting to your jobs on time?

■ Are you tired?

■ Is your commute short?

■ Do you like what you are doing?

■ Do you like your consumers?

■ Is everyone treating you fairly?

■ Do you like your supervisor?

■ Do you like parties?

■ Is everything at home okay?

20Handout 20: Make it OpenModule 4: Activity 4.1MASTER FOR PHOTOCOPYING

Closed vs. Open-Ended Questions

First day on the job:

Closed: Did you like your first day?

Open: Tell me about your first day—How was it? What did you do?

Personal Style:

Closed: Do you like to go out? Do you go home after work?

Open: How do you spend your free time? How do you unwind after a long day?

Learning Style:

Closed: Do you like the training?

Open: What have you liked about the training? What was most interesting to you?

Workload:

Closed: Are you getting everything done?

Open: How do you feel about the amount of time you have to get everything done?

Adjusting/Fitting In:

Closed: Is everyone treating you fairly?

Open: How are you getting along with the consumers? How are you getting along with

your coworkers? What are your coworkers like?

Home life:

Closed: Is everything at home okay?

Open: How does the schedule here fit in with your home life? How are you managing?

21Handout 21: Closed vs. Open-Ended QuestionsModule 4: Activity 4.1MASTER FOR PHOTOCOPYING

Communication Skills Practice

Home Care Settings

1. You have been working with your mentee for about a month, and her supervisor

tells you she called in her attendance 10 to 20 minutes late four times last week. She

wants you to talk with the mentee to find out more about the situation, because it is

against company policy and the supervisor doesn’t want it to become a problem.

(The company policy is to allow a 5-minute leeway; lateness of more than 5 minutes

may result in disciplinary action.) When you call the mentee, she says nothing is

wrong and wonders why anyone is complaining about a stupid 5 or 10 minutes.

2. The worker calls you up. She is furious with the coordinator and is threatening to

quit. She says she was pulled off a case because a family member complained about

her, but the coordinator didn’t want to hear her side of the story.

3. You bump into your mentee in the office when you are each picking up your pay-

checks. The mentee complains to you that she needs more hours. She starts to cry

and says she can’t feed her kids on what she’s making.

4. The mentee calls you up because she was just written up for a “no call/no show.”

She admits to it, but she is still upset about her interaction with the supervisor. She

says she knows the supervisor hates her and has always had it in for her.

5. The mentee is a chronic complainer. She whines about how tired she is, how she

never gets a break, how nothing is going right in her life. She complains about her

client’s home, the neighborhood her client lives in, the commute, etc.

6. Your mentee calls you and says she wants to quit. She sounds upset but says she

doesn’t want to talk about it; she just wants to know what paperwork she has to do.

7. Your mentee tells you she feels uncomfortable working with a client who has

dementia, and she's thinking about asking the coordinator to take her off the case.

8. The mentee shares that she has a granddaughter who is homeless with a young

child. She is confused about what to do because she loves her granddaughter and is

worried for her and the child.

22Handout 22: Communication Skills PracticeModule 4: Activity 4.2 Home Care SettingsMASTER FOR PHOTOCOPYING

Communication Skills Practice

Nursing Home and Other Residential Settings

1. The nurse supervisor tells you your mentee has been getting to her assigned floor 5

to 10 minutes late all week. She asks you to talk with the mentee about this as it’s

not yet a supervisory issue, but she doesn’t want it to become one. The mentee says

nothing is wrong and wonders why anyone is complaining about a stupid 5 minutes.

2. The mentee storms into the lunch room, looking furious. She tells you she is angry

because she was pulled from her floor after a family member complained and she

didn’t get a chance to explain her side of the story.

3. Your mentee says she has to work part-time instead of full-time. She starts to cry

and says she’s so stressed she can’t hold everything together, but she doesn’t know

how she’s going to feed her kids if she cuts back.

4. Your mentee asks to have lunch with you because she just wants to vent. She tells

you that she was written up for a “no call/no show,” which she admits to, but she

says she knows the supervisor hates her and has always had it in for her.

5. The mentee is a chronic complainer. She complains about having no breaks, too

many residents, the home’s smell, the families, her supervisors. She whines about

how tired she is, how she never gets a break, how nothing is going right in her life.

6. The mentee tells you she has to quit. She looks upset but says she doesn’t want to

talk about it—she just wants to know what paperwork she has to do.

7. The mentee has an 11-year-old daughter who was just suspended from school for

smoking in the bathroom. The mentee is very upset and asks you for advice about

how to help her daughter and what to say to her, especially since she’s a smoker

herself.

22Handout 22: Communication Skills PracticeModule 4: Activity 4.2 Nursing Home and Other Residential SettingsMASTER FOR PHOTOCOPYING

Guidelines for Giving ConstructiveFeedback

“Catch people doing something right and tell them about it as soon as possible.”

—Ken Blanchard and Spencer Johnson, The One-Minute Manager

1. Constructive feedback includes both what is done well and what needs to be

improved or corrected.

■ Feedback should be 80% positive, 20% about problems.

■ Positive feedback can be given anytime and does not always have to be linked with

improvement. Reinforce positive actions as often as possible —make it routine.

■ Positive feedback must be genuine. Praise is not useful if it is not true.

■ When addressing a problem, offer feedback first about what the mentee did well,

then what you saw that needs improvement.

2. Feedback should be based on observations and facts rather than assumptions

and opinions.

■ Feedback should be specific rather than vague—e.g., “Yesterday you did this”

instead of “You always do this.”

■ Feedback should focus on the behavior, not the person, and should describe what

you observed in objective, nonjudgemental terms.

■ Observations include:

– What you can see—gestures, facial expressions, movements, eye contact,

leaning in, etc.

– What you can hear—tone and volume of voice, use of paraphrase, use of

open-ended questions, etc.

– What you see happening as a result—“When you did X, I noticed she

responded by doing Y.”

23Handout 23: Guidelines for Giving Constructive FeedbackModule 4: Activity 4.3MASTER FOR PHOTOCOPYING

5Handouts:Module 5

Handout 24: The Exploring-Options Approach to Problem Solving

Handout 25: Important Factors

Handout 26: Exploring-Options Worksheet

The Exploring-Options Approach toProblem Solving

Definition:

Exploring options, as an approach to problem solving, is a step-by-step tool to analyze aproblem or conflict and identify possible solutions.

Three points of view and important factors:

• For most problems encountered by the direct-care worker, there are likely to be threepoints of view—those of the consumer, the direct-care worker, and the health care organization providing the service.

• These points of view are shaped by important factors—issues such as the health, safety,and rights of the consumer and the direct-care worker, and the legal and ethical responsibilities of the health care organization.

• These different points of view may cause each party to define the problem differently.

Desired outcome:

The desired outcome of this approach to problem solving is to identify an option, or acombination of options, that addresses the problem from all three points of view, bytaking into account all the important factors.

Steps:

The main steps in the exploring options approach are:

1. State the problem: Clearly state the problem from the point of view of the consumer, the direct-care worker, and the organization.

2. Identify important factors: From each point of view, identify all theimportant factors related to the problem.

3. Brainstorm options: Brainstorm possible solutions that address theimportant factors.

4. Decide on a plan: Select the option, or combination of options, that bestaddresses the important factors and thereby provides a satisfactory solution for the consumer, the direct-care worker, and the organization.

24Handout 24: The Exploring-Options Approach to Problem SolvingModule 5: Activity 5.2ACTIVITY INSTRUCTIONS

Important Factors

Important Factors

Client safety

Infection control

Client care

Client rights

Cultural respect

Role of the caregiver

Following policy

Caregiver safety

Personal situations

Examples

Client at risk of choking; client is being threatened

Universal precautions; sanitary living environment;

infectious diseases

Personal care and emotional needs are tended to

Confidentiality; privacy; choice; free speech

Respecting differences in cultures, values, religion, etc.

Staying within the job description, while ensuring the

client’s physical and emotional needs are met

Following care plans; dress code; absentee policies

Caregiver is being abused or threatened; unsafe

workplace; broken equipment

Direct-care worker has to take her child to the doctor

25Handout 25: Important Factors Module 5: Activity 5.2ACTIVITY INSTRUCTIONS

Exploring-Options Worksheet

Home Care Setting

Rosa and Mrs. Duncan: Rosa’s client, Mrs. Duncan, has emphysema and lives with a

roommate. The apartment has been extremely dirty since the first day Rosa arrived

and has had a very strong odor from her pets. However, Mrs. Duncan won’t allow Rosa

to open her windows because she’s afraid of being robbed. Rosa has been trying to

clean the apartment, but she doesn’t have much time left after she does the tasks on

the care plan. Rosa is so frustrated with the mess that she feels like quitting her job if

she can’t get another case.

1. State the problem from each point of view

For the consumer: _____________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

For the direct-care worker: _____________________________________________________

______________________________________________________________________________

______________________________________________________________________________

For the organization: __________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

26Handout 26: Exploring-Options WorksheetModule 5: Activity 5.3 Rosa and Mrs. DuncanMASTER FOR PHOTOCOPYING

PAGE 1 OF 2

2. Important Factors:Check those factors that apply.

■■ Client safety

■■ Infection control

■■ Client care

■■ Client rights

■■ Cultural respect

■■ Role of the caregiver

■■ Following organizationalpolicy

■■ Caregiver safety

■■ Personal situations

3. Options:List at least one possible solution for each point of

view and for each checked factor.

• _____________________________________

• _____________________________________

• _____________________________________

• _____________________________________

• _____________________________________

• _____________________________________

• _____________________________________

• _____________________________________

• _____________________________________

• _____________________________________

• _____________________________________

• _____________________________________

• _____________________________________

• _____________________________________

• _____________________________________

• _____________________________________

• _____________________________________

• _____________________________________

26Handout 26: Exploring-Options WorksheetModule 5: Activity 5.3 Rosa and Mrs. DuncanMASTER FOR PHOTOCOPYING

PAGE 2 OF 2

Exploring-Options Worksheet


Patty and Ginny Faithful: Your mentee Patty is having a difficult time figuring out

what to do with Ginny Faithful. Patty tells you that Ginny has a difficult time holding a

fork and almost always needs assistance with breakfast. A problem arises because

Ginny prays between 7:00 a.m. and 9:00 a.m., the only hours breakfast is served and

the only hours Patty can give her assistance. Patty tried to persuade her to stop pray-

ing for 20 minutes to eat, but Ginny got upset.


For the consumer: _____________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

For the direct-care worker: _____________________________________________________

______________________________________________________________________________

______________________________________________________________________________

For the organization: __________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

26Handout 26: Exploring-Options WorksheetModule 5: Activity 5.3 Patty and Ginny FaithfulMASTER FOR PHOTOCOPYING

PAGE 1 OF 2




■■ Client care









• _____________________________________

• _____________________________________

• _____________________________________

• _____________________________________

• _____________________________________

• _____________________________________

• _____________________________________

• _____________________________________

• _____________________________________

• _____________________________________

• _____________________________________

• _____________________________________

• _____________________________________

• _____________________________________

• _____________________________________

• _____________________________________

• _____________________________________

• _____________________________________

26Handout 26: Exploring-Options WorksheetModule 5: Activity 5.3 Patty and Ginny FaithfulMASTER FOR PHOTOCOPYING

PAGE 2 OF 2

6Handouts:Module 6

Handout 27: Stages of Self-Disclosure

Handout 28: Personal Conversation Openers

Handout 29: Door Openers and Closers

Handout 30: Peer Mentor Log (sample)

Stage OneFacts Only

Description:

In this stage of a rela-

tionship people tend

to share facts only.

Concrete information

is shared in hopes of

finding commonalities.

Questions asked during

this stage are usually

direct and require

factual responses.

Minimal trust is needed

for this type of dialogue.

Topics of discussion

include:

■ Profession/career

■ Education

■ Hobbies

■ Children

■ Recent experiences

Stage TwoThoughts andFeelings

Description:

In this stage people have

found some commonality

and are beginning to take

some risks in sharing

what they think or feel

about matters and situa-

tions. Questions asked

are more open, asking for

opinions and reactions.

Trust is building and is

present but fragile. There

is a willingness to share:

■ How you feel about

new assignments

■ What you think

about a new policy

■ Personal reactions

to recent events

Stage ThreeHere-and-NowCommunication

Description:

In this stage, people are shar-

ing what they think and feel

without hesitation. It’s in the

moment communication.

They share successes and

failures equally. Generally,

there are no barriers, like

titles and positions, that get

in the way of dialogue.

Trust has been established

and is very high.

■ You are able to ask for

comments and feedback

on your skills as a

mentor;

■ Conflicts are okay and are

resolvable —they do not

ruin the relationship;

■ There is no fear of

judgment

Stages of Self-Disclosure

27Handout 27: Stages of Self-DisclosureModule 6: Activity 6.1MASTER FOR PHOTOCOPYING

Lower Risk Higher Risk

28Handout 28: Personal Conversation Openers Module 6: Activity 6.2MASTER FOR PHOTOCOPYING

Personal Conversation Openers

What would I like to tell my mentee about me?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

What questions can I ask to find out more about my mentee?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Door Openers and Closers

Door-Opening Questions

These questions are good for encouraging a person to talk:

■ Can you tell me something about who you are so I can get to know

you better?

■ What were the best parts of the training for you?

■ What were you doing before you became a home health aide?

■ Have you ever cared for anyone before? Tell me about what that was like.

Door-Closing Questions

These questions can put a person on guard, and usually provoke “yes or no”

answers — or no answers. Try to avoid these.

■ Do you have any problems?

■ Can I do anything for you?

■ Do you want to talk about anything? (when asked in the early stages of

your first conversation)

Dead-End Questions

While you may get one-word answers, these questions won’t take you anywhere in

the first stages of a relationship. Try to limit your use of these.

■ How are you doing?

■ How was training?

■ Do you like your job?

29Handout 29: Door Openers and ClosersModule 6: Activity 6.2MASTER FOR PHOTOCOPYING

Peer Mentor Log

Mentor Name: ________________________________________ Month: ________________

Mentee Name: _________________________________ Mentee Phone:_________________

30Handout 30: Peer Mentor Log (sample)Module 6: Activity 6.2MASTER FOR PHOTOCOPYING

Date/Time& Length

Contact Method

■■ Phone

■■ Email

■■ In-person

■■ Phone

■■ Email

■■ In-person

■■ Phone

■■ Email

■■ In-person

■■ Phone

■■ Email

■■ In-person

Contact Type

■■ WeeklyCheck-in

■■ Mentee initiated







Issues Discussed/Resolution or Action Planned

■■ Improvement Opportunity* (Refer to your Program Manager.)■■ Check if follow-up required. Create new entry for action taken.




Use additional paper if needed. Return this form to your program manager on a monthly basis.* An improvement opportunity comes up when you and/or your mentee develop a new practice or procedure or have an insight that

would be valuable for everyone in the agency to learn about—whether it’s about caring for our consumers; improving our ability torecruit, retain, and help aides learn; or how to make the our training and mentoring programs even more effective!

7Handouts:Module 7

Handout 31: Role Play: Telling vs. Exploring

Handout 32: Scenarios for Open-Ended Questions

Handout 33: Exploring-Options Scenarios and Worksheet

Role Play—Telling vs. Exploring

The Actors(in order of appearance):

Narrator: The instructor plays this

role, which sets the scene for the

audience

Robin: Peer mentor at Caring Across

Town, a home care agency

Dana: New direct-care worker at

Caring Across Town

Angie: A home care client at Caring

Across Town

Mr. Willowby: Angie’s only son

31Handout 31: Role Play—Telling vs. ExploringModule 7: Activity 7.1 Home Care SettingsMASTER FOR PHOTOCOPYING

PAGE 1 OF 4

Scene One

Narrator (always reading from the side of the stage): Dana, a new direct-care worker at

Caring Across Town, calls Robin, her peer mentor. Dana, who travels by bus, is on her

way to see Angie, one of her home care clients. Angie has been receiving services for

about a year. She is a gentle individual who has right-side paralysis after a stroke and is

unable to speak clearly. Dana likes Angie but is having a hard time with Angie’s only

son, Mr. Willowby, who helps take care of his mother.

Robin and Dana enter and talk on the phone.

Robin: Hi, Dana! It’s nice to hear from you. How is work going?

Dana: Arrrggghhh! Everything’s okay, but I really hate this one family member. He is so

picky about his mother’s care.

Robin: That can be pretty frustrating!

Dana: Yes, and he makes me angry sometimes. He’s always watching me when I give

his mom a bed bath and telling me what to do. One time, he even dumped out the

wash basin of soapy water in the middle of me giving her a bath—he thought it was

too soapy!

Robin: Wow, that’s definitely a pain. I think I know who you’re talking about. It’s Mr.

Willowby, right?

Dana: Yeah—you know him?

Robin: Not personally, but I think everyone else in the agency has had to work with his

mom—and no one gets along with her son.

Dana: I know I have to be professional and polite, and I like his mom. But I’m having a

really hard time, and I don’t know what to do. Every time I see him, I just cringe on the

inside!


PAGE 2 OF 4

Robin: Well, my advice is to just ignore him—do your job. He shouldn’t be telling you

what to do.

Dana: Yeah, that sounds good, but I’m not sure I can stand up to him like you would.

But I feel better having talked with you—thanks!

Robin: You’re so welcome! I’m here anytime you need me!

Dana: I’m so glad I called you. I’m going to tell him that I know what I’m doing—just

like you said.

Robin and Dana leave the stage. (Robin may sit with the audience.)

Narrator: Robin and Dana finish their conversation, and Dana heads out to visit Angie,

her client. As scene 2 begins, Dana enters Angie’s apartment and finds Mr. Willowby

watching television with his mom.


PAGE 3 OF 4

Scene Two

Angie and Mr.Willowby sit in chairs. Dana enters.

Dana: Hi, Angie, how are you today? What would you like me to start with first today,

your bath?

Mr. Willowby: Can that wait until later? Mom and I are watching her soaps right now.

Dana (going over to Angie’s side and ignoring Mr.Willowby): Angie, you know I only

have a couple of hours. Is it okay if I start with your bath?

Narrator: Mr. Willowby is visibly annoyed and lets out a big sigh but gets up to help

Dana move Angie.

Mr. Willowby: Here, let me help. You look like you’re hurting her.

Dana (in a strong, firm voice): I can do this by myself, Mr. Willowby. I’ve been trained

to do this, so it’s best if you stand aside. Let me do my job.

Mr. Willowby: There’s no need to get an attitude with me! I’ve been taking care of my

mom for five years and I know the best way to move her. You stand aside, I’ll do it

myself.

Dana: No, I’m not going to stand aside. This is my job. Anyway, I was told to just

ignore you and do my job.

Mr. Willowby: Excuse me? Who do you think you are? I am going to speak to your

supervisor. I don’t care what you’re supposed to do; you need to leave now.

Dana: You can call my supervisor. I talked with my mentor and she told me to just

ignore you if you give me a problem. If you want me to leave, I’ll need to call my office

first and let them know the situation.

Narrator: Although there is obviously more to this story, we’ll end it here.


PAGE 4 OF 4

Role Play—Telling vs. Exploring

The Actors(in order of appearance):

Narrator: The instructor plays this

role, which sets the scene for the

audience

Robin: Peer mentor at Caring Acres, a

nursing facility

Dana: New CNA at Caring Acres

Angie: A resident at Caring Acres

Mr. Willowby: Angie’s only son

31Handout 31: Role Play—Telling vs. ExploringModule 7: Activity 7.1 Nursing Home and Other Residential SettingsMASTER FOR PHOTOCOPYING

PAGE 1 OF 4

Scene One

Narrator (always reading from the side of the stage): Dana, a new CNA at Caring

Homes meets up with Robin, her peer mentor. Dana is on her way to see Angie, one

of her residents. Angie has been at Caring Homes for about a year. She is a gentle

individual who has right-side paralysis after a stroke and is unable to speak clearly.

Dana likes Angie but is having a hard time with Angie’s only son, Mr. Willowby, who

helps take care of his mother.

Robin and Dana enter.

Robin: Hi, Dana! It’s nice to see you. How is work going?

Dana: Arrrggghhh! Everything’s okay, but I really hate this one family member. He is so

picky about his mother’s care.

Robin: That can be pretty frustrating!

Dana: Yes, and he makes me angry sometimes. He’s always watching me when I give

his mom a bed bath and telling me what to do. One time, he even dumped out the

wash basin of soapy water in the middle of me giving her a bath—he thought it was

too soapy!

Robin: Wow, that’s definitely a pain. I think I know who you’re talking about. It’s Mr.

Willowby, right?

Dana: Yeah—you know him?

Robin: Not personally, but I think everyone else on the unit has had to work with his

mom—and no one gets along with her son.

Dana: I know I have to be professional and polite, and I like his mom. But I’m having a

really hard time, and I don’t know what to do. Every time I see him, I just cringe on the

inside!


PAGE 2 OF 4


PAGE 3 OF 4

Robin: Well, my advice is to just ignore him—do your job. He shouldn’t be telling you

what to do.

Dana: Yeah, that sounds good, but I’m not sure I can stand up to him like you would.

But I feel better having talked with you—thanks!

Robin: You’re so welcome! I’m here anytime you need me!

Dana: I’m so glad I ran into you. I’m going to tell him that I know what I’m doing—just

like you said.

Robin and Dana leave the stage. (Robin may sit with the audience.)

Narrator: Robin and Dana finish their conversation, and Dana heads to Angie’s room.

She has been asked to get Angie out of bed to weigh her, because the dietician believes

Angie may be losing weight. As scene 2 begins, Dana knocks on Angie’s door and enters

her room. She finds Mr. Willowby watching television with his mom.

Scene Two

Angie and Mr.Willowby sit in chairs. Dana enters.

Dana: Hi, Angie, how are you doing? I need to take you down the hall for a moment.

Let me help you into your wheelchair.

Mr. Willowby: Can that wait until later? Mom and I are watching her soaps right now.

Dana (going over to Angie’s side and ignoring Mr.Willowby): I need to take her now.

The dietician is here now and would like to know Angie’s weight. It will only take a few

minutes.

Narrator: Mr. Willowby is visibly annoyed and lets out a big sigh but gets up and moves

the wheelchair by the bed while Dana positions Angie.

Mr. Willowby: Here, let me help. You look like you’re hurting her.

Dana (in a strong, firm voice): I can do this by myself, Mr. Willowby. I’ve been trained

to do this, so it’s best if you stand aside. Let me do my job.

Mr. Willowby: There’s no need to get an attitude with me! I’ve been taking care of my

mom for five years and I know the best way to move her. You stand aside, I’ll do it

myself.

Dana: No, I’m not going to stand aside. This is my job. Anyway, I was told to just

ignore you and do my job.

Mr. Willowby: Excuse me? Who do you think you are? I am going to speak to your

supervisor. I don’t care what you’re supposed to do; you need to leave now.

Dana: : Don’t tell my supervisor. I was just trying to be strong like my mentor told me!

I don’t want to get fired, please give me another chance…

Narrator: Although there is obviously more to this story, we’ll end it here.


PAGE 4 OF 4

Scenarios for Open-Ended Questions

1. You are about to call your mentee to see how she is doing. Just before you hung up

the phone with her last time, she quickly mentioned that she was having child care

issues. You want to show support and learn more about the situation. What open-

ended questions can you ask to get your mentee to talk a little more about this?

2. Your mentee’s supervisor thinks she may be having a difficult time working with

people with dementia. You are about to meet up with your mentee and you want to

give her support, find out more about her experience with people with dementia, and

determine if she needs help in this area. What open-ended questions can you ask to

get your mentee to talk a little more about this?

3. A little while ago, your mentee told you she wanted to talk to you later because she

just found out that her son’s teacher needs to speak with her tomorrow morning about

a problem he is having at school. She was very upset but couldn’t speak at the moment.

You are about to meet with her and want to show support and empathy and find out

more about the situation. What open-ended questions can you ask to get your mentee

to talk a little more about this?

32Handout 32: Scenarios for Open-Ended QuestionsModule 7: Activity 7.2MASTER FOR PHOTOCOPYING

PAGE 1 OF 2

Exploring-Options Scenarios and Worksheet

Home Care Settings

Rita and Mr. Jones: In a phone conversation, your mentee, Rita, tells you that she’s

working with an 84-year-old client who hates to stay in his apartment. Mr. Jones lives

on the 4th floor of a walk-up building. He’s broken his hip once, and he insists on

going out several times a day for exercise. Even though the physical therapist showed

Mr. Jones how to use the walker, he says he doesn’t want to use it because it “slows

him down.” Rita has been helping him up and down the stairs and while he walks

outside, but she’s getting more and more concerned because he tires easily and she’s

afraid he’s going to fall.

Tiffany and Ms. Patt: The coordinator has asked you to meet with her and your

mentee, Tiffany, to review some personnel policies. Tiffany used to work with Ms. Patt

(a consumer), during which time she gave her cell phone number to Ms. Patt’s family

(even though it’s against the company policy). After a recent stay in the hospital, Ms.

Patt’s daughter called Tiffany and said her mother wanted Tiffany to come back to

help her—even though Tiffany had been reassigned to another client. Without notify-

ing the office, Tiffany went to Ms. Patt’s the following morning to be sure she got to an

important doctor’s appointment. The visit took much longer than Tiffany expected,

and when she realized she couldn’t get to her afternoon case on time, she called that

client—who is bed-bound—to say she’d be late. But she never showed up. The after-

noon client’s daughter called the coordinator and angrily complained, “My father is

just as important as Tiffany’s morning client, and my father had to lay soiled until I

could get to him after work.”

33Handout 33: Exploring-Options Scenarios and WorksheetModule 7: Activity 7.3MASTER FOR PHOTOCOPYING

PAGE 1 OF 4

Exploring-Options Scenarios and Worksheet


Ralph and Mrs. Jensen: Your mentee, Ralph, comes to you about Mrs. Jensen, a heavy-

set woman with osteoarthritis. Her care plan says that two nursing assistants must

transfer her from her bed to the chair. Mrs. Jensen has been asking to get out of bed

for a while, but Ralph tells you that he can never find another staff member to help

him lift her. He’s confused because Mrs. Jensen is begging him to transfer her alone,

telling him that others do it all the time and that “It’s not a big deal.”

Sylvia and Ruby Nitterbug: Your mentee, Sylvia, comes to you because she isn’t sure

what to do with resident Ruby Nitterbug. She tells you that Ruby somehow got Sylvia’s

home phone number and is now calling her all the time. Sylvia tells you she didn’t

mind at first, but lately it’s become a burden and is affecting their relationship. Sylvia

feels sorry for Ruby, who has very few friends and is always lonely, but Sylvia is also

getting frustrated that the little free time she has is becoming a lot like work. She’s not

sure how to tell Ruby, respectfully, that she has to stop calling her at home all the time.

Adriana and Mrs. Looseleaf: Your mentee, Adriana, tells you she is working with Mrs.

Looseleaf, a 96-year-old woman who is very frail. On her first day, the nurse told her to

give her a bath because she hadn’t had one in a week. Adriana reports that when she

entered her room, Mrs. Looseleaf was happy to see her, but she refused to let her give

her a bath. Adriana tells you that she tried to persuade her, but this only upset Mrs.

Looseleaf further. She started yelling, “Get out” and took off her leg brace and threw it

at Adriana.


PAGE 2 OF 4


For the consumer __________________________________________________

______________________________________________________________________________

___________________________________________________________________

___________________________________________________________________

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8Handouts:Module 8

Handout 34: Then and Now

Handout 35: Power

Handout 36: Pass It On: The Mentee’s Response and the Mentor’s Role

Handout 37: Pass It On Scenarios

Handout 38: Guidelines for Passing On Required Information

Handout 39: “What If” Scenarios

Handout 40: Match It Up

Handout 41: Sample Completed Peer Mentor Log

Then and Now

How have you changed, either at work or outside of work, since becoming a peer

mentor?

Do you have new responsibilities at work?

How have your relationships at work changed?

34Handout 34: Then and NowModule 8: Activity 8.1MASTER FOR PHOTOCOPYING

PowerPower is the ability to move people, ideas, thoughts, objects, or events. Power is not

negative or positive in and of itself. There are three types of power:

■ Power over (role power), which is often linked to position (i.e.,

authority that comes with certain roles) and control;

■ Power from within (task or ability power), which is linked to our

deepest abilities and potential; and

■ Power with (interpersonal power), which is tied to the influence we

have with others.*

Power overWhen people think about power, this is the kind that most often comes to mind.

People with this type of power in organizations are the bosses. They control things like

hiring, firing, promotions, evaluations, space, money, and key information. People

with power-over also have the ability to give praise and recognition and to award

learning and educational opportunities. Thus, power-over can be used positively to

help individuals succeed or negatively to control people or things.

Power from withinThis power relates to the inner strengths associated with courage, conviction, creativity,

special skills, knowledge, and self-discipline. For some people, power-from-within

carries a strong spiritual meaning. Power-from-within gives a person the motivation

and strength to perform without having someone approve it—for example, when direct-

care staff provide excellent care even though their work often goes unrecognized.

35Handout 35: PowerModule 8: Activity 8.1MASTER FOR PHOTOCOPYING

*This definition and explanation of power is based on a model developed by Starhawk in her book Truth orDare (HarperCollins, 1989).

PAGE 1 OF 2

Power withThis power refers to what we can accomplish when we cooperate with others to

achieve a shared goal. It comes from our ability to listen to, empathize with, and

understand others and to identify shared beliefs or interests. Power-with is the key to

bringing people together behind an idea or a project, thereby multiplying individual

strengths. Many charismatic leaders—e.g., Martin Luther King Jr., Mahatma Gandhi,

and John F. Kennedy—have possessed this type of power.

35Handout 35: PowerModule 8: Activity 8.1MASTER FOR PHOTOCOPYING

PAGE 2 OF 2

36Handout 36: Pass It On: Mentee’s Response/Mentor’s RoleModule 8: Activity 8.2MASTER FOR PHOTOCOPYING

Pass It On: The Mentee’s Response andthe Mentor’s Role

The Mentee’s Response

The mentee already knows it is his or

her responsibility to report and will

do so.

The mentee does not know the

organization’s procedure and/or

requirements for reporting.

The mentee is unwilling to report for

fear of consequences.

The mentee asks the mentor to report

it for him or her.

The Mentor’s Role

Provide positive feedback about

reporting.

Offer information and clarification about

the mentee’s role and procedures and/or

requirements for reporting.

■ Provide whatever support, information,

and encouragement are necessary for

the mentee to report as required.

■ Indicate that you will follow up with

the appropriate staff to ensure infor-

mation was passed along and to learn

what follow-up support the mentee

may need or want.

■ Keep an open mind and work toward

empowering and believing in the

mentee’s ability to report the situation.

■ If the mentee asks the mentor to

accompany him or her in reporting,

this is an acceptable option to help

the mentee learn how to indepen-

dently handle future situations.

Pass It On: Scenario One

You haven’t spent much time with your mentee, Trisha, since she’s moved to a new

neighborhood. This morning you bumped into her and you decided get together for

lunch. Over lunch she tells you that she loves the job, but she hasn’t gotten much sleep

because she’s been taking a lot of overtime on the 11–7 shift. You ask Trisha, “How do you

do it? With three kids and all, it must be hard!” Trisha replies to you: “It’s not that hard, you

get used to it, and between you and me, a little hit now and then can’t hurt no one.”

1. What issues are raised in this scenario?

2. What agency policies might apply to this situation?

3. Does this information about Trisha need to be passed on and, if so, to whom in

the organization?

4. As the peer mentor, what would you do?

37Handout 37-a: Pass It On ScenariosModule 8: Activity 8.2 Nursing Home and Other Residential SettingsMASTER FOR PHOTOCOPYING

PAGE 1 OF 4

Pass It On: Scenario Two

It’s the second week that you’ve been working with your new mentee, Breyanna. She is a

young, single mother of two. She’s pleasant and attentive to her work and gets along great

with the residents. Both of you are scheduled to attend a mandatory in-service today, but

she hasn’t arrived and the in-service has started. She finally shows up 30 minutes late and

sits next to you. You ask if everything is okay. She very sleepily says, “I’m just fine, I’m tired

because I just woke up an hour ago!” As she’s talking, you notice that her breath smells

like alcohol. You ask her about this, and Breyanna confirms that she was drinking before

she left home.



3. Does this information about Breyanna need to be passed on and, if so, to whom in

the organization?


37Handout 37-b: Pass It On ScenariosModule 8: Activity 8.2 Nursing Home and Other Residential SettingsMASTER FOR PHOTOCOPYING

PAGE 2 OF 4

Pass It On: Scenario Three

It’s about 10:30 p.m. You tell the nurse at the desk that you are going to check in with

Wanda, your mentee, who is working on the third floor tonight. When you get to the third

floor, Wanda is in the TV room watching the Food Channel and taking notes. Everything

seems fine with the residents and the nurse on duty, so you go and sit down with Wanda.

She tells you she’s been working double shifts for the past week and is exhausted but

relieved. She quietly tells you that there is a little trouble at home, and she feels safer

being here. When you talk a little more, Wanda starts crying and tells you that her husband

has started using again and has become physically violent over the past two months. His

behavior has become increasingly erratic. She says in the past two weeks, she’s had to run

out of the home twice because she’s feared for her physical safety.



3. Does this information about Wanda need to be passed on and, if so, to whom in

the organization?


37Handout 37-c: Pass It On ScenariosModule 8: Activity 8.2 Nursing Home and Other Residential SettingsMASTER FOR PHOTOCOPYING

PAGE 3 OF 4

Pass It On: Scenario Four

Your mentee, Gabby, loves her assignment and most of the people she works with but

seems to be having a difficult time with her coworker Judy. Every time you talk with

Gabby, she tells you a new story about what Judy did or didn’t do to interfere with Gabby’s

work. It seems like Gabby isn’t standing up for herself, she’s being too shy and letting

Judy walk all over her. In fact, last night Gabby told you that Judy “yelled” at her for not

answering the consumer’s phone quickly enough. Gabby has confided in you that she’s

furious and that the next time Judy “gets in her face,” she’s not going to be responsible for

what happens.



3. Does this information about Gabby need to be passed on and, if so, to whom in

the organization?


37Handout 37-d: Pass It On ScenariosModule 8: Activity 8.2 Nursing Home and Other Residential SettingsMASTER FOR PHOTOCOPYING

PAGE 4 OF 4

Pass It On: Scenario One

You haven’t talked much with your mentee, Trisha, in the past month. One morning you

bump into her in the office, and you decide to get together for lunch. Over lunch she tells

you that she still loves the job, but she hasn’t gotten much sleep because she also now has

a cleaning job during the day, in addition to her 11–7 home-care assignment. You ask

Trisha, “How do you do it? With three kids and all, it must be hard!” Trisha replies to you:

“It’s not that hard, you get used to it, and between you and me, a little hit now and then

can’t hurt any one.”



3. Does this information about Trisha need to be passed on and, if so, to whom in

the organization?


37Handout 37-a: Pass It On SecenariosModule 8: Activity 8.2 Home Care SettingsMASTER FOR PHOTOCOPYING

PAGE 1 OF 4

Pass It On: Scenario Two

It’s the second week that you’ve been working with your new mentee, Breyanna. She is a

young, single mother of two. She’s pleasant and attentive to her work and you’ve heard

she gets along great with her client. Both of you are scheduled to come in for a mandatory

in-service today, but she hasn’t arrived and the in-service has started. She finally shows up

30 minutes late and sits next to you. You ask if everything is okay. She very sleepily says,

“I’m just fine, I’m tired because I just woke up an hour ago!” As she’s talking, you notice

that her breath smells like alcohol. You ask her about this, and Breyanna confirms she was

drinking before she left home.



3. Does this information about Breyanna need to be passed on and, if so, to whom in

the organization?


37Handout 37-b: Pass It On ScenariosModule 8: Activity 8.2 Home Care SettingsMASTER FOR PHOTOCOPYING

PAGE 2 OF 4

Pass It On: Scenario Three

You have been working with your mentee, Wanda, for about two months and everything

seems fine. One day Wanda’s supervisor comments to you how she wishes she had more

workers like Wanda, because she’s always asking for and taking on extra work. You’re a bit

puzzled because the last time you spoke with Wanda, she was finding it challenging to

manage her time so she could both work and take care of things at home. You try calling

Wanda at home, and it takes several days to reach her. She tells you that she’s been working

extra cases for the past week and is exhausted but relieved. When you ask why she feels

relieved, she tells you that there is a little trouble at home, and she feels safer being outside

the house. When you talk a little more, Wanda starts crying and tells you that her husband

has started using again and has become physically violent over the past two months. His

behavior has become increasingly erratic. She says in the past two weeks, she’s had to run

out of the home twice because she’s feared for her physical safety..



3. Does this information about Wanda need to be passed on and, if so, to whom in

the organization?


37Handout 37-c: Pass It On ScenariosModule 8: Activity 8.2 Home Care SettingsMASTER FOR PHOTOCOPYING

PAGE 3 OF 4

Pass It On: Scenario Four

Your mentee, Gabby, loves her work, her consumers, and most of the people at the agency

but seems to be having a difficult time with a coworker named Judy. Gabby and Judy are

assigned to the same consumer, with Gabby working mornings and Judy working after-

noons on a 24-hour case. Every time you talk with Gabby, she tells you a new story about

what Judy did or didn’t do that made Gabby’s work more difficult, or things Judy said to

her that made her angry. In fact, last night Gabby told you that Judy “yelled” at her in front

of the consumer for doing a bad job cleaning the consumer’s kitchen and bathroom the

day before. Gabby has confided in you that she’s furious and that the next time Judy “gets

in her face,” she’s not going to be responsible for what happens.



3. Does this information about Gabby need to be passed on and, if so, to whom in

the organization?


37Handout 36-d: Pass It On ScenariosModule 8: Activity 8.2 Home Care SettingsMASTER FOR PHOTOCOPYING

PAGE 4 OF 4

Guidelines for Passing On Required InformationListen fully. Before deciding if information needs to be passed on, use your active

listening skills to find out the whole story and check your assumptions. Remember to

paraphrase and pull back if necessary.

Inform the mentee/Provide information. If you decide that information needs to be

passed on, discuss with the mentee why this information is important to pass on.

Discuss organizational policies or other factors that will help the mentee understand

the need to pass it on.

Encourage the mentee to pass on the information. Reinforce the mentee’s

responsibility to report.

A mentee may be unwilling to pass along information to the appropriate

person(s). Acknowledge how difficult it may be for the mentee to pass

on the information. Some reasons include a fear of consequences or a

sense that it would be easier if the mentor could “break the ice.” If a

mentee is frightened to report on his or her own, the mentor may offer

to be with the mentee (in person or on the phone). However, the mentee

should understand that if he or she does not pass on the information, the

mentor is responsible for doing so.

Make a plan. Set up a plan, with a timeline, to pass on the information. Include a time

for the mentor and mentee to talk after the information has been passed along, to

demonstrate ongoing support and commitment to the relationship.

Follow up. Follow up on the plan and ensure that the information has indeed been

passed along to the appropriate person(s).

Care for yourself. It is important to recognize your own emotions and stress in this

type of situation. This is not an easy task. Seek out support from a trusted friend or

colleague if the situation is particularly stressful, ensuring the mentee’s confidentiality

at all times.

38Handout 38: Guidelines for Passing On Required InformationModule 8: Activity 8.2MASTER FOR PHOTOCOPYING

PAGE 1 OF 13

“What If” ScenariosWhat if a mentee says, “I thought our conversations were confidential”?

What if a mentee starts to cry and asks, “Will I lose my job over this?”

What if a mentee says, “I’m afraid to call, you call for me”?

What if a mentee hangs up the phone after you tell her that the information she

just shared needs to be passed on to her supervisor?

What if a situation is not work related but seems to need attention and follow-up

of some kind (e.g., if the mentee is depressed and not in treatment for it; is

being evicted; has been recently raped and has not spoken to anyone but

you about it)?

What if you do not have an answer to a question (for example, about organizational

policy, community resources, or other areas you aren’t familiar with)?

39Handout 39: “What If” ScenariosModule 8: Activity 8.2MASTER FOR PHOTOCOPYING

Match It Up

Pair each word with its definition. This is not being graded!

Complaint ■ Compliment ■ Suggestion ■ Problem

_____________________________________ An issue or situation that needs to

be resolved

_____________________________________ An idea to make things better

_____________________________________ An expression of displeasure, such as

poor service at a store

_____________________________________ An expression of respect or esteem

40Handout 40: Match It UpModule 8: Activity 8.2MASTER FOR PHOTOCOPYING

41Handout 41: Sample Completed Peer Mentor LogModule 8: Activity 8.2 Home Care SettingsMASTER FOR PHOTOCOPYING

Peer Mentor Log



Date/Time& Length

Contact Method

■■ Phone

■■ Email

■■ In-person

■■ Phone

■■ Email

■■ In-person

■■ Phone

■■ Email

■■ In-person

■■ Phone

■■ Email

■■ In-person

Contact Type
















Peer Mentor Log



Date/Time& Length

Contact Method

■■ Phone

■■ Email

■■ In-person

■■ Phone

■■ Email

■■ In-person

■■ Phone

■■ Email

■■ In-person

■■ Phone

■■ Email

■■ In-person

Contact Type
















Monica Kramer March

Jasmine Barrett 555-1234

3/10/06 X X Talked about training. She liked it but didn’t like having to wear the 20 min. white uniform every day. She has no cases yet, but is ok with it

because they explained in training that that would happen. She has2 kids and a dog named Sly.

3/17/06 X X She has her first client, only 2 hours a day, 3 days a week. She likes15 min. the client, but doesn’t know how to shop for her and do everything

else on the care plan in those 6 hours. She’s confused about mileagereimbursement, I explained the policy to her. She didn’t complain, butshe’s upset that the case is during the hours she said she couldn’twork originally. She had to change the day care schedule to fit it in.

3/21/06 X X She was complaining that her day care center costs so much—she20 min. didn’t know about the subsidies available to her so I explained to

her how to get them. She likes her client a lot, but doesn’t like thatshe smokes. She doesn’t like buying cigarettes for her. She alsocomplained about the nurse, Betty, who criticized her bed makingand cooking skills in front of her client.

3/28/06 X X Not much going on, she has 2 new clients for a total of 24 hours a 10 min. week, plus travel time. She’s very tired, and misses seeing people from

her training. She likes our calls and looks forward to in-services tosee people. She enjoys her job but doesn’t like the travel. I suggest-ed that she ask her coordinator to find her a consumer with morehours—so she only has to go one place instead of 3 consumers.

Monica Kramer March

Jasmine Barrett 555-1234

3/10/06 X X Talked about training. She liked it but didn’t like having to wear the 20 min. white uniform every day. She has no cases yet, but is ok with it

because they explained in training that that would happen. She has2 kids and a dog named Sly.

3/17/06 X X She has her first client, only 2 hours a day, 3 days a week. She likes15 min. the client, but doesn’t know how to shop for her and do everything

else on the care plan in those 6 hours. She’s confused about mileagereimbursement, I explained the policy to her. She didn’t complain, butshe’s upset that the case is during the hours she said she couldn’twork originally. She had to change the day care schedule to fit it in.

3/21/06 X X She was complaining that her day care center costs so much—she20 min. didn’t know about the subsidies available to her so I explained to

her how to get them. She likes her client a lot, but doesn’t like thatshe smokes. She doesn’t like buying cigarettes for her. She alsocomplained about the nurse, Betty, who criticized her bed makingand cooking skills in front of her client.

3/28/06 X X Not much going on, she has 2 new clients for a total of 24 hours a 10 min. week, plus travel time. She’s very tired, and misses seeing people from

her training. She likes our calls and looks forward to in-services tosee people. She enjoys her job but doesn’t like the travel. I suggest-ed that she ask her coordinator to find her a consumer with morehours—so she only has to go one place instead of 3 consumers.

41Handout 41: Sample Completed Peer Mentor LogModule 8: Activity 8.2 Nursing Home and Other Residential SettingsMASTER FOR PHOTOCOPYING

Peer Mentor Log



Date/Time& Length

Contact Method

■■ Phone

■■ Email

■■ In-person

■■ Phone

■■ Email

■■ In-person

■■ Phone

■■ Email

■■ In-person

■■ Phone

■■ Email

■■ In-person

Contact Type
















Peer Mentor Log



Date/Time& Length

Contact Method

■■ Phone

■■ Email

■■ In-person

■■ Phone

■■ Email

■■ In-person

■■ Phone

■■ Email

■■ In-person

■■ Phone

■■ Email

■■ In-person

Contact Type
















Vivian Moore December

Lauren Lang 555-1234

12/1/05 X Lauren is young but eager. She knew her skills, but was shy with the She shadowed residents. I told her that she needed to talk with the residents whileme all day she gives care. She understands. She finished training 3 weeks ago,

this is her first time working in a nursing home.X

12/8/05 X Lauren is a good caregiver, but still needs some work relating to the She shadowed residents. She says hi and talks about the weather, but she doesn’t me all day talk to them beyond that. She says that she doesn’t know what to

talk about. I told her to look for photos and personal belongings –X and start conversations around that. She says she’ll try.

12/13/05 Lauren called to see if I would go to lunch with her. At lunch she told 20 min. me that she’s been trying to start conversations with residents

using personal belongings but most of their rooms are not X decorated. She started a conversation with one resident about

X an outfit she had in her closet but it turned out to belong to another resident... (see back)

12/20/05 X Lauren was excited to tell me that she talked to a family member of 10 min. one of her residents who agreed to bring in some more photos and

knick knacks to make the room more homey. She said the family member didn’t know if it was ok to bring in personal belongings. She

X also encouraged them to bring in some holiday items to decorateand told the family about the big holiday party coming up.

Documents

Handouts - PHI · 2019. 12. 16. · Handout 2: Sample Workshop Agendas Handout 3: The Role of a Peer Mentor Handout 4: Bricks for Building a Bridge Handout 5: Attributes of a Peer