PROJECT TRINNOD TRAINING IN ROMANIA PROJECT TRINNOD TRAINING IN ROMANIA Svetlana Popovici Liliana Seprödi Ruxandra Moroianu Tomina Mara

PROJECT TRINNOD PROJECT TRINNOD

TRAINING IN ROMANIA TRAINING IN ROMANIA

Svetlana PopoviciSvetlana PopoviciLiliana SeprödiLiliana Seprödi

Ruxandra MoroianuRuxandra MoroianuTomina MaraTomina Mara

THE IMPORTANCE OF TRAININGTHE IMPORTANCE OF TRAINING

• Date:Date: October 3, 2009 October 3, 2009

• Number of hours: 2Number of hours: 2

• General objective:General objective:

♣ ♣ awareness of the importance of trainingawareness of the importance of training

• Specific objectives:Specific objectives:

♣ ♣ familiarity with the notion of dual diagnosis familiarity with the notion of dual diagnosis

♣ ♣ valuing their work within the multidisciplinary team valuing their work within the multidisciplinary team

THE IMPORTANCE OF TRAININTHE IMPORTANCE OF TRAININGG

• Working method:Working method: brainstorming brainstorming

• Comments:Comments: 2 participated nurses, 3 auxiliary care -givers 2 participated nurses, 3 auxiliary care -givers

♣ ♣ early sessions trainees were nervous about the novelty of early sessions trainees were nervous about the novelty of

meeting (surprised, tense) and as the session was conducted meeting (surprised, tense) and as the session was conducted

emotion turned into relaxation and active participation.emotion turned into relaxation and active participation.

INTERNAL WORLD OF INTERNAL WORLD OF PATIENTSPATIENTS

• Date:Date: 15/20 October 2009 15/20 October 2009

• Number of hours:Number of hours: 4 4

• General objective:General objective: to live emotions about identification or to live emotions about identification or

comparison with the emotions of a mental patient. comparison with the emotions of a mental patient.


- To discover the internal world of mental - - To discover the internal world of mental -

- To discover themselves in their soul and their ambiental - To discover themselves in their soul and their ambiental

environment environment

• Working method:Working method: brainstorming, role-reversal. brainstorming, role-reversal.

INTERNAL WORLD OF INTERNAL WORLD OF PATIENTSPATIENTS

OBSERVATIONS OBSERVATIONS

• It outlined the emotional It outlined the emotional

dimension: empathy towards the dimension: empathy towards the

mentally patientsmentally patients

• Identifying and addressing the Identifying and addressing the

need to respect dignity of patients need to respect dignity of patients

• vulnerability of the participantsvulnerability of the participants

to talk about themselves. to talk about themselves.

MULTIDISCIPLINARY MULTIDISCIPLINARY TEAMTEAM

NursesNurses 33 44

Auxiliary care-Auxiliary care-giversgivers

33 33

PsychologistPsychologist 11 11

Secretary Secretary 11 11

Psychiatrist Psychiatrist residentresident

00 11

Psychiatrists Psychiatrists 22 11

Social workerSocial worker 11 00

Stigma and methods anti Stigma and methods anti stigmastigma

• Date: 22/27/29 October / November 3, 2009 Date: 22/27/29 October / November 3, 2009

• Number of hours: 8 Number of hours: 8

• General objective: General objective:

- to be aware about the phenomenon of stigma of - to be aware about the phenomenon of stigma of

persons with menthal disorders, stigma sources persons with menthal disorders, stigma sources

(community, neighborhood, our staff, the media), (community, neighborhood, our staff, the media),

autostigama. autostigama.

- to identify methods anti stigma- to identify methods anti stigma


• Specific objectives: Specific objectives:

- To identify: the phenomenon of stigma of persons with - To identify: the phenomenon of stigma of persons with

psychiatric disorders, sources of stigma, sources of autostigma psychiatric disorders, sources of stigma, sources of autostigma

- To know the simple and effective methods against stigma- To know the simple and effective methods against stigma

- To find solutions antistigma. - To find solutions antistigma.

• Working method: Working method:

- Applying a test of stigma, role playing, working in triads, - Applying a test of stigma, role playing, working in triads,

brainstorming brainstorming


OBSERVATIONS OBSERVATIONS

• For trainees who attended a For trainees who attended a greater number of meetings we greater number of meetings we have seen a greater openness, have seen a greater openness, trust. trust.

• Definition of stigma identified by Definition of stigma identified by feelings of participants lived and feelings of participants lived and communicated. communicated.

• Trainees have found simple and Trainees have found simple and effective solutions using the effective solutions using the resources of themself and resources of themself and methods against stigma ( respect, methods against stigma ( respect, dignity, wormly tone of voice). dignity, wormly tone of voice).

MULTIDISCIPLINARY TEAMMULTIDISCIPLINARY TEAM

NursesNurses 55 33 44 22


33 22 33 33

Psychologist 11 00 11 11

Secretary Secretary 11 00 00 11


11 11 00 11

PsychiatristsPsychiatrists 11 22 00 22

Social workerSocial worker 00 11 00 00

THE CONCEPT OF STRESS AND THE CONCEPT OF STRESS AND THE STRESSORS FACTORSTHE STRESSORS FACTORS

• Date: 12/19 November 2009 Date: 12/19 November 2009


• General objective: to define the concept of stress General objective: to define the concept of stress


- to recognise the eustress and the distress- to recognise the eustress and the distress

- to identify stressors factors from work and - to identify stressors factors from work and

- to propose solutions for removing them - to propose solutions for removing them

• Working method: application of a questionnaire on stress, role Working method: application of a questionnaire on stress, role

playing, brainstorming, simulation : burden of stress. playing, brainstorming, simulation : burden of stress.

THE CONCEPT OF STRESS AND THE CONCEPT OF STRESS AND THE STRESSORS FACTORSTHE STRESSORS FACTORS

• NOTE: NOTE:

• Trainees have communicated Trainees have communicated

their their

feelings lived in the role playing feelings lived in the role playing

and thus could identify stress and thus could identify stress

factors factors

• It has been identified the emotional It has been identified the emotional

group homogeneity and the ability group homogeneity and the ability

to communicate openly to communicate openly


Nurses Nurses 33 44


33 33




00 11

PsychiatrisPsychiatris 22 11


RESUME OF THE TRAININGRESUME OF THE TRAINING

• Date: January 14, 2010 Date: January 14, 2010


• General objective: beginning of the group sessions and General objective: beginning of the group sessions and

activating emotions activating emotions

• Specific objectives: recall the objectives of the training and Specific objectives: recall the objectives of the training and

the priority of the proposed themesthe priority of the proposed themes

• Working method: small-group activity carried out in two Working method: small-group activity carried out in two

rounds rounds

RESUME OF THE TRAININGRESUME OF THE TRAINING

NOTE: NOTE:

• It has been identified the It has been identified the

following needs of the group: following needs of the group:

- further meetings for the - further meetings for the

harmonization of harmonization of

interpersonal relationships interpersonal relationships

- more theoretical - more theoretical

knowledge of psychiatric knowledge of psychiatric

learning team work learning team work

Echipa Echipa multidisciplinaramultidisciplinara

Nurses Nurses 33

Auxiliary care giversAuxiliary care givers 22

PsychologistPsychologist 00

Secretary Secretary 00

Psychiatrist residentPsychiatrist resident 33

PsychiatristsPsychiatrists 22

Social workerSocial worker 11

The challenging behaviorThe challenging behavior

• Date: January 21, 2010 Date: January 21, 2010



- Awareness of challenging behavior - Awareness of challenging behavior

- Identifying and the definition of challenging behavior - Identifying and the definition of challenging behavior



- To live and to recognize their emotions and the emotions - To live and to recognize their emotions and the emotions

that could create challenging behavior in patients with dual that could create challenging behavior in patients with dual

diagnosis diagnosis

- Finding solutions to improve general and individual - Finding solutions to improve general and individual

challenging behavior challenging behavior

• Working method: case study, method of “hat thinkers”Working method: case study, method of “hat thinkers”


• OBSERVATIONS OBSERVATIONS

• Each participant has identified a situation Each participant has identified a situation that was part of a challenging behavior that was part of a challenging behavior

• Participants understood the difference Participants understood the difference between challenging behavior and between challenging behavior and psychomotor agitation psychomotor agitation

• Participants identified the difference Participants identified the difference between challenging behavior and between challenging behavior and behavioral change, also have understood behavioral change, also have understood that challenging behavior is valid as a that challenging behavior is valid as a general concept in psychiatry and in real general concept in psychiatry and in real lifelife

• Participants have found multiple solutions Participants have found multiple solutions for avoiding and inducing challenging for avoiding and inducing challenging behaviorbehavior

MULTIDISCIPLINARY MULTIDISCIPLINARY TEAMTEAM

NursesNurses 33 22

Auxiliary care Auxiliary care giversgivers

22 33




33 33

PsychiatristsPsychiatrists 22 22


THE QUALITY OF LIFETHE QUALITY OF LIFE

• Date: February 2, 2010 Date: February 2, 2010


• General objective: to become familiar with the concept of General objective: to become familiar with the concept of

quality of life in various areas quality of life in various areas

• Specific objectives: to know and compare the quality of life Specific objectives: to know and compare the quality of life

for normal persons versus quality of life of mentally ill personsfor normal persons versus quality of life of mentally ill persons

• Working method: role play, role reversal, small-group activity Working method: role play, role reversal, small-group activity

THE QUALITY OF LIFETHE QUALITY OF LIFE


• Participants were able to identify Participants were able to identify

and explain the characteristics and and explain the characteristics and

quality of life of healthy persons quality of life of healthy persons

• Participants identified the Participants identified the

difference between the QOL of difference between the QOL of

healthy people and QOL of healthy people and QOL of

patients with mental patients with mental

illness which have a significantly illness which have a significantly

diminished QOLdiminished QOL

MULTIDISCIPLINARY TEAM MULTIDISCIPLINARY TEAM

Nurses Nurses 44




Psychiatrist residentsPsychiatrist residents 33



Our own mental healthOur own mental health



• General objective:General objective:

- to know and to identify our own mental health and it`s - to know and to identify our own mental health and it`s

importance for each one importance for each one


- to discover vulnerability and resistance factors in different - to discover vulnerability and resistance factors in different

stages of life (childhood, teenage, present) stages of life (childhood, teenage, present)

• Method of work: playing with the ball, SWOT ,, The Tree of Method of work: playing with the ball, SWOT ,, The Tree of

Hope"- exploring the vulnerabilities and strengths in the three Hope"- exploring the vulnerabilities and strengths in the three

stages of life stages of life

Our own mental healthOur own mental health


• It was a therapy session for It was a therapy session for

all participants all participants

• Confidentiality and privacy Confidentiality and privacy

- SWOT analysis. - SWOT analysis.

• Participants verbalise aboutParticipants verbalise about

themself in front of the themself in front of the

entire group. entire group.


NursesNurses 44





PsychiatristPsychiatrist 11


THE TREE OF HOPETHE TREE OF HOPE

The good-bye session The good-bye session




- Summary of course themes, the overall assessment of the - Summary of course themes, the overall assessment of the

course course


- participants expressed their views on the usefulness of the - participants expressed their views on the usefulness of the

course, of the informations provided by the course, about the course, of the informations provided by the course, about the

evolution towards the relationship between the therapeutic team evolution towards the relationship between the therapeutic team

members members

• Working method: evaluation questionnaire Working method: evaluation questionnaire

The good-bye session The good-bye session


1. Do you think you have learned 1. Do you think you have learned

something? something?

2. Would you be willing to work in the 2. Would you be willing to work in the

weekend? weekend?

3. Do you want to repeat on other 3. Do you want to repeat on other

topics or to go into a certain topics or to go into a certain

theme? Mention !theme? Mention !

4. Did you like the interactive way? 4. Did you like the interactive way?

5. Did you like the course? 5. Did you like the course?


Nurses Nurses 22







The good-bye session The good-bye session 1. 1. Do you think you have learned something? Do you think you have learned something?

YES = 20 YES = 20

NO = 6NO = 6

2. 2. Would you be willing to work in the weekend? Would you be willing to work in the weekend?

YES = 10YES = 10

NO = 16NO = 16

3. 3. . Do you want to repeat on other topics or to go into a certain . Do you want to repeat on other topics or to go into a certain theme? Mention !theme? Mention !

YES = 14YES = 14

NO = 12NO = 12

4. 4. Did you like the interactive way? Did you like the interactive way?

YES = 21YES = 21

NO = 5NO = 5

5. 5. Did you like the course? Did you like the course?

YES = 22YES = 22

NO = 4NO = 4

CONCLUSIONSCONCLUSIONS

• Related to participants Related to participants

• Related to trainers and training Related to trainers and training methods methods

• Related to the romanian specificity Related to the romanian specificity

CONCLUSIONs RELATED TO CONCLUSIONs RELATED TO THE PARTICIPANTSTHE PARTICIPANTS

• group heterogenity of the multidisciplinary team involving group heterogenity of the multidisciplinary team involving

all professions all professions

• gave up only 2 of 26 people who did not agree with the gave up only 2 of 26 people who did not agree with the

experiential method experiential method

• subsequently entered in the group 3 persons who were not subsequently entered in the group 3 persons who were not

initially evaluated (October 2009) - psychiatrist residents initially evaluated (October 2009) - psychiatrist residents

who came to training courses who came to training courses


• difficulties related to changing participants depending on difficulties related to changing participants depending on

work shifts, that the group functioned as an open group work shifts, that the group functioned as an open group

• the active implication of psychiatrists with the rest of the the active implication of psychiatrists with the rest of the

team team


• The group of nurses and the auxiliary care givers expressed The group of nurses and the auxiliary care givers expressed

their need to continue a course of psychiatry by the bio-psycho-their need to continue a course of psychiatry by the bio-psycho-

social model because they were trained as general nurses (not social model because they were trained as general nurses (not

specialised in psychiatry)specialised in psychiatry)

• Quantitative level of participation: Quantitative level of participation:

• Less - 46% Less - 46%

• Medium - 38% Medium - 38%

• More - 16% More - 16%


• The enthusiasm of participants to express emotions The enthusiasm of participants to express emotions

related to their profession in working with patients and at related to their profession in working with patients and at

the same time to acquire new theoretical knowledge the same time to acquire new theoretical knowledge

CONCLUSIONs RELATED TO CONCLUSIONs RELATED TO THE TRAININGTHE TRAINING

• Form of teaching: experential, although participants were Form of teaching: experential, although participants were

used to lectures teaching methods used to lectures teaching methods

• Also all participants were given a writing course support Also all participants were given a writing course support

with all issues addressed by interactive methods with all issues addressed by interactive methods

• Training took place during a week, two times, 2 hours Training took place during a week, two times, 2 hours

totaling 30 hours of training totaling 30 hours of training

CONCLUSIONs RELATED TO CONCLUSIONs RELATED TO THE TRAININGTHE TRAINING

• The relationship between the trainers and the trainees: The relationship between the trainers and the trainees:

trainers as part of the therapeutic team, have decided that trainers as part of the therapeutic team, have decided that

one to run a meeting, and the other trainers have joined one to run a meeting, and the other trainers have joined

the group equally with the other participants the group equally with the other participants

• The enthusiasm of trainers and adaptability to the needs of The enthusiasm of trainers and adaptability to the needs of

the group the group

CONCLUSIONS ABOUT THE CONCLUSIONS ABOUT THE SPECIFICITY OF ROMANIASPECIFICITY OF ROMANIA

• Private sector versus public sector Private sector versus public sector

• The private sector is more involved in training activities The private sector is more involved in training activities

• The first training experience in a public psychiatric The first training experience in a public psychiatric

hospital in Romania hospital in Romania

• In Romania is not yet wellknown the therapeutical and In Romania is not yet wellknown the therapeutical and

formative benefit of trainings, that is why participants are formative benefit of trainings, that is why participants are

not accustomed to the weekend activities not accustomed to the weekend activities

CONCLUSIONS ABOUT THE CONCLUSIONS ABOUT THE SPECIFICITY OF ROMANIASPECIFICITY OF ROMANIA

• For employers in the public system is no interest in forming For employers in the public system is no interest in forming

teams, not beeing typical in Romania teams, not beeing typical in Romania

• The profession of trainer in Romania is around 15 years old The profession of trainer in Romania is around 15 years old

• Difficulties related to the small number of participants in the Difficulties related to the small number of participants in the

period of last decade of November-December 2009, this period of last decade of November-December 2009, this

objective reasons had stoped the training and was started objective reasons had stoped the training and was started

again in January 2010 again in January 2010

PARTICIPANT EVALUATION PARTICIPANT EVALUATION QUESTIONNAIREQUESTIONNAIRE

FORM 1 – to be completed at the beginning of the trainingFORM 1 – to be completed at the beginning of the training..

Please tell us how important you think that the following topics are to Please tell us how important you think that the following topics are to

your work with people with intellectual disabilities. Please rate the your work with people with intellectual disabilities. Please rate the

importance on the scale from 1 to 6: 1 = not important, 6 = very importance on the scale from 1 to 6: 1 = not important, 6 = very

important. Please circle the number on the scale that indicates how important. Please circle the number on the scale that indicates how

important you think that it is. If you do not know at the moment, then important you think that it is. If you do not know at the moment, then

please tick the box the box at the end.please tick the box the box at the end.

PARTICIPANT EVALUATION QUESTIONNAIREPARTICIPANT EVALUATION QUESTIONNAIRE FORM 1 – to be completed at the beginning of the FORM 1 – to be completed at the beginning of the

trainingtraining

Not Highly important important

Don`t know

1 2 3 4 5 6

BASIC KNOWLEDGE ABOUT INTELLECTUAL DISABILITY AND MENTAL HEALTH

1 3 22

HOW WE DECIDE WHAT IS NORMAL AND WHAT IS ABNORMAL

1 1 24

HOW MENTAL HEALTH PROBLEMS CAN START AND DEVELOP IN PEOPLE WITH ID

4 25

THE KIND OF PSYCHOLOGICAL PROBLEMS THAT PEOPLE WITH ID HAVE

1 1 24

HOW TO COMMUNICATE BETTER IN ORDER TO UNDERSTAND PEOPLE’S PROBLEMS

1 25

PARTICIPANT EVALUATION QUESTIONNAIREPARTICIPANT EVALUATION QUESTIONNAIRE FORM 1 – to be completed at the beginning of the FORM 1 – to be completed at the beginning of the

trainingtraining..

Not Highly important important

Don`t know

1 2 3 4 5 6

THE RANGE OF INTERVENTIONS FOR HELPING PEOPLE WITH ID AND MENTAL HEALTH PROBLEMS

1 24 1

PSYCHOLOGICAL TREATMENTS 1 3 22

TALKING TREATMENTS (COUNSELLING AND PSYCHOTHERAPY)

1 25

DRUG TREATMENTS 5 21

MULTIDISCIPLINARY WORKING AND ROLES 3 23

PARTICIPANT EVALUATION QUESTIONNAIREPARTICIPANT EVALUATION QUESTIONNAIREFORM 1 – to be completed at the beginning of the FORM 1 – to be completed at the beginning of the

trainingtraining..

Not Highlyimportant important

Don`tknow

1 2 3 4 5 6

EVALUATING QUALITY OF LIFE 2 2 22

RELATIONSHIP BETWEEN DUAL DIAGNOSIS AND CHALLENGING BEHAVIOUR

1 3 22

ASSESSING AND MANAGING RISK 4 3 22

LOOKING AFTER YOUR OWN MENTAL HEALTH

3 23

MANAGING STRESS 5 21


Please tell us how important you think that the following topics Please tell us how important you think that the following topics

are to your work with people with intellectual disabilities. are to your work with people with intellectual disabilities.

Please rate the importance on the scale from 1 to 6: 1 = not Please rate the importance on the scale from 1 to 6: 1 = not

important, 6 = very important. Please circle the number on the important, 6 = very important. Please circle the number on the

scale that indicates how important you think that it is. If you scale that indicates how important you think that it is. If you

do not know at the moment, then please tick the box the box do not know at the moment, then please tick the box the box

at the end.at the end.



Don t know

1 2 3 4 5 6


1 6 19


1 5 4 16

HOW MENTAL HEALTH PROBLEMS CAN START AND DEVELOP IN PEOPLE WITH ID

1 4 6 15


3 8 15


7 19



Don`t know

1 2 3 4 5 6


3 5 18

PSYCHOLOGICAL TREATMENTS 8 16


1 9 16

DRUG TREATMENTS 1 8 17

MULTIDISCIPLINARY WORKING AND ROLES 2 5 19



Don`tknow

1 2 3 4 5 6



2 2 7 15

ASSESSING AND MANAGING RISK 6 20

LOOKING AFTER YOUR OWN MENTAL HEALTH

4 22

MANAGING STRESS 1 6 19


Please tell us how satisfied you were with the teaching of the Please tell us how satisfied you were with the teaching of the

following topics on the course. Please rate this on the scale following topics on the course. Please rate this on the scale

from 1 to 6: 1 = not at all satisfied, 6 = very satisfied. Please from 1 to 6: 1 = not at all satisfied, 6 = very satisfied. Please

circle the number on the scale that indicates how satisfied you circle the number on the scale that indicates how satisfied you

are. If you do not know at the moment, then please tick the are. If you do not know at the moment, then please tick the

box the box at the end.box the box at the end.


Not Highlysatisfied satisfied

Don`tknow

1 2 3 4 5 6


1 1 8 15

1


2 4 6 13

1

HOW MENTAL HEALTH PROBLEMS PRESENT IN PEOPLE WITH ID

1 2 3 9 10

1


1 1 13 10

1


1 7 17

1


Not Highly satisfied satisfied

Don`t know

1 2 3 4 5 6


2 8 14 2

PSYCHOLOGICAL TREATMENTS 1 3 10 11 1


2 7 16 1

DRUG TREATMENTS 2 9 14 1

MULTIDISCIPLINARY WORKING AND ROLES 3 6 16 1


Not Highly satisfied satisfied

Don`t know

1 2 3 4 5 6


1


3 9 13

1

ASSESSING AND MANAGING RISK 3 7 15

1

LOOKING AFTER YOUR OWN MENTAL HEALTH 2 5 18

1

MANAGING STRESS 1 6 18

1


Please rate the content of the Please rate the content of the course course overalloverall


Disagree Disagreeslightly

Agreeslightly

Agree Don`tknow

This course was relevant to my work / role

1 3 22

The course covered most of the things that I expected

1 11 14

I have learned a lot from this course 4 17 1

The course did not tell me anything new

18 1 3 4

I have a better understanding of the mental health of people with ID

3 6 16 1


Disagree

Disagreeslightly

Agreeslightly

Agree

Don`tknow

I have a better idea of how to help people with ID who have mental health problems

1 3 21 1

The course did not tell me enough about the mental health of people with intellectual disabilities

16 3 6 1

The ideas and facts presented were easily understood

1 1 23 1

I will feel more supported in my work after this course

3 4 18 1


Please rate the organisation of Please rate the organisation of the coursethe course


ORGANISATION OF THE COURSE Disagree

Disagreeslightly

Agree slightly

Agree

THE COURSE WAS WELL ORGANISED 4 3 19

THE TEACHING WAS PRESENTED IN AN EASILY UNDERSTOOD FORM

1 5 20

THERE WAS ENOUGH TIME FOR QUESTIONS AND DISCUSSION

1 11 14

THE COURSE MATERIALS PROVIDED WERE USEFUL

1 1 6 19

THERE WAS A GOOD BALANCE OF TOPICS PRESENTED IN THE COURSE

8 18


Disagree Disagreeslightly

Agreeslightly

Agree

I WAS HELPED IF THERE WAS ANYTHING I DID NOT UNDERSTAND

1 2 3 20

I KNOW WHERE TO LOOK FOR FURTHER INFORMATION

1 5 20

I KNOW WHERE TO LOOK FOR FURTHER SUPPORT

2 4 20

I FELT INVOLVED IN THE TRAINING 1 6 19

I FOUND THE TRAINING INSPIRING 2 2 22


• IS THERE ANYTHING IS THERE ANYTHING

THAT COULD HAVE THAT COULD HAVE

BEEN DONE BETTER? IS BEEN DONE BETTER? IS

THERE ANYTHING THAT THERE ANYTHING THAT

YOU ARE DISSATISFIED YOU ARE DISSATISFIED

WITH?WITH?

• 1.a One person answered “ 1.a One person answered “

a don`t know”; one person a don`t know”; one person

answered “yes” and the answered “yes” and the

others were satisfiedothers were satisfied

• 1 b One person answered “ 1 b One person answered “

a don`t know”; one person a don`t know”; one person

answered “yes” and the answered “yes” and the

others were satisfiedothers were satisfied


• IS THERE ANYTHING THAT IS THERE ANYTHING THAT

YOU THINK WAS YOU THINK WAS

PARTICULARILY GOOD PARTICULARILY GOOD

ABOUT THE TRAINING?ABOUT THE TRAINING?

• The open and free The open and free

comunication between the comunication between the

members of the members of the

multidisciplinary team multidisciplinary team

involving affective aspects; involving affective aspects;

learning new things through learning new things through

interactive methodsinteractive methods


• IS THERE ANYTHING ELSE IS THERE ANYTHING ELSE

THAT WOULD LIKE US TO THAT WOULD LIKE US TO

KNOW?KNOW?

• The desire to continue the The desire to continue the

training on other themes; training on other themes;

the regret of not the regret of not

participating to all the participating to all the

sessions because of sessions because of

working in 3 shifts.working in 3 shifts.

Documents

PROJECT TRINNOD TRAINING IN ROMANIA PROJECT TRINNOD TRAINING IN ROMANIA Svetlana Popovici Liliana Seprödi Ruxandra Moroianu Tomina Mara