1. Whole Health Facilitated Groups “Taking Charge of My Life and Health”
(Location)
(dates)

2. Welcome Back – Day 2! Check-in, review Day 1 and overview of Day 2.
PULSE CHECKS??

3. Module 10 – Skill Building Practice: Mindful Awareness

4. Facilitator leads participants through mindful awareness practice

5. This is Water https://www.youtube.com/watch?v=fGCo_wx97mo
This is Water video
Out of presence and other focused listening comes effective reflection and inquiry.
Show David Foster Wallace’s Video-commencement speech, This is Water 3

6. Module 11 – Skill Building: Reflection and Inquiry
Day 2 Module 11 Reflection & Inquiry for WHGF

7. Listening is a core skill that allows us to do other skills well:
Reflection
Inquiry
Out of presence and other focussed listening comes effective reflection and inquiry.
VETERANS HEALTH ADMINISTRATION 3

8. Listening
“People are generally better persuaded by the reasons which they have themselves discovered, than by those which have come into the mind of others.”
Pascal
VETERANS HEALTH ADMINISTRATION 3

9. Other Possible Responses
Give advice
Tell our story that relates
Ask information questions
Provide Information
Ask a “leading” question
Provide a judgment (“That’s Good!” “That’s not so good!”)
Out of presence and other focussed listening comes effective reflection and inquiry.
Note to presenter: Present these bullets as things we are NOT training you to do
VETERANS HEALTH ADMINISTRATION 3

10. Gives participant back his/her words, thoughts, feelings
Reflection
Gives participant back his/her words, thoughts, feelings
Lets them know you have heard them and builds rapport
Allows them to hear what s/he has said, helps clarify
Provides a “mirror” for participant
VETERANS HEALTH ADMINISTRATION 4

11. Parroting and/or paraphrasing Summarizing
Reflections
Parroting and/or paraphrasing
Summarizing
Reflecting feelings and values
Double-sided reflections
VETERANS HEALTH ADMINISTRATION 7

12. Parroting It’s a statement, not a question Can be powerful Reflections
Using the participants’ same words
It’s a statement, not a question
Can be powerful
It can be powerful because we are so used to people hearing what we say and then making it about themselves, trying to give us advice or fix or change us, rather than simply reflecting back what we have said.
VETERANS HEALTH ADMINISTRATION 8

13. Reflections
Parroting Example:
Participant: “I need to make some changes but I don’t know where to begin.”
Facilitator: “You don’t know where to begin.”
VETERANS HEALTH ADMINISTRATION 10

14. Reflections
Parroting Example
Participant: “I’m afraid to try doing things differently.”
Facilitator: “You’re afraid...”
Allows client to hear what they have just said. Allows for clarity and understanding. They could say “Well no I’m actually not afraid, I’m just overwhelmed at the thought of having to do things differently.”
Trainers may demonstrate parroting briefly with each other.
VETERANS HEALTH ADMINISTRATION 9

15. Paraphrasing: Restate what the participant has said using other words
Reflections
Paraphrasing:
Restate what the participant has said using other words
We often paraphrase in casual conversation.
VETERANS HEALTH ADMINISTRATION 11

16. Paraphrasing Example:
Reflections
Paraphrasing Example:
Participant: “It’s important for me to spend time with my family.”
Facilitator: “You really value your family.”
VETERANS HEALTH ADMINISTRATION 12

17. Paraphrasing Example:
Reflections
Paraphrasing Example:
Participant: “I’m afraid to try doing things differently.”
Facilitator: “Trying new things is not always easy for you.”
Trainers may again demonstrate or elicit examples from larger group.
VETERANS HEALTH ADMINISTRATION 12

18. Paraphrasing Example:
Reflections
Paraphrasing Example:
Participant: “I have tried several ways to talk to my son and haven’t been successful.”
Facilitator: “You’ve learned what doesn’t work for you.”
VETERANS HEALTH ADMINISTRATION 13

19. Summarizing: Reflections
Brings several key points from participant together in one statement
Can be used as a transition to another person or topic.
VETERANS HEALTH ADMINISTRATION 14

20. Reflections
Summarizing
From the examples:
“Your family is very important, so you’ve explored different ways to relate and haven’t been successful. But you’re ready to try again because you know you need to.”
VETERANS HEALTH ADMINISTRATION 15

21. Reflections
Summarizing:
“You have brought a lot of thoughts, ideas, and challenges to our conversation today. Which one is most important to address today?”
Summary may be used to transition or close a discussion, and can include broader themes rather than details.
VETERANS HEALTH ADMINISTRATION 16

22. Reflection of Feelings and Values
Goes beyond what the participant has said A guess or hunch at deeper meaning, inferred value, or emotion.
Adds additional or different meaning beyond what the client has just said...a guess as to what the client may have meant.
May be used with eliciting values. Intuitive Hunch.
VETERANS HEALTH ADMINISTRATION 16

23. Reflections
Example:
Participant: “I’m not getting the service I think I deserve...”
Facilitator: “You have higher expectations of your caretakers and you’re frustrated.”
VETERANS HEALTH ADMINISTRATION 12

24. Double-Sided Reflection
Used when a participant presents two sides of an issue, ambivalence, and/or value-conflicts
Intent is to explore and honor both sides, pros & cons, benefits & costs
Can be helpful to illustrate physically by raising one hand, “On the one hand...” and then the other, “And on the other hand...”.
VETERANS HEALTH ADMINISTRATION 16

25. Double-Sided Reflection
Double-Sided Example:
Participant: “I know exercise is important for me; and yet I just don’t seem to be able to get off the couch.”
Facilitator: “On the one hand, spending some time on the couch has appeal, and on the other hand exercise is important for you. ”
VETERANS HEALTH ADMINISTRATION 16

26. One person is the speaker for 2 minutes
Reflections Practice
One person is the speaker for 2 minutes
The other person(s) practice reflections
Switch roles after 2 minutes
Speaker should pause several times in the 2 minutes to let the listener practice reflecting.
Speaker should address one of the following questions:

27. Listening Exercise Questions – Choose only one
If time or money were no issue, what would you be doing with your life?
Think about one or two people who inspire you. What about them is inspiring?
What parts of your current job or life activities do you enjoy most?

28. Inquiry or Asking Questions
A foundational skill in facilitating
Two main types of questions:
Closed
Open
VETERANS HEALTH ADMINISTRATION 17

29. Inquiry or Asking Questions
Closed-Ended questions:
Elicits Yes/No or one word answers
Generally, are not as effective in leading to new insight/understanding
Closed-ended questions can be answered most often with yes or no. They generally do not lead to new insight or deeper understanding.
VETERANS HEALTH ADMINISTRATION 18

30. Closed-ended questions:
Inquiry
Closed-ended questions:
Can be useful for
Transitions (Are you ready to set a goal?)
Permission (May I offer you some resources?)
They can however be useful at different times and situations. e.g. Asked at a transition such as “Are you ready to set a goal?” “Are you willing to say more about...?” “Are you ready to talk about another area of your health?” e.g. Can also be helpful and respectful to ask a closed-ended question before offering resources. e.g. “May I offer you some resources?” “Would it be helpful to brainstorm some ideas together?”
VETERANS HEALTH ADMINISTRATION 19

31. Inquiry or Asking Questions
Open-ended questions:
Reflects curiosity for the sake of the participant’s self discovery
Not easily answered with yes/no, specific piece of information or a single word
Encourages participant to talk/volunteer new information
Present or future focused
May lead to new awareness or insight
Open-ended questions reflect curiosity for the sake of the client’s self discovery and learning, versus informational questions for the sake of the coach. There is a difference between “What matters most to you?” “What’s important to you about that?” and more informational questions like, “How many children do you have?” “What is your address?”
VETERANS HEALTH ADMINISTRATION 21

32. Open-ended questions:
Inquiry
Open-ended questions:
What? How? Tell me more about…
“Why?” questions may solicit defensiveness depending on the tone of voice.
VETERANS HEALTH ADMINISTRATION 22

33. Open-ended questions – Examples:
Inquiry
Open-ended questions – Examples:
What matters most to you?
What do you want your health for?
What brings you joy and happiness?
What were your aspirations when you were younger?
VETERANS HEALTH ADMINISTRATION 25

34. How to Ask Open-ended questions:
Inquiry
How to Ask Open-ended questions:
Ask a succinct, clear question
Pause and wait for the answer
This may mean a moment of silence
Do not fill the space
Listen to what is said
VETERANS HEALTH ADMINISTRATION 24

35. Inquiry Practice
One person is the speaker
The other person(s) listens and asks questions
Switch roles after 2 minutes
Use the following topic:
Share a decision you have recently made, or are currently in the process of making.
(One thing the listener may want to ask about are the values that are involved in this decision.)
Group Practice Directions (same as previous page):
1. Have participants stand up, forming inner and outer concentric circles, allowing each participant to face a partner and experiment with other-focused listening. If everyone does not have a partner, a mentor or trainer will need to step in and participate.
2. The participants in the inner circle will begin as the Speaker while the participants on the outer circle will begin as Listener. Each speaker will have 2 minutes to answer one of the questions on the next slide.
3. The listener will simply listen (without responding, affirming, or giving advice), noticing without judgement if they listen in an other-focussed way or if they are more self-focused, aware of their own thoughts, emotions, bodily sensations, other sounds, sights, smells etc. If/when they notice they are listening in a more “self-focused” way they can simply notice this without judgement and return to focus on the speaker.
4. After 2 minutes, outer circle will move one space to their right preparing to listen to the next inner circle participant. Outer circle will listen to 3 inner circle participants total before swapping and becoming the Speaker for three inner circle participants, allowing the inner circle to practice listening. The whole exercise should take about 15 min with about 5 minutes to debrief observations of the exercise below.
Debrief Experience from the perspective of what it was like to listen or be listened to in this way.
VETERANS HEALTH ADMINISTRATION

36. Module 12 – Planning for Action and Goal Setting Stage III
Day 2 Module 12 Stage III Plan for Action WHGF

37. Process Model for Group Facilitation Conduct PHI assessment.
Stage I
Explore
Mission
Aspirations
Purpose
Create vision.
Explore values and
value conflicts.
Goals & Actions.
Explore barriers.
Training & Support. Accountability.
Conduct PHI assessment.
Define focus.
Assess readiness.
Stage III
Plan for
Action
Stage II
Reflect,
Assess & Focus
Add notes

38. Stage III - Goal Setting and Action Steps
After determining focus:
What is the goal?
What are the action steps to achieve that goal?

39. Stage III - Definition of Goal and Action Steps
Goal: What the participant plans/intends to achieve in a 2-6 month period. Action Steps: The specific actions the participant plans/intends to achieve in the next week in order to reach their goal.

40. Stage III - Goal-setting
SMART Goals
SPECIFIC
MEASURABLE
ACTION-ORIENTED
REALISTC
TIMED
Refer participants to page 13 in the Participant Manual – Smart Goal Worksheet

41. Stage III - Goal-setting
SPECIFIC
What do you want to accomplish?
Is it clear and concise?

42. Stage III - Goal-setting
MEASURABLE
How much?
How many?

43. Stage III - Goal-setting
ACTION-ORIENTED - Client is “doing something” - Client is in charge of the action

44. Stage III - Goal-setting
REALISTIC - Able to reach - Has skills, resources needed or can obtain them easily enough

45. Stage III - Goal-setting
TIMED - Timeframe for completion - Generally consider 2-6 month goals

46. Stage III - Goal-setting
Considerations with SMART goals
Is the goal really SMART?
How does the goal align with vision, mission, and values?
Are importance and confidence reasonably high?

47. Stage III - Determining Action Steps
The goal is set – now what?
Break down the goal in manageable (small) steps
Decide actions before the next session
SMART the Action Steps

48. Goal Setting and Action Steps
SMART these examples and provide one SMART action step
I want to lose weight.
I want to exercise more.
I want to find a new job.
I want to reduce my stress.
Elicit response from group. Example of weight.

49. Barriers/Challenges
Barriers are anything internal or external that may get in the way of completing the action step. Any identified barrier should be followed by a contingency plan for dealing with the barrier when it arises.

50. Accountability to action:
How would you like to be accountable for this step?
To the Group?
To self using a journal / tracking tool / mobile app / visual reminder?
To a specific support person?

51. Arthur’s Transformation
4.54 minutes and presenter should note that VA is not endorsing Diamond Dallas Page (DDP) but rather using video to reflect the importance of identifying realistic goals; what is realistic for one person may not be realistic for another

52. Activity: Smart Goal and Barriers Worksheets
SMART Goal and Action Steps Worksheet
Turn to page 13 in Participant Manual and complete
Participants should be prepared to discuss in small group practices
Barriers Worksheet
Turn to page 14 in Participant Manual and complete
Have participants complete the SMART Goal AND ACTION STEPS WORKSHEET on page 13 and Barriers worksheet on page 14 in the Participant Manual

53. Watch for discussions about:
Demo #3 – Stage III
Watch for discussions about:
Goals setting & action steps.
Explore barriers.
Training & Support.
Accountability
Volunteers?

54. Module 13 – Group Management: Working with Difficult Group Dynamics
Day 2 Module 13 a Working with Difficult Group Dynamics for WHGF

55. Principles to Consider
Design Community Agreements before the group begins. Examples include:
Respect one another
Balance the time you speak with time others speak
Bottom line
Stay on Task
No advice giving (without permission)

56. Principles to Consider
Let the Group Know how you will address these issues if they come up Solicit from them how they would like to handle these situations

57. Addressing Difficult Group Dynamics
Start with a broad request
Remind them of Community Agreements
Begin to hone your request if necessary
Make a specific request of a group member
Acknowledge their input and contribution
Consider making a request outside the group

58. Addressing Difficult Group Dynamics
Avoid Escalation of the situation
Acknowledge strong feelings by simply reflecting
Avoid telling the person how they should be, feel.
There are no ‘sure cures’ to these dynamics
Note to presenter: If time permits, ask participants about difficult group situations they have experienced and their ideas for handling these difficult situations

59. Module 14 – Trainee Practice Set-up

60. Practice Session #1

61. Homework – Action Steps Toward Goal