Module 10: Review and Introduction to the Second Core Class Time

/ Time:4 4 hours, 30 30 minutes
Module Purpose: In this module, no new skill will be acquired. Here participants are reviewing the information they worked through the first three weeks of Core classes and integrate it with what they will be learning in the next 2.5 weeks of Core classroom time.
/ Demonstrated Skills:

There is 1 unit in this module.
Materials:

Trainer’s Guide
Participant’s Guide (participants should bring their own)
PowerPoint slide deck
Markers
Flip chart paper

Agenda:
Unit 10.1: Review of First Three Weeks – Intro to Next 2.5 Weeks
Trainer Instructions and Script:
Display slide 10.0.1: Module 10: Review and Introduction to the Second Core Class Time (PG:1X)

Display slide 10.0.2: Learning Objectives (PG:1X)

Display slide 10.0.3: Agenda (PG:1 X)

Unit 10.1: Review and Introduction to Second Core Class Time

/ Time: 4 4 hours, 30 30 minutes
Unit Overview: This unit helps participants access prior information learned to set the stage for their upcoming 2.5 weeks of class time. It also asks them to review a portion of the content to be instructed over the next 2.5 weeks and to share with class mates what will be discussed. This introduction will help them be more receptive to upcoming content.
/ Learning Objectives:

Trainer Instructions and Script:
Display Slide 10.1.4: Unit 10.1:Review and Introduction to Second Core Class Time (PG:2X)

Display slide 10.1.5: Learning Objectives (PG:2X)

/ Say:Welcome back!
Ask how their time in the field was this week and if anyone has any questions or challenges they faced while in the field.
Ask if anyone has had any challenges or questions from previous material or experiences that they would like to discuss.Ask if anyone has any questions or challenges related to their first three weeks in class.
Respond appropriately to each question.
/ Say:We’re going to do a review, but it will be a lot more fun of a review than talking through content in this first activity.
Display Slide 10.1.6: Activity: You’ve Got Talent! (PG:X3)

/ Activity #1:You’ve Got Talent!
Purpose: Recall of prerequisite material is an important first activity before new learning can officeoccur. In this next activity, each table will produce a group-representative product that portrays what they have learned in their first three weeks of the Core in-class training. This needs to be a really fun activity, and your role as trainer can make or break whether or not it’s going to be fun.
PG:X37
Materials:
5 Starbucks gift cards for $10 each.

Art supplies: construction paper, markers, crayons, tape, scissors, glue, colored index cards, etc.
Children’s clothing and shoes (children from infant to teen – whatever you can bring)
Miscellaneous, random things from your home with which people could improvise.
8 ½ x 11” card stock – 2 different light colors
Handout XHandout: What Core is All About

Trainer Instructions:

NOTE: if number of participants in class is insufficient to accomplish this activity as intended, recommend alternative, where group is placed in dyads or triads to do this. Have the entire class work on the first three modules together as one group. Then break off into smaller groups for the last 6 modules.
Tell participants this will be similar to America’s Got Talent, but anyone not portraying their artifact will be the judges.
Share with participants the ground rules for this activity:
Each table is going to be asked to create some kind of artifact that represents what they have learned in some of the modules from the first three weeks of Core in-class training.
This artifact could be, for example, a poem, a skit or role play, a song, a group mime, a silent movie, a rap song, etc.
Tell participants that they can use any props they want from what you brought, and even other things.
Tell them there are two scores they are working to achieve:
Accuracy Score: 1-5, with one being: “You were too far off base for me to even see you” and 5 being: “You hit a home run”.
Comprehensiveness Score: 1-5, with one being “Drop in the bucket” in terms of amount of content they covered, and five being “You threw in the kitchen sink!”
(Tell participants that if they want, audience members can name the in-between number names, e.g., 2, 3, and 4).
The one rule they must follow is that participants have to incorporate what they believe to be the main points of each of the nine modules that have already been gone through.
Assign 1 or more modules to each group. Maximum # of modules should be 3 (1-3, 4-6, 7-9), but prefer it to be (1-2, 3-4, 5-6, 7-9). If the class is larger than 4 groups, assign two groups with the same modules.
Participants are given 45 minutes – 1 hour (depending on how quickly they become ready) to come up with their artifact.
Next ask each group to present their artifact to the group and explain the meaning of it. They must include all key points within the artifact they produce.
Split the remaining, non-presenting audience members into three or four groups. For each presentation, each group is asked to generate 2 scores:
Score 1: Accuracy Score (1-5)
Score 2: Comprehensiveness Score (1-5)
When each group is done, the 3-4 audience groups quietly discuss the two scores for five minutes and then write their two scores. (Make sure to designate one color of card stock for Accuracy and one color for Comprehensiveness.) One representative gives the audience group’s input to the presenter team (a la Simon Cowell), and you record the scores.
After each module, read the relevant paragraph (from 1 – 9) about the module they just portrayed (but don’t tell participants that you are reading from a handout they have until after you have gone through all nine paragraphs). (You will have them turn to it in the next section and point out each paragraph while you overview what they will be experiencing in the upcoming Core modules.)
The team that earns the most overall points is the winner – each group member gets a Starbucks card for $10 each (max 5 people to win).
Congratulate all the groups for their great effort.
Activity will likely take a total of 2.5 hours. However, it will really prepare them for the work of the next 2.5 weeks.

/ Activity STOP
Display Slide 10.1.7: What You Learned About…Self-Care! (PG:4)

/ Say:Great work! Now that you have thoroughly reviewed the work of the first three weeks, let’s take some time to talk through what you learned in your Self-Care Toolkit. Take out your Self-Care Toolkit now.
I’d like to go around the room and ask each of you to answer the following question.
Display Slide 10.1.8: What One Tool… (PG:4)

/ Ask: What ONE tool, strategy, saying, or other tip did you particularly identify with…and why did it resonate with you?
This discussion is going to be useful in not only helping participants remember what they have learned, but it sets them up for their task which is to determine what self-care tool they are going to work to utilize during their next week of Core. Likely each person will share something different in terms of their experience with the Toolkit, which will be useful in making sure everyone accesses more fully their memories and experience of the Toolkit.
Activity #2: Reflection and Choice
PG:5
Trainer Instructions
This discussion is going to be useful in not only helping participants remember what they have learned, but it sets them up for their task which is to determine what self-care tool they are going to work to utilize during their next week of Core. Likely each person will share something different in terms of their experience with the Toolkit, which will be useful in making sure everyone accesses more fully their experience of the Toolkit.
Display Slide 10.1.9: Question (PG:4 & 5)

/ Say: I want to remind you that the ten tools in your Toolkit are based in the Ten Characteristics of the Resilient Child Welfare Professional on page 5 of your Participant’s Guide. Let’s read each of them together.
/ Say: I want to remind you that the ten tools in your Toolkit are based in the Ten Characteristics of the Resilient Child Welfare Professional on page X of your Participant’s Guide. Let’s read each of them together.
Trainer Instructions
Ask each participant to individually read through the ten characteristics in their PG:5. Point out that each of the tools in the Toolkit is aligned with one of these characteristics.
/ Say:Tools aren’t useful unless they are practiced. Now that you all I want you to take about 15 10 minutesor so by yourself and review the ten toolkit strategies, and identify one that you want to work to develop during the rest of your time in the Core pre-service classes. I want you to write down the following information in the section of your PG (page 6) titled: Action Plan: My Self-Care Tool for This Next Week:

Tool I Plan to Apply.
How I Plan to Remember to Use It.
How I See Myself Using It

Once you have done this, I’ll ask for volunteers to share their plan of action.
Trainer Instructions
Walk around and help where participants seem to need help. At time, ask for a few volunteers to share their plans of action, but don’t force anyone to share. Respond favorably, and provide useful feedback.
/ Say:Your toolkit talked a lot about developing an awareness of how you are feeling at any moment in time – so that you can identify when you are in a stressful situation. The reality is that if you want to change something, the first thing you have to do is become aware of what is happening.
In addition to your identified tool and action plan to apply it, we have another tool for you to use over the next week. It’s a tool to help you become aware of how much a situation might be impacting you. It has to do with ‘reactivity’, a term that describes how you are reacting to the situation.
Reactivity describes our emotional and physical reactions to events that take place in our environment. When we perceive our environment negatively, we are more likely to be aggressive, hyper-vigilant, and over-reactive. Remember the toolkit checklist that serves as an assist for you to determine if you or the people around you are in survival mode? That tool assessed your environment around you. This tool helps you look inside to assess how you are internally reacting to the stressful situation.
Now that you have had in pre-service a field experience for two weeks, followed by 3 weeks in the classroom, you have likely been in situations where you had either strong negative emotional and even physical reactions to them and you have also likely had situations where you had strong positive feelings about them. This next activity is an essential stepping stone to your preparation for the week ofclass time…and beyond. Make sure you work carefully on it, as we will be debriefing this activity when you return to class on Wednesday afternoon.
Display Slide 10.1.8:10:Activity: Identifying Reactivity in Yourself (PG:6X6-7)

/ Activity #23: Identifying Your Reactivity
Purpose: This activity helps participants walk through a self-assessment tool. The first step is to become aware of emotions at the very negative end of the spectrum and emotions at the very positive end of the spectrum. The next step for participants is to color in the Feeling Arrow on PG X, using the table provided in PGX as the guide. The third activity is to once again focus on the negative experience they had, and complete the section on Focusing on the Negative on PGX, completing each emotion, the associated thoughts behaviors. Next, complete the Intensivity Arrow that aligns them with their feelings and their Feeling Arrow, which sets them up for understanding what they will be doing the following week of classes with Handout X: Heat for the Week.
PG: 7X7-13
Materials:

Crayons: at least six for each person (Red, Orange, Yellow, Green, Light blue, Dark blue.
Handout XHandout: Reactivity – What is Your Reactivity Level?
Handout XHandout: Creating a Feeling Arrow– and How Hot Are You?
Handout XHandout: Focusing on the Feelings
Handout XHandout: Intensivity Arrow
Handout XHandout: Heat for the Week

Trainer Instructions:

NOTE: Because we are talking about eliciting personal feelings in participants, be prepared to have sidebar conversations with people afterwards.
NOTE: This activity occurs in several building block steps.
First they think about one or more events, which have elicited strong feelings, one positive and one negative, and they talk about these.
First, participants color in their ‘Feeling Arrow’ with different colors which for them convey the spectrum of feelings from highly positive to highly negative.
Third, they complete the Intensivity Arrow related to these two sets of feelings, which enables them to better quantify these feelings.
Lastly, you provide them with an overview of the self-care activity in which they will engage each day of the next week while they walk through Module 11: Maltreatments.
This activity is designed to help participants become increasingly aware of their feelings around the work that they do as child welfare professionals. It is only through awareness first that one can then decide how they might be able to proceed.
Review the instructions at the top of the Handout XHandout: Reactivity – What is Your Reactivity. To complete #1 of the Handout, have them take 2-3about five minutes to think about the a past situation that elicits very strong negative feelings and complete the column HIGH, and then have them do the same thing in thinking about a situation that elicits very positive feelings and complete the column ‘low’..
Debrief. For this activity to be useful, do not debrief around their actual event, but rather how this activity helped them to ‘quantify’ their feelings.
Now walk through the instructions to participants in Handout XHandout: Creating a Feeling Arrow, and then point them to the ‘How Hot are You’ vertical arrow on the next page. Point participantsand leave to the instructions and have themthem to work through each of the six levels, coloring in each section of the Feeling Arrow. This should take them about 20 minutes.
Debrief.
Next walk them through the Handout XHandout: Focusing on the Now Feelings, so that they can become very clear about how and what they feel at this moment in time..
Lastly, have participants circle in the part of the intenstivity arrow that best aligns with their feelings they identified through the Feeling Arrow. They can circle up to four feelings and their intensity at this time.
Debrief.Debrief with questions: Ask them if the Intensivity Arrow helped them identify specifically how they felt and how they might be able to use this to protect themselves from challenges they experience in their work as child welfare professionals. Any answer is acceptable.
Walk participants through the instructions for Handout XHandout: Heat for a WeekWeek of Workdays: Your Intensivity Arrow. Tell, and tell them that you will remind them throughout the next week at the end of each day to complete their level of reactivity for that day.
Underscore that the purpose of this activity was to help participants become aware of their feelings ‘in the moment’. Awareness is the first step towards making any behavior change. If they are to be successful as child welfare professionals, they must protect themselves from compassion fatigue, vicarious trauma, and burnout. Respond to any questions related to this activity.

/ Activity STOP
Display Slide 10.1.911: What’s Next? (PG:15X)

/ Say: You all have done excellent work!
/ Ask: In this last section, we will walk through the modules for the next two weeks of pre-service classes. Why do you think we spent this time walking through what you learned up to this point?
Allow participants to give their perspectives on this activity. Make sure to weave in there the following points:

It’s important to understand the logic of your Core pre-service training. Walking through each of these summaries helps you to better understand the context of your work as a child welfare professional.
Before you learn new material, it is always important to bring to mind the prior material you learned. That way you will be better able to absorb the new material.

/ Say: Say: You all have done excellent work!
Now it’s time to turn our attention to what you will be working with over the next 2.5 weeks.
Take out Handout XHandout: What Core is All About, and let’s walk through your upcoming modules together.
Trainer Instructions
Actually hHave participants open their books to Handout XHandout: What Core is All About, and take the document out.
Have participants and put this document to one side of their participant guides.
Read
Refer them to the information in the Handout on Module 11.
Briefly, walk participants them through each of the eight units, briefly telling them what they are going to learn in each unit and why this is important to them as child welfare professionals.upcoming modules. First read the paragraph about the module in their handout, and then have them just listen to you briefly describe the contents of each of the modules as you concurrently have them turn through the pages of the content. This will help them feeling less unfamiliar with the content and will create greater receptivity for the learning in which they will engage.
When you are done, ask if there are any questions, and respond appropriately.
Transition to Module 11.