module 7: support, advocacy and self care session plan · 2019-02-05 · session plan trainer’s...

7 Module 7: Support, Advocacy and Self Care

Session plan

Trainer’s Notes

Trainer’ s Notes 2

Time

Resources

Method of delivery

Learning outcomes

Assessment

3 hrs

Name Tags

OHP and OHT’s or PowerPoint slides

Whiteboard/pen

s Balloons (three different colours)

Felt pens

Multiple copies of the Carer Information Sheets

Support for carers

Do you have a complaint about the Department of Child Safety

Multiple copies of the FAST brochure

Butchers paper/pens

Lecture; large group; brainstorm; activities

At the end of this module foster carers will be able to:

1. identify their support needs and

times when you need to access support;

2. understand the impact of

fatigue on providing a safe caring environment;

3. have a range of skills able to

be used to seek out the supply of supports;

4. feel confident in

requesting support; 5. understand the difference

and links between support and advocacy

6. know where to seek

assistance and advocacy for themselves and the children and young people for whom they care;

The assessment necessary for each participant will be based on:

Participation in discussions and training activities; and

Completion of worksheets.


Multiple copies of handouts listed on page 23

7. be aware of the role of Queensland Foster and Kinship Care and the QFKC FAST delegate;

8. understand the role and how to access Office of the Public Guardian and the Children Services Tribunal;

9. be self aware of their own bodies’ signs of fatigue and identify their own stressors;

10. apply a range of effective mechanisms to decrease or manage their stress;

11. acknowledge the need for self-care and identify practical ways of caring for themselves.


Time

Content

Resources/Additional comments or

questions Introductio n and welcom e activities

Distribute name tags and show Slide 1.

Slide 1

Introduce trainers

Housekeeping details – location of exits and toilets, breaks and catering,

arrangements for smokers and phone messages.


Group Rules

These should be sourced from the group - ask what people would need

from the group in order to feel comfortable. Ensure that the following

are covered:

1. Confidentiality – any information that is shared in the group will be

confidential to the group – link to need to respect confidences in a

placement situation.

2. Mutual respect and tolerance for a diversity of opinions and

experiences.

Explain that the purpose of this module is to provide foster carers with

skills and information needed to ensure that they are able to identify, seek

out and appropriately engage support and advocacy for themselves and

the children and young people for whom they provide care.

The purpose is also to provide foster carers with a range of self care skills

including being able to identify stress and fatigue, cope with it, work

through it, seek support when needed, learn to relax and make time to

take care of themselves.


Show Slides 2, 3 and 4.

Highlight the time allocated for each session.

Slide 2

Slide 3


Slide 4

60 mins 1. What is support and why is it important?

60 mins

2. What is advocacy?

60 mins

3. What is self-care and why is it important?


60 mins

1. What is support and why is it important?

Show Slide 5

Slide 5

Show Slides 6 & 7 “Supporting Strong Parenting in the Australian

Foster Care System” published by the Australian Foster Care

Association.

Slide 6


Slide 7

Have participants share with another person in the group, times in their

life when they have needed support and what this support looked like.

Reflect on the key messages for a few minutes.


Show Slide 8 – Define fatigue.

Discuss the importance of understanding and acknowledging fatigue

highlighting that it has been shown to have an impact on our parenting skills.

Fatigue may be the result of acute illness such as viral or bacterial

infections, inadequate rest or diet, work or home stressors, poor physical

fitness or mental health disorders such as depression.

Sometimes, there is a reluctance to acknowledge when we feel fatigue.

This can be due to difficulties in describing the symptoms. If we think about

feeling tired – how is fatigue different?

Slide 8

Activity

As a group reflect on words that may be used to describe fatigue.

Responses may include: drowsiness, lethargy, exhaustion, inertia,

weakness, lack of interest in anything, lack of motivation, irritability, loss of

concentration, wake up feeling tired no matter how much sleep you have

had.

Activity


Show Slide 9 - Why is fatigue important when thinking about support?

Fatigue may impact on parenting capacity in a range of ways.

Have participants brain storm the impact that fatigue can have on

parenting and how this may impair their ability to provide a safe

caring environment.

A continuum can be used to demonstrate the impact of fatigue

ranging from responses such as increased irritability through to the

extreme impacts such as injury or death to a child.

Responses may include: increased irritability, impatience and

frustration; reduced capacity for clear thinking and decision making;

poor sleep quality; higher parenting stress; and lower sense of

confidence in parenting.

Highlight the importance of seeking support if experiencing unusual

tiredness or fatigue.

Slide 9

Activity


Show Slide 10 - Case scenario

Sometimes it can be difficult to acknowledge the level of fatigue being

experienced and then asking for help.

As a group discuss the issues relating to fatigue in the scenario shown on

Slide 10.

Discuss the signs of fatigue, the issues that are impacting on the carer and

what are the carer’s options.

Highlight that fatigue can “creep” up on you without being aware of it.

If fatigue is not relieved by enough sleep, good nutrition or a low-stress

environment, it is time to visit a doctor and seek support from your support

network.

Refer to Handout 1 - Fatigue

Slide 10


Show Slide 11 “Foster Carer Interpretations of Support” gathered at a

National Foster Carer Conference in Melbourne in 1999. Discuss each

type of support option as described below.

Brainstorm some forms of support that they think they may need when they

are foster carers. Highlight that support can be Formal or Informal.

Slide 11

� emotional support – acknowledgment of feelings of frustration,

sadness, grief, anger as normal and acceptable. Professional

counselling if necessary.

� physical and practical support – provision of support worker during

busy times, difficult times or periods of crisis, illness, when

experiencing changes of medication that is impacting or when

experiencing fatigue symptoms. This may be someone to help with

homework, preparing meals, doing the ironing or housework,

transporting children to school or appointments, the supply of a bigger

vehicle.

� financial support – day to day assistance in the provision of

resources needed to sustain and support placements.


� professional development – training and education

� task-focused problem-solving support – specific support required

for an identified issue or problem, often needing an immediate

response or ongoing lengthy support to see change.

� respite care – the acknowledgment of the need for foster carers to take

a break, be a couple, family, individual and for the children in placement

to also have a break that is similar to what other families in the

community have – a visit to grandparents, aunts or friends.

� community support – positive acceptance by the community of the

importance of foster care. Local media, members of Parliament and

local community groups coming together to celebrate and support

foster care in their communities.

� social support – this usually comes from family and friends, and other

foster carers and takes the form of acceptance for who you and the

children in your care are.

� peer-group support – foster carers need other foster carers.

They need to talk, listen, share and have fun with others who

understand exactly what it is like to be a foster carer. This is offered

through Local Area Support Groups, FAST delegates and

Queensland Foster and Kinship Care as well as informally through

foster carer friendships.


Activity

Have the participants’ brainstorm who they might ask for support when

they are foster carers. Ask participants to complete Handout 2

individually.

Refer to Handout 2 – Potential Support

Networks.

Activity

Ask everyone to blow up a balloon (all the same colour) and give them a

felt pen to write on their balloon one of the supports they can use as a

foster carer.

The facilitator blows one balloon up (a different colour) and writes on it

“foster carer”.

Bunch all the balloons together and tie them with string.

Ask them how they feel about having so many supports and do they feel

confident.

Reflect on the balloons as a demonstration of the importance of having as

many supports as possible and when they are not there you are on your

own.

Balloons (all the same colour) and felt pens

Balloon (different colour to above)

Discussion


Discuss the range of people available for support and also when and how

as foster carers, they could ask for support eg: when - in advance, in crisis

etc how – contacting their CSO, contacting another foster carer or a friend,

contacting the alternative care support worker, contacting their FAST

delegate.

Handout the Carer Information Sheet

Support for carers

Activity

When feeling fatigued or stressed, it can be difficult to ask for support, say ‘no’

to a request to provide more support to others and to take the time needed to

recover from stress and fatigue.

Take a few minutes to practice and coming up with different ways of asking for

support and saying ‘no’ to requests to provide more support.

Practicing at times when you are not feeling stressed or fatigued is helpful at

later times when these skills are required.

In pairs, practice different ways of asking for support and saying ‘no’ to a

request to provide more support.

Emphasise that accessing support is primarily done through negotiation

with the agency or Department but that the actual support provided may

be from a range of people or services, some having a connection with

the Department, others being totally independent.


Close this section by emphasising the need to ASK for, EXPECT support

and ACCEPT support. Show Slide 12

Slide 12


60 mins

2. What is advocacy?

The concept of Advocacy is not new. The term "advocate" has been in use

for hundreds of years and derives from the Latin meaning "to be called to

stand beside".

The definition contained in the Macquarie dictionary is "one who defends,

vindicates or espouses a cause by argument, an upholder, a defender,

one who pleads for or on behalf of another". However, this is very narrow

and does not allow for the principle of “self determination and rights”.

Show Slide 13 “Good advocacy should:”

Slide 13


Show Slide 14 “Advocacy and support for foster carers….”

Slide 14

Discussion

Show Slide 15 “Types of Advocacy”

Slide 15

Brainstorm with the group the question “Why is advocacy important?”


Society has many different 'groupings' of people, some of which are more

disadvantaged than others. This disadvantage can make a person more

vulnerable, emotionally, physically and mentally.

Show Slide 16 “Foster Carer Advocacy”

Slide 16

Undoubtedly you will think of many more issues!


Show Slide 17 “Possibly one of the biggest disadvantages….”

Slide 17

When might I need an advocate?

Activity

In the large group ask participants to brainstorm situations in which they

might need an advocate. Record these on a white board.

Whiteboard/Pens

Some suggestions are:

� at a meeting with the Department requesting help previously not

provided

� at a planning meeting

� during a teleconference


� at their foster carer renewal interview

� at a meeting discussing their care of children

� at a meeting raising concerns with their agency

� during a case review

� as part of lodging a formal complaint

� if not feeling heard when seeking support for issues of stress or fatigue

� whilst making a complaint to the Office of the Public Guardian

� as an agent in a case before the Children Services Tribunal or any

other Tribunal

Who can assist with Advocacy?

Activity

Ask participants to make a list from discussions so far of people they think

they could contact for advocacy services for:

� themselves

� the children and young people for whom they care.


Put these on a balloon each (a third colour) and add them to the bunch. Balloons (third colour)

Some suggestions are:

For themselves:

� the Child Safety Officer, Team Leader or Manager

� Child Safety After Hours Service Centre or a help line

� the non-government foster and kinship care service support

worker or coordinator

� the local FAST delegate

� a representative of Queensland Foster and Kinship Care

� a friend or relative

� the local area support group

� a professional working with them or the children or young people

� Departmental review unit

� Office of the Public Guardian

� Children Services Tribunal


� Ombudsman

For the children and young people in their care : (put these on the

whiteboard)

Whiteboard/Pens

� the child or young person’s CSO, Team Leader or Manager

� Child Safety After Hours Service Centre or a help line

� the Community Visitor

� Protect All Children Today

� Create

� Youth Advocacy or local area legal group

� Legal Aide

� the Office of the Public Guardian

� Children Services Tribunal

� Ombudsman

Discussion


Hand out the FAST brochure to each of the participants and briefly describe

the role and functions of FAST and how they can be contacted.

Multiple copies of the FAST brochure

Show Slide 18 “What is FAST”

Slide 18

Show Slides 19, 20 & 21 “The role of FAST delegate”

Slide 19


Slide 20

Slide 21

Handouts


Provide the participants with the following handouts to take away with

them:

� the FCQ brochure

� the Carer Information Sheet Do you have a complaint about the

� information on Administrative Release and FOI

� the summary page on the complaints process from the Office

of the Public Guardian

� information on lodging an appeal from the Children Services

Tribunal

� information on the Ombudsman

� information on Judicial Review


60 mins

3. What is self care and why is it important?

Show Slide 22 - Self care

Slide 22

Activity

In small groups ask participants to come up with a definition of Self Care.

Share these in the larger group and follow this with a brainstorm on the

whiteboard of why this is important.

Whiteboard/Pens

Definitions may include wording such as: being kind to oneself, be bothered

with self, concern, be mindful, treating or spoiling yourself, looking after,

taking care, taking action to reduce stress or fatigue responses.


Ask the group to brainstorm why having self awareness of their body is

important for self care.

Suggestions may include:

Unable to take care of yourself if you are not aware that you are feeling

unwell, fatigued or stressed; self awareness provides direction for self care

activities; understanding ourselves and our needs is the first step in taking

care of ourselves; self awareness tells us what is happening within us which

follows onto how to take care of ourselves.

Then as a whole group brainstorm - why is self care important?

Suggestions may include: to reduce stress or fatigue, improve self esteem,

to have the energy to care for others, relaxation, balance in life, time out,

health, avoiding sickness, to be aware of what your body is feeling,

prioritising your life, goal setting, feeling happy, feeling appreciated and

loved, pride, a sense of purpose.

Activity

Now have participants look at the Handout 3 “How do you feel today” and

select one of the faces. Have them share their selection with the person

next to them.

Refer to Handout 3 “How do you feel today”

Activity


Practice scanning your body on a daily basis to increase your self awareness of how you feel inside your body. Refer to Handout 4 – Self awareness Body Scanning - This activity can range from a few minutes to a longer period of time. Instructions for activity: 1. Pair up with a partner. One person is experiencing the self awareness

exercise while the other person is either writing or drawing their partner’s responses/experiences onto their partner’s handout.

2. Swap handouts with each other. 3. The person having the self awareness experience is to sit in a

comfortable, relaxed position with their feet placed flat on the floor and hands resting loosely in their lap.

Read the following script out aloud for this activity: Close your eyes, and starting with toes and moving slowly up your body, ask yourself am I feeling: tight, relaxed, angry, happy, pain, strength, illness, fatigue, peaceful, cold, hot, sadness, fear, chilled. Take note of the sensation you are experiencing and how it is experienced by your body. Tell your partner, so they can write/draw the experience onto the handout for you. When you discover a particular feeling, be aware of how your body is experiencing that feeling. For example, are your muscles tense? Ask yourself if this is unusual, how long has it been like that, is it there all the time or does it come and go? Pay attention to any areas that feel tired or fatigued and ask yourself if this is a new sensation or one you have carried for some time.

Refer to Handout 4 “Self awareness”


Think about what message your body is sending you and reflect on what you need to do about it. Once the activity is completed – swap over.

Activity

As group, brainstorm the things that affect the way we feel and then try to

group these under one of the two headings of :

� internal influences eg self-esteem, stress levels;

� outside or external influences eg the weather, behaviour of

another person.

For those people that nominated “positive” feelings ask them in a group to

make a list on butchers paper of the physical things and behaviors they

experience that make them know this is how they feel eg light, bubbly,

relaxed, full of life, smiling, generous, confident, singing.

Butchers paper/pens

For those people that nominated “negative” feelings ask them in a group

to make a list on butchers paper of the physical things and behaviours

they experience that make them know this is how they feel eg knot in the

stomach, lethargic, tired, uptight, clipped speech, aggressive, nasty.


Follow the sharing of these lists with a short discussion on why it is so

important to be able to identify the physical, psychological and

behavioural factors associated with how we feel.

Highlight the importance of paying attention to how we feel so that we

continue to provide a safe caring environment.

Refer participants to Handout 5 “Understanding Emotions”

Handout 5 “Understanding Emotions”

Show Slide 23 “A word about stress”

Slide 23

Refer participants to Handout 6 “Signs of Stress”

Handout 6 “Signs of Stress”

Activity


In the large group, ask each person to come to the whiteboard (if the group

is large, have two lists going) and write up one strategy they use to manage

stress. This activity is designed to get them up and moving and talking as

well as participating.

Whiteboard/Pens

Refer participants to Handout 7 “Stress Management Strategies” and

suggest they hang it somewhere prominent to remind them next time they

are stressed.

Handout 7 “Stress Management Strategies”

Show Slide 24 “Self Esteem”

Slide 24

Human beings think in three dimensional forms. We think in words, pictures

and emotions. The words form pictures and in turn bring about feelings and

emotions. This language has immense power on our performance and our

behaviour.


As we think in words, we carry out a constant conversation with ourselves.

This conversation is called self-talk. You build your self esteem and self

image with your self talk. It does not need to be words said out aloud.

Every time you think about something that you have done, you do it over

again and record it in your subconscious.

Activity

Give participants a short time to complete Handout 8 “Self Talk” and

feedback to the larger group.

Refer to Handout 8 “Self Talk”

Show Slide 25 “Self Talk Cycle”

Slide 25

Self talk is so powerful that it tells you what you think you see. It even

records what you think other people are thinking. Your self talk builds a

positive or negative self esteem. You constantly judge and interpret your

own experience by talking to yourself in a positive or negative manner.


For example, after you have performed at a level below your expectations,

you may use a negative self talk statement such as “how could I have been

so stupid”, “I am really useless, everyone will think I am a total idiot”. Using

such statements as these helps to ensure continued poor performance.

You have so much potential that you are not using.

People with high self esteem use positive self talk. They build themselves

and others up, not by bragging or boasting but in a strong, silent, confident

way. They learn to accept compliments correctly, giving credit where credit

is due.

Show Slide 26

Slide 26

It is important to understand that what you say to yourself and what you

picture, is the direction in which you will go. You shape your future by your

thoughts, so there is little point in spending time thinking about what you

don’t want.


There are three basic principles that you need to look at:

� I am as I think

� I move towards and become like that which I think about

� My present thoughts determine my future

Refer to Handout 9 - Problem solving and Show Slide 27

Handout 9 – Problem solving

Slide 27


Show Slide 28 – In Summary

Slide 28

Activity

Give each participant an envelope or container of some sort and enough

cards for each person in the group (if the group is large you may wish to

split the group in half for this exercise). On each card, the participant must

write a positive, genuine comment of worth about each other person in the

room/group. These might be a general comment or a specific comment

but need to be as meaningful and truthful as possible.

Envelope or container for each participant

Participants should then put these cards into each other’s folders and the

participants should take these away with them. They need to be kept in a

safe place and brought out regularly and read to reinforce positive

thoughts and feelings and constructive self talk.


Activity

Refer to Handout 10 - Personal reflections and ask them to take a few

minutes to quietly complete this one their own. When most seem finished ask

them if they feel comfortable to share one reflection with the person sitting

next to them.

Handout 10 - Personal reflections


Conclusion

Revisit Slides 2 and 3 “Learning outcomes” and summarise the main points

discussed in each outcome.

Revisit Slides 2 and 3 “Learning outcomes”

Slide 2

Slide 3


Please complete Handout - “Worksheet Questions” for assessment

purposes and return at the next session. Should there be any discussion

arising from your responses, there will be an opportunity to meet with

trainers for review purposes.

Refer to Handout - “Worksheet Questions:

Module 7”

Reminder to collect Worksheet questions – Module 6.

module 7: support, advocacy and self care session plan · 2019-02-05 · session plan trainer’s...

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