WHO YOU ARE – WHY WE ARE ALL HERE • Thanks for being here on time and welcome to the SAGE & THYME Foundation Level workshop. • My name is….. My background is … and I’ve been trained specifically to run this workshop about listening skills. • It’s a national initiative to teach the whole workforce. This is a three -hour practical workshop about emotional support. • I’m working with two colleagues who are also qualified trainers of this workshop they are …. and …. This slide is about the trainers feeling and sounding confident – have it up before you start and then move on to the next slide quickly – start on time and get off to a quick start – don’t waffle. 1
IF YOU COME ACROSS WORRIED, DISTRESSED, ANXIOUS OR UPSET PEOPLE IN YOUR ROLE - THIS WORKSHOP IS FOR YOU IT’S NOT COMPLEX – AND IT’S SUITABLE FOR EVERYONE • If you meet worried, distressed, anxious or upset people in your role (patients/clients/relatives of patients/colleagues) then I hope that you will see the direct relevance to your work as we go through the workshop. • Give some relevant examples to fit your audience: • For example, if you are a medical secretary, you might often have anxious patients ringing you about their test results. • If you are a volunteer working in the café, you might have contact with someone worried about a relative in the hospice/hospital. • It may be a reminder for some of you but you may also learn some new things – either from us facilitators or from other learners. • We are going to be teaching everyday skills for everyone. 2
IT’S ABOUT US - AND IT’S ABOUT THEM • Good communication matters because careful and skilful communication is known to be good for the emotional health of the person listening and for the person being listened to. • We get lower levels of staff burnout and better job satisfaction. • Patients have lower levels of anxiety, lower usage of medicines and fewer symptoms. • Poor communication is also the most common reason why people are dissatisfied with a service. 3
SOMETIMES WE’RE NOT ACTUALLY LISTENING AT ALL • It’s really hard to listen carefully when we have such a lot to say. • We can be tempted to give: advice – information – reassurance – similar experiences. 4
WE’LL TAKE YOU STEP BY STEP - THE WHY AND HOW OF CAREFUL LISTENING • Our job as facilitators is to walk you step by step through the evidence and the skills. • Your job is to tell us about what you already know and to follow us through the steps. 5
WE SHOW YOU HOW - AND WE COVER THE EVIDENCE • This is a practical workshop built from the published evidence that meets national guidance. • The evidence is described in a handout (THE TOP PICTURE IS OF THE HANDOUT) so that you can read for yourself and reflect after the workshop on what has been covered. • I will be mentioning some of the evidence behind SAGE & THYME in a moment. • There are also several articles in textbooks and journals that you could read to learn more about SAGE & THYME. 6
• The workshop is structured as follows: we start by listening to you — what you already know about listening and responding. • Then I will explain with a 25 minute presentation where listening goes wrong and how to listen well - I’ll explain to you what SAGE & THYME is—it’s simply a reminder to keep you organised. • Then we will ask you to work a second time in small groups to give us your thoughts about structured listening. • Then you’ll get a break and coffee. • After the break, we’ll rehearse . We call it rehearsal because it’s not the real thing — but it is a chance to practice using the listening skills — we will rehearse — you can give us a situation to apply it to. We have time to let one of you rehearse in the safety of this room – if nobody really wants to practice – we can show you twice. • Finally, we’ll show you a short video and then ask you what you have learnt from the workshop. 7
These are the GROUND RULES for the workshop: • It’s common these days for people to have their phones even during training – but we find that other learners are distracted by people checking their phones – if you need to take a call please leave the room to do so -otherwise please put your phones out of reach. • Please don’t start talking to the person next to you – that also distracts other learners. • Please let everyone speak. • Please don’t mention any colleague or patient or client in a way that reveals their details. • We will keep to time and we need you to come back promptly after the break. • This workshop is about emotions – it’s ok to be emotional in the workshop – if it’s too close to emotional issues for you, please feel free to step out of the room – we won’t come out after you - we need to stay in the room. Also, please do your best not to start describing your emotional upset in the small groups – the other learners start supporting you when we need them to be learning about supporting people! • I’m about to show you a short video which is about emotions and what people might be experiencing. We show it because we think it eloquently describes why we should all spend 3 hours reflecting on how to provide emotional support. It’s an American video but you will see that it applies equally well here. It is an emotional video – some people find it upsetting. Cleveland Clinic VIDEO here (type Cleveland clinic empathy YouTube into Google - https://www.youtube.com/watch?v=cDDWvj_q-o8) ( Have the video ready before you start) 8
The link for the film (for which we have gained permission from Cleveland Clinic to use in the SAGE & THYME Foundation Level workshop) is here: https://www.youtube.com/watch?v=cDDWvj_q-o8 There is also a hyperlink to the film if you double click on the picture. 9
• Now I’d like to allocate you into three small groups to start the discussion. • These are not questions to catch you out. • We want to know what you know already – you have 10 min to discuss each question in your group. 10
• People have worries or concerns and can be upset or distressed – this is natural and common. • It’s human to worry when things don’t go to plan – when illness disrupts your life or when major changes happen or are about to happen in your life. • People are uncertain and they worry – they get upset – even panicky. 11
Many people are not sure if they should talk about their worries: • Who to ask? • How to discuss them? • When to discuss them? 12
• We need to notice when our patients/clients, or indeed anyone else, is upset or concerned. • Equally, we need to avoid pushing people to talk about things that they don’t wish to discuss. 13
THE WORMS AND THE TIME • The term ‘can of worms’ means a situation that causes a lot of problems when you start to deal with it. • Opening a can of worms is unpredictable . • We’re not confident that we have the time . • We might have the skills to start the conversation but we’re not sure how to get out again. 14
• The brave ones among us try to help. • We reach out but, in our attempts, we are sometimes unhelpful: • We interrupt • We change the subject • We start to give advice • or we focus on the physical and practical issues. • Our intentions are good but it can be a bit clumsy. 15
This can leave the worried or upset person feeling: misunderstood, frustrated and out of control of their own situation. 16
• But if we do have the skills • We can listen carefully • In a structured and organised way 17
The published evidence helps us: • It says that we shouldn’t make assumptions – you can’t guess what people are thinking – you have to ask . • It says that people have hidden concerns that they don’t tell you about unless you ask more than once , to check that there isn’t some other concern that they’re only just able to put into words. • The researchers tell us that we shouldn’t assume that people have one main concern – we have to listen to all of the concerns . • Plus, it’s helpful to hear the concerns that we can’t do anything about – the unfixable worries. • The research says that we can give advice and information and reassurance too early – and that doing this distracts the person – jumping too quickly to solutions is unhelpful. • The good news is that these findings can be followed using a structure that can help us listen carefully and helpfully – it keeps our minds clear and organised. • The research says that most people cope as a direct result of their own personal resources (their own ability to process worries and think of solutions) and with the support of their families and friends . • All of this evidence tells us how to be helpful – it gives us confidence that we can get into and out of a conversation about emotions. 18
• The consequences of this can leave the worried person feeling: • Involved • listened to • Respected • And understood. • They might even experience: • Clearer thinking • Feel more in control • More able to cope • And feel more like themselves. 19
• Time is a constant worry for most of us. • We have plenty of things to do - so we need to decide whether we can make time for emotional support – there’s no doubt that it needs time, but perhaps not as much time as you think. • At the end of the workshop we’re going to show you a video of listening and responding in just 6 minutes – beginning to end . 20
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