PRACTITIONER DEVELOPMENT PROGRAMME TRAINING FOR TRAINERS Tutor peer review form Rating sheet to score PDP trainers’ autonomy support, structure, interpersonal skills/ involvement and participants’ engagement Trainer’s autonomy support Uses extrinsic motivational resources, e.g., incentives and consequences. Delivers messages in a direct manner, sets deadlines and seeks compliance from clinicians. 1 2 3 4 5 6 7 For example, the trainer asks the clinicians to suggest ways of delivering interventions, supports their ideas and stimulates new ideas by engaging the group. For example, trainer tells clinicians exactly how they should deliver interventions and is not open to suggestions about alternative forms of delivery. Uses controlling language when training clinicians. For example: - Controlling and coercive language - Terms such as should, must, have to, got to - Delivered in a pressuring, rigid, no-nonsense manner Nurtures intrinsic motivational resources. Focuses on stimulating interest and enjoyment. Sets challenges, fosters feelings of competence, confidence among clinicians and encourages choice making 1 2 3 4 5 6 7 Uses informational language. For example: - Provides rich information - Is flexible - Language is not at all controlling 1/3 Neglects the value, importance of tasks, behaviour 1 2 3 4 5 6 7 For example ,trainer doesn’t explain the value, meaning, use of different exercises, and does not emphasise their benefit or importance of different training exercises. Does not accept that negative affect is OK. Identifies the value, importance of tasks, behaviour For example, trainer identifies value, meaning, use, benefit and importance of the tasks included in the training… “This is important because” 1 2 3 4 5 6 7 For example, if the clinicians complain that they do not want to do a task, or do not want to deliver a certain part of the intervention the trainer does not accept these feelings, and accept that it could be difficult. Instead they try to change the task into something else. Recognition of negative affect: Accepts that negative affect is OK, listens to and accepts it For example, if the clinicians complain that they do not want to do a task, or do not want to deliver a certain part of the intervention the trainer listens carefully to their problem, is open to complaints and accepts as OK valid reaction Trainer’s involvement Trainer seems cold, closed. 1 2 3 4 5 6 7 For example, is very business like and doesn’t appear to enjoy time with group Trainer withholds personal resources, such as time, attention, energy. For example, trainer does not spend time chatting with and getting to know clinicians (names, personal interests etc). Tutor peer review form Trainer seems warm and open For example, expresses affection to the clinicians and appears to enjoy time with group 1 2 3 4 5 6 7 Invests personal resources, such as time, attention, energy For example, trainer does spend time chatting with and getting to know clinicians (names, personal interests etc). 2/3 Trainer maintains a closed, distant physical proximity to clinicians. 1 2 3 4 5 6 7 For example, walks over to clinicians during the class, or stands near to the clinicians when talking to them. For example, stays up front during class. Trainer does not get to know clinicians. For example, makes no mention of names, or personal histories/ interests, things previously discussed in the group. Tutor peer review form Trainer maintains a close physical proximity to clinicians. 1 2 3 4 5 6 7 Trainer gets to know participants. For example, gets to know clinicians names, personal histories/ interests, things previously discussed in the group 3/3