Facilitating Groups
Welcome - Day One
Welcome
 Trainers
Name 1
Name 2
 Housekeeping
Care for the Family
Care for the Family is a national charity which aims to
promote strong family life and to help those hurting
because of family breakdown.
Our focus is on
Marriage and couple support
Parenting support
Bereavement support
Clip
Our vision
We want every parent in the UK to have access to
high quality parenting courses
that will equip, encourage and support them
through their various stages of parenthood.
It is our passion to see mums and
dads not only survive, but thrive as a parent.
Our approach
• Parent to parent,
not expert to parent
• Relationship-based and preventative
• Sharing the journey alongside parents,
giving practical guidance
• Accessible, visual and user-friendly
• Evidence-based in all that we do
What we do
 We train people to be effective
parenting facilitators
 We produce a range of parenting
courses
 We deliver workshops and
courses for parents
 We work with passionate people
Learner handbook
 Information on the training and accreditation
 Contains notes - on all assessment criteria
- guidance on evidence needed
for accreditation
 At the back - booklist & useful websites
- worksheets
- evaluation form
 Put your names on them!
Introductions
 Introduce yourself briefly to the group
 Share any current experience of working
with groups
Aims of this training
 To develop essential facilitation skills
 To provide underpinning theory and
knowledge related to group work
 To give an opportunity to practice facilitating
in a small group
 Essential element in becoming a Care for the
Family Licensed Facilitator
Learning Outcomes
Learner Handbook p 15 - 16
National Occupational Standards
 NOS are nationally agreed statements of
competence which describe what an effective
worker does and needs to know
 Work with Parents – NOS 2011
Learner handbook p 7
Becoming a licenced facilitator:
Core licence journey
“I want to run a parenting course in my community”
Facilitating
Groups
2 days
Core licence
to run:
The Early Years
The Primary Years
Working
with
Parents
2 days
Learner Handbook p 8
The Teenage Years
Dads
Specialist licence journey
“I want to support parents with specific needs in my community”
Core
licence
Specialist
licence
to run:
Familiarisation
day
1 day
Learner Handbook p 8
Children with
Special Needs
How to Drug Proof
Your Kids ®
Quidz In
Accreditation information

Accreditation is OPTIONAL
 It costs an additional £120 – you will be invoiced
 Gives 6 credits at Level 3 through the Open
College Network (OCN)
At the end of this training you will need to have
decided and signed the OCN registration form
Learner handbook p 10
Accreditation
Parent Support Network
Volunteers
The accreditation is assessed
through a written portfolio of
work.
Your accreditation will give you
six credits at Level 3 with the
Open College Network.
Reflective Practice
Reflective Log
Your learning, growth and understanding of
different topics
Past
Present
This
Training
Group
Learner handbook p 13-14 & 67
Future
Reflective Practice
Reflective Log
How does your learning on this training link to
your past learning or any experience of working
with groups?
Past
Reflective Practice
Reflective Log
What are your feelings and thoughts about the
group experience during this training?
Present
This
Training
Group
Reflective Practice
Reflective Log
Will your learning here change how you work
with groups or, possibly, in your personal life?
Future
Programme for today
9.30 - 11.00
11.00 - 11.15
11.15 - 12.45
12.45
1.30
2.45
3.00
4.00
-
1.30
2.45
3.00
3.45
4.30
Ground rules / identifying needs & aims
Coffee
Limitations as facilitators &
professional boundaries
Sourcing a parenting course
Lunch
Theories of Adult Learning
Tea
Delivery Methods and Active listening
Accreditation
You may be wondering…
 What is this training all about?
 What will I have to do?
 How will I get on with other
group members?
 Why am I the only
man/woman? I’m feeling left
out!
 People on a course will feel the
same
Parallel Process
 Parallel Process helps us understand how people might
be feeling in a group
 We will be mentioning it from time to time
 Not all activities on this training are a parallel process to
working with groups
 Good to refer to in your Reflective Log
Learner handbook p 14
2.2
Ground rules and
confidentiality
Learner Handbook p 32
2.2 Assessment Criterion
Explain how ground rules for the group are
agreed, including rules of confidentiality
Reflective Log
Ground rules
What ground rules do we want for this group?
Some suggestions
 Respect
 It’s OK to disagree with what’s said
 It’s OK to pass
 Only share to the level you are comfortable with
 Let us know if you can’t come
 How to handle it if you get upset
Why have ground rules?
 Promotes ‘ownership’ of the group
 Encourages group to function in a respectful and
empathetic way
 Pre-handles potential difficulties (e.g. conflict or distress)
 Models parental role
 Defines limits and boundaries (e.g. confidentiality)
 Need to be displayed at each session for reference
What must be kept
confidential?
 Specific children i.e. any difficulties
 Family issues
 Childhood experiences
 Personal beliefs and attitudes
 Shared experiences in the group
Safeguarding
 Although confidentiality is discussed when Ground Rules
are being made, it cannot be promised if a child or adult
might be at risk of significant harm
 Facilitators must be aware of the possibility of abuse and
know who to tell and what to do if they’re concerned
about the safety of either a child or adult
 Care for the Family expects its licensed facilitators to
have received training on Safeguarding
2.2 Portfolio evidence
Reflective Log (200 words)
 How were/are ground rules introduced and used on the
training/in your own work?
 How will you set ground rules with groups of parents in
the future?
 Explain how you would raise a safeguarding concern in
your setting.
Learner Handbook p 32
3.1
Identifying group members’
needs
Learner Handbook p 35
3.1 Assessment Criterion
Explain how to identify the needs of a group of adults
Reflective Log
A useful grid
GIVES
GETS
(Expectations)
‘GHASTLIES’
GROUND
RULES
What do parents have to give?
 Unique personality and qualities
 Different life and family experiences
 The ability to listen to / encourage each other
What concerns might parents
have (ghastlies)?
 What they may be expected to do
in the group
 What the future holds for their
family
Activity
In small groups:
1. What are the key topics you need to cover in a parenting
course?
2. When parents come on a course what expectations
might they have?
3. How do you find out what your parents’ actual needs
are?
What do parents hope to get?
 To get on better with their children
 Practical ideas
 Feel less stressed / have less shouting
 That they’re not on their own
 Friendship
It will be helpful to let parents know that
 Attending a course in itself does not change their problems
 Change takes time!
Parents’ needs
 Notes from referral agency
 Pre course letter asking for
topics of interest
 Pre course questionnaire
 Home visit
 First session – ask for issues /
concerns
 Verbal
 Written
3.1 Portfolio evidence
Reflective Log (200 words)
 Why is it important to identify the needs of parents
in a group?
 How would you identify a group’s needs
before/during the sessions?
 How will this change your future work in groups?
Learner Handbook p 36
3.2
Agreeing aims to meet needs
Learner Handbook p 36
3.2 Assessment Criterion
Explain how to agree group aims and objectives and
gain agreement on group priorities that meet needs
Reflective Log
Aims and needs
 Aims and needs need to be linked
 Your aim may not be the same as those of the group
 With a formal programme aims are often set
 In a support group the aims will need to be agreed
Enabling change
A model of change
Learner Handbook p 37
Enabling change
Learning involves change and change is not always easy!
Introducing different ideas can be a challenge to a person’s
key beliefs.
This model of change can help you understand where a
parent has got to both in terms of them being aware of the
need to change and whether they are making those
changes in their life or not
Enabling change
Facilitators need to:
 act in partnership with the parent and this involves being
respectful of them and their views
 work with empathy and a clear understanding of the
person’s views
 look for change for the benefit of the parent and child
A model
of change
Pre-contemplation
Unaware of need to
change
Maintenance
Maintaining new
behaviours
Reaching goals
Contemplation
Relapse
Action / Will power
Taking small steps to change
Recognise need for change
Preparation and
Determination
Resourcing change
3.2 Portfolio evidence
Reflective Log (200 words)
 Why is this important?
 How do you/ would you do this?
 How will this change your future work in groups?
Learner Handbook p 38
2.3
Roles and responsibilities
Learner Handbook p 33
2.3 Assessment Criterion
Explain how roles, responsibilities and timescales are
agreed
Reflective Log
Roles and responsibilities
It is important for the facilitator to establish why the group
of parents is meeting ie
 to attend a parenting course
 meeting as a monthly support group
Parents will feel more relaxed and safe if they know
 who is leading the group
 what they might expect to have to do in the group or at
home
 how long the meeting or course is
Facilitator
 Support
 Encourage
 Establish what the group is there for
 Keep the group on track
 Create a learning environment
 Communicate hope
 Manage the boundaries
 Deal with difficulties
 Model the parenting role
 Signpost to other sources of help
Parents
 Regular attendance
 Letting the facilitator know if they can’t come
 Punctuality
 Showing respect and kindness
 Listening to each other
 Getting stuck in (you only get out what you put in!)
 Persevering when the going gets tough
 Deciding on speakers or agencies they want to hear from
 Communicating what they need help with
Time-scales
 Length of each session
 Time of day
you may want to negotiate this
 Length of whole course
 Comfort breaks
2.3 Portfolio evidence
Reflective Log (200 words)
 Why is agreeing this in a group important?
 How might this process be different between parents
attending a parenting course and a self support group for
parents of children with special needs?
 How will this change your future work in groups?
Learner Handbook p 33
COFFEE
Please be back
ready to start in
15 minutes
Accreditation
Learner Handbook p 10
Why do the Accreditation?
 Accreditation is OPTIONAL
What benefits are there?
 Professional development
 Personal learning
 Understanding theory
 How theory relates to your experience
 Reinforces your learning
 What you do / will do with groups
Meeting Assessment Criteria
 Attendance (80%)
 Participation in sessions
 A portfolio of evidence meeting
the Assessment Criteria
 Portfolio Submission Date
Thursday 3rd July
Tracking Sheets
(Accreditation only)
 Shows
- the Learning Outcomes
- the Assessment Criteria
 Portfolio evidence must cover each Assessment Criterion
 The assessment criteria are NOT covered during the
training in the numbered sequence
Learner handbook p 61 - 63
Worksheets
Worksheets are included at the back of the Learner
handbook
They are also available, along with other documents, to
download by going to:
www.careforthefamily.org.uk/facilitating-groups-learnersupport
Learner handbook p 11
Portfolio criteria guidance
We’ve included guidance for learners
 on the evidence you can include that will meet each
assessment criterion
 we have put this guidance in the Learner Handbook at
the end of the notes on each separate criterion
For an example see 2.2 Learner Handbook p 32
Reflective Log : For everyone!
 Keep a Reflective Log – it’s part of Reflective Practice
e.g. your thoughts, feelings, learning
of ALL THE SESSIONS
 Do this as you go along
 Mark the Assessment Criteria on your notes if you are
doing the Accreditation
Where learning takes place
 During the training course
 Outside of the course
 Some topics have extra material in the Learner Handbook
Questions on Accreditation
 There will be a slot at the end of the
day for more questions
 You can talk with us during lunch or
any of the breaks
1.3
Professional boundaries
Learner Handbook p 25
1.3 Assessment Criteria
Explain the importance of setting and recognising
boundaries when developing professional relationships
Reflective Log
Boundaries
Being clear from the beginning about what is on offer can
help prevent confusion and misunderstanding along the
way.
It’s a balancing act between being professional and acting
as if you were a friend.
Boundaries
In small groups
Discuss the questions in the handbook
Learner Handbook p 25 -26
Self disclosure
An important part of
professional boundaries is
how much the facilitator
tells the group about
themselves and their own
life and experiences.
Learner handbook p 26
1.3 Portfolio evidence
Reflective Log (200 words)
 What are the key reasons for having professional
boundaries as a facilitator?
 How have you found self-disclosure to be useful in a
group?
 In your setting what do you consider to be appropriate
availability?
 How will this change your future work in groups?
Learner handbook p 26
2.1
Limitations and constraints
Learner Handbook p 31
2.1 Assessment Criteria
Explain the limitations and constraints of own role as
facilitator
Reflective Log
Expectations
As a facilitator
 Are your expectations realistic?
 What about the expectations parents have of you as the
facilitator?
Limitations and constraints
 Do we know everything about everything?
 Can we promise to solve every or any problem parents
bring?
 How much time can we give to this?
 Will we always give the correct advice?
 Will we get on with everyone?
2.1 Portfolio evidence
Reflective Log (200 words)
 What are realistic expectations for you in your facilitator
role?
 How will this change your future work in groups?
Learner handbook p 31
3.4
Sourcing group materials
Learner Handbook p 41
3.4 Assessment Criterion
Explain how to source appropriate resources and judge
their importance in supporting the group
Worksheets
2 worksheets (3.4 Sourcing a parenting course)
Only 1 can be from Care for the Family
Learner Handbook p 70
Reflective Log
What works?
 People want to know if a course works consistently in
groups and produces good outcomes for parents and
children
 Usually called an “evidence based” approach
 What a course claims will happen to parents should
happen to them
 It’s also about making sure that they get value for the
money they’ve paid out to train for the course!
Selecting materials
 Target group - who is the course aimed at ?
 Is there a specific cultural need?
 What are the key principles and theories in the course?
 Are the delivery methods interactive?
 What’s covered on the course?
 How is the course evaluated?
 Do the course materials and delivery fit with the group of
parents you are going to work with?
Time Out for Parents – The Early Years
Learner Handbook p 43
3.4 Portfolio evidence
2 x Worksheets (p 70)
 Complete both worksheets (only 1 parenting course
from Care For the Family)
Reflective Log (200 words)
 What did you learn about sourcing resources for groups?
 How will this change your future work in groups?
Learner handbook p 43
LUNCH
Please be
back ready to
start on time
1.4
How adults learn
Learner Handbook p 26
1.4 Assessment Criterion
Explain ways in which theories of how adults learn
can be applied to work with groups
Written essay
1000 words
Emotional influences
on learning
These might include:
 Previous learning experiences being
poor, boring or uncomfortable
 Low self-esteem and lack of belief in
ability to learn or change
 Fear of being criticised
 Personal “baggage”, for example a
recent annoying event
Learning Cycles
 Adults can learn from their experiences and there
are a number of different learning cycles that try
to explain how this happens
 They can help us work out where someone may
have got stuck
for example, talking about an issue but then not
carrying through with making changes
Kolb - A learning cycle
Experience
Act
Analyse
React
Reflect
Kolb
What
happened?
What will
I do next
time?
How did I
feel?
What was
going on?
Visual-Auditory-Kinaesthetic
 Visual
learners prefer seeing things e.g. pictures,
diagrams, text, films/DVDs, flipcharts, handouts
 Auditory
learners prefer listening and speaking, e.g.
discussions, question and answer sessions and
lectures
 Kinaesthetic
learners prefer ‘hands on’ activities involving
movement touching, holding, doing, and like
role plays, demonstrations and simulations
Learner Handbook p 27
Learning Styles
Honey & Mumford
 Activist
 Reflector
 Theorist
 Pragmatist
Learner Handbook p 28
Learning Styles
 Learners develop a preference for one or two learning
styles
 It helps facilitators to understand how to create better
learning opportunities for others
What is your learning style?
• Complete the Learning Styles Questionnaire
Learner Handbook p 68
• When everyone has finished we’ll talk you
through how to fill in the last column
• Then complete the section at the bottom of the
Questionnaire
What is your learning style?
Activity
In your groups
 Design a garden in 5 steps
Use flipchart paper and pens
You have 10 Minutes
Activists learn best from
activities where…
 There are new experiences / problems /




opportunities from which to learn
They can involve themselves in short ‘here and now’
activities
They have a lot of limelight / visibility
They are thrown in at the deep end with a task they
think is difficult
They are involved with other people
Activists learn least from, and may react against,
activities where learning involves a passive role
Reflectors learn best from
activities where…
 They are allowed to watch and think over activities
 They are able to stand back from events and
listen/observe
 They are helped to exchange views with other people
 They can reach a decision in their own time without
pressure or tight deadlines
Reflectors learn least from, and may react against,
activities where they are forced into the limelight and
forced into doing something without warning
Theorists learn best from
activities where…
 They have time to explore methodically the associations
between ideas, events and situations
 They are intellectually stretched
 They are in structured situations with a clear purpose
 They are offered interesting ideas even though they are
not immediately relevant
Theorists learn least from, and may react against,
activities where they are pitched into doing something
without a context or apparent purpose
Pragmatists learn best from
activities where…
 They are shown techniques for doing things with obvious
practical advantages
 They are exposed to a model they can copy
 They are given immediate opportunities to use what they
have learnt
 They can concentrate on practical issues
Pragmatists learn least from, and may react against,
activities where the learning is not related to an immediate
practical application
With this in mind,
when planning
parenting courses,
what do we need to
consider?
1.4 Portfolio evidence
Essay (1000 words)
4 Photos of the garden plan activity
Learning style questionnaire (page 68)
 Give a brief overview of the theories (approx 200 words only)
 Give an example of a parent using the Kolb model to help
them resolve a situation
 What did you learn from the Garden Plan activity about how
you and others learn?
 How will this change your future work in groups?
Learner handbook p 29
3.3
Delivery methods
Learner handbook p 39
3.3 Assessment Criterion
Explain how to use an approach and method of
working that best matches the characteristics of the
group
Completed worksheet
Learner Handbook p 69
Knowing your group
We’ve already explored:
 the needs of the parents coming on a group
 adult learning styles
Knowing the needs and understanding learning styles will help
the facilitator look at a range of activities that will help parents
be engaged in the course
Delivery methods
 Icebreakers
 Questions and answers
 Whole group discussion
 Case studies
 Pair work and small group
 DVD and TV
discussion
 Lectures and information
giving
 Worksheets
 Games
 Role Play
Learner Handbook p 39 - 40
 Demonstrations
 Home activities
Activity
In small groups
 Read through the list of delivery methods
Learner Handbook p 39 - 40
 Fill in the Worksheet
Learner Handbook p 69
3.3 Portfolio evidence
Worksheet (page 69)
• Complete the worksheet
showing a range of delivery methods and
why you would use them in that situation
Please use full sentences (not bullet points)
Learner handbook p 40
TEA
Please be back
ready to start
in 15 minutes
Session Delivery
3.5
Reviewing how you work
with the group
Learner Handbook p 44
3.5 Assessment Criterion
Review and revise own strategy and approach to the
group
Reflective Log
Lesson Plan
Learner Handbook p 71
Record of Group Progress
Learner Handbook p 72
Delivering a session
 Practising skills in a safe, supportive environment
 It is all about the experience
 The group act as a group of parents attending a
course (NOT professionals)
 15 minute facilitation ONLY!
Session
 Set the room up
 Get yourself ready
 Run your session
 Feedback – self – peers – tutor
 Fill in written Feedback forms
 Next person sets up room...
Model for feedback
The tutor will ask you after your session:
 How did you feel before the session?
 How do you feel now, at the end?
 Tell us what you did that worked well.
 Is there anything you would do differently next time?
The group will wait until after your feedback.
Then your peers and the tutor will give their verbal feedback
Lesson Plan
 Work out what you will do in your session

Introduction

Activity

Summary
 How long will each part take to do?
 How will you assess how well each part has gone?
Learner Handbook p 71
Record of Group Progress
Overall impression
Attendance
 Is there anyone you need to contact?
Group participation
 Do you need to make any changes for next time?
Understanding and practice
 Does the group understand the topics?
Learner Handbook p 72
Assessing your session
Part of reflective practice is thinking about how well
each part of your session worked with the parents.
 Are parents learning?
 Did the topic meet the groups’ needs?
You can assess learning by
 Listening to pairs and group discussions
3.5 Portfolio evidence
Reflective Log (200 words)
Lesson Plan (page 71)
Record of group progress (page 72)
Review the session you delivered on the training:
 What was your strategy for the session you delivered?
 Was the content and level of the session appropriate?
 Did the delivery methods work?
 How will this change your future work in groups?
Learner handbook p 31
Session Delivery
4.2
Evaluating yourself as a
facilitator
Learner Handbook p 47
4.2 Assessment Criterion
Evaluate own effectiveness as a group facilitator,
suggesting modifications as appropriate
Reflective Log
Feedback Form x 3
Learner Handbook p 73 - 77
Personal Qualities
 What do you do that helps a group feel
safe?
 What can you reveal about yourself that
will help the group talk?
 What are the values, attitudes and
beliefs that help you in this work?
 Are there any beliefs that might make it
difficult for you to work with some
people?
4.2 Portfolio evidence
Feedback Form x 3 (page 73 - 77)
Reflective Log (200 words)
 What qualities do you have that are useful when working with
groups?
 Did these help in the session you delivered on the training?
 What areas would it be helpful for you to develop in as a
facilitator? How could you do this? (For example, more
training/reading/watching DVD/attending a workshop or
conference)
 How will this change your future work in groups?
Learner handbook p 48
4.3
Active Listening
Learner Handbook p 48
4.3 Assessment Criterion
Explain the importance in group work
of listening actively and
encouraging communication
Reflective Log
Key principles of partnership
Self
Awareness
Respect
Good
Communication
Power
Sharing
Listening exercise
 In pairs:
One to be A the other B
 A to shut their eyes and think of a situation that annoys
them!
Instructions for ‘B’
 Your partner will talk to you about something they find
annoying
 As soon as you can
tell them what they should do about it
 Try and solve the problem as quickly as possible
 Assume you know all the answers and they don’t know
anything!
Feedback
 How did that feel?
 What are the dangers in ‘fixing’ a problem?
 for a facilitator
 for a parent
Dangers of ‘Fixing’
 Encourages reliance on the practitioner
 Disempowers the other person
 Implies you are ‘the expert’
 You may not be right!
 Your advice may not work!
 They may not understand your solutions!!
Active listening
 Means ‘to listen for meaning’
 Listener checks that a
statement has been correctly
heard and understood
 The goal is to improve mutual
understanding
Learner Handbook p 49
Empathy
The ability to put yourself
into someone else’s shoes
and see a situation the
way they see it.
Parents are more likely to
LISTEN when they feel
that they have been
UNDERSTOOD!
How might a parent feel when…?
 Their 7 year old is accused of bullying another child
 They’re having trouble accessing their 10 year old son
because their ex keeps changing the arrangements
 Their teenager has been suspended from school
 A local youth has been stabbed with a knife and they
know their 15 year old carries one
Summarising
 Reflecting back the main points of what
someone has said
 It is valuing the speaker
 Enables them to clarify their thoughts
 Enables you to check if you have
understood their situation correctly
Drawing out discussion
 Sit so that everyone can see each other
 Eye contact (if culturally appropriate)
 Look round at the whole group
 Use open questions
 Don’t let one person dominate
 Draw out specific examples
 Flipchart and acknowledge every contribution
 Avoid value judgements
 Summarise every so often
4.3 Portfolio evidence
Reflective Log (200 words)
 What effect does it have on the talker when
someone tries to fix their problem?
 How does it feel when you are properly listened to?
 What is good communication?
 How will this change your future working with
groups?
Learner handbook p 50
2.4
Confidence and contributing
Learner Handbook p 34
2.4 Assessment Criterion
Explain strategies and techniques to raise the
confidence of group members and help them
contribute to the group
Reflective Log
Confidence
 When facing problems our self
esteem and confidence may be low
 When confidence is higher we are
more likely to tackle issues and also
remain calm and hopeful
 Key message – you’re not the only
one
 Create opportunities for the group
to share any successes they have
had either now or in the past
2.4 Portfolio evidence
Reflective Log (200 words)
 Why is this important?
 What techniques do you/ would you use?
 How will this change your future work in groups?
Learner handbook p 35
Review of today
 Ground rules
 Group needs and aims
 Limitation as a facilitator and professional boundaries
 Sourcing a parenting course
 Adult learning
 Delivery methods
 Communication and active listening
 Confidence and contributing
Portfolio work
 Reflective Logs 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2,
3.4, 4.3
 Written essay
1.4 Adult Learning
 Worksheets
3.3 Delivery Methods
3.4 Sourcing a parenting course
 Photos
1.4 Garden Plans
 Learning Style
Questionnaire
1.4
Questions on accreditation
Guidance on each assessment criterion
is included in the Learner Handbook
As tutors, we are happy to answer
questions either during the training or
by phone or email.
Learner Handbook p 10 - 14
Day 2
We look forward to seeing you tomorrow
Please arrive for coffee from 9.00am
Our first session will start at 9.30 am