Learning Points on CISM & Training

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It has been some time since I last blogged on discoveries and things that I have learnt. After all, this is the "Chronicles of a Discoverer" right :)

Training Delivery
I have mentioned in previous posts that I have thoroughly enjoyed my in-camp training so far partly because it has kept me mentally engaged the past few days. I have also come to realise that one of my "hobbies" is also to observe trainers during training and to learn from their delivery style as well as from their mistakes and I have been able to do that with a whole team of trainers. It seems that to have a successful training session:

Setting the Atmosphere (V.I.P.)

1. (V) Setting up the training venue / climate e.g. background music etc
2. (I) Breaking the ice
3. (P) Understanding the participants' profile

Setting Ground Rules & Agenda (R.I.P.E.R.)

1. (I) Introdocuing self
   
2. (E) Objectives & Expectations of Participants (Buy-In aka highlighting whats the big deal about this training and how does it help me?)
3. (R) Role of Participants (Experts & Sharing)
4. (R) Setting the Rules (e.g. handphones, confidentiality, asking questions etc)
   
5. (P) Explaining the Process (Overview & Break)

Structuring the Learning Experience

1. Putting up learning posters
2. Involving the participants
3. Using stories and parables
4. Using demonstration & practice
5. Using quizzes
6. Encourage incremental learning in exercises
   
7. Use Games
8. Encourage Discussions
9. Use Role Plays (Skills-based training)
   
10. Summarising Learning Points

Rounding Up (S.C.A.C)

1. (S) Summarising
2. (C) Checking expectations
3. (A) Action-oriented
4. (C) Contact details

Critical Incidence Stress Managemet (CISM)
I have also learnt about critical incidence stress management, in summary:

1. Identify - Using the circle of vulnerability (COV), identify victims (including NOK and resuce workers) and their needs in immediate, inner, outer and peripheral zones
2. Brief - Conduct the Crisis Management Brief to
   
• (i) communicate and manage information (what happened, what is happening and what is going to happen?) and
  
• (ii) allow for entry of psychological intervention team,
  
• (iii) set the stage to seek help if necessary
• (iv) educate on stress and stress management
• (v) identify further those who may need help
3. Defuse - Conduct defusing to mediate impact of the crisis and further identify those who may need psychological follow-up through 2 stages:
   
• Introduction
• Introduce Facilitators
• Purpose (e.g. not fault-finding)
• Rules (share as comfortable, confidentiality, respect etc)
• Process & Duaration
  
• Questions
  
• Exploration (Facts, Thoughts, Feelings, Symptoms)
• Encourage mutual support
• Look for common themes
• Reppraisal of meaning
  
• Information
• Normalise
• Mutual teaching
• Facilitator teaching
• How to seek help
• Questions
  
4. Provide & Support - Provide practical assistance (safety, food, water, rest, shelter, information) and supportive listening
5. Debrief - Critical Incidence Stress Debriefing (CISD) - Similar to Defusing
• Introduction (Cognitive)
  
• Fact (Cognitive)
• Thought (Cognitive)
• Reaction (Affective)
  
• Symptoms (Affective)
• Teaching (Cognitive)
• Re-entry (Cognitive)
6. Follow-up & Referral - Refer those who need further assistance to relevant parties e.g. social workers, counsellors etc