Learning Blog: Training Modules

Training Modules

This page will consist primarily of Training Modules to be used for a various selection of team training environments. The first two consist of training that could be used as part of an Experiential Education environment. The first module demonstrates and re-frames the process used in giving and receiving feedback. The second is an overview of five different behavior modification tools, and how to best teach social skills to youth.

Feedback and Johari's Window

   Aiming of Activity: The use of Johari's Window in a variety of studies shows the universality of its application. The idea involves creating a framework to better rationalize information.
   Framing of Activity: Feedback is the exchange of ideas. When I pass information along to the people I work around, I am increasing the likelihood that every person involved will be at their best.

   Information Passed:

First, some general guidelines for giving and receiving feedback.

Feedback should not be given or received in a hostile or confrontational setting.
Feedback exchange should take place in the most comfortable setting for those receiving feedback. For example, written feedback v. verbal feedback, within a group setting v. individually
Always try to pass feedback in the most constructive way possible.
Try to ask questions and listen.
Positive first whenever possible.

Feedback is simply the passing of information from one person to another.

As we look at Johari's Window, we can apply its use to what we are trying to do within this community. The four sections:

Open: Known to others and known to self. The open window consists of information known and understood by all parties involved. The goal when passing feedback is to push as much information into this open window as possible. Example: Lunch is at twelve thirty. My shirt is red.
Blind: Known to others but unknown to self. The blind window is full of information that needs to be passed as soon as possible. Example: If something I am doing is effecting your work, that information needs to be moved from the blind window to the open window. The assumption is made that if I had the information you will give me, I would behave differently. There are times, however, when it is appropriate to keep information in the blind window. There is a surprise birthday party for me, and I don't know anything about it.
Hidden: Information known to self but not others. These could include, but are not limited to secrets. However it may include information that also needs to be passed into an open window.
Unknown: Information unknown to self and others. Sometimes this is information that is impossible to understand. Other times it is information that could have been realized with a bit of conversations between two parties.

Each of these windows offers a different set of information. Each of them has intentional value to where the information is stored.

Gaming of Activity: Separate group into four smaller groups. Each group has one window to discuss and present. What kind of information should stay in your window. What are examples of information better moved to the open window?

After presentations, reform a large group to allow for a discussion on feedback. Take this time to allow each member of the group to explain how they prefer to receive feedback.

Behavior Management

     Aiming of Activity: The purpose of managing behavior goes well beyond the immediate behavior shown. Within an educational context, it is important to remember we are try to also change the negative choices possible in the future.
   Framing of Activity: Managing a cabin for a week can be tough. There are many strategies used to keep fun, safety and learning at their maximum potential. Some are more effective than others in different situations.
   Gaming of Activity:
            Dr. Randall Grayson from Camp Augusta CA, explains there are five major approaches to discipline:

The spectrum runs from immediate change in behavior on a sliding scale finishing on the right side with a more long term change in behavior. It is important to develop a sense of when each of these approaches is appropriate and most useful. Understanding that behavior is only a method for a child to meet their own needs and objectives.

Punishment: The application of negative stimulus. Yelling, Lecturing, Humiliation, and Corporal Punishment all fit into this category. Typically used when a leader is exhausted and in a time crunch. This is a very simple and immediately effective technique but has its drawbacks. The child is taught that the behavior leads to punishment, not how to successfully meet their own needs positively. Compliance is typically only effective when the enforcers are within proximity. When the cat is away the mice will play. Typically focus is directed away from proactive solution and transferred into anger against the authority figure. The child may internalize the punishment, effecting their self image. The use of punishment typically hinders open communication and a positive teaching interaction. Rewards, often thought of as the opposite of punishment are actually quite similar.
Guilt: The use of a guilt method is actually internalized punishment. It can be more effective than punishment, because the authority preventing the action rests in oneself instead of some external power. Silence with a look of disapproval, a sigh, and a slow shaking of the head are nonverbal methods. Common phrases may include "You know better" and "I'm really disappointed in you."
As Dr. Grayson
Buddy: A common tactic used in camps. Working to facilitate the children liking the leader in order to behave. An effective approach, but also has it's bad side. The tactic can backfire, resulting in taking advantage of the friendship. It is important to establish positive relationships however, the line of becoming a responsible adult must remain.
Monitor: The use of natural and logical consequences. an example of a Natural consequence could be, "you were playing a game when told to change into your swimsuit. Now it is time to swim, and you must sit out." A logical consequence imposed by authority. It is still relative to the behavior, but not natural. "You drew on your bunk, so during free time we need to meet and clean it off." An artificial consequence is punishment, not a monitor approach. Police officers serve the role of monitor in our society.
Success Counselor: This method is the most preferred. It enables the child to take responsibility for their actions and practice self control. This method looks more like a facilitation and reflection. The adult asks pointed, and open ended questions to draw information about the child's objectives.

The group should now brainstorm ways to attend to common situations in a cabin or activity group. Discuss different ways to use the Success Counselor model along with others.

Strategies to use during a tense situation:
adopted from Dr. Randall Grayson at Camp Augusta CA,

Strategy	Description
Humor	Tense situations can be defused with a little humor. Laugh it off or make light of the situation. The point can be communicated, and everyone has a little laugh. Sarcasm and teasing are not so good as they leave a little sting.
Unpredictable response	Something said or done completely out of context or personal style can be very effective. For example, a boring task can be more fun when sung Opera style. Completely changing the topic, acting briefly like a lunatic yourself, and briefly joining in and then quickly ending the game/event can be fun and effective as well.
Purposeful or planned ignore	Just let it go to allow the silence or lack of response speak for itself. Children often try and play tug-o-war with us. If you just don’t even pick up the rope in the first place, that game can’t start and the child may just move on or do what was asked. This works well when combined with stating expectations below.
Eye contact	Also known as “The Look.” Meet their eyes and let your expression say a thousand words.
Proximity control	Sit between the two kids who can’t stop laughing or touching each other. Also, try separating them. Be in their vicinity and appropriate behavior may follow.
Re-direction of behaviors (providing choices)	“Going outside isn’t what we are doing right now. You can (a) make a friendship bracelet, (b) read, or (c) write a letter. Which would you like to do?”
Reinforce positive behavior	Catch them being good. “That’s great that you made your bed without being asked. Good job!” The trick here is to not hook the child on the praise, because people should act because it is the right thing to do, and not because they want a pat on the back for doing it. (Morphine Analogy)
Restate expectations and/or explain the reason for the task / rule / behavior	“We don’t run in the house because things might get broken and you might get hurt.” Or “Remember, the group agreed that no one should touch other people’s things without their permission.” State the expectation, reason, and disengage. This method is providing the “Why” or “Because.”
Coach and cue	As per a previous conversation, when you touch your nose, scratch your head, or offer some other kind of cue, the child is reminded of the conversation and to stop a behavior or start one.
State your feelings	Simply state how you feel and why. I feel ______ when you ______ because ______. Follow up with providing choices.
Flow for day, class, activity, . .	Problems can be avoided by structuring the day and environment for success. Behavior is always a function of the person and the situation. For example, having too much dead time or having a lack of clear structure and rules around an activity might be begging for trouble.
Voice volume and tone (not screaming or yelling)	If the situation is problematic, try having your voice tone reflect it in a stern way without yelling or screaming. Often combined with eye contact.

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Training Modules