Lay Counselling - PS Centre

LAY COUNSELlING · BEING THE TRAINER2. BEING THE TRAINEROn our life journeys, we are all shaped by ourexperiences. It is through our encounters withpeople and events of all kinds that we learn,grow, connect with others, understand theworld around us and find ourselves within theworld. The road we travel is not always a smoothand straight path; it can be unpredictablewith challenges along the way. Some of thesechallenges are major events that evoke strongfeelings and have special meaning for us andthose close to us. They can cause great distressand may stretch our capacity to understand andcope. However, distressing events - when we areable to cope successfully with them - can alsobring the opportunity to gain insight into theworld, our strengths and what is most importantto us in our lives.The lay counsellors you trainwill encounter people at these importantmoments in their lives – during significant lifeevents that require change and adaptation, inthe midst of needing to make important lifedecisions, or possibly after exposure to crisissituations. Through the listening and helpingskills which you help them to develop - as well astheir own natural helping abilities - they can assisthelp-seekers to navigate times of great distressand regain their ability to cope and recover.2.1 Walk the talkAs a trainer of lay counsellors, you have theopportunity to model the skills and values thatthe training aims to provide participants. Theseskills and values include: Good communication skills, includingactive listening and reflecting Non-judgmental attitude Warmth and empathy Respect for the help-seeker andtheir ability to help themselves12You can model these skills and values both inrole plays as well as in your interaction withparticipants throughout the training. In thisway, the trainer can “walk the talk” of theimportant concepts in the training.2.2 Creating a safe andsupportive atmosphereTraining in psychosocial issues and crisis eventshas the potential to touch on the personalexperiences of participants, including painfulor traumatic events. It is important to be awareof this as a trainer and to take steps to create asafe and supportive atmosphere for participants.Consider the following suggestions for ensuringa mutually supportive learning environment andways of addressing possible emotional reactionsof participants during the training: Find out about the background of participants,if possible, prior to the training. Set ground rules at the outset of the training,such as respecting confidentiality, listeningwithout judgment and being sensitive to thefeelings and experiences of fellow participants. Explain to participants that it is useful if theybecome personally involved in the training,but that they should not go over their personalboundaries and comfort level in sharing theirown experiences. Likewise, encourage them torespect the boundaries of other participants ifthey choose not to share personal experiences. If a participant becomes distressed during thetraining, demonstrate support and be availableto offer additional assistance or referral asneeded outside of the training time. Stop or moderate discussions or sharingof traumatic stories that are distressingto the group.

LAY COUNSElLING · BEING THE TRAINERConsider that if a participant has seriousemotional distress during the training, it ispossible that they have not been able to resolvetheir own past experiences and may not besuitable to work as a lay counsellor at this time.2.3 Providing an opportunityto learnRemember, when organising a workshop, thatthe aim is to provide an opportunity to learn.Learning is not only about gaining knowledge,but also involves self-reflection and practicingskills – in other words, becoming a lay counsellorinvolves: Change in attitude Change in knowledge Change in behaviour.This manual suggests a range of participatorylearning activities, including short presentations,brainstorming, role play and group discussions.All these activities are designed to help participantsunderstand the relevance of the training to theirown situations, and to broaden their view of thework through interaction with other groupmembers. The intention is for participants toshare experiences and to stimulate reflectionand awareness of issues they may face as laycounsellors. In addition, varying the trainingmethods and reinforcing main learning points indifferent formats will help participants maintaintheir interest and integrate learning. There arethree basic kinds of learning styles: visual, auditoryand kinaesthetic learning (see box). Most peopletend to prefer one style more than the other two.As a trainer this should be taken into accountwhen planning a training module.Adults, when presented with new information,do not automatically assimilate and apply it totheir own world. Learning is about understandingnew information, linking it to current and pastexperiences and adapting it to one’s own life orwork situation.It is useful for trainers to consider the mosteffective methods for adult education, particularlyfor training that involves learning specific skills.Adults often learn best when the learning process: Starts from their own reality and builds upontheir experiences Is relevant to their daily lives or work Can be put into effect immediately.This is called a “learner-centred” approach totraining, engaging participants in an active rolein relating the training topics to their own lifeand skills. The trainer then functions less as ateacher (giving lectures) and more as a facilitatorof learning by encouraging discussion andcontributing new ideas.13

LAY COUNSELlING · BEING THE TRAINERDifferent ways of learning14Visual learnersVisual learners learn best by seeing information – words andnumbers printed in text form, pictures, maps, graphs or othervisual aids. Visual learners can make ’movies in their minds’ ofinformation they read and often pay close attention to the bodylanguage of others.Auditory learnersAuditory learners learn best by listening and talking– listening to someone present information and by beingallowed to discuss the topic and ask questions. Auditorylearners can remember quite accurately details of informationthey hear during conversations or lectures. They can carry oninteresting conversations and can articulate their ideas clearly. Kinaesthetic learnersKinaesthetic learners learn best by carrying out a physicalactivity. These are the ”hands-on learners” who actuallyconcentrate better and learn more easily when bodilysensations are involved. They realise through doing– building physical models or participating in role playingis a good way for them to incorporate information.

Photo: Ferdinand GaroffOrganisingThe Training3Section15

LAY COUNSElLING · ORGANISING THE TRAINING3. ORGANISING THE TRAINING3.1 Lay counsellors: Their role andplace in the support systemIn order to design an effective training, it isimportant for you as a trainer to understand therole of lay counsellors in the system of support inyour organisation. The lay counsellor may assisthelp-seekers by giving comfort, listening, helpingpeople to make informed decisions, and makingreferrals to other services or professional support.The specifics of how lay counsellors work withineach system differs between organisations. Insome organisations, they may offer front-linesupport via a telephone hotline or first contactwith someone in distress. In other organisations,they may be asked to provide support after thehelp-seeker is seen by other staff members,or may complement the support provided byprofessional staff. The place of the lay counsellorin respect to other support staff is important foreveryone to understand, so that the system workssmoothly and the lay counsellor knows their rolevis-à-vis professional support staff.The model below shows how a person mayencounter a significant stress in their life that16exceeds their resources to cope with the situation.When this happens, they can feel distress. Theymay be able to manage the situation themselves byreducing their stress or strengthening their copingresources, leading to coping and recovery withoutseeking assistance. However, in some instancesthey may feel sufficient distress to seek help.The lay counsellor may be the first helper tointerface with the distressed person. The supportthey provide may be enough to bring the personback into balance so they can cope and recover.But, if the distress persists, worsens or isparticularly severe, the lay counsellor would thenrefer the person to professional-level support.As the trainer, think through this model interms of the system of support within yourorganisation. For example, perhaps your laycounsellors provide follow-up support orpractical assistance after a person has seen aprofessional counsellor. The important messageis that everyone in the support system mustunderstand the role of the lay counsellor, thelimits of their role and how and when to referto other members of the support team, whennecessary to provide help-seekers with the levelof support they need.

Photo: Mikkel ØstergaardLAY COUNSElLING · ORGANISING THE TRAINING3.2 Selecting participantsEach organisation will have a different processfor recruiting and selecting training participants.It is helpful for the organisation to have setinclusion and exclusion criteria so that theselection process is clear. A candidate for laycounselling training should ideally possessthe following: nowledge of the organisation and its workKTime and motivation to helpSkills and experience in caring for othersA clean criminal recordDistance from own painful or traumaticexperiences. Although there is no set timefor people to recover from these experiences,it is helpful if participants are able to talkabout their own experience without beingoverwhelmed.An interview may be useful to screen appropriatecandidates for lay counselling training – preferablyface-to-face if possible. If possible, try to conductthe interview with a colleague to further ensure afair selection process.Rejecting volunteersIn order to maintain standards of good practicein your organisation and protect help-seekersfrom potential harm, it may be necessary to rejecta candidate who does not meet the selectioncriteria of your organisation. For example, it ispossible that: They do not fulfil requirements related to theirbackground check They are felt to be unsuitable based on theirinterview It becomes evident during training, or afterwardswhen they begin working, that they are notsuitable.17

LAY COUNSElLING · ORGANISING THE TRAININGIf you have to reject a candidate for lay counselling,try to be open and honest in your feedback. Youmay want to meet the candidate together witha colleague to be transparent in the process, aswell as to debrief afterwards. If possible andappropriate, consider suggesting other volunteerpositions in the organisation that the candidatecould fill. In the end, keep the help-seeker asyour main focus of concern as their needs forgood service are paramount.We also recommend informing participants inadvance that their suitability for lay counsellingwill be evaluated during a selection process,during the training and afterwards duringsupervision. Try to hold a follow-up meetingafter the training to give feedback on theirperformance, discuss any areas that may needimprovement and/or to discuss whether or notto proceed. In addition, a supervision meetingwithin 1-3 months after the training is useful todiscuss together if things have worked out asexpected, and if both the candidate and supervisorare happy to go ahead.3.3 Planning the programmeWhen you are planning your training programme,consider what goals need to be met, and the levelof training required for your group of participantsto perform their lay counselling tasks.The manual outlines a two-day training workshopin basic lay counselling, suggesting a timeframeand training methods. As the trainer, you canchoose exactly how you deliver the programmeso that it is relevant to your participants andorganisation. For example, you can emphasisecertain areas more than others or adapt materialsto make them specific to your situation. Thetraining activities and materials offered here aresimply guidelines in offering basic training.The two-day training workshop has ten modules.Each module has a set of learning objectives,18trainer’s notes on the topic, and activities tosupport learning. Any specific advice for thetrainer is written in italics.Suggested times are given for each section of themodule. Try to use the working hours that peopleare used to locally and allow some flexibility inthe schedule in case things get delayed. A seriesof short sessions is usually better than one longone. Remember to schedule free time for rest andsocialising, and try to schedule active work afterlunch periods when participants may feel sleepy.Hand-outs and the accompanying PowerPointslides are shown in the text so that you can seewhere they can be used in the module. If youdon’t have access to a data projector, you canprint out the PowerPoint slides you want to useas hand-outs or copy the text onto flipchartpaper. Some of the hand-outs suggested arespecifically for your organisation so these shouldbe identified in advance.The PowerPoint slides, hand-outs and additionaltraining activities can be accessed on the website:http://www.pscentre.org.

LAY COUNSElLING · ORGANISING THE TRAINING3.4 Organising practicalitiesKnowing your participantsFoodBefore you begin the training, try to have asmuch information as possible about yourparticipants. You may have this informationavailable from the recruitment and selectionprocess. If not, consider sending a questionnairein advance of the training to ask participantsabout their:Be sure that food and beverages are organisedand available in the training room. Be sure toschedule lunch and coffee breaks into yourprogramme accordingly. Age and sex Language proficiency Educational background Experience of working in the field ofpsychosocial support or related areas Experience with or knowledge ofyour organisation Expectations of the workshop.Along with the questionnaire, general informationabout the workshop can be circulated, settingout the purpose of the workshop, location andany other relevant details.It is best to have questionnaires returned prior tothe workshop to allow time to make changes tothe programme, where necessary.Room set-upThink about how to set up the room. Do you wantthe participants to sit in a traditional classroomsetup or in a U-shape, in groups or otherwise?Whatever arrangement is made, make sure allparticipants can see the trainer and screen/blackboard/flipchart easily. Sitting in a circlecan be very effective when working with sensitiveand difficult topics, as it puts everyone on thesame level, reducing the power imbalance, whichcan exist in a training situation.Also, think about whether participants shouldhave tables in all sessions. Having a table makesnote-taking and sharing written materialseasier; not having one may encourage a moreparticipatory approach and makes it easier toget up and engage in role plays.EquipmentThink through what equipment and othersupplies you need for your training: Laptop and projector, if you are usingPowerPoint presentations Video or DVD players, if you want to showshort clips featuring an organisation’s workor a particular counselling approach Flip charts, markers, pens, post-it notesfor group work Printed training outlines, backgroundmaterials, folders.19

LAY COUNSElLING · Two-day training workshop20

Photo: Danish Red Cross YouthSectionSectionSectionSectionTwo-daytraining workshop4Section

LAY COUNSElLING · Two-day training workshop4. Two-day Training workshopIn the following a 2-day training workshop is outlined step by step. Each module contains learningobjectives, instructions, activities and key messages. The PowerPoint slides, hand-outs andadditional training activities can be accessed on the website: http://www.pscentre.org.On p. 88 you will find a detailed workshop planner.DAY 1MinutesPageLecture ActivityModule 1: Welcome, training programme and ground rules1.1 Introduction6052440251.2 The training programme5261.3 Ground rules1027BREAK15MODULE 2: OUR ORGANISATION AND ITS target groups40102830BREAK15Module 3: The role of lay counsellors80313.1 What is psychosocial support and how does lay counselling fit in?15313.2 What is a lay counsellor?10343.3 Code of conduct, ethics, values and prejudice53.4 Personal boundaries103.5 When personal issues come up in interactions53.6 Confidentiality510101060Module 4: Referrals and reporting255605.1 Key attitudes in lay counselling55.2 Helping help-seekers to make their own decisions55.3 Active listening15MODULE 6: STRUCTURING A COUNSELLING CONVERSATION45224345152040442015BREAK6.1 The process of counselling374010104.2 How to refer and to whomModule 5: Communication – basic skills3739LUNCH4.1 When to report or refer354648502550

LAY COUNSElLING · Two-day training workshopThe importance of tayloring the workshopThe sample workshop planner allows for 3 hours of training in the morning and 2.5 hoursof training in the afternoon, with a one-hour break for lunch.It is important that you modify the agenda according to your training needs.DAY 2MinutesPageLecture ActivityModule 7: Life events and coping165597.1 Life events1015597.2 Reactions to life events: stress and distress1510617.3 Resilience1515637.4 Coping101565BREAK157.5 Grief2010677.6 Suicidality102069LUNCH60Module 8: Psychological first aid (PFA)608.1 PFA: What, where and when?58.2 Basic elements of PFA: supportive communication and practical help108.3 Step-by-step PFA actions5103015Module 9: Self-care609.1 Sources of stressModule 10: Evaluation and closing7577257910799.3 Stress management9.4 Peer support7374BREAK9.2 Possible consequences of stress: compassion fatigue and burnout7215811083158410.1 Evaluation8410.2 Closing8623

LAY COUNSElLING · Two-day training workshopDAY 1Before the day begins formally, welcome participants personally, as they arrive and register. Make surethat name tags for participants are available, together with any training materials that are needed.If appropriate, use first names during the workshop.MODULE 1:WELCOME, TRAINING PROGRAMMEAND GROUND RULES60LEARNING points Get to know one anotherIntroduction to the programmeAgree on ground rules for the trainingWelcomePhoto: Claes AmmundsenIt is important to start the training on a positivenote. Give participants the chance to getcomfortable with their surroundings and havetime to get acquainted with each other and you,as the trainer.24When a welcoming and supportive atmosphereis created, it is more likely that participants willdevelop trusting working relationships, and havethe confidence to share ideas and participate inrole plays.

LAY COUNSElLING · Two-day training workshop1.1 Introductions45Start by welcoming the participants and settingthe scene for the training.Use PPT 2: Welcome to introduce this module.PPT 2: WelcomeYou can model openness in the training right atthe start, by introducing yourself personally talking about yourself, your background, why youbelieve that lay counselling is an important topicetc. You

Lay counselling - psychosocial support provided by staff or volunteers who do not have a mental health background or formal degree in counselling - is often used to assist people in need. Although lay counselling should never replace professional counselling, thousands of lay counsellors provide an important service to vulnerable people and