Peer Support: Peer-Assisted Learning Scheme
PALS training guide 2013/14 Resources for PALS trainers
Contents Notes .............................................................................................................................. 1 Homework: End of session 1.......................................................................................... 2 Edinburgh Award ........................................................................................................... 2 Introductions.................................................................................................................. 2 1. Ice breaker and introductions: 15 mins.................................................................. 3 2. Introduction to PALS: 20 mins ................................................................................ 3 3. Key elements of PALS and identifying the role of a PALS Leader: 20 mins ............ 3 4. Volunteer Agreement/Handbook: 30 mins ............................................................ 4 5. Intro to the Edinburgh Award & reflective practice: 10 mins ................................ 4 6. Facilitation vs Teaching and ‘Breaking the Dependency Cycle’: 15 mins ............... 5 7. PAL learning strategies: 30 mins............................................................................. 6 8. Communication and Active Listening Skills: 30 mins ............................................. 6 9. Communication skills: techniques and self- test: 15 mins.................................. 7 10. Boundaries exercise: Sharing my secret: 5 mins ................................................ 7 11. Boundaries Exercise continued: Whose boundary is it anyway?: 15 mins ........ 7 12. Confidentiality and when to disclose: 20 mins ................................................... 9 PAL Leader Code of Confidentiality .................................................................................... 10
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Sign-posting game: 30 mins .............................................................................. 12 Support for Leaders: 5 mins .............................................................................. 12 Back-to-back listening exercise: 15 mins .......................................................... 12 Questioning & redirecting (How not to give answers): 30 mins...................... 13 Encouraging participation: 15 mins .................................................................. 14 Mock PAL Sessions: 50 mins ............................................................................. 14 Plan introductory session: 20 mins ................................................................... 14 Mock PALS session 2: 50 mins .......................................................................... 14 Managing Group Dynamics: 30 mins ................................................................ 14 Edinburgh Award introduction: 30 mins........................................................... 15 Promoting the Scheme: 10 mins ....................................................................... 15 The Magic bag of Tricks: 40 mins ...................................................................... 16 Questions/Evaluations: 5 mins ......................................................................... 16
Notes Aims of Training: The objective of training is to discuss the aims and general character of Peer-Assisted Learning Schemes (PALS) at the University of Edinburgh and to equip Student Leaders with skills in facilitation, support and encouraging student progress. Student Leaders should obtain an understanding of the potential benefits of PALS to recipient students, themselves and their wider School. 1
On completion of the training, Students Leaders will be comfortable with the idea of managing a session, including a firm grasp on the distinction between teaching and facilitating; the way sessions should be planned and structured ; how the content of sessions will be determined and how to deal with difficult incidents.
Homework: End of session 1 Goal-setting: Personal shield Double-sided worksheet - PAGE 48-49 Ask everyone to try to set a small goal for themselves before the next session. Worksheet comprises a shield with an inner section and 4 outer sections. Central section is for a goal they would like to work towards, the outer 4 are for achievements they are proud of. Is your goal SMART: Specific, Measurable, Attainable, Realistic and Timely? Table of driving and restraining forces influencing progress towards your goal (PAGE 49) Read through ‘Types of questions’ (PAGES 33 – 34) Write 3 more examples of conversational questions for each type. Reflect of the types of questions you use most often. Go over ‘Personal shield’ homework at the beginning of next session.
Edinburgh Award Optional session with more information about Edinburgh Award, reflection, graduate attributes.
Introductions At any point in the first session key contacts from the school can briefly introduce themselves and explain their role in the scheme. Students can write down the contact details in their handbook (PAGE 2). 2
1. Ice breaker and introductions: 15 mins Food Ball Ask the group to stand in a circle, then ask each person in the group to name a food they like beginning with the 1st letter of their name for example ‘I’m Katie and I like Kiwi’s’. Once the whole group has shared their name and food the Trainer will introduce balls to the game. The Trainer will say their name and food and choose someone from the circle to throw the ball to saying their name and food i.e. ‘I am Katie and I like Kiwi’s, this is Brian and he likes Bananas’. This will then carry on with ‘Brian’ choosing the next person, once everyone has had a turn the cycle continues and the Trainer will introduce a 2nd and 3rd ball. This game encourages active participation through introducing the ‘playground’ factor. • •
Introduce the Safe Space Policy and idea of ‘what is said in the training room, stays in the training room’ Name labels
2. Introduction to PALS: 20 mins Powerpoint The history of PALS, the theory behind it and how it works in practice. Providing an overview for new students getting involved and ensuring there is a consistent level of knowledge within the group.
3. Key elements of PALS and identifying the role of a PALS Leader: 20 mins Groups of 5 Read through a short page detailing PALS (PAGE 5) and highlight the key points. Add these to a Flipchart provided and use this to create a Role Description for a PALS Leader. Bring the Groups together to feedback. Students can write ideas and notes on role description and discussion on PAGE 6. Finish with looking at PAGE 7: ‘Student leaders: Role and Responsibilities’.
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4. Volunteer Agreement/Handbook: 30 mins Talk through the PALS Handbook and emphasise the key elements, including worksheets, activities and creative engagement options. Highlight ‘Gound rules of PALS Take everybody through the ‘Code of Practice’ (PAGES 9-10) and relate it to the role description and roles and responsibilities for further explanation. The ‘Confidentiality Statement’ (PAGE 11) should also be read as an extension of the confidentiality clause in the ‘Code of Practice’ and can be used to explain it further. [The importance of confidentiality, and a discussion about exactly when and how to break it is included later on in training.] Be open to queries, questions and clarifications about the ‘Code of Practice’. Make sure everyone has a thorough understanding. The one on PAGES 9-10 is for them to keep and refer to. There is another one on PAGES 46-47 to fill out. Ensure they are all signed and handed in.
5. Intro to the Edinburgh Award & reflective practice: 10 mins Everyone taking part is eligible to go for the Edinburgh Award (?), as long as they have a proper supervisor and complete the required hours and tasks. This gives you recognition on your HEAR. [More on this later.] Introduce the idea of reflective practice - Edinburgh Award facilitates and formalises the process, but can be used in all areas of life. - Awareness of your own style of learning and doing. - Questioning and analysing everything. - Evaluating as you go along. Individual activity Expectations: 2 minute paper (PAGE 12). Time for 2 mins (give a 1 min/30s warning). Whole page for writing down what you want get out of PALS training and being a student leader.
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6. Facilitation vs Teaching and ‘Breaking the Dependency Cycle’: 15 mins Q: What defines traditional teaching?
A: Teaching is: Didactic Teacher/lecturer-focussed Directive Assessed The Trainer introduces the difference between facilitation and teaching and the ‘Breaking the Cycle of Dependency’ Theory. The group then explores this further.
Goal of PALS – encourage the development of independent learners The Dependency Cycle or “learned helplessness” – opposite of this. o Reliance on a teacher or authority figure to deliver the information as needed. o This relates to the lowest level of thinking and learning.
Q: Does anyone know these? A: Memorization/rote learning. Compared to higher order thinking – evaluation and creativity.
Some people can learn this way – they understand how to link this information up into meaningful patterns. New students may not know how to do this. Having information repeated to them will not help and may lead to a cycle of failure. Strategies encouraging new learning strategies, cooperative learning and problem solving with peers aim to break this cycle and lead to independence. Facilitate not teach. Focus is on processes not outcomes. Error does not equate to failure, it is a useful part of learning.
If on schedule, take turns to read points from ‘What makes a good PAL Session’ (PAGE 13).
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7. PAL learning strategies: 30 mins Think-pair-share (PAGE 18-19) Pass out Learning strategy PASS flash cards and look through – read out cards and think about the benefits of each – how could they be applied? Make notes of interesting ones (5) Pair up and plan 2/3 short activities to be applied to PAL training/ study skills/ induction/ their subject area (PAGE 20). Use a planning matrix in handbook (PAGE (21-25). These will be used later in running mock sessions (20) Share with the group. (5)
8. Communication and Active Listening Skills: 30 mins Groups of 3: listener, speaker, observer. Stick to your roles throughout. Use PAGE 28 – Communication skills feedback - for notes and observations on this activity. 1. Speaker – talk for 5 minutes on a subject of your choice. Listener - must listen and can give assurance of listening (nodding, eye contact, encouraging sounds) but must not interrupt. Observer - note down the conversation – feedback sheets in handbook. 2. Listener – feedback on what they took from the conversation. Observer – is this correct? Comment on body language and demeanour e.g. encouraging, bored, judgemental. 3. Switch roles – everyone has a turn in each role. Whole group What have you learnt from these interactions? In different roles? Emphasize importance of active listening. How easy it is to miss things when waiting for your turn to speak. What they say vs. what they mean.
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9. Communication skills: techniques and self- test: 15 mins PAGE 26 – Listening and Communication skills – and PAGE 27 – Using reflection. Read a paragraph each. Discuss: anything that is new to members of the group/ interesting Self-test: PAGE 29 Spend 5 mins on a quick self-evaluation of communication skills at this early point. Reflect.
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Boundaries exercise: Sharing my secret: 5 mins
Group activity- sit in a circle Ask each member of the group to think of a piece of information about themselves that they are willing to share, take turns and share this with the group. Then think about a piece of information you would not like others to know. Do not share this with the group but think about how you would feel if people knew this personal information about you. This exercise is a clear way of outlining the importance of managing boundaries within a group setting, and understanding confidentiality.
11. Boundaries Exercise continued: Whose boundary is it anyway?: 15 mins Set up a masking tape line on the floor. At one end of the scale put a sign: ‘I am absolutely comfortable with this’. At the other end of the scale place a sign ‘I am very uncomfortable about this’. Read out the Scenario below (Activity 1), ask each person to place themselves somewhere on the scale across the room depending how comfortable/uncomfortable they feel about the situation in the statement. Reassure the group that whatever the answer is okay. The purpose of this exercise is to show that we all have different comfort zones and it is important to recognise and respect these, which is essential to be aware of as a SL.
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PALS training: Activity 1 Whose Boundaries is it anyway:
You mention to a member of your group that your garden is getting a bit over grown. They offer to come and tidy it up for you. A member of your PAL group asks you to come to a pub quiz with them and meet their friends A member of your PAL group said they have a DVD they think you would like to watch and they have it in their bag and say they will lend it to you and get it back next time A member of your PAL group tells you they really struggle in social situations and wonder if you could do an activity together which may help them. A member of your PAL group tells you they have been smoking cannabis for a number of years and now are doing it a lot on their own, feel they have lost motivation and are becoming isolated. They ask you to promise not to tell anyone. A member of your PAL group tells you that they really appreciate all the support and care you have given them over the last few months and wondered if you would like to take the relationship to the next level and go on a date. A member of your PAL group tells you they have been struggling to cope recently and have started self-harming. They do not want you to tell anybody. You are finding it hard to cope with all your commitments and feel you are getting overwhelmed. You think you should talk to someone. A member of your PAL group asks for your phone number so you can organise your next meeting. You meet a member of your PAL group on campus and walk with them to the library - they want to link arms. You bump into a member of your PAL group in the supermarket when you’re with your friends and they walk over to chat with you.
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Confidentiality and when to disclose: 20 mins
Confidentiality: statement PAGE 11 plus hand out: PAL leader Code of confidentiality (see below) It is important to be very clear about confidentiality in order to create a safe environment, especially if the students may see each other outside the training room. This is a chance for the trainer to model the behaviour that would be expected from a Student Leader in their role. The Trainer should talk through the Confidentiality Code of Conduct. Take time over this, explaining the importance of confidentiality and how and when to break it.
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PAL Leader Code of Confidentiality A code of confidentiality is necessary for a peer support programme to be successful. The following describes what confidentiality is, what breaking a confidence means, and how to break confidentiality, if necessary. Confidentiality In general, everything that someone talks to you about in your role as a PALS Leader should be kept between you, the Project and the person whom you are supporting, whether you are using your skills formally or informally. You can talk about the specific issues affecting the student you are supporting with your Key Contact or a Personal Tutor, but not with the other PALS Leaders. If you need support and/or feel burdened by something you have been told it is important that you get in touch with your Key Contact, Personal Tutor or speak to a staff member in your School immediately. As a PALS Leader you are in a position to help students think about whether or not there is someone in the University would be helpful to talk to, eg. a Personal Tutor, a Senior House Tutor, Senior Tutor , chaplain, GP, counselling services. If possible they should do this themselves, but if it’s appropriate you can support them to do this. PALS Leaders need to achieve an appropriate balance between understanding, maintaining and respecting the information they have been entrusted with, the overall welfare of the students concerned, and the impact the concern is having on the School as a whole. Breaking Confidentiality The following are times you will need to break confidentiality for the safety of the person seeking help, for the safety of the wider community, and for your safety too.
If someone has attempted or is talking about attempting suicide If someone is talking about harming another person If there is evidence of serious mental health problems If there is evidence of self-harm If you are unsure about any of the above, speak to your Key Contact or another member of Support Staff before taking any action
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How to break confidentiality Once you have decided to break confidentiality, let the person seeking support know your decision. Explain why confidentiality needs to be broken, and that you will support them through the process. Wherever possible, disclosure of confidential information should be with the student’s consent; however, there may be instances whereby you will need to break confidentiality without it. Encourage the student to approach the appropriate resource him/herself. It is important they make the appointment themselves, unless it is an emergency situation. Discuss the situation with your Key Contact. Let your Key Contact know why you have broken confidentiality, and how the process is proceeding. Your Key Contact is there to support you, so that you are not left feeling alone, or being burdened by, or responsible for someone in a difficult situation. Together you will decide in what way you will carry on supporting the person who has come to you, if appropriate. Remember, the need to break confidentiality does not arise often, but you do need to know what to do if such a situation occurs. While it can feel difficult to disclose a confidence, the bounds of confidentiality are there to protect the person seeking help, the PALS Leader and the institution as a whole. It is important for you to have support yourself throughout the process of breaking confidentiality. It is important to stay aware of your feelings and to express them in supervision or with your Key Contact, or to another member of Support staff, so you can support yourself though the whole process.
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Sign-posting game: 30 mins
Small groups: Distribute leaflets from all different support services Make notes on the scenarios given on PAGE 31. Which scenarios match up with which services? SLs are not there to directly provide social or pastoral support, but they should have a thorough, up to date, knowledge of the various support services available to students, within the university and the wider world. There is probably more than one answer. Make notes of the services and share with the whole group. This exercise makes clear that SLs are not alone and can refer students on to appropriate services which are qualified to give advice, if necessary.
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Support for Leaders: 5 mins
Following on from the sign-posting exercise ensure that there is a clear criteria for regular debriefs, supervision and sharing a concern. Point out relevant policies (on the USB stick). Consult with the school/key contacts as to the exact support structure in place.
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Back-to-back listening exercise: 15 mins
Pairs: speaker/listener, then switch. Sit back-to-back with no eye contact. Talk on a subject of your choice - 1 minute. Listener reflects on what was said - 1 minute Then face-to-face listening. Compare how this felt. Group
What was this exercise like for you? What does it tell us about eye contact and other forms of body language? At what level did people talk? Did your listener understand what you were getting at when they reported back? How do you know? How did you feel? How might all this relate to the Peer Support Programme? 12
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Asking questions is often a very poor way of making people speak openly – there are many other factors to communication.
Trainer notes: At this point you can give the group some of your own observations from the exercise. Act as a model for neutral, non-judgemental feedback. E.g. “I noticed people turning their heads, perhaps trying to gain eye contact” “It seems as though most people talked about their days factually, not emotionally”
16. Questioning & redirecting (How not to give answers): 30 mins Read through The PAL session: Content briefly (PAGE 35-37) Present the idea of lower order questions (knowledge) > > Higher order (Comprehension/application/evaluation) Higher order questions are valuable tools for encouraging the right type of processing in students. Tip: Make lists of these questions beforehand for each session. Predict responses and add follow up questions and probes. This should lead to productive discussion. Explain reflection and redirection in the context of questioning. Quick game: pass out POST- ITS – and get everyone to think of (and write down) a difficult and direct question. Swap questions and take turns round the group to read and then redirect to the group using tips from PAGE 37. Answer questions with questions. Example of process: Reciprocal questioning Handout: Reciprocal questioning This (and loads of others) found in the USB in the SI leader handbook on the USB – loads of useful discussion/strategy resources – take a look! Read PAGE 38 if time.
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Encouraging participation: 15 mins
Read PAGE 39-41 on Participation in PALS sessions. Group discussion of the points plus any other ideas. Mind-mapping on a flip chart? Pick a volunteer scribe to keep track of the ideas. This is a technique that can be used in PAL sessions.
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Mock PAL Sessions: 50 mins
Groups of 6, split into pairs. Use previous ideas from Learning Strategy activity– plan 10 minute PALS activity. They will then take turns running these for the other members of the group and exchange feedback (make it clear this must be constructive not critical). Whole group discussion: What have we learned?
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Plan introductory session: 20 mins
Whole group/ then smaller groups Plan whole introductory session for their PALS group (they don’t have to use it). Split up activities to be planned and run by smaller groups.
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Mock PALS session 2: 50 mins
Whole group Run the whole session, taking turns lead their activities.
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Managing Group Dynamics: 30 mins
Discuss: the importance of managing group dynamics and the impact it can have on the success of the session. Take it in turns to read out scenario from PAGE 44 and discuss how they could handle each situation. Share ideas and offer guidance on how to deal with different group dynamics. Get two volunteers to leave the room. They will have to lead their PAL activity again but deal wthl some challenging behaviour. 14
Group dynamics role play. 6 roles will be assigned to the group i.e. disruptive student, withdrawn student, student who shouts all the answers (see below). The Leaders will soon be welcomed back to the group and are encouraged to identify and manage the different behaviours in the group – whilst running a simple session.
ROLES 1/ Appear withdrawn, do not look at anybody and if asked questions remain shy and uncooperative 2/Constantly interrupt whenever anyone starts talking 3/Challenge the PAL Leaders authority, questioning why they know better 4/Keep talking to the person beside you during the session 5/Ask questions and push for answers
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Edinburgh Award introduction: 30 mins
OPTIONAL: Introduction to Edinburgh Award. Clarify HEAR. What it involves. How it will help. Further discussion on reflection.
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Promoting the Scheme: 10 mins
Quick! Think, pair, share: PAGE 45 What do you see as the key elements/benefits of PALS that recipient students should be aware of? How do they think the Project could be marketed to 1 st years and what part would they like to play in this? Make a mind-map and add to it as you go along.
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The Magic bag of Tricks: 40 mins
Groups of 4 Hand out a ‘Bag of Tricks’ containing a variety of creative items students can use to make a short Session. Tell the students they can choose to do their 10 Minutes Mock Session on any subject they like and the only guidance is they must run it in a creative way and each person must have a role. They will then deliver these to the wider group, offering the opportunity to share creative ideas for engagement.
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Questions/Evaluations: 5 mins
The Trainer will encourage the students to talk through any worries, concerns or questions they have about their role as Student Leaders. Ask participants to complete an Evaluation Sheet (handout).
Adapted from Manchester University Pass Programmes, The University of Kansas City, Missouri Supplemental Instruction Scheme
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Notes/feedback
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