Module #1 Introduction
The MFPHP (Military Family Peer Helper Program) is a volunteer social support program directed at the military community of the National Capital Region.
It provides training and guidance to persons wishing to work with military spouses and their families in a process of first-line contact, prevention and support. The programs emphasis is thus on the families of members who are deployed outside the region for service reasons over a prolonged period of time.
Training is organized in separate modules to be covered at the participants own pace. Although this program can be used for other purposes (new arrivals, target population at risk), some of the modules deal more specifically with the "deployment syndrome" and its effects and consequences for distressed families.
The preferred process reflects the general principles of popular education
in drawing essentially on the experience and knowledge of the learners
coupled with the trainers professional skills. Although the program also
has some more theoretical material in it, the basic learning process relies
on practical exercises, simulations and role playing.
Module #4 - Resource networks
Module #6 - Support to the PH
Module #7 - Evaluation
Some questions and answers about the MFPHP
A1. Although there is an appreciable risk, the MFPHP is designed to foster the personal growth of the Peer Helpers (PHs) and respect their needs. The risk of exploitation is lessened by the fact that the PHs are appropriately selected, trained and supported and that their contributions and labours get recognition. PHs are also invited to take an active part in program activities and are reimbursed for their travel and child-care expenses.
2. Could the military authorities use this program as a way of cutting costs and avoiding the allocation of needed human and financial resources to support military families?
A2. In the current budgetary climate, this is a real danger which we have to recognize. It is important to repeat that the MFPHP rounds out the services already available to the families of deployed members and makes no claim to replace the contribution made by the professional workers.
3. Is there not a risk that PHs who are not professional workers may do more harm than good?
A3. We recognize that our participants are often in the best position to decide what is appropriate for them. But in their volunteer work, the PHs draw on some highly diverse skills and experiences. The training provided is rightly based on these experiences and skills and it underscores the importance of each PH recognizing and respecting her own limitations. The PHs also receive continuous support and supervision from a professional worker.
| Sequence
- Each group has to write on a flip chart the various questions or expectations they have of the course and the MFPHP.
- The idea is to pool all the questions you expect to be answered by this training or express what it is that you hope the MFPHP will give us.
- At the signal, each group posts their pages on the walls of the room and a spokesperson explains the points raised by each group.
|
Materials
2 felt pens
1 roll of sticky paper |
|
- Philosophical basis of the MFPHP
- PH role
- Confidentiality and legal liability
- Code of ethics
- mutual support- acquired experience
- accessibility
- broadening
- support network
- social skills
- volunteer
- initial contact
- support
- attentive listening
- connection
- ongoing training
- involvement
- commitment
- statistics
- respect for privacy
- absolutely necessary
- fully explain
- anonymity
3 times when confidentiality has to be breached:
- known or suspected child abuse
- subpoena
In case of doubt, discuss with a SW at the MFRC and/or get a legal opinion.
Contribution of the PH
The PH provides friendship, social contact, normalized relations, information about available resources, practical assistance when necessary, and a model of hope and potential that may be of benefit to the spouses of deployed members.
As a PH, you will be placed in a position where you are trusted, and this will mean that you wield a degree of influence. You have information and knowledge to share with your peer. One of your objectives should be to reduce the distance between yourself and your peer by sharing this information and knowledge in such a way that she can make her own choices.
Advantages of a PH program
| Enriched services | Since they are community members themselves, PHs are often closer to their clients. They also make it possible to establish a more personalized support to the families of deployed members. Finally, they are often very familiar with the communitys needs. | |
| Availability | PHs are not on a 9-to-5 schedule. The frequency and timing of PH-client meetings are always negotiated by themselves to respect one anothers needs. | |
| Broader service spectrum | A number of spouses who hesitate to consult a professional worker may feel more comfortable with a PH who has a background they can identify with. The aid provided by the PH is often less formal and less intimidating. | |
| Mutual support | The fact that social support is delivered by other community members helps to weave social connections that can have a number of positive outcomes from other standpoints (security, mutual support, interaction, etc.). The beneficial effect for the community must not be overlooked. | |
| The helping act | The essence of the helping act is an authentic response to the needs of the person being helped: security, identification, human warmth, growth and potential. |
Legal position of volunteers
No statute exists that specifically applies to volunteers carrying out their good works. As indicated by the literature, general legal standards suggest that a volunteer should do what would be expected of any reasonably sensible community member in like circumstances.
For a suit for negligence, the following 3 legal criteria must be present:
However, the prosecution in these cases has to prove both the unlawful act (actus reus) and the intent to commit it (mens rea) against the person charged.
I, ______________________________________, hereby affirm that I will
maintain the strictest
(Name
in block letters)
confidentiality around any personal information entrusted to me or obtained by me in consequence of my responsibilities as a Peer Helper in the MFPHP.
At no time will I disclose to anyone any confidential information related to the MFPHP without the express written and signed authority of the client concerned.
This promise does not apply to subjects or circumstances which I am obliged to report to the competent authorities as provided or directed by law.
I understand that failure to keep this promise of confidentiality may
result in my dismissal as a Peer Helper in the MFPHP.
______________________________ ________________
Signature
Date
- Values
- Conflict resolution
- The helping relationship
- Situational analysis
- Telephone contact
- Personal contact (friendship visit)
- Constructive criticism
Physical
- Choosing a peaceful spot- Facing the client
- Taking an open stance
- Leaning towards the other
- Making eye contact
THE BEST SKILLS IN A HELPING RELATIONSHIP (contd)
Active listening
- Listening for the non-verbal- Providing minimal verbal encouragement
- Listening to the verbal
- Showing empathy
- Exploring
- Getting her back on topic
- Using techniques like:
- paraphrasing - reflecting
- summarizing
- confrontation
2- Who
3- Why
4- Seriousness
5- Prior actions
6- Options
7- Clients decision
2. The MFPHP
3. Confidentiality
4. Intervention
5. Suggested visit
6. Follow-up
7. Refusal
Interpersonal communication
The purpose of this section is to afford you a better understanding of the basics of communication.
Communication can be boiled down to 7 stages as follows:
| A) Intent: | This is the desire to... Its role is to enable sender and receiver to exchange ideas, decisions, etc. Intent may be unconscious or veiled. For example, we talk to somebody about our painting plans in the hope that he will offer assistance. |
| B) Message: | This is the content of the communication. In other words, it is the information we want to send. |
| C) Sender: | Here is the person who sends the message. He does so by speaking, writing, gesturing or smiling. |
| D) Interference: | This is what distorts the communication and makes it difficult to pick up the signal properly. Interference can be physical (background noise), psychological (prejudices) or semantic (meaning misunderstood). |
| E) Receiver: | This is the person who receives the message - by listening, reading, observing and feeling. |
| F) Decoding: | This is the work we perform to understand the message. |
| G) Feedback: | This is the receivers response to the sender. It may be given in words or by a frown, smile, signs of approval, tears, etc. It is essential for the receiver to react: otherwise the communication is incomplete. |
| A) The unsaid: | This is the concealment from the other person of facts, emotions, needs, opinions...in short, not telling everything. These elements are then communicated non-verbally and it becomes difficult for the other to fully understand the message. Often things are left unsaid for fear of the others reaction. | |
| B) Irresponsibility: | This is the practice of always saddling the other with your share of responsibility when there is conflict or you feel dissatisfied. The effect of this is to disturb and even shatter communication. | |
| C) Unacknowledged defensive behaviour: | This appears when we are not harkening to our own emotional reality and, somewhat like a frightened animal, attack the other person first. It distorts communication. | |
| D) Unexpressed fears: | Whatever we think, an unstated fear does not go away: it is even more deeply imprinted on us and mobilizes our energies. It is quite normal to be afraid. However, we have to take the risk of expressing our reality while remaining as calm and non-violent as possible. This has to be done in mutual respect. We must also accept that the other is going to react. | |
| E) Waiting: | We do not have to wait until everything is perfect before we act. Obviously, good communication requires certain conditions, but we have to realize that if we wait for ideal conditions every time we will not be communicating much. | |
| F) Egocentricity: | This means considering only yourself in the communication, not really hearing and respecting the other. In this case there is no real communication: communication requires two equal persons. |
| G) Self-negation: | This is the opposite of egocentricity - the person who communicates only through the other and is continually forgetting his own needs, waiting for the other to do things for him. This is very dangerous, as no one is perfect and can intuit the needs of others. Here again, communication is difficult: there is no interaction between equals. | |
| H) Comparison: | This is when the person wants to be like the other or the other to be like him. In both cases, communication is inhibited: every human being is unique and incomparable |
| A) Describe the facts without evaluating | When we evaluate, this leaves room for interpretation that can do injury to our communication: the message will not always be clear. | |
| B) Quantify: | Speak in terms of quantifiable elements everyone can recognize rather than in abstract, ambiguous terms. Everybody has his own personal and highly subjective yardsticks. It is preferable to express yourself with precision. | |
| C) Personify: | Things are much more understandable for our interlocutor when we specify whether an idea is our own or someone elses, for example taken from an author, journalist, relative or friend. All we have to do is make what we say include such elements as: that is my opinion, my preference, my thought. | |
| D) Clarify: | Check to see whether you have fully understood what the other person is trying to say. This is how we avoid decoding errors and grasp the other persons message exactly. | |
| E) Respect for differences: | Accept that others do not necessarily think like you and do not judge them. | |
| F) Take the time: | Give your communication the time it needs to peak. Quite often words and ideas are developed in the course of a conversation. It doesnt always happen right away. | |
| G) Use other forms of communication: | There is no law that says we have to communicate with words only. It may be emotionally too hard to speak. So be creative! | |
| H) Date: | Make what you are saying time-specific. Given that things change over time, my message becomes clearer if my interlocutor knows at what moment something is happening. |
Our values are an array of abilities, convictions and personal standards that condition the goals we set for ourselves. They determine how we communicate and behave. They may also be consciously or unconsciously present and play a decisive role in our daily lives. The main sources of our values are also associated with our socialization process. Our families, our immediate circle, the social institutions to which we belong (schools, clubs, associations, etc.) and the societal influences reaching us through the media play a crucial role in moulding our values.
Living in society, we frequently find our values confronting the values of others: parents, friends, colleagues, etc. It is important for us to identify our own values: this will help us to understand and identify our own limitations in the intervention process.
Conflict resolution
Conflicts work at creating differences: differences in ideas, needs, desires, opinions, values and potential. When we are in a conflict situation, we have to try to understand and find solutions. Avoiding conflict or behaving as if it did not exist will allow the conflict to live and grow. And the bigger the conflict is, the more complicated it will be to resolve.
Obviously there is no miracle cure in our conflict management strategies, but there are recommended approaches: it will be important to test these approaches and tailor them to our own life experiences:
Avoidance: This is often the first thing that occurs to us. The hope is that letting the conflictual situation be will make it go away so that we will not have to face it. We can do this by:
At the time when the situation arises, it may seem very advantageous to avoid the conflict. However, this strategy does not produce a solution for the problem: it still remains present, and we will very often see it resurface in other forms.
Confrontation: Here we admit a conflict exists and talk about it. This lets the truth come out and thus makes it possible to find creative solutions. Quite clearly, everyone affected by the conflict has to use the same approach, which must also unfold in a climate of mutual respect for everyones needs, ideas, values and personality. Try to describe the situation you object to (and why) as objectively as possible, without forgetting to describe what you want in its place while always respecting the other persons viewpoint and feelings.
Always keep in mind that every conflict has a solution: often, all that
is needed is a little goodwill and imagination.
The aim of the helping relationship is to accompany a person in solving the problems she is facing by getting her to tap her own resources.
Skills acquisition in the helping relationship occurs in 4 stages:
- Understanding based on behaviour (by watching others and doing the exercises);
- Role playing (practising these skills with colleagues, supervised by the trainer);
- Practice (putting what you have learned to use in real situations).
Physical
- Choosing a place where you will not be disturbedActive listening- Facing the client
- Taking an open stance
- Leaning towards the client
- Making eye contact (without staring)
- Listening to the non-verbal (posture, behaviour, contradictions, eyes...)- Providing minimal verbal encouragement (um...,yes...,I see...)
- Listening to the verbal (experiences, behaviours, affective states)
- Showing empathy (the ability to understand someone and convey that you do: respect for other persons tone and silences)
- Exploring (asking open questions that encourage the client to talk)
- Subtly getting the client back on topic (...you were just saying that...etc....)
- Using techniques like:
- reflecting (echoing feelings to convey your empathy)
- synthesizing (bringing out the important points, the verbal agreement, what remains to be done)
- confrontation (done non-aggressively, this can bring out the contradictions in the clients words, behaviour or gestures)
This is based on 4 factors:
- The conscientious use of power (there is a danger of using the clients vulnerability to feed your own ego and serve your own purposes);
- Understanding (empathy, active listening).
Situational analysis is conducted in 7 stages:
| 1- What | Get a clear and precise description of the situation by helping the client to describe her experience. Avoid closed questions (that can be answered by yes/no or a single word). | |
| 2- Who | Who is worried or affected by the situation. | |
| 3- Why | In what respect the situation concerns the client (not why the situation exists). Avoid judging. | |
| 4- Seriousness | Assess the urgency and seriousness of the situation. | |
| 5- Prior action | What has the client done/tried so far to solve the situation? Explore the reasons why the process worked or failed to work and whether she is prepared to look at some of these stratagems again. | |
| 6- Options | Discuss possible solutions with the client and tell her what options and resources are available. Try to help the client prioritize the various problems surrounding the situation. Work with her to identify some aspect of all this that she can tackle, that she is prepared to work on. Encourage her to choose something that can be resolved fairly easily. If she manages to do so, this will give her leverage for tackling the rest. But avoid taking positions or giving opinions. | |
| 7- The clients decision | Let the client make the decision, but encourage her to set realistic goals for herself that can be reached by stages. She must own her choice. Draw up a "verbal contract" with her and prepare to follow up on it. This verbal contract must contain specific objectives set by her and a feasible time line for achieving them. You can help the client to word this verbal contract by summarizing what has been accomplished during the interview. | |
Some problems confided to PHs may get too deep for them or affect them personally. Certain behaviours have to be watched for. Emotional overinvolvement occurs when the PHs role becomes exaggerated: she makes herself personally responsible for the problem and wants to save her client no matter what it costs. Look for these danger signs:
The telephone interview
There are significant drawbacks to establishing a helping relationship on the telephone, as you will obviously not be able to read the clients body language. In the MFPHP, however, telephone contact is still the client gateway for the PH. Indeed, the recommended intervention approach stipulates that the PH make initial telephone contact with women whose husbands are away for service-related reasons within two weeks after the men have left. Of course, we rely here on cooperation from the military authorities for the timely disclosure of the names and numbers of the families of deployed members.
Although this list is not exhaustive, there are some important points to consider with respect to your telephone intervention:
ii. Clearly indicate that you have the persons name and number through the cooperation of the military authorities.
iii. Address the person with due formality. Any informality must be initiated by her.
iv.Check whether she has a few minutes to talk with you or would prefer
that you call back at another time.
ii. Explain too that as a MFRC/NCR volunteer you have gone through the basic Peer Helper training and that in addition to being an attentive listener you are familiar with the resources available to military families.
iii. Add that you have been chosen as being a military spouse yourself and that you have already gone through separation experience(s) while your spouse was posted abroad.
v. Explain that the MFRC/NCR believes in the importance of personalized
social support during this period, which can be very trying, and that this
is the reason for the MFPHP.
The second way the MFPHP suggests for working with these spouses is the friendship visit. This personal meeting of PH and client is meant to build on the relationship already begun by telephone. As previously indicated, the personal meeting must not be imposed: it is intended as the logical next step, a more personal and humanizing contact. Before the meeting, it would be a good idea to review some of the theory in this training guide (interviewing techniques, authentic communication, active listening, body language, situational analysis, etc.). However, there are some other factors to be considered:
Role playing consists in simulating a helping relationship situation in an atmosphere that is calm, non-confrontational and favourable for learning. The objectives are to:
Criticism is part of our communication with others, even if we may have a lot of difficulty living with it.
We usually feel ill at ease when someone voices criticism, and often react in a typically defensive way: denial and counterattack. But what are we actually defending? Our image, our personality, our integrity. Now we obviously dont have to let just anyone say just anything. However, we do have to learn to listen to criticism, express things and improve our weak points. Anyway, who is perfect?
To develop positive and constructive behaviour with respect to criticism, we have to change the way we think about the mistakes we may make. Here are some basic rules:
We have to make the distinction between insult and positive criticism.
People can sometimes lack tact. We must realize that life is a perpetual
learning process. Everything is changing so quickly that we sometimes have
the impression that we are incapable of dealing with it. Remember that
it is impossible to be good at everything all the time. Everyone has his
strengths and weaknesses.
Exercise 3.1 - AUTHENTIC COMMUNICATION
Part 1
Individually, you now have to deal with the situations described below by noting your spontaneous response (that one that first comes to mind), identifying your emotions in the situation and using "I" statements to express them. Use the answer sheet on the next page for this purpose.
Situation #1
Your friend drives the car at such high speed that you surprise yourself by promising to make honourable amends to everyone you might have offended if you get out of this alive.
Situation #2
Without warning you, your spouse arrives late for dinner and the meal you prepared is no longer edible.
Situation #3
Your child interrupts continually while you are trying to have an important conversation with your spouse.
Situation #4
Your workmate begins to tell you about his weekend when you have an urgent job to finish up..
Situation #5
Your neighbour comes over to borrow a cup of sugar for the nth time, though she never gives any back.
Part 2
Large group discussion on reactions after this exercise.
|
#1 |
Spontaneous response |
| My emotions | |
| I use the "I" | |
|
#2 |
Spontaneous response |
| My emotions | |
| I use the "I" | |
|
#3 |
Spontaneous response |
| My emotions | |
| I use the "I" | |
|
#4 |
Spontaneous response |
| My emotions | |
| I use the "I" | |
|
#5 |
Spontaneous response |
| My emotions | |
| I use the "I" |
The purpose of this exercise is to make participants aware of the fact that each person not only has different values but can also not feel as strongly as his neighbour about a particular subject.
To preserve everyones anonymity, you will use the answer sheet on the next page to register your answers. The questionnaire operates on the following scale:
(1) = Definitely not (2) = Probably not (3) = Probably (4) = Yes, definitely
Individually, participants have to make value judgements based on the following statements:
In pairs, one participant is called "A" and the other "B."
Part 1
Ø "A" and "B" in each group place their chairs back to back.
Ø Throughout this exercise, "B" listens without speaking.
Ø Note that "A" and "B" cannot turn around or look at one another.
Ø At the trainers signal, the exercise stops and "A" has to describe her impression of the quality of communication as sender.
Ø "B" then does the same thing as receiver.
Ø However "B" turns her chair towards "A" so that she can see her.
Ø "A" does the same thing, describing a cloud to "B."
Ø Once again, "B" listens without speaking.
Ø Note that "A" still cannot turn around or look at "B."
Ø At the trainers signal, the exercise stops and "A" and "B" again voice their impressions of the quality of their communication as sender and receiver.
Ø "A" still has the same job to do, describing a cloud to "B."
Ø However, "B" is now able to interrupt and ask questions and explanations of "A."
Ø At the trainers signal, the exercise stops. "A" and "B" express themselves about the quality of their communication, bringing out the differences they noted by comparison with the first two parts.
Part 1
Each participant has to think of a secret.
This has to be something you have never told anyone about or about which you may have spoken to one person. It can be anything.
Think about your secret for around twenty seconds.
Part 2
Now look at the group around you. Dont worry, you wont have to share this secret with anyone. However, in a few words, what characteristics should the other group members have to enable you to tell them your secret? Write these characteristics down on a sheet (just a few words).
The trainer collects these sheets and writes the answers on the board, making sure everyone fully understands what each of the words means.
Part 3
Together, answer the following questions:
Group discussion around the following question:
"If you have already been helped, what did you like about it and what
did you not like about it?"
Role playing consists in simulating a helping relationship situation. The major roles played in the cases that concern us here are those of peer helper (support person) and the person being helped (client). Since participants are meeting in small groups of at least 3 people, the other members will play observer roles. For this purpose, an observation grid is provided on the next page of your notes.
We favour a calm learning environment where everyone feels supported by her colleagues and permitted to make mistakes and begin again. We are in a learning process. The observers comments must therefore begin with something positive and conclude on a strong point as well.
Suggested sample situations
Score from 1 to 5 where
1 = poor and 5 = excellent
| Attitudes | 1 | 2 |
|
4 | 5 | Comments |
| Posture | ||||||
| Eye contact | ||||||
| Empathy | ||||||
| Self-respect | ||||||
| Respect for the other | ||||||
| Authenticity | ||||||
| Trust | ||||||
| Toleration of anxiety | ||||||
| Openness | ||||||
|
|
||||||
| Promptness | ||||||
| Specificity | ||||||
| Paraphrasing | ||||||
| Reflecting | ||||||
| Confrontation | ||||||
| Silence | ||||||
| Verbal encouragement | ||||||
| Open questions | ||||||
| Recentring (on topic) | ||||||
| Process | ||||||
| Welcome | ||||||
| Space-time frame | ||||||
| Explanation of MFPHP | ||||||
| Exploration | ||||||
| Options | ||||||
| Contract | ||||||
| Counselling | ||||||
- Objective- Definition
- The 7 types of players
- Needs
- Possible resources
- Models- Confidants
- Stimulators
- Encouragers
- Services
- Reassurers
- Peers
- Need to identify- Emotional/affective needs
- Need for self-worth
- Need for socialization
- Material needs
- Need for security
- Need for stimulation
| 1. Models
(need to identify) |
|
|
| 2. Confidants
(emotional needs) |
|
|
| 3. Stimulators
(need for stimulation) |
|
|
| 4. Encouragers
(need for self-worth) |
|
|
| 5. Services
(material and informational needs) |
|
|
| 6. Reassurers
(need for security) |
|
| 7. Peers
(need for socialization) |
|
Resource networks
It is important to recognize where our help sources are and what needs
they meet. In this process, we can identify seven (7) types of players
in a resource network
| Models | These are the people in our own circle whom
we admire. They gratify our need to identify and build a social identity.
E.g.: parent, friend, social or political figure, etc. |
|
| Confidants | The person or persons from whom we hide nothing,
to whom we confide our joys, sorrows and fears. They gratify our emotional
needs by listening to us and providing support.
E.g.: very close brother/sister, close friend, etc. |
|
| Stimulators | These are the ones who force us to think and
develop. They will not necessarily share our opinions, but their attitude
causes us to react. They gratify our need for stimulation.
E.g.: someone who challenges us, pushes us. |
|
| Encouragers | These people know and respect us personally
or professionally. They accept and do not judge us. They gratify our need
for self-worth.
E.g.: younger friend, workmate, etc. |
|
| Services | These are resource persons or places we look
to for information, assistance or services. They gratify our material and
informational needs.
E.g.: MFRC, government agency, etc. |
|
| Reassurers | These are the ones we contact in emergency situations.
They gratify our need for security.
E.g.: police, 9-1-1- service, friend or relative with whom we have an agreement for emergencies/breakdowns, etc. |
|
| Peers | These are the ones with the same lifestyle as
ourselves, who are around us taking part in the same activities as ourselves.
They gratify our need for socialization.
E.g.: neighbours, workmates, other military community members. |
|
What can I do to improve or develop my resource network?
2. Identify the players who are already part of your resource network and then the players still lacking.
3. Make a list of the various information, support and aid services existing around you (services, organizations, clubs, etc.).
4. Recognize your own limitations and those of your immediate circle with respect to the help they can provide to you.
5. Do not be afraid to ask for help to meet your needs. Most people are happy to help when you tell them how they can do so.
| Activity
|
Materials
2 felt pens
1 roll of sticky paper |
EXERCISE 4.2 - MY CIRCLE AND ME
Sequence
Participants are divided into 2 groups, each of which performs the following task:
Under each of the 7 needs listed above, write down the list of players or services that are in your own network.
Each group appoints someone to write the answers down on the flip chart. The suggestion is to enter the answers on 7 different pages.
Plenary
Back in the large group, each of the 2 working groups may now select a representative to report on their answers, or everyone can simply speak in turn.
|
|
|
|
| Pre-
deployment |
1 - Anticipation of loss | 1-6 weeks prior to deployment |
| 2 - Detachment and withdrawal | final week prior to deployment | |
| During deployment | 3 - Emotional confusion | first 6 weeks |
| 4 - Adjustment and stabilization | variable duration | |
| 5 - Anticipation of return | 6 weeks prior to return | |
| Following deployment | 6 - Renegotiation of the relationship contract | first 6 weeks after return |
| 7 - Reintegration and stabilization | 6-12 weeks after return |
Refer to the brochure, "Preparing for Deployment Stress": A-MD-007-144/JD-005
and the video document "Coping with Military Separation": 01-0956A,
running time 22:30 min.
Reunions
Refer to the brochure, "Preparing for Reunion Stress": A-MD-007-144/JD-006
and the video document "Getting Back Together": 01-0957A, running time
17 min.
Post-traumatic stress or critical incident stress
Refer to the brochure, "Preparing for Critical Incident Stress": A-MD-007-144/JD-004
Other sources of support and information
Although these services may differ from one part of the year to another and are frequently attached to specific operational deployments, it is important for the PH to be aware of what is available to help families get through this experience.
In the National Capital Region, the following resources are available:
t Monthly meetings
t Ongoing training
t The other PHs
t The MFRC workers
t Practical and financial help
Support is available to the PH in the following forms:
Initial training
The initial 3-day training period lays the necessary groundwork for PH intervention. It makes you a Peer Helper in due form by setting a minimal standard for acceptance in the MFPHP. It also stands as a guarantee to the client that your intervention is backed by the MFRC.
Monthly meetings
Every month, the MFRC holds a Peer Helper meeting.
These meetings provide a chance to:
gather general comments from others on what you have experienced as a PH during the month;
identify your ongoing training needs;
take part in planning activities affecting the MFPHP;
keep up to date on the latest developments related to the MFPHP;
talk about the program and what you are feeling.
It is impossible to pack everything into the initial 3-day training period. Opportunities to extend or deepen your skills and knowledge are therefore provided in additional sessions. The subjects and frequency of these sessions are decided by the PHs themselves to reflect their field experiences.
These sessions will generally take the form of a half-day get-together dealing with a specific topic. A worker from within or outside the MFRC may be invited to lead certain workshops.
The other PHs
Mutual PH support is strongly recommended. The monthly meetings and ongoing training sessions also encourage networking among PHs. Obviously, it will often be useful to ask another PH for advice when you are looking for a particular resource or you have worries about your intervention. When discussing a particular situation with another PH, it is important to safeguard the confidentiality of your work by not disclosing the clients identity.
The MFRC workers
The MFRCs professional workers are available to answer any and all questions about the program. If you want to discuss a particular situation with them, it is important to protect the confidential nature of your relationship with your client. It is also important to know your limitations and be able to judge when a problem calls for professional counselling. However, you must obtain your clients consent before referring her directly to a worker. In most cases, the worker will leave it up to the client to make the first move. If your client so wishes, though, you can accompany her as a PH when she goes in for help.
Practical and financial support
To eliminate as far as possible anything that could prevent you from fully participating in the program, the following support is available:
To describe the procedures and requirements for MFPHP evaluation
t Module evaluation
t Overall evaluation of training
Statistical requirements
Statistics are a necessary evil. As for all the other programs sponsored by the MFRC/NCR, it is important to build up various kinds of information about the clients we serve. The format suggested is intended to be simple and, since no names are mentioned, preserve the programs confidentiality.
These statistics have two main uses:
Evaluation is the process by which we verify whether the results obtained when a process is complete match the results anticipated at the outset. Evaluation also enables us to draw up a sort of balance sheet that will help with improving the next round of activity. In this sense, it will produce recommendations to be used when repeating an experience.
Evaluation also helps the learning process, for it is by reviewing an event or experience and thinking about it in terms of pluses and minuses that we realize its true meaning.
Module evaluation
On concluding each training module, we fill out a form evaluating the information provided and new knowledge acquired while the experience is fresh in our minds. These questionnaires can be filled out anonymously, if participants so wish, to give free rein to constructive comment. A copy of this evaluation questionnaire will be found on p. 7.2 of these notes.
Overall evaluation of training
When all of the basic training is completed, participants will be asked to fill out a more elaborate evaluation of this experience. A copy of this evaluation questionnaire will be found on p. 7.3 of these notes.
Module name: ______________________________
Trainer name: ______________________________
Date(s) of training:______________________________
Note to participants : In order to improve this module, your comments or suggestions would be greatly appreciated.
1. Learning. Are you satisfied with the quantity and quality
of the material to which you were exposed during this module?
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Now that your basic training is over, you can help to keep the MFPHP alive by giving us your comments on the overall experience so that future courses can respond to constant change. To focus your thinking, the following questionnaire is provided:
r +
or - met my expectations
r fully
met my expectations r
exceeded my expectations
r more
or less acceptable r
acceptable r
good work r
very good work
Peer Helper name: ____________________________ Period:
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| CONTACTS WITH SPOUSES | |||
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1st client |
No. of calls | Comments | |
| municipality
where client lives
spouse away from _____________ to ____________ place: no. of children at home + age(s) |
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| No. of visits | situation discussed | ||
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2nd client |
No. of calls | Comments |
| municipality where
client lives
spouse away from _____________ to ____________ place: no. of children at home + age(s) |
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| No. of visits | situation discussed | |
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3rd client |
No. of calls | Comments |
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municipality where
client lives
spouse away from _____________ to ____________ place: no. of children at home + age(s) |
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| No. of visits | situation discussed | |