The document provides an overview of an instructor orientation meeting for the Department of Social Services (DSS).
The agenda includes reviewing past trainings, previewing upcoming fall courses, new policies and procedures, training site locations, continuing education units, and a question and answer session. New items include mandatory webinars, an updated policy manual, and an online process for applying and paying for continuing education credits. Returning and new instructors shared tips for engaging learners, using icebreakers, and making the training fun and interactive. Questions from instructors addressed upcoming regulatory changes and engaging different facility types.
Over a third of the student body at Notre Dame College is first-gen. Many of these students were unaware of available resources and felt embarrassed by the prospect of asking for help. Resultantly, retention rates for first-gen students between freshmen and sophomore year were alarmingly low: just 57% in 2013. After only three years of implementing a peer mentorship system at their FirstGen Center, they are seeing retention rates rise to over 70%. One of the most powerful tactics NDC has implemented is creating a positive association with being first-gen.
The vast majority of children experience the death of a close family member or friend by the time they complete high school. Whether involving a personal loss or one that affects the entire school or community, bereavement can have a profound and long-term impact on children’s psychological adjustment, academic achievement, and personal development. School professionals can play a vital role in helping students learn coping strategies that accelerate their adjustment and minimize their distress, maladaptive coping mechanisms, and behavioral difficulties. Yet most educators and other school professionals have had limited to no professional training on how to support grieving students.
Presented by David J. Schonfeld, MD, a nationally renowned expert on childhood bereavement and school crisis, this edWebinar provides the essential information you need to provide sensitive, appropriate support to grieving students of all ages. Learn how to:
– Initiate conversations with children and their families related to deaths of family members and friends
– Support students when feelings of guilt affect adjustment to a loss
– Provide practical advice on issues such as funeral attendance of children
– Appreciate the importance of long-term follow-up after a significant loss
In addition to providing practical information on supporting grieving students, Dr. Schonfeld also highlights a free, practitioner-oriented website, www.grievingstudents.org. Dr. Schonfeld introduces the site’s comprehensive materials on bereavement, developed for educators and other school professionals by the Coalition to Support Grieving Students.
Pre-K through high school teachers, librarians, school and district leaders, and other school professionals interested in learning more about how to provide appropriate support to grieving students will benefit from watching this recorded edWebinar.
Person centered planning is the fulcrum idea behind services to people with disabilities, and yet it is often misunderstood - to the point where sometimes people refer to it as "the perversion of person centeredness" - one way to make it meaningful is to break it down into elements and break those down to see what means what and what might be done to make those parts mean more. This is a version of a presentation that was given at TASH 2013 and at Cornell University as part of their Citizen Centred Leadership webinar series.
Increasing STEM Diversity through Community Involvement: Females Excelling Mo...Abigail G. Garrity
Here are some strategies and best practices that FEMMES (Females Excelling More in Math, Engineering, and the Sciences) is using to for engaging girls and women in the STEM fields. Learn more here: bit.ly/FEMMES
Без кордонів: розвиток та підтримка інклюзивної освітньої спільноти
Without borders: sustaining and supporting inclusive education learning community
Цифровий продукт вироблено за підтримки Відділу преси, освіти та культури Посольства США в Україні. Відображена точка зору може не співпадати з офіційною позицією уряду США
(с) pysa4ka, 2019
(c) inclusion without borders, 2019
(с) Без кордонів: Розвиток та підтримка інклюзивної освітньої спільноти
Over a third of the student body at Notre Dame College is first-gen. Many of these students were unaware of available resources and felt embarrassed by the prospect of asking for help. Resultantly, retention rates for first-gen students between freshmen and sophomore year were alarmingly low: just 57% in 2013. After only three years of implementing a peer mentorship system at their FirstGen Center, they are seeing retention rates rise to over 70%. One of the most powerful tactics NDC has implemented is creating a positive association with being first-gen.
The vast majority of children experience the death of a close family member or friend by the time they complete high school. Whether involving a personal loss or one that affects the entire school or community, bereavement can have a profound and long-term impact on children’s psychological adjustment, academic achievement, and personal development. School professionals can play a vital role in helping students learn coping strategies that accelerate their adjustment and minimize their distress, maladaptive coping mechanisms, and behavioral difficulties. Yet most educators and other school professionals have had limited to no professional training on how to support grieving students.
Presented by David J. Schonfeld, MD, a nationally renowned expert on childhood bereavement and school crisis, this edWebinar provides the essential information you need to provide sensitive, appropriate support to grieving students of all ages. Learn how to:
– Initiate conversations with children and their families related to deaths of family members and friends
– Support students when feelings of guilt affect adjustment to a loss
– Provide practical advice on issues such as funeral attendance of children
– Appreciate the importance of long-term follow-up after a significant loss
In addition to providing practical information on supporting grieving students, Dr. Schonfeld also highlights a free, practitioner-oriented website, www.grievingstudents.org. Dr. Schonfeld introduces the site’s comprehensive materials on bereavement, developed for educators and other school professionals by the Coalition to Support Grieving Students.
Pre-K through high school teachers, librarians, school and district leaders, and other school professionals interested in learning more about how to provide appropriate support to grieving students will benefit from watching this recorded edWebinar.
Person centered planning is the fulcrum idea behind services to people with disabilities, and yet it is often misunderstood - to the point where sometimes people refer to it as "the perversion of person centeredness" - one way to make it meaningful is to break it down into elements and break those down to see what means what and what might be done to make those parts mean more. This is a version of a presentation that was given at TASH 2013 and at Cornell University as part of their Citizen Centred Leadership webinar series.
Increasing STEM Diversity through Community Involvement: Females Excelling Mo...Abigail G. Garrity
Here are some strategies and best practices that FEMMES (Females Excelling More in Math, Engineering, and the Sciences) is using to for engaging girls and women in the STEM fields. Learn more here: bit.ly/FEMMES
Без кордонів: розвиток та підтримка інклюзивної освітньої спільноти
Without borders: sustaining and supporting inclusive education learning community
Цифровий продукт вироблено за підтримки Відділу преси, освіти та культури Посольства США в Україні. Відображена точка зору може не співпадати з офіційною позицією уряду США
(с) pysa4ka, 2019
(c) inclusion without borders, 2019
(с) Без кордонів: Розвиток та підтримка інклюзивної освітньої спільноти
Presented May 17, 2012 - Part of 2012 Collaborative Mentoring Webinar Series
Education Northwest/National Mentoring Center, Friends For Youth, Indiana Mentoring Partnership, Mentoring Partnership of Minnesota, Mentor Michigan, Mobius Mentors, Oregon Mentors and other partners are working together in 2012 to deliver this free monthly webinar series for mentoring professionals.
For updates about upcoming webinars, join and follow the Collaborative Mentoring Series discussion area on the Mentoring Forums at http://mentoringforums.educationnorthwest.org/forum/26.
A Model for Welcoming Children and Families Impacted by Mental Illness Into t...Stephen Grcevich, MD
This presentation, delivered at the 2017 Conference on Mental Health, Children, Youth and the Church, sponsored by Fresh Hope for Mental Health, introduces Key Ministry's model for churches seeking to pursue a mental health inclusion strategy.
Designing Customer Journeys - Entrepreneurship in the WildFelipe Massa
This PDF slide deck is designed to help instructors in universities and entrepreneurial support organizations teach design thinking in practice. It is part of a full suite of entrepreneurship teaching tools you can get access to when you purchase purchase "Entrepreneurship in the Wild: A Startup Field Guide" (MIT Press, 2021) where books are sold!
AMATYC 39th Annual Conferene Friday night Ignite Event: Twenty slides are automatically advanced every 15 seconds while the speakers have exactly five minutes to share their passion!
Success strategies for working with disengaged students cobaweshall217
An independent study conducted by the Institute for Student Empowerment, confirmed, economically challenged students struggle to connect education and information to their future financial well-being. Wes Hall CEO of the Institute, shares success strategies designed to assist challenged students make the connection.
Presented April 19, 2012 - Part of 2012 Collaborative Mentoring Webinar Series.
Education Northwest/National Mentoring Center, Friends For Youth, Indiana Mentoring Partnership, Mentoring Partnership of Minnesota, Mentor Michigan, Oregon Mentors and other partners are working together in 2012 to deliver this free monthly webinar series for mentoring professionals.
For updates about upcoming webinars, join and follow the Collaborative Mentoring Series discussion area on the Mentoring Forums at http://mentoringforums.educationnorthwest.org/forum/26.
Presented May 17, 2012 - Part of 2012 Collaborative Mentoring Webinar Series
Education Northwest/National Mentoring Center, Friends For Youth, Indiana Mentoring Partnership, Mentoring Partnership of Minnesota, Mentor Michigan, Mobius Mentors, Oregon Mentors and other partners are working together in 2012 to deliver this free monthly webinar series for mentoring professionals.
For updates about upcoming webinars, join and follow the Collaborative Mentoring Series discussion area on the Mentoring Forums at http://mentoringforums.educationnorthwest.org/forum/26.
A Model for Welcoming Children and Families Impacted by Mental Illness Into t...Stephen Grcevich, MD
This presentation, delivered at the 2017 Conference on Mental Health, Children, Youth and the Church, sponsored by Fresh Hope for Mental Health, introduces Key Ministry's model for churches seeking to pursue a mental health inclusion strategy.
Designing Customer Journeys - Entrepreneurship in the WildFelipe Massa
This PDF slide deck is designed to help instructors in universities and entrepreneurial support organizations teach design thinking in practice. It is part of a full suite of entrepreneurship teaching tools you can get access to when you purchase purchase "Entrepreneurship in the Wild: A Startup Field Guide" (MIT Press, 2021) where books are sold!
AMATYC 39th Annual Conferene Friday night Ignite Event: Twenty slides are automatically advanced every 15 seconds while the speakers have exactly five minutes to share their passion!
Success strategies for working with disengaged students cobaweshall217
An independent study conducted by the Institute for Student Empowerment, confirmed, economically challenged students struggle to connect education and information to their future financial well-being. Wes Hall CEO of the Institute, shares success strategies designed to assist challenged students make the connection.
Presented April 19, 2012 - Part of 2012 Collaborative Mentoring Webinar Series.
Education Northwest/National Mentoring Center, Friends For Youth, Indiana Mentoring Partnership, Mentoring Partnership of Minnesota, Mentor Michigan, Oregon Mentors and other partners are working together in 2012 to deliver this free monthly webinar series for mentoring professionals.
For updates about upcoming webinars, join and follow the Collaborative Mentoring Series discussion area on the Mentoring Forums at http://mentoringforums.educationnorthwest.org/forum/26.
Mentor Orientation for Apprenticeships in Science and Engineering (ASE) ProgramJulia Soto
Guidance for mentors and supervisors for Saturday Academy's high school internship program (ASE). Including how the program works, what we expect, and tips for helping your student be successful during an eight-week internship.
This webinar visual presentation was designed to equip regional organizers for recruiting, identifying and promoting women or other marginalized peoples into leadership in a large protestant denomination.
NIMH i PSC Assays for the Drug Pipeline - Panchisionwef
Dr David Panchision's live presentation at the Schizophrenia Research Forum's live webinar of June 28, 2017 - http://www.schizophreniaforum.org/forums/webinar-modeling-neuropsychiatric-disorders-using-vitro-models
Schizophrenia Research Forum Live Webinar - June 28, 2017 - Rusty Gage wef
Fred Gage's live presentation at the Schizophrenia Research Forum's live webinar of June 28, 2017 - http://www.schizophreniaforum.org/forums/webinar-modeling-neuropsychiatric-disorders-using-vitro-models
SCHIZOPHRENIA RESEARCH FORUM - LIVE WEBINAR June 2017 Kristen Brennandwef
Kristen Brennand presentation at the live webinar of June 28, 2017 hosted by the Schizophrenia Research Forum (http://www.schizophreniaforum.org/forums/webinar-modeling-neuropsychiatric-disorders-using-vitro-models)
STRATEGIES FOR COMMUNICATION AND SENSITIVITY FOR PERSONS EXPERIENCING DEMENTI...wef
Live presentation recorded June 21, 2017, featuring Ellen Phipps and Devin Bowers - review additional material at www.alzpossible.org/strategies-for-communication/
Translating from Animal Models to Human Schizophrenia - Insights into Pathoph...wef
Presentation made by Dr. Tony Grace at the Schizophrenia Research Forum's live webinar of May 4, 2017 - Dopamine in Schizophrenia—Cortical and Subcortical Pathophysiology - review recording of session at http://www.schizophreniaforum.org/forums/dopamine-schizophrenia%E2%80%94cortical-and-subcortical-pathophysiology
Presentation made by Dr. Oliver Howes at the Schizophrenia Research Forum's live webinar of May 4, 2017 - Dopamine in Schizophrenia—Cortical and Subcortical Pathophysiology - review recording of session at http://www.schizophreniaforum.org/forums/dopamine-schizophrenia%E2%80%94cortical-and-subcortical-pathophysiology
Topography and functional significance of the dopaminesgic dysfunction in sch...wef
Presentation made by Dr. Anissa Abi-Dargham at the Schizophrenia Research Forum's live webinar of May 4, 2017 - Dopamine in Schizophrenia—Cortical and Subcortical Pathophysiology - review recording of session at http://www.schizophreniaforum.org/forums/dopamine-schizophrenia%E2%80%94cortical-and-subcortical-pathophysiology
SRF Webinar - What It Will Take to Make Coordinated Specialty Care Available ...wef
Presentation made March 22, 2017, during the live webinar hosted by Schizophrenia Research Forum (SRF). Event recording and additional slides at http://www.schizophreniaforum.org/forums/achieving-effective-treatment-early-psychosis-united-states
SRF Webinar: Beyond DUP - Addressing Disengagement in Community-based Early I...wef
Presentation made March 22, 2017, during the live webinar hosted by Schizophrenia Research Forum (SRF). Event recording and additional slides at http://www.schizophreniaforum.org/forums/achieving-effective-treatment-early-psychosis-united-states
Presentation made March 17, 2017 and hosted by AlzPossible - www.alzpossible.org.
Review recording at http://alzpossible.org/webinars-2/the-basics-memory-loss-dementia-and-alzheimers-disease/
Presentation made at the live webinar hosted by the Schizophrenia Research Forum on the 21st of February, 2017 - http://www.schizophreniaforum.org/forums/treatment-resistant-schizophrenia-new-guidelines-diagnosis-and-terminology
Oliver Howes - Treatment-Resistant Schizophrenia: New Guidelines on Diagnosis...wef
Presentation made at the live webinar hosted by the Schizophrenia Research Forum on the 21st of February, 2017 - http://www.schizophreniaforum.org/forums/treatment-resistant-schizophrenia-new-guidelines-diagnosis-and-terminology
John Kane - Treatment-Resistant Schizophrenia: New Guidelines on Diagnosis an...wef
Presentation made at the live webinar hosted by the Schizophrenia Research Forum on the 21st of February, 2017 - http://www.schizophreniaforum.org/forums/treatment-resistant-schizophrenia-new-guidelines-diagnosis-and-terminology
HEAR approach to behavior management Live webinar Feb 1 2017wef
Slides presented at the HEAR Approach to Behavior Management live webinar of February 1, 2017, featuring presentations from Dr. Andrew Heck and Carol Garby.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Home assignment II on Spectroscopy 2024 Answers.pdf
DSS instructor orientation august 2014
1. DSS Instructor Orientation
August 13, 2014
PANEL:
Jennifer Pryor, Training Coordinator
Jay White, CEU Contact, Content Development
Annette Kelley, DSS, Division of Licensing Programs
Dr. E. Ayn Welleford, Department of Gerontology Chair
2. Introductions
• Mary Beth Alford • Ellen Phipps
• Sonya Barsness • Lindsey Slaughter
• Annette Clark • Nakia Speller
• Ronda Greene • Stacy Sutherland
• Carolyn Merriman • Rhonda Whitmer
• Courtney Petley • Gail Ziemba
Welcome Returning and New Instructors!
3. Agenda
• Review of Spring 2014
• Fall 2014
• What’s New?
• Policy & Procedure Manual
• Department Preamble
• Fairfax/VA Beach Training Sites
• CEUs
• Questions from YOU!
4. Review: Spring 2014
• ISP
• Working With Families
• Organizational Diversity (new)
• Agitation and Aggression
Overall:
Well Received and very positive feedback (great tips/tricks/information)
Constructive Feedback:
Practice better time management and engage the group
– do not just read to them!
5. Looking Ahead: Fall 2014
• ISP
• Activities for the Cognitively Impaired: Part I
• Updates by Ellen Phipps
• Mental Health in Later Life Part I: Mood Disorders & Anxiety
• Updates by Jay White
6. What’s New?
Policy and Procedure Manual
New sections include information on:
Mandatory Semiannual Webinar Meetings
Department Preamble
Enhanced Expectations of our Instructors
New online CEU process
Blackboard Training Summaries
Conditions of Employment
7. Department Preamble
A dynamic program in place since 1976 in the School of Allied Health, the
Gerontology Program prepares students for a variety of capacities and settings
including allied health, public sector, education and research, as well as impact
in those professions serving senior consumers.
With a broad, integrated view of gerontology, our perspective is that whether
one is a degree/certificate seeking student, or pursuing continuing education,
the application of gerontological knowledge can support optimal aging.
What’s New?
8. What’s New?
• New Training Sites
New Fairfax
Training Site!
• Historic Blenheim (Fall only)
• There will be a new site in the Spring
New
VA Beach
Training Site!
• VA Department of Social Services,
Eastern Regional Licensing Office
9. What’s New?
Each trainer folder will continue to have
hard copy forms.
Continuing Education Units (CEUs)
NEW FOR FALL 2014
Online application and advance payment of CEU’s will now be accepted during online
registration for each training course. Upon registering for a training, you will be asked
to select if you want to receive CEU credit for the course. A $10 processing fee will
be added to your total. You must complete the online CEU application form during
registration. Refunds will not be given for no-show attendance. If you have any
questions, please email agingstudies@vcu.edu.
10. Hard Copy Online
+ $10 check or money order + $10 credit card payment
Turned in at training Completed before training
CEU Applications
11. How will we know if someone applied
for CEUs online?
Carolyn paid
with a check for
the class, and
did not apply for
CEUs online
Derrick paid with a
credit card for the
class, and applied
for CEUs online
12. What’s New:
CEUs
• Only those who register for the training online are able to apply
for CEUs online
• Online CEU applications cannot be completed at or after the
training
Questions?
14. “I always use tented
name cards…this helps
to keep the training
more personal. I can
reengage someone if I
feel that attention is
drifting”
– Annette Clark
“Establish up front
what they hope to gain
from the workshop and
then explain the goals
and objectives”
– Ellen Phipps
“Identify with specific
disciplines, how hard
they work at what they
do, and what motivates
them to do well at their
work (i.e., CNA versus
DON versus social
worker).”
– Lindsey Slaughter
“I use the agenda as my
nametags. It really helps
to have them. You can
call on people and
acknowledge them
when they engage”
–Carolyn Merriman
15. Making
It Fun!
“I always have
some type of ice
breaker even if
one is not
included in the
training”
– Annette Clark
“Playing an ice breaker game for the
attendees to get to know each other a little
but also to help them relax and make a fun
learning experience”
– Rhonda Whittmer
“Use humor/be personally accessible… use real-
life examples to engender a “group peer
supervision” feel. Make info meaningful to what
they really do and have folks learn from each
other and give tips.”
– Lindsey Slaughter
“I usually try to
come up with an
exercise relative to
the topic of the
class or just a fun
ice breaker”
– Gail Ziemba
16. M&M ICE BREAKER
shared by Rhonda
• Give each participant a fun size bag of M&Ms
• Have them select 2 or 3 colors from the bag
• During introductions have them introduce themselves by using the color of the M&Ms
as follows:
Red
Describe
your
personality
in one word.
Orange
What is
your
favorite
food?
Blue
What is one
thing your
parents
taught you?
Brown
What is one
thing you
want to learn
today?
Yellow
What do you
like the most
about your
job?
Green
Which cartoon
character best
describes you?
17. Making the Best of Group Activities!
• “Group activities are key in making the program more
interesting. They are heavily encouraged to do these activities
with attendees that they do not work with or know.”
– Annette Clark
• “The group counted off by 6, which helped get a balance of
experienced and inexperienced participants in the group, and
mixed up the different facilities.”
– Carolyn Merriman
18. Bringing it all Home!
• “If time allows, I always attempt to let the attendees discuss
best practices, tips, and tools that they use. It promotes
engagement, self-esteem, etc. and others always learn from the
shared information.”
– Annette Clark
19. Questions from YOU!
For Annette Kelley:
“What is going on with Person-Centered Care related to the
regs that DSS is trying to get though our state government?
Annette spoke about that sometime this past year.”
For Gerontology:
“What exactly is needed for the Leadership Program [CEGL]
that is being offered?”
20. Questions from YOU!
• How can we better engage adult day centers?
• Could we have prizes or candy to hand out?
• Is it possible for the department to provide laptops to
instructors in addition to projectors?
• Can we have a one day conference for all the trainers so that we
can meet one another?
21. Questions from YOU!
“Some attendees seem to register for all of the training sessions
regardless if they have attended them in the past. I know and
understand that they need the training hours and many of them
are engaged in the repeat session, but some seem to be less
interested. I do attempt to use other examples and change up
activities as much as possible, but feel a responsibility to keep
true to the curriculum… any one else have suggestions?”–
Submitted by Annette Clark
22. Wrap Up Questions and Comments
Jennifer Pryor – pryorjm@vcu.edu
Jay White – whitejt2@vcu.edu
Department of Gerontology
804-828-1565 | http://www.sahp.vcu.edu/gerontology/
Department of Social Services
http://www.dss.virginia.gov/
Editor's Notes
To sum up the Spring semester, over all we had very great ratings and positive feedback about our trainings. The providers said that they received a great deal of information in these trainings that helped them to solve problems in their own communities, gave them insight into how to change or add to their current processes, and they took away strategies to share with the staff who were not in attendance. The constructive feedback that was received from providers included suggestions to better prepare for time management, to not simply read the slides/notes/handouts, but to engage everyone in conversation.
A few notes about our newest topic that was offered this spring: First of all thank you to all who facilitated this new topic, and thank you to Jay and Jenny Inker who developed the content. You may have noticed that attendance numbers were lower at this training, probably because the providers felt that it mostly applied to administrative staff and managers rather than to also apply to hands on staff. Even though we had lower attendance numbers for this topic, the feedback from the evaluation forms showed that those who attended really appreciated the information. They especially commented on the fact that they found the section on diversity helpful.
In July we had a separate ISP webinar meeting to discuss all the changes and feedback we’re getting on that curriculum. The ISP trainers were all invited to that webinar, so if you did not attend, and you would like to listen to it, it has been uploaded to our blackboard site. I don’t think we need to spend any more time talking about ISP for fall.
As you can see we are doing our Part I’s for Activities and Mental health this fall, which means next spring we will be offering our Part II’s. Our Activities curriculum has been updated by our newest addition to the DSS Instructor team, Ellen Phipps. Ellen, do you want to give us a little background on what you updated and your vision for this curriculum since you have so recently spent time with it?
Jay, Can you tell us about what updates we can expect from the Mental Health curriculum?
These are some of the items that have been added or updated in the newest version of the Policy & Procedure Manual. I am not going to go into detail about all of these items as you can read them yourselves once the latest version is published. I hope to have this P&P out by early next week for you to read and sign. With that said, there are a couple of things on this list that we will discuss in a little more detail.
The Department Preamble was written by a work group to describe the way that we talk about Gerontology. This preamble will become a part of every single curriculum that we facilitate. You will see this as one of the first slides in your presentation, and you will go over this slide with all attendees. If any of the attendees want to know more about our Department and what we do, want to know more about our programs, please give them one of the brochures that we send along in your packet. Also, please have them call or email if they would like to discuss anything further.
You will notice in the brochure that we have two new sites. Our Fairfax site is just moving down the road from the community center for those of you who facilitate in Fairfax. This change was made because the community center could not accommodate our training dates for the Fall, and they have referred us to one of their sister sites. In the Spring we will be working with a completely new vendor, so our site will change again. Hopefully we won’t have to keep bouncing around Fairfax after we move in the Spring.
In Virginia Beach, we had several complaints about the library from providers, instructors, and inspectors. The VDSS Eastern Regional Licensing Office has been very gracious in lending their conference room to our monthly trainings. For those of you who facilitate in Virginia Beach, please make sure that we are being respectful of their space so that they will invite us to come back in the spring.
As always, you know that you can find all of the addresses to our sites in your brochure, on our website, and for new sites I will be putting them on the folder for the first semester that the site is new. Just as a reminder of what it says in your P&P manual: It is your responsibility as instructors to know where your training site is and to look it up ahead of time.
We have made a change to how we do CEU applications for this fall. I expect there will be some kinks to work out, but we are happy to offer online CEU applications to our attendees. The yellow box is a new addition to our training brochure, so if someone has a question about the online application you can refer them to this page of the brochure which will direct them to email agingstudies@vcu.edu.
We will still be sending some hard copy forms to the trainings in addition to having the online form. Please review these forms as they are handed in. We are still receiving illegible and incomplete CEU forms.
In order for you to identify who has complete the online CEU application, on your roster you will see a new column called “CEU”. In this example, we can see that Derrick Stultz has applied online for our CEUs for this training. He will not need to complete a hard copy form at the training. His money also has already been collected via credit card. If Derrick is not in attendance, he will not receive any CEUs for this training. If he sends somebody in his place, and they would like CEUs, they will need to complete a hard copy application form and submit payment.
If we look at Carolyn Wooten, she has not applied for or paid for CEUs, but she did pay for the class with a check or money order. If she would like to apply for CEUs, she will need to complete a hard copy application form and submit payment.
Does anyone have any questions about how the online CEU process is going to work or what is expected of you as trainers for CEU applications?
These tips, tricks, and fun activities were taken from your surveys, and I wanted to share them with everyone! So here we go….
Here are some tips on how to make the training personal.
Annette and Carolyn pointed out that they like to use tented name cards so that all participants can feel engaged and it’s always wonderful to recognize someone by name. Because of Carolyn’s suggestion for us to supply name cards and markers, each trainer will receive two markers and some name cards for use at your trainings. At the end of the semester, please send back the tented cards you do not use and we will recycle them for the spring.
Ellen pointed out that being able to establish the goals of each participant and the goals of the program can help inform both the instructor and the other participants about what information is
most important for each topic.
And Lindsey reminds us that recognizing the efforts of everyone in the room can help them feel rewarded and ready to learn more skills to add to their toolboxes!
Here are some suggestions on how to make the training fun.
Annette, Gail, and Rhonda all mentioned having ice breaker activities and games. When you do this at the beginning of the training, it can help set the tone to make it more interactive and lets the participants know that they are here to learn AND have fun.
Lindsey makes trainings fun by using humor and real-life examples to make the materials meaningful and exciting.
Now let’s look at an Ice Breaker game that Rhonda shared with us
This is a really fun ice-breaker activity, that I stole for a training I facilitated in Fairfax on Team Building. Some of the questions are hard, as we found out at our GeroRetreat –especially which cartoon character are you? But it really made for a fun way to get to know the people in the room at the training! It’s a fun way to start the day, so thank you Rhonda for sharing this with us!
Annette – how about you kick of our Q&A with this question from the trainer survey about the draft regs?
CEGL – The CEGL which is the Continuing Education in Gerontological Leadership program is our Continuing Education program that tracks hours spent in continuing education with VCU Gerontology. Everyone who attends our DSS trainings and GeroSTAT forums are automatically tracked for what we refer to as our Level 1 track. Once they reach 15 hours of training with us, they will receive recognition from our department as completing this Level 1 track and will be invited to pursue additional continuing education hours with us that may be tailored to their specific interests (e.g., administrative vs. hands-on care, etc.) outside of DSS and GeroSTAT that will continue further their gerontological leadership. We hope to have brochures made for the CEGL so that we can give these to you to pass out at the trainings. We are still in the process of sketching out the exact curriculum for this program, but we are planning to send out recognition certificates and invitations for a focus group soon.
As we all know, when we have folks from Adult Day in our trainings they are usually few in number. It’s easy to just slip into speaking about “residents” and Assisted Living since the majority of those present do work in ALF, but how can you engage those adult day folks more and make them feel included in our trainings?
2 budget questions …
It has been requested to have a meet & greet conference for all of our trainers to meet. We can discuss this some more, but I do want to invite all of you to attend our GeroSTAT Happy Hours. The next one is in Williamsburg on August 20th. You should have received an email invitation with details. If you did not receive it, please email me and I will send it to you!