pregnancy-related issues in the management of addictions
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Pregnancy-Related Issues in the Management of Addictions. Train the Trainer Workshop Problematic Substance Use in Pregnancy (PSUP) www.addictionpregnancy.ca Last modified: March 2008. Conflict of Interest Disclosure. Financial support for this workshop was provided by Health Canada - PowerPoint PPT PresentationTRANSCRIPT
Pregnancy-Related Issues in the Management of Addictions
Train the Trainer Workshop
Problematic Substance Use in Pregnancy (PSUP)
www.addictionpregnancy.ca
Last modified: March 2008
Conflict of Interest Disclosure Financial support for this workshop was
provided by Health Canada
Funding for the PRIMA Pocket Reference was provided by the Lawson Foundation
No commercial sponsorship has been received to support this program
Pregnancy-Related Issues in the Management of Addictions
Teaching StrategiesWhat works best?
Learning Objectives At the end of this session, the participants
will be able to:
1. Discuss the Kolb experiential learning cycle.
2. Describe the preferred learning events for accommodators, divergers, assimilators and convergers.
3. Discuss the situational nature of learning.
What works best is what gets the message across to the learner!
Many different ways to look at learning:
Early theorists: Rogers, Jung, Piaget
Neurolinguistic Programming: auditory, visual, kinesthetic
Myers-Briggs Personality Inventory
Women’s Ways of Knowing – feminist perspective
David Kolb: experiential learning cycle
Kolb Experiential Learning Concrete Experience CE
Abstract Conceptualization AC
Active Experimentation AE
Reflective Observation RO
Learning to ski
Divergers: watch others ski, think about what they are doing, get a mental picture and start: observing and doing – problem-based model
Diverger
Concrete Experience
Abstract Conceptualization
Active Experimentation Reflective Observation
Learning to ski
Assimilators: google ‘skiing’, watch other skiers, read some more, practice in the living room, then try – observing and thinking – analytical model
Assimilator
Concrete Experience
Reflective Observation
Abstract Conceptualization
Active Experimentation
Learning to ski Convergers: think about it, go ahead and try it
out, if they feel ok they will move on, if not they will try something else – thinking and experimenting – “hands on model”
Converger
Concrete Experience
Reflective Observation
Abstract Conceptualization
Active Experimentation
Learning to ski Accommodators: feel good about the
challenge, are game for anything, and just take off! experimenting and doing – Nike model (just do it!)
Accommodator
Concrete Experience
Reflective Observation
Abstract Conceptualization
Active Experimentation
Kolb Experiential Learning Concrete Experience CE
Abstract Conceptualization AC
Active Experimentation AE
Reflective Observation RO
Diverger
CE + RO: feeling
Assimilator
RO + AC: thinking
Converger
AC + AE: planning
Accommodator
AE + CE: doing
Accommodators: doing and feeling CE/AE
‘Hands-on', and rely on intuition rather than logic
Use other people's analysis and prefer to take a practical, experiential approach
Attracted to new challenges and experiences
Act on 'gut' instinct rather than logical analysis
Tend to rely on others for information than carry out their own analysis
Set targets and actively work in the field trying different ways to achieve an objective
Work well in all types of learning environments
Divergers: feeling and watching CE/RO
Able to look at things from different perspectives
Are sensitive, imaginative, emotional, strong in the arts
Prefer to watch rather than do, tending to gather information and use imagination to solve problems
Best at viewing concrete situations from several different viewpoints
Perform better in situations that require idea-generation, for example, brainstorming
Prefer to work in groups, to listen with an open mind,
and to receive personal feedback
Assimilators: watching and thinking AC/RO
Prefer a concise, logical approach
Require good clear explanation rather than practical opportunity
Excel at understanding wide-ranging information and organizing it a clear logical format
Less focused on people and more interested in ideas and abstract concepts
More attracted to logically sound theories than approaches based on practical value
Prefer readings, lectures, exploring analytical models, and having time to think things through
Convergers: doing and thinking AC/AE
Good at solving problems and will use their learning to find solutions to practical issues
Prefer technical tasks, and are less concerned with people and interpersonal aspects
Best at finding practical uses for ideas and theories
More attracted to technical tasks and problems than social or interpersonal issues
Enables specialist and technology abilities
Prefer to experiment with new ideas, to simulate, and to work with practical applications.
Knowing Your Audience Know that all types of learners will be in the
audience
Include some teaching strategy that will engage everyone
Have cases for the divergers to discuss. Have slides for the assimilators to think about. Have problems for the convergers to solve. Have role-plays so the accommodators can volunteer.
Learning changes with context and is situational!
Assimilators were the norm in medical teaching: lecture, lecture, lecture
Divergers began to appear with the problem-based learning model
More direct “hands-on” patient work appealed to the Convergers (many family docs in this group)
Accommodators are slowing gaining ground (BUT less Nike (Just do it!) more New Balance!)
Pregnancy-Related Issues in the Management of AddictionsSlide presentation developed by members of
the National PRIMA group:
Ron Abrahams* Talar Boyajian Jennifer Boyd Wendy Burgoyne Katherine Cardinal Rosa Dragonetti Lisa Graves* Phil Hall
Samuel Harper Georgia Hunt* Meldon Kahan Theresa Kim Lisa Lefebvre Nick Leyland Margaret Leslie Deana Midmer*
Stephanie Minorgan* Pat Mousmanis* Alice Ordean* Sarah Payne* Peter Selby Melanie Smith Ron Wilson Suzanne Wong
*Principal Authors [email protected]