The role of adult education in supporting the

de-institutionalisation of people with disabilities in the community

Manual for Independent Living Skills.

Independent Living Skills Manual.

Development of Manual

The manual for Independent Living Skills is divided into five categories based on the questionnaire which was developed to assess the training needs of 12 participants in Ireland and 13 participants from Bulgaria who completed the Checklist for Self-Assessment of Independent Living Skills. For a copy of the assessment used, please see Appendix1.

The training takes place over 5 days, and focuses on one skill in each particular category due to the short time frame and to develop a training manual for this training. This training manual can be used as a template to develop training of the skills in each category. The training will be delivered to the participants in both Ireland and Bulgaria and will be tested and evaluated in each country.

The categories of the Training Manual are:

Category I. Self-Care Skills Category II. Household Skills Category III. Understanding Skills Category IV. Social Skills Category V. Interpersonal Skills

The following independent living skills were self- assessed by each participant on the Erasmus + Project in Ireland & Bulgaria, based on the questionnaire, under the five categories selected.

Category I. Self-Care Skills

I wash my teeth every dayI keep my nails clean (hands and feet)I take care of my hair (washing and brushing)I bathe regularly, I have a neat appearanceI wear clean underwear; socks and clothesI keep the bathroom facilities cleanI use cutlery appropriately (knife, fork and spoon)I choose my clothes by myselfI use protection when engaging in sexual relationships I am careful with alcohol and cigarettesI go to the dentist (regularly)I clean my room by myselfI think about my safety, I lock the door, turn off electricity

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I have enough rest at night (6-8 hrs.)I eat healthy food (fruits, vegetables, bread, milk, meat/fish) and I drink water (1.5litres)I don’t overdo it with sweets and snacksI do light exercise everyday (at least 30mins)I go to the doctor if I don’t feel well

Category II. Household Skills.

I make tea/coffee with a pot, the way I like itI set and clean the dining tableI wash the dishes/use the dishwasherI use kitchen appliances (oven, microwave, cooker hood, hot plate) properly and safelyI make small purchases (up to 10 euro (Candy, magazines, shampoo))I clean and tidy things after I use them (clothes, instruments etc.)I can prepare a light hot breakfast (sandwich, boiled egg)I can prepare simple hot meals (1 product in 1 cooking utensil)I prepare complex cooking dishes, with more products and more cooking utensilsI shop for materials for a dish to serve more people (calculate, plan)I wash clothes by hand or in the washing machineI iron and fold clothes and sheets and arrange them in the wardrobeI can sew a button back onto clothesI clean and tidy my bedroom (change the covers, hoover, mop the floor)I can clean and tidy other rooms (toilet, kitchen, wardrobe)I use cleaning products in safelyI file important documents, I can find them easilyI save electricity and heating, using them only when necessaryI plan my household tasks for the coming week (shopping, laundry, cleaning)

Category III. Understanding Skills.

I budget my allowance for one weekI can use the clock to tell timeI know what day of the week is todayI can tell a storyI can follow instructions - oral/writtenI follow the rules of the road (cross the pedestrian crossing, stop at red light)I write my first name and family name correctly and legiblyI understand timetables of buses and trainsI plan meetings with people and keep appointmentsI choose my clothes and shoes according to my size and likesI budget my money for one month and pay my expenses

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Category IV. Interpersonal Skills.

I introduce myself to strangers and shake their handsI start a conversation freely and make eye contact with othersI make phone calls, introduce myself, listen and end the callI participate in leisure activities with friends, neighbours, familyI treat people living with me with respectI am polite and engage well with others I respect privacy, personal space and belongingsI express and explain my opinion and keep my wordI give information to others in a timely mannerI listen quietly advice and decide how to actWhen necessary I say ''no''I am interested in others’ opinionI maintain friendships with people I likeI treat tasks around the house responsiblyI show patience and tolerance to othersI show my feelings in an acceptable mannerI accept criticism, and decide how to act (without offence)I offer criticism in a respectful manner, so that a person can accept itIn conflict, I am honest and sincere

Category V. Social Skills.

I travel by public transport on a familiar routeI ride a bike and follow the rules of the roadI spend my leisure time wellI go out of the house at least twice a month and I enjoy itI arrive at work on time (day centre/training hall) or I am late for a reasonI use a mobile phone, call people, text and charge the phoneI travel by public transport on an unfamiliar routeI know how to get to my doctors, dentist, hairdresserI know how to make an appointment with the doctor, hairdresser or dentist and keep itI search for information by phone or computer and find what I wantI use a debit card to withdraw moneyI organize my own vacation (select the place, people).

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The participants gave their feedback by ticking a box which identified their ability in each skill, and these answers were given a score with scale of 1-4.

Box 1 I can do this with support Score 1 (help required)Box 2 I am Training to do this Score 2 (completing training)Box 3 am going to do this Score 3 (learning/almost there)Box 4 I do this very well Score 4 (Completely independent)

Each participant’s score was recorded and the average of each group and each skill was calculated. For a copy of the assessment used with Irish & Bulgarian Results on Microsoft Excel, please see Appendix2.

From analysis of the results from Ireland and Bulgaria and from consultation with colleagues from both countries it was identified that the focus for the training manual should be based on 5 categories, and on the skills which received the lowest scores in each category, across both Ireland & Bulgaria. The training manual will focus on producing easy to read materials and templates which can be used to teach people with intellectual disabilities the skills required to further enhance their level of independence.

To following skills were identified in each category, due to low scores recorded in each country, which will form the basis of the training manual.

Skill Category Skill selected

Category I. Self-Care Skills.I plan my healthy, active day and week

Category II. Household Skills.I keep my house clean and tidy

Category III. Understanding Skills. I budget my allowances for 1 week

Category IV. Interpersonal Skills.Category.

I accept and offer criticism in a respectful manner

V. Social Skills I organize my holiday and vacation

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Figure 1. 5 Skill Categories of The Training Manual with specific skills identified for training.

General Training Design

For each skill a group discussion can be held so each participant can acknowledge their own capabilities and independence on certain skills and share this feedback with the group. There would be a question and answer session with the group:

1. Name the skills you can do well without any help? 2. How does this make you feel? 3. What skills do you like to do? 4. How did you learn these skills? 5. What helped you learn these skills?

This will lead onto another question and answer session which will focus on the skills that were more difficult to achieve for individual participants or ones they are still learning. Questions can be asked:

1. What skill do you find difficult to achieve on you own? 2. Would you like to learn how to achieve this skill?3. What help would you like?

Answers can be recorded by the trainer on the board/flip chart to highlight the skills that need further training to help the group recognise the skills they are choosing for themselves.

The answers can be recorded by the trainer or a volunteer from the group on a board/flip chart to highlight their abilities.

Homework: The group can identify and plan opportunities to practice the new skill at home or in pairs.

Resources required: white board, flip chart, markers, pictures/ photos of each skill can be used and placed onto the flip chart for visual clarity.

Recommended size of group: 5-7 people

Training session process

The training session process could include:

- Warm-up time (5 minutes)

- Activity time (20 minutes) – learning/ practicing the concrete key words and concepts, sharing personal experience, developing skills.

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- Physical activities (10 minutes) - catching and throwing balls, crawling under a tunnel, following instructions for standing and sitting in a circle for fun and for concentration.

- Sensory Activities (15 minutes): focus on any of the various sensations--vision, smell, touch, taste, hearing and movement. These activities include marching to music, guessing what’s in the bag based on touch or smell, etc.

- Social and Language Activities (15 minutes):Identifying pictures, listening to a story, making animal noises, or practicing a particular social skill like “please and thank you”, how to say “no”, etc.

- Wind down time (5 minutes) – it helps people transition into the next activity.

The participants may come forward and show their finished activity. They can also be involved in the process of putting back things after the activity. The trainer can show a picture or an object that depicts the next activity on the schedule to help prepare the trainees.

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Category I. Self-Care and Health Skills: I plan my healthy, active day and week

Readiness for Learning:

Check you are ready to learn this skill by making sure you can do the following:

Skill Tick if you can do this!I bathe regularly, I have a neat appearanceI wear clean clothesI keep and leave the toilet facilities cleanI choose my clothes aloneI eat healthy food (fruits, vegetables, bread, milk, meat/fish) and I drink water (1.5litres)I am careful with alcohol and cigarettesI don’t overdo with sweets and snacksI move, do exercises everyday (at least 30 mins)I plan what I will do during the day I plan what I will do during the week

Training Design

Category I. Self-Care and Health Skills I plan my healthy, active day and week Aim: To explain the concept of self-care and healthy living. To learn practical skills of self-care and health care in everyday life.

The emphasis is on planning the activities, developing skills and searching for help when needed.

Method: Short description of the skill and theory.Discussions with the group.Practical application in pairs or small groups. Identify strengths of the participants and their wish to improve.

Objectives:

1. Understand the key words associated with daily living, self-care and health care skills.

Content:

What is the daily living?Daily living includes each activity from morning to night sleep (waking up, washing, eating, cleaning, studying, working, meeting with people, taking rest, walking, sport, preparing for sleep). Each person has own schedule, rhythm and preference.

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Examples:

What is Self-care? Self-care is about everyone taking responsibility for their own health and wellbeing. Self-care includes keeping the body, mind and spirit fit and healthy. Self-care is something that everyone should practice regularly, and make time for. Self-care is unique to each person because there are different activities that will allow us to “recharge” our batteries.

Exercise in a circleEach participant answers the following questions:

6. Name one self-care skill you can do well without any help? (from the table)

7. How does this make you feel? 8. How did you learn these skills?

List all shared skills on a flip chart”Discuss common skills and specifics.

Health careHealth care includes different efforts and activities that preserve the health of the person - healthy eating and drinking, regular visits to the dentist and the G.P., mobility inside and outside.

Exercise in a circle: 1. What is most important for your health?2. What do you do to preserve your health?3. What do you want to learn for your healthy living?

List all answers on a flip chart in 3 groupsDiscuss common skills and specifics.

What is wellbeing?

Wellbeing - Feeling good and functioning. Creating wellbeing requires mobilization to ensure active life and safety.

It includes hobbies, friends, work, time for rest, positive feelings toward other people

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2. Understand the concept of self-care skills, and how these skills have impact on the everyday life.

3. Understand the concept of health care skills, and how these skills have impact on the everyday life.

and toward themselves.Exercise:

How to plan my active and healthy day?- The trainers present a poster with a big sphere which is a picture of the 24-hours day.- Each participant receives a handout with the same picture, presenting the 24 hours of his/her living.- The participants have to fill how much time (hours of minutes) they use for:- sleep;- self hygiene;- care for personal appearance; - cleaning the room;- eating;- studying (at school or centre);- working;- sport activities;- free time (watching TV);- health care.

Each part of the sphere is coloured with different colour in order to see the balance between the activities.3 personal handouts are presented and discussed.Group discussion is held in order to focus on the difference in the planning (with positive feedback for this individual choice and preference) and the active way of life.

Self-care skills help the person to be active on the everyday lifeExercise in small groups:

Who wants to develop further his/her self-care skills? Which skills?

What have we tried and learned already?

What shall we do next?

Exercise: Making a list with health care skills in a groupWhat do I do for my health?- I sleep 8 hours per night; - I balance study, work and rest;- I move or have sport activities every day;- I search for help when I don’t feel well;- I go to the doctor when I feel ill;

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3. Use tools/exercises to simplify the process of planning of the active, healthy life

- I go to the dentist regularly

Discussion on the whole list with the following (same) questions:

Who wants to develop further his/her health care skills? Which skills?

What have we tried and learned already?

What shall we do next?

How to plan and practice active healthy daily activities?Most activities are a sequence of steps.

Let’s practice these steps!1 step: I wake up at …..2 step: Then I wash …..3 step: I set the table …..4 step: I have breakfast at ….. I eat …5 step: Then I go to ….. and study/ work ….6 step: I have breaks for …..7 step: I prepare/ eat my lunch at ….. I eat.8 step: I meet with friends at ….9 step: I go outside for sport at ….10 step: I go back to home (care) at ….11 step: I prepare/ eat my dinner at12 step: I watch TV ….13 step: I go to sleep at ….

Key Words: daily life, self-care, health care, wellbeing, planning

Recap on all the key words learned during this training session.

Evaluation Evaluation tool. Was this training useful? What was hard? Easy? Complete worksheet evaluation.Feedback from the group/discussion.

Resources used Resources:Board/Flip Chart, Markers, Yes and No cards, worksheets to complete, pictures/photos, paper, pens, trainers.

Tools for support during the training process: Providing pictures of each step of a

task, such as a visual recipe. Labelling or colour-coding equipment. Providing a visual or written routine. Using approximations and reinforcing

attempts at getting the skill right. For example, when learning to write their phone number, a person initially traces it, then copies it, then writes it

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independently. Using assistive technology, including:

• text reader or word prediction software • YouTube clips • the internet.

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Training Handouts

Handout 1: How do I plan a daily task? 2 versions of the steps involved in making toast

Fewer, larger steps More, smaller steps 1. Get bread out 1. Open bread bin

2. Pick up packet of bread 3. Put bread on table 4. Open packet and take out 1 slice

2. Put bread in toaster 5. Put bread into toaster

3. Switch toaster on and set dial 6. Switch toaster on and set dial

4. Start toaster 7. Press lever down on toaster

5. Get Plate 8. Open cupboard 9. Pick up plate out of cupboard 10. Close cupboard door 11. Put plate on table

6. Get butter and jam 12. Open fridge 13. Pick up butter and put on table 14. Pick up jam and put on table 15. Close fridge

7. Get knife and spoon 16. Open drawer 17. Pick up knife and put on table 18. Pick up spoon and put on table 19. Close drawer

TOAST IS READY AND POPS UP 8. Put toast on plate 20. Take toast out 21. Put on plate on table 9. Spread butter on toast 22. Open butter dish

23. Pick up knife 24. Scrape up a lump of butter 25. Spread butter on toast 26. Put knife down

10. Speed jam on toast 27. Open lid of jam jar 28. Pick up spoon and put in jam 29. Take a spoonful of jam 30. Put jam on toast 31. Put spoon down 32. Pick up knife 33. Spread jam with knife 34. Put knife down

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Handout 2: TELL-INSTRUCT-PROMPT-SHOW-GUIDE.The trainers show the model and support the participants to test a new skill with support.Participants help each other in pairs and in different roles to develop skills. One participant is an instructor, the other participant is a beginner. After that they change the roles and the skills needed.

The trainers help when it is needed.

Each pair goes only those steps that are needed.

Step 1. TELL (or SUGGEST) It is a verbal prompt which lets someone know that it’s time to do something or that something needs to be doneExample:“It’s time to peel the potatoes for dinner now; OK?”

Step 2. INSTRUCTIt is a series of verbal prompts which tells the person what to do one step at a time. It helps to guide a person through the activity.Example:“Put the bread in the toaster.”… “Push down the lever.” ... “Wait.” ...

Step 3. PROMPT It is a clear gesture or sign to tell the person what to do next.Example:Pointing at a cup that needs to be put away and then to the place in the cupboard where it needs to go and saying “Put it here”.

Step 4. SHOWIt is demonstrating what needs to be done.Example:Showing how to position the spoon, knife and fork on the table and waiting until the individual has copied, saying, “Like this”.

Step 5. GUIDEIt is giving the person direct physical assistance to do somethingExample:Putting one of six forks away in a drawer, handing the next fork to the person and guiding his or her hand so that the fork is over the right compartment in the drawer, letting go so that the person finishes the step unaided.

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Handout 3: How do I plan my weekend with a friend?Discuss in pairs what you want to do in a weekend. Answer the questions below.

- What do I like to do during the weekend?

- What does my friend like to do during the weekend?

- What we can do together?

- Where we can go together?

- How we can get there?

- How much time do we have?

- What do we need to have fun?

- What do we need to be safe?

- Do we need information?

- Do we need some support?

Good luck!

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Category II. Household Skills: I keep my house clean and tidy

Readiness for Learning:

Check you are ready to learn this skill by making sure you can do the following:

Skill Tick if you can do this!I always put things back where they belong when I am finished with themI can use cleaning tools (sweeping brush, mop, cloths, sponges, hoover)I can use cleaning materials safely (bleach, spray containers)I can wipe up spills I put rubbish in the bin and put the bin outside for collectionI know to turn off appliances before I clean them

Training Design

Category II. Household Skills I clean rooms thoroughly

Aim: To explain the concept of cleaning. To learn practical skills of cleaning rooms. The emphasis is on understanding different ways of cleaning e.g. bathroom, kitchen and other rooms, removing dirt and germs and doing a good job.

Method: Short description of the skill and theory.Discussions with the group.Practical application in pairs or small groups. Identify a “learning buddy”

Objectives:

1. Understand the key words associated with cleaning.

2. Understand the concept of cleaning and tidying.

Content:

Why do we clean? To remove dirt and germs. To make our houses nice to live in, to keep our belongings in good condition. What are dirt and germs? Where do they come from? Discuss dust, germs.What is tidying? Putting things away, having a place for everything. Exercise: Each write down what materials/tools they use for cleaning.

How do we clean? How do we get rid of dirt and germs? How do we tidy? What happens when we don’t clean, poor hygiene

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3. Demonstrate organisational skills to plan how to clean the house

4. Use tools/exercises to practice cleaning.

Complete an exercise matching different cleaning materials to different rooms and different stains/dirt.

Provide different cleaning tools e.g. sweeping brush, vacuum cleaner, sprays and cloths, dirty dishes.

Key Words: Dirt; dust; tidy; clean; germs; different cleaning fluids use brand or name used in country e.g. bleach/window cleaner etc.; disinfectant, detergent, hygiene

Recap on all the key words learned during this training session.

Evaluation. Evaluation tool. Was this training useful? What was hard? Easy? Complete worksheet evaluation.Feedback from the group/discussion.

Resources used. Resources:Board/Flip Chart, Markers, photos of rooms cleaning materials (objects and photos)

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Training Handouts

Handout 1:

What do I use these tools to clean?

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Handout 2: How Do I Clean?

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Handout 2: Cleaning Supplies (Cut out and stick)

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Handout 3: How Often Do I Clean?

Every Day

Once a Week

Once a Month

When it’s dirty

Handout 4: Step by Step Guide to Cleaning

Step 1 Collect all cleaning supplies

Step 2 Move all items out of the areas to be cleaned (e.g. move furniture off carpet, move dishes out of sink)

Step 3 Set up cleaning supplies (plug in hoover, mix water and floor cleaner)

Step 4 Start cleaning!

Step 5 Leave to dry

Step 6 Check area is clean and dry (as appropriate)

Step 7 Put items back in their places

Step 8 Make sure lids on containers are closed tight and put them back in a safe place

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Handout 5

What’s wrong with the picture?

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Category III. Understanding Skills: I budget my money for one week.

Readiness for Learning:

Check you are ready to learn this skill by making sure you can do the following:

Skill Tick if you can do this!I recognise all the different notes and coins I have access to my own moneyI know how to keep my money safe when I go out I have made purchases before in a shop by myself I can add or subtract (on paper, in my head or using my phone/calculator)I can withdraw my own money from the bank or post office

Training Design

Category III. Understanding Skills. I budget my allowances for one week.

Aim: To explain the concept of budgeting. To learn practical skills of balancing income and spending. The emphasis is on understanding where money comes from and being in control of personal finances and planning how to spend money.

Method: Short description of the skill and theory.Discussions with the group.Practical application in pairs or small groups. Identify a “learning buddy”

Objectives:

1. Understand the key words associated with budgeting.

Content:

What is income? The money you have available to spend is your income. Where does your income come from? E.g. work, social welfare/allowances, parents?Exercise: write down the money you get weekly, add this up/use a calculator. This is the amount of money you have to spend each week.

What is Expenditure? Your expenditure is the cost of things you have to pay for .e.g. bills.Exercise: make a list of the things you have to spend your money on. The things you spend your money on are called expenditures.Bring an example of a bill to calculate future

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2. Understand the concept of budgeting and planning for one week.

3. Demonstrate organisational skills to assist with individual budgeting.

4. Use tools/exercises to simplify the budgeting process during the training session.

spending.

Now you can begin to budget as you know how much money you have to spend each week and what you have to spend your money on.Budgeting helps you control your money and make decisions about what you want to spend your money on.

Once you know your income and your expenditure you can then see how much things cost you. give examples shopping€ 30When you know how much things cost you know how much money you need.Exercise: make a list of what things cost.

You will know how much you can spend and how much you can save. Why save money? And where? Give examples.

By creating a budget you can plan ahead and be prepared for all the things you may need money for.

Exercise: Create a budget for one week.

List the days of the week.

Create a budget example for one week by listing the income and adding them up, listing the expenditure, adding them up.To work out how much money you have left after the bills have been paid subtract expenditure from income. This will give you your disposable income. How do you like to spend this money?

Key Words: Budget, Income, Expenditure, disposable income, allowances, Save, addition, subtraction,

Recap on all the key words learned during this training session.

Evaluation. Evaluation tool. Was this training useful? What was hard? Easy? Complete worksheet evaluation.Feedback from the group/discussion.

Resources used. Resources:Board/Flip Chart, Markers, examples of paper Bills, worksheets to complete, sample budgets,

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pictures/photos of items and their costs, calculator, paper, pens, trainers.

Training Handouts

Handout 1: What do I spend money on?

Tota

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nday

Sa

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Frid

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sday

Tues

day

Mon

day

Food

Ciga

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Body

and

Ha

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Soci

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Mag

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Clot

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Leisu

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/hob

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Handout 2: When do bills come in?

Weekly Monthly Bi-monthly Quarterly Annually

House Costs

Rent

Electricity/gas

Living Expenses

Travel costs

Education

Clothes

Entertainment

Hobbies

Other Expenses

Medical

Insurance

TV Licence

Savings

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Handout 3: My Yearly Spending DE

CN

ovO

ct

Sept

Au

gJu

lyJu

ne

May

April

Mar

chFe

bJa

nBi

lls

Rent

Elec

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ating

Phon

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Oth

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Plan

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Birt

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Holid

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Oth

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Handout 4: Step by Step Guide to Budgeting

Step 1 List all the things you spend money on to live e.g. rent, light, food

Step 2 List all the other things you spend money on e.g. insurance, social life

Step 3 Make a list of money you owe e.g. loans or other bills

Step 4 Work out all your expenditure into weekly amounts, look at old bills to know

Step 5 Look at how much money you think you will need each week for all these things

Step 6 Add up the expenditure

Step 7 Work out how much you have left – add up all your income and take away your expenditure

Step 8 Have a safe place for your savings money where it is separate from your bills

Step 9 Look at your calendar and see which months are busy and how much you will need to save

Step 10 Now you are budgeting! You know how much you need to spend each week; you know how much you can spend and you are prepared for unexpected expense.

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Handout 5: Money Managing Calendar (Cut out and Fold)

January

What do I need money for this month?House

Electricity Heat

Shopping Leisure

Other Food Total

1 2 3 4 5 6 7 €8 9 10 11 12 13 14 €15 16 17 18 19 20 21 €22 23 24 25 26 27 28 €29 30 31 €

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Category IV. Interpersonal Skills: I accept and offer criticism in a respectful manner

Readiness for Learning:

Check you are ready to learn this skill by making sure you can do the following:

Skill Tick if you can do this!I can recognise when people criticize my actions or my behaviour I know that criticism (in a positive way) may help me to develop my skillsI know how to act when someone criticizes my actions If I become angry when someone critics me, I can control my angerI can give positive suggestions to a person, being specific and talking about his/ her actions I never attack the person even I want she / he to change something in her/ his behaviour.

Training Design

Category IV. Interpersonal Skills I accept and offer criticism in a respectful manner

Aim: To explain the concept of positive criticism and feedback. To learn practical skills of accepting and offering criticism in a respectful way.

The emphasis is on understanding of different reasons for criticism – to help someone to improve, to propose a change, to further discussion, to vent out emotions, etc.

Method: Short description of the skill and theory.Discussions with the group.Practical application in pairs or small groups. Identify strengths of the participants and their wish to improve.

Objectives:

1. Understand the key words associated with interpersonal skills and interpersonal relations, and how skills have impact on communication and people.

Content:

What is Interpersonal relation?

Interpersonal relationship is a strong and close association between two or more people that may be short- or long-term. This association may be based on friendship, love, solidarity, work interactions, or other type of commitment.

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2. Understand the concept of constructive and destructive criticism (positive and negative).

We have interpersonal relationships in the family , with friends, at work, clubs, neighborhoods, and day centers.

Exercise: Make a list of the people who are important to you. What connects you? What do you receive from these people? What do you give to these people?

What are Interpersonal Skills? The skills which help every person to live and communicate with other people. Where people use these skills? E.g. school, work, social life, family life, parents, neighbours, etc.

Exercise: look at the table with Interpersonal Skills and calculate your personal score (for positive answer put smile emoticon, for negative answer – put sad emoticon).

The exercise shows the strengths of the participants and the skills to be developed. The exercise shows the resources of the group too – who could help whom).

Links to these skills and the difficult situation of dealing with criticism.

There are two types of criticism - constructive and destructive – learning to recognise the difference between the two can help you deal with any criticism you may receive.

- Constructive criticism positive feedback how to improve your work, behaviour, style - Destructive criticism negative feedback about your personality

Symbols and examples for constructive criticism- positive and concrete language;- smile (positive body language);- focus on concrete behaviour or action to be improved;

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3. Demonstrate and practice interpersonal skills for accepting and offering criticism.

- offer concrete suggestion about how the situation or behaviour can be improved.

Symbols and examples for destructive criticism- negative, rude language;- negative face expression;- attack on the person;- generalizing (you always do this…)- don’t offer any suggestions about how the situation or behaviour can be improved.Exercise: Role play

Two persons are at the bookstore (library, café, office). One is doing his job, another is criticizing. When the criticism is destructive, rude, the group raise No card (or gives other sign).

When the criticism is constructive, the group raise Yes card (or gives applauses).

Exercise with advices on the flipchart:

How to handle with criticism?Do and Don’t - Do listen objectively- Do remain calm- Do ask for specifics- Do get a second opinion (friend, supporter)- Do take responsibility- Do learn from it

- Don’t ignore the criticism- Don’t get angry or rude- Don’t make excuses- Don’t dwell on the error

Questions for discussion: What I usually do from this list? What I want to learn from this list?

How to offer criticism?- Do look the person in his/her eyes- Do ask questions about the problem or situation- Do describe what is the problem according to

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4. Use tools/exercises to simplify the process of receiving and offering criticism during the training session.

you- Do sit next to the person, not across him/ her- Do listen to the person- Do assure that there is a solution

- Don’t make the criticism bigger than the problem- Don’t get angry or rude- Don’t make excuses- Don’t dwell on the error

Practice these steps!1 step: When you …..2 step: I feel …..3 step: Because I feel …..4 step: pause for discussion…5 step: I would like …..6 step: Because …..

Key Words: Interpersonal relations, criticism, feedback,

Recap on all the key words learned during this training session.

Evaluation Evaluation tool. Was this training useful? What was hard? Easy? Complete worksheet evaluation.Feedback from the group/discussion.

Resources used Resources:Board/Flip Chart, Markers, Yes and No cards, worksheets to complete, pictures/photos, paper, pens, trainers.

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Training Handouts

Handout 1: What do you thing about these statements?

Exercise with Yes and No cards

Do you agree or disagree?

- We all make mistakes all the time; it is human nature (yes or no card)- We all learn by making mistakes (yes or no card)- Do you know a person who is critical of everything? (yes or no card)- Do you know that people who criticise everything are the ones that need help – not you! (yes or no card)

- Other similar statement could be added by the trainers or the trainees.

Handout 2: What do I do if I am criticized?

If you are criticized:

1. Listen without interrupting. Keep an open mind and really listen without thinking about why you did what you did. Do not take what they are saying as a personal attack but as a way to make you better.

2. Restate the behavior that the person is having a problem with. Sometimes you might think they mean one thing but they really mean something else.

3. Ask the person what you could do differently.

4. Restate what they said you should do differently so you are sure that you understand.

5. Try this different way because it actually might be better.

6. If you do feel that you may lose self-control, or say or do something potentially

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damaging, walk away.

Handout 3: What do I do if I am criticized at work?

Role play: The boss and the employee

One participant plays the boss and reads the card with conflict situation.

The other participant plays the employee and follows the steps.

Then they switch roles.

Category V. Planning a Holiday

Readiness for Learning:

Check you are ready to learn this skill by making sure you can do the following:

Skill Tick if you can do this!I can read the time on a timetable including 24 hour clockI can use a computer to look up informationI can use the phone to call a travel agentI can budget money and plan my spending I can plan how to use public transport I can pack a suitcase for a night/weekend/week I can read and understand a map

Training Design

Category V. Social Skills. I plan my holiday

Aim: To explain how to plan a holiday. To learn practical skills of deciding where to go, how to get there, what it will cost and what to bring. The emphasis is on understanding how to go somewhere and how to plan the trip including money and items to bring.

Method: Short description of the skill and theory.Discussions with the group.Practical application in pairs or small groups. Identify a “learning buddy”

Objectives:

1. Identify travel destinations 2. Identify modes of transport3. Identify costs involved and budgeting

Content:

Where would we like to go? What do we think about when we’re deciding where to go? Weather, safety, things to do there, food,

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for a trip4. Identify what to pack.

language, friends/family to travel with etc. How do we get there? Plane, train, boat, bus, car? What will it cost? Do I need to bring money, can I get money there? What do I bring with me? My passport, my clothes, medication, books etc. Exercise: Using a big map, talk about where people have been, where people would like to go. Talk about experiences, what people would like to experience (sun, snow, see something different e.g. pyramids). Take pictures from travel brochures or look up pictures on line. Put together a collage of your ideal holiday.

Plan my holiday. How long I’ll stay, what I’ll bring, my money, my phone roaming and charging, adaptors.

Taking care of myself on holiday. What is my passport? Minding my passport, speaking the language, minding my money, being safe in a strange place, what to do if I get lost.

Key Words: Passport, safety, currency, timetables, plane, transport, budget, language, culture

Recap on all the key words learned during this training session.

Evaluation. Evaluation tool. Was this training useful? What was hard? Easy? Complete worksheet evaluation.Feedback from the group/discussion.

Resources used. Resources:Board/Flip Chart, Markers, photos of destinations, travel brochures; pictures of passport, suitcase with items to bring, adaptors, money belt etc.

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Training Handouts

Handout 1: Where have I been?

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Handout 2: What should I think about when I plan my trip?

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Weather

Safety

Accommodation

Activities

Transport

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Handout 3: What do I bring?

I am going to

Clothes

Money

Medication

Passport

Tickets

Adaptors

Phone

Toiletries

Books

Other

Travel Companions?

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Handout 4: My Holiday Budget

Group Activity:

Costs to Think about…

Transport

Accommodation

Food

Activities

Tourist Attractions

Emergency money

Holiday Insurance

Souvenirs

Spending Money

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