GOAL-SETTING MODEL
Trainer: Addressing Steps 1 & 2 of the behavioral goal-setting model involves active listening and asking open-ended questions. Ask participants to pair up and perform a role-play. One person will play the role of the peer Leader and the other will play the role of the participant. After 5 minutes, debrief the interaction with the active listening skills assessment form (See Appendix D). Then, switch roles.
Role Descriptions
Person with problem: When you are the person with a problem, your job is to talk about a real problem in your own life. Do NOT pretend to be a patient, make up a problem or give answers that are not authentic for you. The problem needs to be meaningful enough so that it provides a real opportunity to explore your thoughts about it and do some problem solving.
During the role-play your job is to respond authentically to what the peer Leader says. Be yourself and do not try to act like another person because this is not fair to the peer Leader. The peer Leader needs the opportunity to work with genuine responses, not matter what they may be.
Peer Leader: When you are acting as the peer Leader your job is to try and help the person with the problem discuss and explore their problem and talk about their feelings and emotions regarding the problem. Your primary role is to practice active listening and ask open-ended questions. Do not offer observations, advice or guidance. Your goal is to be as helpful to the person with the problem as possible. In this exercise please focus on steps 1 & 2 of the goal-setting model
Start by asking the following question:
what is the hardest thing for you about facilitating the PLEASED intervention?
❱ DEBRIEFInG
Trainer: Now let’s talk about your experiences. Ask the following questions (or others) and discuss.– What was it like to be listened to?
– What was hardest for you when you were the peer Leader?
– What was easiest for you when you were the peer Leader?
– Are there skills that you need to work on to implement active listening in a group setting?
❱ GRoUP ACTIvITy:
STEpS 3 & 4 OF GOAL-SETTING pROCESS
Trainer: Step 3 of the 5-step behavioral goal-setting process is developing a long-term goal. Use the worksheet below to help you develop a long-term goal.
Trainer: Step 4 for the behavioral goal-setting process is committing to action. After choosing a goal to reach, you will have to develop an I-SMART plan (See Appendix G). Use the worksheet below to help you make an I-SMART plan.
qUESTIonS AnSwERS
1. What do you want? To lose weight.
2. How willing are you to
address this issue? I really want to do it this time.
3. On a scale of 1-10, how important is it for you to do something about this?
On a scale of 1-10, it is a “9”
for importance.
4. How would this situation have to change for you to feel better?
I would need to lose at least 10 pounds.
5. What are the barriers to
accomplishing this? I hate to exercise and I love sweets.
6. How would you address the
barriers? Find a physical activity I like to do – like dancing; eat sweets less often, but not completely give them up.
7. Who could help/support you? My spouse.
8. What would happen if you do
not do anything about it? I would feel very bad about myself, my diabetes may get worse.
9. What are some options for
reaching this goal? I could work on either being more active or eating fewer sweets.
10. What will you do? I will start with being more active, as I think I will be more successful than if I tried to give up sweets.
❱ GRoUP ACTIvITy:
Trainer: Addressing Steps 1 & 2 of the behavioral goal-setting process involves eliciting “change talk.” Ask participants to pair up with the same partner as before and perform a role-play. One person will play the role of the peer Leader and the other will play the role of the participant. The peer Leader will assist the participant in making an I-SMART diabetes action plan (See Appendix G). After five minutes, debrief the interaction. Then, switch roles.
❱ PREPARATIon AnD READInGS
Readings:
– Lifelong Management Guidebook, “Making Changes” chapter, pages 10-24
– The Little Diabetes Book. pages 203-222 – The Diabetes Answer Book, pages 296-304
Assign participants a topic for “Peer Leader” simulations:
– 5-step behavioral goal-setting process – Making an I-SMART diabetes action plan
CoMPonEnT MEAnInG TyPES oF qUESTIonS
I = Inspiring In order to be motivated to make a change, your problem needs to be inspiring and meaningful to you.
On a scale of 1-10, how important is this behavior change to you? (eliciting ‘change talk’)
S = Specific It helps to be very clear about exactly what you will do.
What will you do?
Where will you do it?
M = Measurable You must decide how you will know if you have accomplished your goal.
When will you do it?
How long will you do it?
A = Achievable You need to choose a
goal that you can reach. On a scale of 1-10, how confident are you that you can accomplish this plan?
(eliciting ‘change talk’) R = Relevant This behavior change
will help you reach your overall goal
Will this behavior change help you achieve your overall goal?
T = Time-specific Determine how long you will want to do this behavioral experiment.
How long will you do this experiment?
ChaPtEr 3
MAkInG ChAnGES [session 2]
❱ Trainer MaTeriaLs
Preparation
– Review session and readings – prepare lecturettes and
group activities
Materials to take – Name tags/table tents – Markers
– Attendance form – Self- and peer-
assess-ment evaluation form (Appendix B and C) – Active listening skills
assessment form (Appendix D)
– 5-Step behavioral goal-setting process form (Appendix F)
– I-SMART diabetes action plan form (Appendix G) – Empowerment-based
facilitation rating form (Appendix I)
– Quizzes (1 per participant)
❱ WeLCoMe
anD inTroDUCTion
Trainer: Welcome participants to session. Ask the group, “Are there any questions or issues since the last session that you would like to discuss?”
Today is the second session of Making Changes. The objectives for today are:
At the end of this training session, you will be able to:
– Evaluate your behavioral experiment (Step 5 of 5-step goal-setting process)
– Evaluate I-SMART diabetes action plans
– Describe and demonstrate empowerment-based facilitation