|Go Back||Return to FIT Summary.|
|Facilitator-in-Training Name||April Boyden|
|Evaluator(s)||Rebecca Koch and Charlie Barker|
|Date of Session||10/22/2020|
|Skill||Skill 3: Emotional Awareness|
|How well did the facilitator lead the group and create a safe space? Please explain and give examples.|
April conducted a wonderful "Welcome" and Check-in connecting Skill 1 and 2. Though potentially "triggering" for some or "embarrassing," her "sharing chain" on personal practical feedback using elements of Skills 1 and 2 this past week was very effective and well received. This exuded of a "safe place." ~CB
Warm and welcoming presence with appropriate pause to allow participants time and space to formulate their responses. For this group, a good “mutual invitation” intro, asking each participant to pass the baton to the next participant of their choice to share check-in/use of skills input. I have some concerns about using this with participants who are less familiar with CIT, however (see improvements section below).
Overall, affirming of participant input and praise of them for showing up fully in spite of so much “life” happening right now – and well as exceptional ability to paraphrase, incorporate and elevate participant feedback (and nothing may make a space feel safer for participants than that).
During transitions, performed good, friendly handoffs to co-facilitator, an act of camaraderie that also creates safe space. Friendly and frequent back-and-forth with partner was also instrumental to creating safe space.
Set expectations of how many people there would be time for to provide input/impressions before going to group for their thoughts on new material/concepts, another way to create safe space by removing uncertainty.
On a couple of occasions, reminded participants of the possibility of becoming dysregulated and encouraging the use of Skill 1 practices to regulate. ~RK
|How well did the facilitator explain this Skill using the PowerPoint presentation? Please give examples.|
Good job. For example, using Slides 6-9, she logically moved through difference in beneficial and afflictive mind states, emphasizing the idea of a "pause zone" in which to reflect before acting, thus preventing immediate reaction. Nicely done. ~CB
Excellent use of opening slides to review Skills 1 and 2 and provide a brief overview/context for Skill 3.
Excellent use of prior participant feedback to segue into slide 4 and the “pause” – and appropriately emphasized that iteration of the “CD label” slide is about the pause for reflection between beneficial and harmful mental states.
Also, went to group for their impressions of the harmful and beneficial states slides, which is appropriate to facilitation and another wonderful way to create safe space, since it communicates participants’ insights are both welcome and valuable. Then, excellent continuance of safe space by saying, before clicking the slide to reveal what beneficial/harmful states are mentions, “Let’s see if CIT is as smart as you are,” indicated to participants that they are the final arbiters of this material’s impact on them. Great way to use the slide as constructed and create safe space.
Great observation that harmful/beneficial mental states can perhaps be determined by how tightly or loosely we hold them…and that holding even beneficial mental states too tightly can product a harmful outcome.
Explanation of “pre-condition” slide was well done, including reference to the Eckmans. Excellent set-up including the uniqueness of our responses and referencing back to the types of trauma and the “spark.” Overall, excellent job of walking through that slide using feedback from through the class. Also, wonderful job weaving in previous concepts such as at the pause, the spark, the forest fire and relating it all to emotional awareness.
|How well did the facilitator explain and lead the activities in this Skill? Please explain and give specific examples.|
Not as good as could have been with the Spark to Forest Fire Group Activity, slide 14. Though unable due to time and technology to do actual activity, the FIT should explain in some detail the activity and objectives/ goal. A common misstep for most FIT students. ( I remember for myself and others. 😊)
Did not explain the activities at all, which is (as Charlie says above) common. It’s awkward to simulate instructions and debrief of breakouts, but it’s something we like to see FITs do. ~RK
|How well did the facilitator lead the Mindful Dialogues and Reflective Writing Exercises in this Skill? Please explain and give specific examples.|
|What aspects of this Skill did you think the facilitator did exceptionally well? Please give examples.|
Really did a nice job overall. Exceptional with opening welcome and laying ground for "Safe Space." Also worked superbly with her co-facilitator. 😊
Overall, excellent use of segues and paraphrasing/incorporating participant feedback and creating an invitingly safe space. Invitational and caring affect throughout.
|How well did the facilitator lead the Contemplative Practice in this Skill? Please explain and give specific examples.|
|What aspects of this Skill could the facilitator improve? Please give examples.|
Reading verbatim from the PPT Notes Slides 12 and 13. Over time this will improve as she begins to embody the material and CIT definition of terms. She will make it her own and particularize with respect to audience needs. Overall WELL DONE! ~CB
A bit “read-y” at times, but very well read aloud.
When sharing the Eckman slide, the events it depicts aren’t “triggering events;” they’re just events. It can help to use the same example to illustrated concepts throughout this slide. ~RK
|Entry Date||December 20, 2020|