|Go Back||Return to FIT Summary.|
|Facilitator-in-Training Name||Kristin Norton|
|Evaluator(s)||Rebecca Koch and Jennifer Valtos|
|Date of Session||10/30/2019|
|Skill||Skill 6: Forgiveness and Gratitude|
|How well did the facilitator lead the group and create a safe space? Please explain and give examples.|
Chiefly NA for you for this session, since you did not do the "lead"/check-in slides this time. Overall, though, you bring a sense of acceptance and welcome that serves to create a safe space for participants. Using "traditional and non-traditional caregivers" as part of your setup for Naikan practice very much served to signal safety and inclusivity to those whose upbringing may have been non-traditionally raised. Very good work.
|How well did the facilitator explain this Skill using the PowerPoint presentation? Please give examples.|
For this session, your contributions were not as tied to slides as were others, so harder to specifically assess for this go-round. Chiefly did well using the PowerPoint by letting the slides speak for themselves to participants - and that is always an excellent (preferred approach). For the set up of the Naikan exercise, you used the slides to guide you. As you become more familiar with the material, you will not need to read the instructions as you did this time but, nervousness can cause us to forget to share important details, so reading this time served you and participants well.
Because the Naikan practice can bring up a lot of guilt, it's good to be prepared with ways to coach people back into self-regulation. One way is to point out that self-forgiveness can serve as something of an antidote to guilt. Also, like self forgiveness, guilt can be beneficial,.
|How well did the facilitator explain and lead the activities in this Skill? Please explain and give specific examples.|
Overall, your consistency in going to participants first for definitions and thoughts on new images and material in the slides is excellent. You're also consistentlly good at affirming and welcoming their input. There was one lapse in going to participants first (when defining gratitude) but, the overall consistency you show in engaging participants was what highlighted that one lapse.
Could have missed an opportunity to more fully respond to a participant who said, "People haven't done harm to me, but they haven't done very much for me." Could have added that the reason we don't has "What harm has this person done to me" in addition to "What has this person done for me," is because our natural negativity bias tends to go there for us (if that makes sense). In other words, it's often easier to recount the ways people have harmed us, but not as easy to assess the ways in which they have harmed us. So, for someone who is having a hard time getting past the guilt, recalling the harms done to them could be helpful in reducing the feelings of guilt.
|How well did the facilitator lead the Mindful Dialogues and Reflective Writing Exercises in this Skill? Please explain and give specific examples.|
Well indeed. Gave clear instructions for Reflective Writing exercise, and even included the page number for the exercise in the CIT manual (something that seems obvious but is very often forgotten by nervous facilitators (I know I've forgotten multiple times). Did a fine job also on going back to the group for their feedback and experiences during the exercise.
|What aspects of this Skill did you think the facilitator did exceptionally well? Please give examples.|
Overall, warm and welcoming presence. Going first to participants for input regarding new material/slides and engaging their input afterward. Thorough setup of Reflective Writing exercise. Good going back to group for their input regarding the components of cultivating forgiveness.
|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.|
Perhaps taking a bit more time to acknowledge and offer assistance to a participant who indicated the Naikan practice may have left them feeling unloved or neglected.
|Entry Date||November 11, 2019|