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|Facilitator-in-Training Name||Mohamed Dewji|
|Evaluator(s)||Rebecca Koch and Jennifer Valtos|
|Date of Session||12/04/2019|
|Skill||Skill 10: Engaging with Descernment|
|How well did the facilitator lead the group and create a safe space? Please explain and give examples.|
Communicated warm welcome, saying "we're really interested in hearing" participant experiences. Appropriately affirming and CIT-consistent in engaging with and responding to participant input. Clearly communicated/created a respectful and calming environment.
|How well did the facilitator explain this Skill using the PowerPoint presentation? Please give examples.|
Used the PowerPoint to reiterate structure and flow of each skill and then engaged the group in considering the final skill by asking, "Why do we finish with engaging with discernment?" Numerous instances of tying in relevant and individualized references to previous skills and PowerPoint images (great recall of the tool box slide and reminder that the skills and concepts are not rigid or cookie cutter, of the commitment to progress, not perfection, as long as we are working to increase the likelihood that we take compassionate action, all the while maintaining the owl metaphor.
|How well did the facilitator explain and lead the activities in this Skill? Please explain and give specific examples.|
Provided clear instructions, including a real-life example, picking up with Step 3 of Engaging with Discernment (and I really wish I'd managed to capture it because all I could get down was "kind of brilliant"), creating a flow from the academic nature of CIT to its real-time application at a decision point. If you remember what you used, I hope you'll share it here ;0).
|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.|
Recap statement near the end of my comments: Overall, magnificent!
Great use of silence when asked about the best way forward in a life without guarantees. Rich results. Again, numerous instances of weaving the material together and bringing the systems exercise forward from the previous skill (Skill 9). Evokes Common Humanity by asking if other groups might share some of the same fears and expectations. Thought provoking question: What is the benefit of epistemic humility.
From notes on Michael's input for everyone (more of a memorandum, not an actual transcript ;0): Be aware that Systems activity is not always easy to set up/communicate. So, suggest that facilitators keep an example in mind to share if needed (e.g., sidewalks). May need to break it down into nouns and verbs for some groups, i.e,, the people and the activities involved in the system. Specific to Mohamed: Good reference to self-compassion. Good reiteration of Michael's question and great way to communicate confidence by saying, in essence, "I have a thought in response to that but I'm interested in hearing your thoughts first."
|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.|
I made no improvement-oriented notes because it was near perfect. ~Rebecca
From notes on Michael's input: To be most consistent with CIT material when referring to potentially harmful mental states, it it best to use the term "distorted," rather than the term you used ("unfounded").
|Do you recommend this facilitator to become certified?||Yes|
|Entry Date||January 5, 2020|