Teaching and Retaining Couples and Stepfamilies

Quote from female participant:“When I called to enroll we were having very hard times with parenting. The first few sessions I cried after we left, out of frustration…wondering if I’ll get it. Finally got that we are not alone and everything takes time. I no longer cry over this [parenting]—only look forward; to make it better.”

Booster session evaluation

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As facilitators you have

the unique opportunity to make a significant difference

in a family’s

life.

Facilitation + Information

Great facilitation and great information make a powerful combination for teaching and retaining families in your stepfamily education class

More likely to RETAIN FAMILIES when:

Facilitators come well prepared

Use effective facilitation skills

Enthusiastic about the information your are presenting

Facilitators come well prepared

Become familiar with the lesson materialRead the facilitator notes in the front of

each lessonRead the background information for

each lessonRead both the adult and child lessons in

advance so you know what is coming up in case of questions –or to redirect “left field” comments by saying you will discuss those issues in another lesson

Read the evaluation forms for each lesson—so you know what participants will be asked (if you don’t teach it and we evaluate them on it—that’s a problem)

Effective facilitation skills (basics)

The importance of using names (use name tags)

Eye contact with participants Watch body language (if they are

yawning or nodding off—it may be time to initiate a discussion)

Announce in the pre-session orientation and then the first class—that this is education not therapy (may need to remind more often)

Training Facilitators (Wash. DC)

You can give a lot of great information—but you have to be able to motive and inspire people to promote change

The type of facilitator you are will have a huge impact on what people go away with—and impact how much they use the information

Most effective way to accomplish this? It is all about whether they think the facilitator cares about them…

Three Styles of Presenting

Adult Education Classes:Professor style

Standing in the front of the class—giving facts

Colleague styleTries to be very friendly—not a lot of

direction—talks about a lot of things—but not what you are there to learn about

Facilitator styleProvide information and ask questions to help them

thinkLet go of the idea that you know all the answers—

your role is to give information and facilitate instructive discussions

You role is to help stimulate knowledge (which won’t all come from you…)

Ask “positive-directed” open ended questions:

Does anyone have a successful way they have dealt with______that they would be willing to share?

If it turns too personal…validate, “sounds like you have had a rough time…some of the information in lesson 3 will address those issues”

“You know, that is a really good question/comment—but since I don’t want to take us off in a different direction right now—let’s talk during the break”

Kindly but firmly redirect, “lets go on with the lesson material and see if we can give you some ideas” or “lets talk more after class” –then be prepared to suggest further resources like the National Stepfamily Resource Center website, books, or give a referral for counseling or other services your agency offers

Managing a Disruptive Participant

(from NHMRC)Create a setting that promotes safety and

respect and helps each participant feel valued—here are 3 suggestions to accomplish that goal when you have a disruptive participant:

Overly-talkative group participantIntentionally call on other group members in

order to convey that you want everyone involved in the conversation

Wait for a pause or the end of the first thought, and gently interrupt and invite someone else to speak

Deliberately look away from the dominating person and make eye contact with others

Managing a Disruptive Participant

(from NHMRC)Tangents and Ramblings: Refocusing the discussion

Direct the group back to the topic or find something in what they say that you can link back to it

Ask if there is a question or how they think this connects to the topic

Take the question back and give it to the rest of the groupI Want Counseling Now: Managing a participant who

wants to monopolize your attentionDon’t feel you have to solve the person’s problem, but be

empathicDon’t react to hostilityIf there is time, and the topic is appropriate to the group,

ask group members for inputOffer to talk to the person during the break

Be Enthusiastic !The Smart Steps curriculum is

research based—you really do have some great information to share

The evaluations from our first two years are very encouraging – participants indicate positive changes occurring in their families /couple relationships as a result of attending the Smart Steps classes

Our evaluations indicated the following about

retention: A curriculum that addresses the unique

needs of stepfamilies was a motivation for attendance

Program supports such as meals, gas cards, and personal contact appears to reinforce continued attendance at classes

Children’s participation and their enthusiasm for attending positively affected retention

Any comments?