How To Use This Manual

*1. A PDF of this manual made for the purpose of printing can be downloaded from here: CHAMPs-In-Action(PDF)

*2. A PDF of all the worksheets for the training participants can be downloaded from here: Program Participant Workbook

The CHAMPs-In-Action Training Manual is a resource developed to support graduates of the CHAMPs Train-the-Trainer (TTT) Program in delivering the CHAMPs intervention in real-world community settings. The manual is organized and divided into four sections based on the four CHAMPs training sessions.

• Each section begins with a template of a training agenda that facilitators can adapt and finalize for use.
• Each training session consists of multiple activities. These activities are organized in a sequence and activity- specific handouts and worksheets are numbered in a way that matches the learning activity.
• All the handouts and worksheets are collated as a separate Program Participant Workbook to enhance easy preparation and support participants to keep their learning materials together.
• It is important to note that the total training time for each session is 8 hours: time required to complete contents (6 hours); activity transition time (l hour); and lunch + refreshments (1 hour).
• Facilitators will begin each session with the Land Acknowledgement, which can be found at the Session 1 Introduction section and also at the beginning of the Program Participant Workbook.

Key to Effective Facilitation

Effective facilitation of the CHAMPs training requires two key sets of skills: (a) group facilitation skills, and (b) ability to understand and facilitate the CHAMPs intervention.

The following section is an overview of effective facilitation and consists of some general tips. These tips are useful in supporting facilitators in delivering the CHAMPs learning activities.

1. Be mindful of the facilitators of collaborative learning.

• Identify participants’ learning needs specific to CHAMPs-In-Action.
• Establish a safe and respectful environment for learning – ground rules/guiding principles, and program expectations.
• Build empowering relationships among all members – participants and facilitators.
• Apply sequential learning that starts with simpler activities and moves into more complex learning. The CHAMPs intervention is designed based on sequential learning that supports participants to acquire psychological flexibility.
• Promote integrative learning that involves ideas (cognitive), feelings (affective), and actions (psychomotor).
• Demonstrate effective teamwork and positive role modeling.

2. Be prepared.

• Ensure that supplies/materials required for each session are available – materials needed are included in the instructions of each learning activity.
• For Session 1, ensure that consent forms and pre-training surveys are available for all participants. [NOTE: Facilitators must ensure that the participant ID code is complete and legible. Facilitators encourage participants to complete all questions as fully as possible to aid evaluation, but at the same time remind participants that completion of the survey is voluntary. When participants submit the surveys, facilitators check them for completeness to ensure participants have not missed questions by mistake.]
• For Session 4, ensure that post-training surveys are available for all participants and follow similar procedures as described above.
• Additional materials to be included for each session are:
  • Name tags, attendance sheet, and an agenda for each session
  • Markers, pens and scrap paper, masking tape, flipchart paper and facial tissues
  • Training instructions for facilitators, participant feedback forms, facilitator’s reflection form
  • Audio-visual equipment as relevant
  • Handouts and worksheets of each session
  • A watch or clock to keep track of time – one member of the facilitation team must take on the role of a time- keeper to ensure completion of the training as planned
  • Refreshments (snacks and drinks that promote holistic health)

3. Land Acknowledgement at the beginning of each training session.
4. Set Guiding Principles or norms at the beginning of the training program and review these principles at each session.
5. Review agenda at the beginning of each training session so that participants know what to expect.
6. Be familiar with the training session plans and carry out the core components in each training session accordingly.
   1. Holistic check-in – Provide an opportunity for participants to share what state they are in physically, emotionally, mentally and spiritually, as well as their energy level so that we are aware of their experiences and develop supportive relationships. This is also the time for participants to discuss or raise unfinished or “burning” issues from previous sessions so that they do not become barriers to learning.
   2. Break – Schedule a break to allow everyone to re-energize.
   3. Energizer – An energizer is useful to help participants relax and re-focus, and is necessary especially when the energy level of the participants becomes low after a demanding activity, e.g., after receiving a substantial amount of new information, or after an intense discussion, etc.
   4. Debriefing – Effective debriefing is a critical component of every learning activity. It is during debriefing that participants have the opportunity to reflect on the experiential or cognitive learning to gain insights about how the activity is relevant to them and to their communities. It is also during debriefing that facilitators can reinforce the central message of the learning activity.

      Tips on effective facilitation and debriefing

      • Use a note pad and write down key words or key ideas given by participants during sharing.
      • Refer back to these ideas during debriefing to help participants make sense of how the learning activity is relevant to their lived experiences or realities.
      • Also use participants’ ideas or examples to illustrate how they fit with the ACE model – which psychological processes, or empowerment underpinnings.
      • For example, the facilitator may say, “I heard Chris shared earlier that he missed the bus and instead of worrying and getting upset like he would have been in the past, he decided to practice mindfulness while he waited for the next bus.” Then, using the ACE Model diagram, the facilitator continues to debrief, “ That is an excellent example of awareness and openness to new experiences, not getting stuck with the thought and emotion about missing the bus, and taking the opportunity to practice mindfulness. That is very helpful for many of us.”
   5. Take-Away Activities – Learning is consolidated when participants are able to apply what they have learned in the training sessions in their everyday life. Encouraging participants to practice mindfulness and ACE strategies will support participants to acquire psychological flexibility. When participants share their take-away activities during reconnection in the next training session, they also inspire as well as learn from each other.
   6. Summary Review and Closure – A sum-up review helps the participants to recap the group processes and learning at the end of each session. A closure activity helps participants to reflect on their experience and conclude each session of learning with a sense of completion until the next session.
7. Demonstrate effective facilitation throughout the CHAMPs intervention using the following strategies:

• Be aware of one’s own biases and commit to socially just practice
• Practice mindful and active listening
• Stay focused in the present
• Attend to environmental and contextual influences that may affect group dynamics
• Embrace differences of opinion and encourage open discussions
• Recognize and acknowledge participants’ efforts and contributions
• Use verbal and non-verbal compassionate communication to facilitate open discussion and resolve conflicts
• Encourage meaningful and equitable participation from everyone in the group

Source:

Adapted from Ho, M., Tse, Y. H., Wong, J. P. & Wong, Y. R. (2002). Women’s holistic health peer leadership training manual (for service providers). Hong Fook Mental Health Association. Toronto, ON. ResearchGate DOI: 10.13140/RG.2.2.22376.57608