ACE-LYNX Group Facilitation Tasks & Tips ACE-LYNX小组带领任务 & 窍门提示

*A PDF of all the worksheets for the training participants can be downloaded from here 本手册所有工作表的 PDF 版本可以从此处下载: Linking Heart Worksheets “心相连，培韧性”工作表

1. Help participants feel safe to participate and share 提升组员的安全感，增强组员的分享意愿

• Develop guidelines at the beginning of the group to help establish safety; if the guidelines can be drawn from and co-constructed with participants, there is a much better buy-in than if you dictate the guidelines from a list
  在小组开始时讨论并制定如何能帮助大家建立安全感的行为指南；如果行为指南是出于小组成员的提议并由他们一起制定的，会比你照本宣科更容易被参与者所接受。
• Observe and/or use your feelings to gauge the cohesion of the group from time to time; this helps you troubleshoot if necessary
  间或观察并/或运用你的感觉来估测小组的凝聚力；这样可以帮助你在必要时解决问题。
• If possible, ensure that everyone get at least one chance to share early on – this helps shy participants to open up and establishes the norm for the entire workshop
  尽早让每个人至少也有一次机会分享，这样可以鼓励害羞的组员放开自己进行分享并协助建立小组的运作模式。
• Gently invite quiet members to speak up from time to time. There is no need to make sure that everyone comments on each activity. Some people learn by listening, and this is a space where it is ok to be a listener.
  间或温和地邀请沉默寡言的成员发言。不过也不必让每个人对每一个活动都做出评论。有些人通过聆听学习，在这个小组，可以通过聆听的方式参与。
• Remind participants about the guidelines / group rules if necessary (e.g. if a participant start telling another what she should do or how she should feel). This workshop is not an advice-giving sort of workshop
  在必要时提醒组员小组行为指南和规则（例如当一位组员开始告诉另一位组员她应该怎样做或者应该有什么样的感觉）。这不是那种给建议式的工作坊。

2. Provide emotional support as necessary 提供必要的情感支持

• When a participant becomes emotional, it is important to give the person time and space to express that emotion (versus trying to shut down this process and make this person feel better right away).
  当一名参与者开始变得情绪化，必须给予这个人一些时间和空间，让其表达她/他的情绪，而不是试图立刻控制或改善她/他的情绪。
• Use of empathic statement is helpful – “it seems like talking about this is bringing up a lot of sadness…”
  使用共情表述是有帮助的：“似乎谈及这些事情时勾起了你很多悲伤的感受……”
• Validate the emotions/experience first rather than rushing in to agree or disagree with what the participant is saying – “it seems like you are feeling angry at yourself and that you’re failing in some way as a mom…”; this helps deepen the emotion and the person to verbalize their actual thoughts that they are fused with
  首先要认可情绪的体验，而不是急于同意或者反对参与者所说的话， 如“你好像因为觉得自己在某些方面不是个合格的妈妈而感到生气？” 这会有助于参与者更加清晰自己的感受， 亦帮助她/他更能够表达出内心的一些心结和想法
• Consider inviting the person to observe these thoughts and allow the emotions to be there first; then consider other ACE processes that may be helpful (e.g., defusion, empathy, and compassion)
  邀请参与者观察她/他的想法并允许她/他的情感存在; 然后再考虑使用其他可能有帮助的ACE流程（比如解离、同理心、恻隐心）

3. Lead, support, and debrief ACE exercises 带领，支持，以及对ACE练习的小结：

• Be familiar with the ACE exercise and the take-home points
  熟悉ACE练习及其要点
• Encourage participants to reflect on their experiences and share openly; ensure plenty of time for participants to share
  鼓励组员坦诚地反思和分享他们的体验；确保参与者有足够时间分享。
• If a participant gets the intended point, reinforce / emphasize it!
  如果组员领悟了本培训项目的要点，请你再着重强调一下。
• If a participant gets something different than the intended point and it is ACE consistent, you can also reinforce it!
  如果组员理解到与预期不同的观点，但是符合ACE原理，你也可以强化一下。
• If they get something completely opposite to the point of exercise (e.g., in a values exercise, a participant says, “I see now that we should just give up because life has no values…”) – one can still validate the experience as this is how the person feels; next, you can either help the person consider other possibilities yourself or invite other participants to help (“I wonder if others had also felt like giving up before and lost touch with what is valuable in life… and how did you deal with this?”)
  如果参与者得出的结论与本练习预期的重点完全相反（比如，在一个价值练习中，一个组员说：“我现在明白了，生活是毫无价值的，我们应该就此放弃……”）你还是可以认可她的体验，因为这确实是她的感受; 然后，可以由你自己或者邀请其他组员来帮助她考虑其他的可能性。如，“我在想是否其他人也曾感到好像生活已经失去了意义而要放弃…… 最后你又是怎样应对的?”
• You can refer back to what participants previously have shared if it is relevant to the current exercise:
  你可以回顾早前组员们跟这个练习有关的分享。
  • e.g., a participant may have said something earlier that illustrates a similar point –> you can bring it in to reinforce the point
    比如，一名组员可能之前说过了些什么，阐明了一个相似的观点，你可以再次强化这个观点。
  • e.g., a participant may have shared something earlier that is the opposite (e.g. about how they are stuck) –> you can invite the participant to reflect on the connection between the problem and the current exercise (e.g. I wonder if what we just talked about right here is related to that sticky situation you mentioned earlier…)
    又比如，一名组员也许分享了一个相反的体验（例如她遭遇了怎样的砠碍）–>你可以邀请这名组员反思所遇到的问题与现在这个练习的关联（例如，“我在想，我们现在所讨论的内容是否和你早前提起的那些令你纠结的事情有关连呢?”）。
• You can make connections with previous ACE exercises 你可以和之前的ACE练习相联系。

4. Modeling ACE 通过言行举止体现着ACE

• Try to become conscious in modeling ACE – including mindfulness, allowing emotions to be present, and not get caught up or fused with issues yourself (e.g. long debate with a mom to prove you’re right and she’s wrong)
  请注意你的言行举止是否体现着ACE， 包括正念，允许情绪的存在，并且保持你自己不被卷入或者陷入某些问题当中（比如，你和一位参与者坚持争论，以证明你是对的，她是错的）
• This includes being grounded and the ability to sit with silences … with people coming in late … with someone getting off course … with the schedule falling behind …
  静心面对并坦然处理之在小组内发生的事，比如当整个小组沉默的时候、当有人来晚了、当有人谈天说地而离题万里、当预期的练习都延后了……
• Of course, there is a balance to get things on track and ensure people get their breaks and meals on time – which sometimes means things may not get covered exactly in the same way; then it is a test of flexibility to reschedule exercises or try incorporating learning points with an alternate exercise
  当然，带领者要酌情平衡以保证小组的学习妥善完成，还要保证组员有适时的休息和用餐时间—这意味着有些内容没能及时在原定培训中涵盖; 那么，这就是一个对我们灵活性的考验，你可以重新安排练习的计划，或者试着在另一个替代的练习里融入学习要点。

5. Self-Disclose and sharing personal experiences 自我披露及分享个人经历

• Your own experiences as a human being are valuable; disclosure and sharing is helpful especially from an ACE perspective if it is judiciously used for a particular purpose in mind to benefit the group – i.e., to facilitate one of the above tasks
  一个人自己的人生经历是非常宝贵的; 从ACE角度来看，明智地运用自我披露和分享會是有效果的，只要你十分清楚这样做能够对小组有帮助，比如能协助你施行上述带领者的职责。
• Use ‘I’ statements – knowing that our experiences may or may not be applicable
  用“我”做陈述—要清楚我们的经历可能适用也可能不适用于他人的情况
• Be careful of taking away the spotlight/time from other participants; see if others can be encouraged to share first if at all possible; be vigilant the balance of how much the facilitators are leading/sharing versus the participants
  注意不要抢了其他组员的风头或者时间，尽量鼓励其他组员先分享; 注意平衡分配小组带领者的分享和组员们的分享时间。

6. Working as a team 团队合作

• Usually, one facilitator may take the lead in an ACE exercise. In general, the other facilitators can play an important supportive role. This may include: (在ACE练习中，通常由一位小组带领者主导。 总体来说，其他的小组带领者可以承担以下支持的角色。这可能包括：
  • Orienting late attendees
    引领迟到者
  • Helping an attendee who may need a break from the exercise
    帮助临时需要休息的组员
  • Controlling the environment (e.g. minimizing distracting noise; guiding participants to return to their seats after a break, etc.)
    维持小组练习所进行的环境（比如降低干扰的噪音; 休息之后，指引组员回到他们的座位）
  • Emotionally supporting attendees as necessary (e.g., with tissue or water) (see #2 above)
    在必要时对组员提供情感支持（比如，提供纸巾或者水）（参考以上#2 ）
  • Keeping track of time and letting the facilitator know without disrupting the flow
    注意时间，并在不打扰流程的情况下提醒小组主导带领者时间。
  • In appropriate circumstances, helping the lead facilitator to clarify instructions, reinforce lead facilitator’s comments, or deepen the discussion (e.g., asking a participant to elaborate further)
    在适当的情况下，帮助小组主导带领者澄清指令，强调她/他的话语，或者深化讨论（比如，让一位组员进一步阐述）
  • On rare occasions, a participant may be particularly triggered in the group; the supporting facilitators can work with the lead facilitator to provide support as necessary (e.g. the lead facilitator may focus on helping the participant outside the group, while the supporting facilitator may take over the rest of the group, or vice versa).
    在特殊情况下，某一位小组组员的情绪也许会被格外触发（负面情绪）; 辅助的小组带领者可以和主导带领者一起合作，去提供必要的帮助（比如，主导带领者可能单独专注帮助这名组员，而辅助的小组带领者接手余下的小组活动，或者相反。)
  • On rare occasions, a participant may react in anger to the lead facilitator; supporting facilitators can help defuse the situation.
    在特殊情况下，某位组员也许对主导带领者非常生气，辅助的小组带领者可以帮助缓和局面。
• In some exercises, supporting facilitator may be assigned a specific role (e.g., in the bus driver role-play exercise, while the lead facilitator focuses on the bus driver, the supporting facilitator can help orient the passengers of the bus regarding where they stand, etc.)
  在一些练习中，辅助的小组带领者也许会被分配到一个专门的角色（比如在公交车司机角色扮演这一个练习，当主导带领者专注帮助扮演公交司机的参与者时，其他辅助的小组带领者可以帮助指引公车上的乘客站在哪里，等等。）
• Supporting facilitators may be able to observe reactions of participants that the lead facilitator may not be aware of; debriefing, sharing, and discussions can be helpful for the team to better support all participants in up-coming exercises
  辅助的小组带领者可能会观察到主导带领者没注意到的组员的反应; 在练习的最后进行总结，分享，和讨论会对小组有帮助，以便更好地帮助所有组员准备后面的练习。