Men’s Health Peer Education
VOLUNTEER RESOURCE
SKILLS TRAINING
Men’s Health Peer EducationSKILLS TRAINING
(Tab 7)
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© Commonwealth of Australia 2015
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Contact details
For enquiries about reproduction or other uses or corrections of this publication, please contact:
Department of Veterans’ Affairs
Attention: DVA MHPE National Coordinator
Health Promotion and Early Intervention
GPO Box 9998
Canberra ACT 2601
DVA registration number: P03027
Last review:08/10/2015
Next review: 08/10/2017
Contents
Learning outcomes
Learning styles and MHPE (PPTs)
Learning styles questionnaire
Learning styles scoring
Networking and resources (PPTs)
Activity—network mapping Communication skills (PPTs)
Activity—paraphrasing
Instructions for facilitator
Instructions for participants
Activity—paralanguage Activity—flexible communication Activity—effective listening
Activity—word play: I, you, he
The DVA Trainer will determine which activities are suitable for the training. Please note not all activities may be used during the training.
Reviewed: 08/10/2015
Men’s Health Peer EducationSKILLS TRAINING
(Tab 7)
Learning outcomes
On completion of the skills training module, and with further directed activities, MHPE volunteers should be able to:
identify their dominant learning style/s
describe how knowledge of learning styles might influence their MHPE activities
identify their MHPE network and how to access resources
state three core elements of human communication
reflect on their own communication style, strengths and limitations
identify three elements of listening on which they could improve.
Reviewed: 08/10/2015
Men’s Health Peer EducationSKILLS TRAINING
(Tab 7)
Learning styles and MHPE (PPTs)
The Learning styles and MHPE PowerPoint (PPT) is located on the Department of Veterans’ Affairs, Men’s Health Peer Education Volunteer Resource website page. The PPT file is:TAB07 – Learning styles.ppt
Reviewed: 08/10/2015
Men’s Health Peer EducationSKILLS TRAINING
(Tab 7)
Learning styles questionnaire
(This questionnaire is based on Kolb’s Learning Theory, Honey & Mumford’s 80 questions, and John Fewing’s (Brainboxx) interpretation)
For each question circle agree or disagree as it applies to you. If you are unsure, circle disagree. Don’t think too much about your answers or over-analyse—this is a quick-response quiz.
If one (and only one) of these questions sums you up best, put a tick beside it.
Do not look at the scoring sheet until you have completed the questionnaire.
1 / I find it easy to meet new people and form new friendships / Disagree / Agree2 / I am cautious and thoughtful / Disagree / Agree
3 / I get bored easily / Disagree / Agree
4 / I am a practical, ‘hands on’ kind of person / Disagree / Agree
5 / I like to try things out for myself / Disagree / Agree
6 / Friends say I am a good listener / Disagree / Agree
7 / I have firm ideas about the best way to do things / Disagree / Agree
8 / I like being the centre of attention / Disagree / Agree
9 / I am a bit of a daydreamer / Disagree / Agree
10 / I make a list of things to do / Disagree / Agree
11 / I like to experiment to find the best way to do things / Disagree / Agree
12 / I prefer to approach things logically / Disagree / Agree
13 / I like to concentrate on one thing at a time / Disagree / Agree
14 / People would describe me as shy and quiet / Disagree / Agree
15 / I am a bit of a perfectionist / Disagree / Agree
16 / I am enthusiastic about life / Disagree / Agree
17 / I would rather get on with the job than talk about it / Disagree / Agree
18 / I notice things that other people miss / Disagree / Agree
19 / I act first then think about the consequences later / Disagree / Agree
20 / I like to have everything in its proper place / Disagree / Agree
21 / I like to ask lots of questions / Disagree / Agree
22 / I like to think things through before getting involved / Disagree / Agree
23 / I like to try new things / Disagree / Agree
24 / I like the challenge of having a problem to solve / Disagree / Agree
Learning styles scoring
Circle each of the question numbers to which you answered ‘Agree’ on the previous page.
Add up the circled numbers in each box for the four styles, and write that total as your score in the bottom boxes. (For example, if you circled 4, 5 and 24 in P, write 3 as your score).
If you ticked one statement as best describing you, add one to the score for the box that question number was in.
Style / A / P / T / RQuestion / 1, 3, 8, 16, 19, 23 / 4, 5, 11, 13, 17, 24 / 7, 10, 12, 15, 20, 21 / 2, 6, 9, 14, 18, 22
Score
Reviewed: 08/10/2015
Men’s Health Peer EducationSKILLS TRAINING
(Tab 7)
Networking and resources (PPTs)
The Networking and resources PowerPoint (PPT) is located on the Department of Veterans’ Affairs, Men’s Health Peer Education Volunteer Resource website page. The PPT file is:TAB07 – Networking and resources.ppt
Reviewed: 08/10/2015
Men’s Health Peer EducationSKILLS TRAINING
(Tab 7)
Activity—network mapping
Reviewed: 08/10/2015
Men’s Health Peer EducationSKILLS TRAINING
(Tab 7)
Communication skills (PPTs)
The Communication skills PowerPoint (PPT) is located on the Department of Veterans’ Affairs, Men’s Health Peer Education Volunteer Resource website page. The PPT file is:TAB07 – Communication skills.ppt
Reviewed: 08/10/2015
Men’s Health Peer EducationSKILLS TRAINING
(Tab 7)
Activity—paraphrasing
Instructions for facilitator
ACTIVITY: ParaphrasingArrange participants into pairs or threes (i.e. with or without observer) depending on numbers and time (pairs is quicker). Everyone gets a turn.
Speaker is to describe their first job to the listener for three minutes only(timed), who then will paraphrase.
Feedback from the observer (if used) and speaker about the accuracy and value of the paraphrase is encouraged, as is reflection by the listener.
Then repeat once or twice so that all have a go. If time is tight, you can do the activity in pairs only.
Brief discussion should ensue about this powerful listening skill, as well as its limitations, e.g. if done badly it is ‘parroting’ or artificial, it is easier with people we don’t know well, etc. Paraphrasing is useful to encourage further discussion, clarify meaning, check whether you are on track, reinforce main points and so on. Many professionals use paraphrasing extensively and well, but some of these (e.g. counsellors) also receive extensive training. This is not the aim of the MHPE program.
Reviewed: 08/10/2015
Men’s Health Peer EducationSKILLS TRAINING
(Tab 7)
Instructions for participants
ACTIVITY: ParaphrasingSpeaker
Describe your first job to the listener, who will not interrupt. First job should be substantial full- or part-time work in a setting with others (not a paper round or similar).
Include in your description:
- how many hours
- how much earned (roughly)
- whether you enjoyed it
- first boss
- what you learned
- anything else you want to add.
Listener
Your colleague will describe his first job. Practise good listening skills throughout.
You are to listen and paraphrase—repeat back in simplified, concise summary, both the content (facts about the nature of the job) and feelings (how he felt about the job).
You may not take notes.
You may not interrupt.
A simple way to paraphrase is to start your sentences with something like:
- ‘It sounds like…’
- ‘What I hear you saying is…’
- ‘If I have understood you correctly…’
Do not say anything until the speaker and listener have both finished. How well did the listener pick up both the content and the emotional parts of the message?
Reviewed: 08/10/2015
Men’s Health Peer EducationSKILLS TRAINING
(Tab 7)
Activity—paralanguage
ACTIVITY: Paralanguage‘Para’ means ‘beside, near or from’ (e.g. paratrooper, paraplegia). So paralanguage is all the non-verbalbutvocal cues that inform us besides the words spoken, e.g. tone of voice, volume etc.
Volunteer to recite the alphabet while attempting to communicate an emotion.
The volunteer may omit or repeat sounds, but may only use the names of letters of the alphabet to communicate the feelings.
Write what the emotion is on a small piece of paper and hand it to the volunteer, who then tries to convey that emotion to the group.
Then someone else has a turn, and so on. Here are suggestions of feelings to try:
- fear
- anger
- happiness
- jealousy
- love
- nervousness
- pride
- sadness
- satisfaction
- sympathy.
How useful and important is non-verbal communication?
Reviewed: 08/10/2015
Men’s Health Peer EducationSKILLS TRAINING
(Tab 7)
Activity—flexible communication
ACTIVITY: Flexible communicationHow flexible are you in communicating?
Score each question according to this scale:
AAlmost always true
BFrequently true
CSometimes true
DInfrequently true
EAlmost never true
Score
People should be frank and spontaneous in conversation.
When angry, a person should say nothing rather than say something he or she will be sorry for later.
When talking to your friends, you should adjust your remarks to suit them.
It is better to speak your gut feelings than to beat around the bush.
If people would open up to each other the world would be better off.
ACTIVITY: Flexible communication
How flexible are you in communicating?
The research of Hart et al. (1980) looked at sensitivity in communication. They suggest the preferred answer to all five statements is ‘C’. For every statement above there are situations where you would never apply the rule, and others where you would always.
Although there are general communication ‘rules’, be flexible when applying them and be sensitive to the unique factors of every situation.
Activity—effective listening
ACTIVITY: Effective listeningHow good a listener are you?
Score each question according to this scale:
1Always
2Frequently
3Sometimes
4Seldom
5Never
Score
I think about my own communication during a discussion, which means I miss some of what the speaker has said.
I allow my mind to wander away from what the speaker is talking about.
I try to simplify messages I hear by omitting details.
I focus on a particular detail of what the speaker is saying instead of the general meanings the speaker wishes to communicate.
I allow my attitudes toward the topic or speaker to influence my evaluation of the message.
I hear what I expect to hear instead of what is actually being said.
I listen passively, letting the speaker do the work while I relax.
TOTAL
ACTIVITY: Effective listening
How good a listener are you?
All the statements are ineffective listening habits. If you scored significantly more than 20, you probably have better than average listening skills. If you scored significantly less than 20, it reflects less than average listening. Regardless of your score, we can all learn to improve our listening.
Activity—word play: I, you, he
ACTIVITY: Word play: I, you, heHow we use language in context is important. We speak differently when talking with and about people. Our choice of words can determine the success, or failure, of a health message. Poor use of language can damage our (or the MHPE) reputation for confidentiality.
Note you can run this exercise without the explanation over the next two paragraphs. Simply give a few examples, then ask them to do the same with the list below. This can be an all class ‘fun’ exercise (if used), with a message.
Bertrand Russell, the British philosopher, proposed (tongue-in-cheek) conjugating a range of ‘irregular’ verbs, that is verbs that don’t follow regular rules when used in different tenses (past, present etc), person (I, you, he) and so on. Some examples are drink/drank/drunk, or drive/drove/driven.
Russell suggested adding a bit of clever word play when talking about oneself (usually positive), versus the person you are with (can be positive or more abrupt), and different again to talking about an absent third person (can be loose with language), given each person in the same situation. Normal human communication behaviour perhaps!?
He suggested:
I am firm. You are obstinate. He is a pig-headed fool.
OR
I am witty. You are getting a bit noisy. He is drunk.
Try to ‘creatively’ complete the following, i.e. come up with ‘you’ and ‘he’ statements for each. The statements reflect some of the core health modules.
For example, I speak my mind … You are opinionated … He is wrong/full of …
I have an occasional drink. You … He …
I have been known to have a social smoke. You … He …
I have been known to get upset at times. You … He …
I might have put on a kilo or two. You … He …
I have been taking it easy. You … He …
I have been staying up late. You … He …
I have been a bit stressed. You … He …
What are the implications for volunteers?
For example, care with choosing words, especially when talking with or about others. Would you want the same words used about you?
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Reviewed: 08/10/2015