ࡱ> .1+,- bjbj n__$====|=Gtu$GGGGGGG$HKZ,G,GAG)))G)G))39^Z\"V9.FWG0G94 L($ L 99z L2@),G,G)G L : SESSION 1 Resources needed: Initial Training Session 1 PowerPoint Presentation Initial Training Session 1 Timesheet Initial Training Session 1 Training Manual Handouts needed: No handouts are needed for this session. Materials needed: Computer Projector Stopwatch / timer Whiteboard / flipchart Whiteboard / flipchart pens Training Manual Congratulations! ( < 1 minute) Slide  LISTNUM [slide]  Welcome the Workshop Leaders (WLs) and congratulate them on their new roles. Introductions (30 minutes) Slide  LISTNUM [slide]  SEQ slide 1 \* MERGEFORMAT  Trainers and Project Team Introduce yourselves as trainers and former / current Wellbeing Workshop Leaders. Say a bit about your academic background, what made you want to be a Wellbeing Workshop Leader, and how a bit about your experiences of leading the workshops. You could also introduce other members of the Project Team (i.e. Jon May, Cordet Smart, Sarah Kearns, and Anne Bentley) and show their pictures. Feel free to add your own pictures to this slide. Slide  LISTNUM [slide]  Workshop Leaders Now, ask the WLs to introduce themselves: Wed like you all to introduce yourselves as well. One by one, if you could stand up and tell us your name, what faculty youre in and (briefly!) what your PhD is on, and how far into it you are. And then just a sentence or two about yourselves and why you were interested in being a workshop leader. Go around the room until everyone has introduced themselves. The Project (10 minutes) Slide  LISTNUM [slide]  Background to The Project Introduce WLs to the project by giving them some background information. Say something like: Thank you for introducing yourselves. Well now give you some background to the project. Recent research such as a report by Vitae is showing that postgraduate research students are generally a neglected group when it comes to mental health. Poor mental wellbeing is very common in this group, in fact some studies show that as many as 50% of PGRs experience symptoms of mental ill-health. Despite this, very few PGRs actually access support services. The report by Vitae suggested that this was for 2 reasons. Postgraduates tend to feel that university support services are for undergraduates and not for them, so theres a sense of PGRs falling through the gap. Secondly, there is often a stigma for PGRs around asking for help or speaking out about their mental wellbeing, particularly in terms of their ability to complete their research degree, or their reluctance to go through their supervisors for support. Ask the group for comments / reflections. Slide  LISTNUM [slide]  The Funding Next, give WLs some information on the funding. Say something like: The Office for Students, which used to be HEFCE, put out a funding call in response to this research. They asked for projects that would improve the mental health of postgraduate research students. The project team (Jon, Cordet, Anne, Sarah, and Sophie), put together a proposal for a Peer Support / Wellbeing Workshops project, and won funding to deliver the project in the 2018-19 academic year. Slide  LISTNUM [slide]  The Project Now give WLs a little more information on the project itself. Say something like: So what does the project involve? As youre hopefully aware by now, the project will see current postgraduate research students deliver workshops on wellbeing to new postgraduate research students starting in the 2018/19 academic year. New PGRs will be assigned to workshops based on their faculty, so hopefully each student will have at least one workshop leader in the same faculty as them. Importantly, the workshops will be advertised as Researcher Development Sessions, and they will be part of the Researcher Development Programme, to avoid any stigma around mental health specifically. So the workshops will cover elements of researcher development, but embedded within that will be teaching around maintaining good mental wellbeing. Ask for any questions / comments. Slide  LISTNUM [slide]  Project Aims Give WLs an overview of the project aims. Say something like: What do we hope to achieve with this project? We hope to promote mental health competence by making PGRs more aware of their wellbeing, and more likely to self-reflect and therefore notice when their wellbeing is declining. This, we hope, will prevent the development of mental health issues, so we are taking a prevention rather than cure approach. We hope to do this by promoting good working practice, increasing resilience, and reducing negative thinking patterns right from the start of study. We also want to help to remove the stigma around mental health by showing students that maintaining wellbeing is, and should be, part of researcher development. We also want to open up dialogue about wellbeing right from the start as well, so that students will hopefully feel more confident in opening up if they do start to experience difficulties later on. Finally, we want to increase social support, which has been shown to be one of the biggest factors in wellbeing. We want to create a network of support between peers, and between new students and more experienced peers, (thats you), and by doing that we will reduce the reliance that PhD students have on their supervisors as their only point of contact and only source of support. Ask for questions / comments. Training (10 minutes) Slides  LISTNUM [slide] ,  LISTNUM [slide] ,  LISTNUM [slide] ,  LISTNUM [slide] ,  LISTNUM [slide]  Overview of Programme Use these slides to give WLs an overview of the whole programme, from their induction sessions in October to when some of them will be training the next generation of Workshop Leaders in October next year. Slide  LISTNUM [slide]  Aims for Training Talk WLs through the overall aims for the initial training sessions. Slide  LISTNUM [slide]  Overview of Today Give WLs an overview of todays session. Slide  LISTNUM [slide]  Todays Aims Talk WLs through todays session aims. Ice Breaker (40 minutes) Slide  LISTNUM [slide]  Ice Breaker: Truth is Stranger then Fiction Now move on to an ice breaker to get WLs active and used to talking to each other. A nice one is Truth is Stranger than Fiction: WLs get into pairs, learn their partners name and research topic, and then tell them a story about the funniest, strangest, or most bizarre thing that has happened to them during their PhD. They then introduce their partners to the wider group and share their partners story. Well now move on to an ice breaker. In a minute, Id like you all to find a partner you dont know yet and find out their name and their research area. Then, tell each other the funniest / strangest / most bizarre experience youve had during your PhD. Listen carefully to your partners story because afterwards we will ask you to introduce your partner to the rest of the group and tell us their story. Tell the group your example of a funny / bizarre experience to start them off. Give pairs 10 minutes to chat and then ask them all to introduce their partners to the wider group. This should take around 25 minutes. Slide  LISTNUM [slide]  Reflections on the Truth is Stranger than Fiction Exercise Ask WLs to reflect on the icebreaker. How did they find it? Prompt them with the following questions: How did it feel to choose a partner? How did it feel to tell them a personal story? How did it feel to hear a personal story? How did it feel to share with the group? (Anxiety around getting the information right?) Next, ask WLs how this applies to their roles as Workshop Leaders? Discussion points: Names are important, they are very personal and using someones name can increase their trust in you. In workshops, its important for WLs to introduce themselves to their group and to use their attendees names where possible. How can they make this easier for themselves? (Get attendees to introduce themselves at the start of workshops, get them to wear name badges, ask their name directly if not sure) When workshop attendees tell personal stories, its important to listen because they are probably important to the person It would be nice for WLs to share stories with their attendees. They will enjoy it and it will help them to relate to WLs and trust what they are saying. Confidentiality (35 minutes) Slide  LISTNUM [slide]  What is Confidentiality? Now introduce the idea of confidentiality. Moving on now to talk about confidentiality. First of all Id like to ask what confidentiality means to you? Invite answers from the group. Slide  LISTNUM [slide]  Example 1 of a confidentiality breach. Here are some examples of confidentiality breaches. Jeremy Hunt posted a picture of a hospital on Twitter with patient details visible on a board in the background What do you think that meant for anyone involved? Discussion points: This was accidental, but still potentially very distressing for those involved. Slide  LISTNUM [slide]  Example 2. Another example. News of Farrah Fawcetts cancer was leaked to tabloids by the hospital BEFORE she was able to tell loved ones her news herself. What effect do you think that had? Discussion points: Only one persons confidentiality was breached but it would have affected many more people (e.g. her family and friends). This was done intentionally, but why? Out of malice? For personal gain? Slide  LISTNUM [slide]  Example 3. A final example, the University of Greenwich was fined 120,000 after students details, including their mental health information, was apparently accessible online via a Google search. What do you think this meant for the students involved? Discussion points: Mental health information is most alarming, but other details also should not have been shared Slide  LISTNUM [slide]  - Confidentiality Confidentiality exercise: Now Id like you to turn to the person next to you, and just have a quick discussion around the following questions. Do you have any examples of confidentiality breaches youve heard of, or has anything like that ever happened to you? Have you ever been betrayed by a friend? How does it feel to have a confidence betrayed? And what motivates someone to betray a confidence? Give the pairs 10 minutes to talk together and then ask for feedback on each of the questions from the group as a whole. Discussion points: Having a confidence betrayed may make someone less likely to seek help in the future People may intentionally or unintentionally betray a confidence, but the outcome is usually very similar Slide  LISTNUM [slide]  Confidentiality During Training Confidentiality during training. So, how does this apply to these training sessions? Invite discussion from the group. Once they have offered a few ideas, move on to the next slide. Slide  LISTNUM [slide]  Confidentiality During Training WLs need to be aware of, and agree to, the following rules around confidentiality during training: There are some boundaries we all need to respect and accept for these training sessions. There will be plenty of opportunities during these sessions to share your experiences and we really encourage you to. However, please only share what you are comfortable with, there is no need to share anything youd rather keep private. If you do share an experience, please keep other people anonymous (i.e. dont use their names or job titles, anything that might identify them). Only share whats yours to share if another member of the group shares something with you please dont assume they want you to share it with others in the group. Anything anyone else shares that is personal to them, or of a sensitive nature, should not be discussed with anyone outside of the group. But the general skills and information you will learn can be shared outside the group, and of course will be shared during your workshops. Does everyone understand these ground rules? Is everyone happy to accept these? Is anyone not happy with anything here? Check that everyone understands and accepts the rules before moving on. Slide  LISTNUM [slide]  Confidentiality During Workshops Confidentiality during workshops. How does confidentiality apply to the workshops you will deliver? Let WLs give some answers before moving on to the next slide. Slide  LISTNUM [slide]  Confidentiality During Workshops Confidentiality during workshops. Again, all of the ground rules we just discussed will still apply during your workshops. We encourage you to share personal experiences with workshop attendees, but only ones you feel comfortable sharing and again, they need to be kept anonymous. Also, anything your workshop attendees share with you will need to be kept confidential, and your workshop attendees will need to understand that. The only time you cant keep something confidential is if there is a risk of harm. We will cover this in much more detail later. LUNCH BREAK 30 mins (slide  LISTNUM [slide] ) Expectations (22 minutes) Slide  LISTNUM [slide]  - Expectations Now move on to expectations. Ask the group to have small group discussions: We will move on now to talk about expectations. First of all, please discuss the following questions with the people sat around you: Why did you want to be a workshop leader? What do you hope to gain from the experience? What would you like to do with your skills afterwards? Do you have any anxieties about the programme? Give WLs around 10 minutes to discuss in small groups, move around the groups to help the discussion where necessary. Then, brainstorm their expectations on a whiteboard or flipchart. We will now write down your expectations of the training, and we will review these expectations later when we come to evaluate the training and the programme as a whole. Please share your ideas while we write them down, and well discuss them as a group once they are all written down Once all of the expectations have been written down, ask the group for feedback on them. Do they agree with them all? Are there any concerns? We will also write down your anxieties, and again we will come back and review them later. Ask the group to share their anxieties, and again write them down on a new page. Do they agree with them all? Are there any concerns? Take a picture of the whiteboard or keep the flipchart paper as you will need these expectations and anxieties later. Slide  LISTNUM [slide]  Our Expectations of You WLs need to be aware of what is expected of them: Our expectations of you are Please arrive on time for sessions as we have a lot to get through in a short time. We need you to come to all of the training and evaluation sessions. If you dont come to training then you may not be able to lead workshops. If you cant lead a workshop please give us as much notice as possible so that we can arrange for someone to replace you. When you come to sessions please switch off your phones And finally, please be open to the activities we ask you to do during the training sessions. They are designed for you to experience the skills you will teach to others, and they will work best if everyone is open and enthusiastic. Check that everyone is happy with these before moving on. Communication (53 minutes) Slide  LISTNUM [slide]  Communication Part One: Listening Exercise You will now move on to communication, beginning with a listening exercise: Now wed like to move on to a listening exercise. Again, if you could pick a partner you havent worked with yet, wed like you to sit back to back. One person will talk about their plans for the weekend and how they feel about them, for one minute while the other person listens. After the minute is up, the other person repeats back what they heard. Then wed like you to swap so that the other person talks for a minute. Well let you know when to swap. When they are in pairs and sat back to back, time them for one minute while one person speaks. After one minute, tell them to swap and let the other person speak. Slide  LISTNUM [slide]  Reflections on Listening Exercise Ask the WLs to come back together as a group to reflect on the listening exercise. What was that exercise like? Invite a group discussion. Prompt them with the following questions: Did you find yourself wanting to turn around? How could you show that you were listening? How did you know that the other person was listening? How much of a connection did you make during the exercise compared to previous exercises? Slide  LISTNUM [slide]  Communication Part Two WLs will now do a second communication exercise. Ask all the people who spoke first in the previous exercise to leave the room and wait outside (so half the group should go outside) One trainer goes outside with them and tells them that will shortly be re-entering the room and finding a brand new partner. They will role-play as a brand new PhD student, and tell their partner something they are anxious or worried about. Trainers should tell WLs to think of something a new PhD student might be anxious about, such as making new friends, being able to keep up with the workload, or getting along with their supervisor. This shouldnt be something too personal or something they might feel upset to talk about. Give them 5 minutes to think of something, how a new PhD student might share it, and how they would like or expect the person listening to react. Let them talk amongst themselves if they would like. The other trainer stays inside the room with the remaining half of the group. Split them into half again (so groups of about 5 each) and give each new group a piece of paper. Ask one group to think of some welcoming behaviours and jot them down. Ask them to think about what these behaviours look like (e.g. nodding, eye contact, smiling, saying hello, facing the other person, not being distracted). Ask the other group to think of non-welcoming behaviours, jot them down, and think about what they look like (e.g. looking bored, not making eye contact, not facing the person, playing on their phone, rolling their eyes, sighing). Give the groups only 5 minutes to think of as many behaviours as they can. After 5 minutes, bring the inside groups back together and say: Some of you have been thinking about welcoming behaviours and some of you have been thinking about non-welcoming behaviours and what these behaviours look like. We would now like you to model these behaviours the other half of the group are about to come back in and speak to you. If youve been thinking about welcoming behaviours, please be as welcoming towards them as possible. If youve been thinking about non-welcoming behaviours, please be as un-welcoming as possible by doing the behaviours you just thought of. Before they come back in, please mix yourselves up and spread yourselves out across the room. Have the other trainer bring the outside group back into the room. Just before they do, remind the inside group that they must be either welcoming or non-welcoming. The outside group should be reminded to find a brand new partner and to role-play as a brand new PhD student. When the outside group have come back in and found a partner, let the pairs speak to each other for around 5 minutes. Slide  LISTNUM [slide]  Reflections on Behaviours Exercise Ask the groups to reflect on their experiences. We would now like you to reflect on that exercise. First of all, for the people who left the room and then came back in, how did you find that exercise? Hopefully you will get a real mixture of responses! You could ask for a show of hands of who found it fine and who found it unpleasant remind WLs not to worry about offending their partners! And now for the partners, those who stayed in the room, how did you find that? Again, hopefully half will have found it pleasant and half quite uncomfortable. Now, reveal to the group what happened: When half of you left the room, we asked the remaining half to think about welcoming and non-welcoming behaviours, and then to model those behaviours when you came back in by being either welcoming or non-welcoming. So for those who left the room and then came back in, what kind of welcoming behaviours did you notice? What kind of non-welcoming behaviours did you notice? How did those behaviours make you feel?... And for the people who were welcoming or non-welcoming, how did behaving in that way make you feel? Try to get a good discussion going around the importance of others behaviours towards us. Slide  LISTNUM [slide]  Reflections on Communication Reflections on communication. Wed now like you think about that section as a whole. In the first part you sat back to back and tried to listen to each other, and most people found that [include here some of the feedback they gave you after part 1, e.g. it was difficult to listen, it was difficult to speak, it was difficult to make a connection] and in the second part you experienced welcoming and non-welcoming behaviours, and most of you said that [again, include some feedback from part 2, e.g. welcoming behaviours made you feel comfortable to share, non-welcoming behaviours made you feel like you didnt want to talk to that person]. So, thinking about that, what do we mean by non-verbal communication? Invite answers from the group e.g. eye contact, body language, vocal sounds without words. Why is non-verbal communication so important? Again, allow answers from the group e.g. it might make a first impression, it might mean the difference between someone disclosing something to you or not, it might make someone trust you and listen to you or not trust you and not listen to you. And how does all this apply to your workshops? Discussion points: WLs need to be warm and welcoming People arent necessarily coming to workshops for mental health support but they need to listen to WLs and trust what they say, and feel comfortable to open up if they want to Important to think about body language and non-verbal communication as well as workshop content Important for WLs to establish trust with workshop attendees so they take their advice on board Slide  LISTNUM [slide]  Barriers to Communication We will now think about barriers to communication. For this exercise, Id like you to split into groups of 3 or 4 with those around you and think about what possible barriers to communication you might come across, or have come across before. Examples: Older vs younger generations Power dynamics Cultural differences Language differences Body language / non-verbal communication Give the groups some poster paper to jot down their ideas. Move between the groups to help the discussion. After 10 minutes, ask the groups to feedback their ideas. What barriers to communication did they come up with? Slide  LISTNUM [slide]  Barriers to Communication How does this apply to your roles as Workshop Leaders? Invite discussion within the group. Discussion points: Effective communication is important to get the message across We want students to trust what WLs are saying, and take the message on board WLs might encounter students of different ages, at different time of their career, part-time, full-time, funded, self-funded, and students of different cultures and who speak different languages There will be a power dynamic between WLs and students WLs are further ahead and in a mentoring role How can some of these barriers be overcome? Invite discussion from the group. Discussion points: Need to be aware of different backgrounds and what this might mean in terms of values, assumptions, communication Need to be aware of how we judge people to make sure it doesnt affect our communication without us knowing. This leads on to the next topic TEA BREAK 15 mins (slide  LISTNUM [slide] ) Values (35 minutes) Slide  LISTNUM [slide]  Values Now move on to values: We will now move on to some work around values. First of all, what are values? Invite answers and examples from the group. Examples: Religious values e.g. to worship God Family values e.g. to spend time with parents / children Moral values e.g. to keep a friends secret Where do values come from? Again, invite answers from the group. Examples: Religion Culture Parents Siblings Friendship groups School University Society The media Slide  LISTNUM [slide]  Judgments: Never would I ever WLs will now do an exercise on judgements, called the never would I ever game. Trainers read out (slightly controversial) statements and WLs say whether they would actively do the thing mentioned, passively allow it to happen, or actively avoid it. Wed now like to play a game called never would I ever. We are going to read out some statements and wed like you to tell us whether you have done, or would do each of the things we read out. There are three answers: Actively which means you have done it or would do it intentionally and of your own accord. Passively which means you have done it or would do it if someone else instigated it. And never which means you have never and would never do it, neither actively nor passively. When we read out the statements, you need to go to the left of the room if you would do it or have done it actively, to the right of the room if you would never do it, and to the middle of the room if you would do it or have done it passively. You must go to one of the three stations, there is no middle ground! And finally, if you could wait for me to finish introducing the statement before moving to limit the noise. Is that all clear? Before we start, there are no right or wrong answers, its not going to be an open debate so please dont respond to anything anyone else has said, and especially important is that of course, no one is to put anyone else down for their answers. We would like you all to listen to each other and recognise in yourselves when you are feeling judgmental either about someone else, or about yourself. Please be respectful of other peoples views. So never would I ever watch Love Island! If you havent heard of Love Island, this could be any reality / trash tv programme. If you would or have actively watched it, please go to the left of the room. If you would passively watch it, if your flatmate had it on, please go to the middle, and if you would never watch it, please go to the right. Allow the groups to move to their stations and then ask for very brief feedback from each of the groups. Why do they like Love Island? Why would they never watch it? Remember not to allow any debate / two-way dialogue between groups. Next Never would I ever start an assignment the day before its due! If you have or would actively do this, to the left. If you wouldnt set out to do it but might find yourself in that situation for reasons outside of your control, please go to the middle. If you simply would never allow that to happen, to the right. Again, very brief feedback from each group. Next Never would I ever talk about a friend behind their back! If you have done this, to the left. If you wouldnt set out to but maybe if another friend started it to the middle. And if you definitely would not, to the right. Brief feedback from the groups. Next Never would I ever lie about my age. If you have or would like about your age, to the left. If you wouldnt actively lie, but maybe you wouldnt correct someone if they got it wrong (in the right direction!) to the middle. Otherwise, to the right. Brief feedback. Next Never would I ever not tell the cashier theyve given me too much change! If youve done this, or would have no problem doing it, to the left. If you maybe noticed later but didnt go back and own up, or if you think youd accidentally not notice if it happened to the middle! If you would always own up, to the right. Brief feedback. And finally Never would I ever send a passive-aggressive email. If you have done or would do on purpose, to the left. If you maybe have a read through before sending it, think in hindsight it might sound a bit passive-aggressive but still dont correct it, go to the middle. And if you would never send a passive-aggressive email, to the left. Brief feedback. Slide  LISTNUM [slide]  Reflections on Judgments Exercise Now ask the WLs to return to their seats and reflect on the judgments exercise. Wed now like you to reflect on the exercise you just did. First of all, how did it feel for others to see your answers? Invite feedback from the group. Did anyone want to change their answers because of what others might think of them? Invite feedback from the group. We all judge others. It doesnt make you a bad person, in fact its a natural thing to do, but its important that we recognise when it happens so that it doesnt influence our behaviours or actions without us knowing. So did anyone notice judging others? Dont give details but what was it like to judge someone else, how did it feel? And how did the realization that you were judging someone make you feel about yourself? Give WLs time to think and answer. We also often judge ourselves. Again, this is natural but important to notice so that we arent overly hard on ourselves. Who noticed judging themselves, and what was that like? How did it feel to judge yourself? Give WLs time to think and answer. Slide  LISTNUM [slide]  Reflections on Judgments Exercise WLs now need to consider how judgments may impact their roles as Workshop Leaders. How does all of that relate to your workshops, and to mental health more generally? Encourage group discussion. Discussion points: Its important to recognise our own values, firstly so that we dont automatically assume or want others to feel the same. For example, you might have very strong religious values, but if someone else doesnt then it wouldnt be helpful to frame your teaching in that way. Its important to recognise our values so that we know when certain things might be making us feel uncomfortable and why. For example, if a workshop attendee comes to a WL with an issue that goes against their values, if they can recognise this, they can make an informed decision either to set their values aside or to refer the student to someone else. Its also important to accept that others have different values, and that this doesnt make anyone right or wrong, just different. Its not up to us to interfere with others values. We must also recognise the importance of values. When WLs are teaching about wellbeing, or if someone comes to them with a problem, understanding their values can often help to clarify meaning. Finally, its important to understand the reasons and drivers underlying values. Though people may share values, they may not share the same reasoning. Think about the exercise they just did not everyone in each of the three groups had the same reasons for being there [add an example here if you can, e.g. some people watched Love Island because they love to hate it, while others just love to love it!]. You cant assume anything about someone, or work out what type of person they are, based on their values. Stereotypes (40 minutes) Slide  LISTNUM [slide]  - Stereotypes Part 1: Mean Tweets WLs will now play a game around stereotypes. Trainers will read out mean tweets written by students in other disciplines, and WLs can guess which subject they are referring to. We will now move on to think about stereotypes. Were going to play a mean tweets game. Im going to read out some mean tweets about some of your subject areas, written by people in other disciplines, and you will have to guess which subject area the tweet is about. Slide  LISTNUM [slide]  Business Read out the Tweet and then ask WLs to guess the missing word. Afterwards, ask for a show of hands of any business students and ask how that makes them feel. Slide  LISTNUM [slide]  Engineering Ask WLs to guess the subject. Afterwards, ask if there are any female engineers and how that made them feel. Slide  LISTNUM [slide]  Environmental Science Ask WLs to guess the subject. Afterwards, ask for a show of hands of environmental scientists and how that makes them feel. Slide  LISTNUM [slide]  Geography Ask the WLs to guess the subject. Afterwards, ask for Geographers and how that made them feel. Slide  LISTNUM [slide]  Geology Ask WLs to guess the subject. Afterwards ask for Geologists and how that made them feel. Slide  LISTNUM [slide]  Medicine Ask WLs to fill in the gaps. Afterwards, ask any medical students how that made them feel. Slide  LISTNUM [slide]  Psychology Ask WLs to guess the subject. Ask for any psychologists and ask how that made them feel. Slide  LISTNUM [slide]  Performing Arts Ask WLs to guess the subject. Ask for any performing arts students and ask how that made them feel. Slide  LISTNUM [slide]  Stereotypes Part 2: Common Stereotypes For the next stereotypes exercise, students will need to move into groups of similar research areas. Could you all get into groups with others in the same research area as you. To do this, you will have to move around the room and discuss your research area with others. Please keep it brief, business or psychology will be fine. Let the students form groups by communicating with one another and dont give them too much time to do it. Only intervene if they are struggling! If there is only person in a specific research area, try to encourage them to find similarities with others. Now youre in groups, Id like you to think about some other common stereotypes about your profession or research area. Weve seen some examples already, can you think of any more? Move around the groups to help them think of stereotypes. Some examples: Psychologists are always psychoanalyzing everyone Psychologists are mind-readers Psychology is a pseudoscience Neuroscientists care about brains, not people Business students only care about money The most successful businessmen / women didnt need a PhD in business! Business students make / are going to make a lot of money Maths / science students are nerds / have no social life Arts students are pretentious After 5 minutes, ask the groups to think of stereotypes about researchers / PhD students in general. Some examples: PhD students / researchers are lazy PhD students / researchers are poor PhD students / researchers sleep all day and work all night PhD students / researchers are workaholics PhD students / researchers are very clever PhD students / researchers work all the time PhD students / researchers have no social life After 5 minutes, ask the groups to read out their stereotypes to the whole group. Let others make (kind!) comments if they want to. Slide  LISTNUM [slide]  Reflecting on Stereotypes Ask WLs to reflect on the exercise. How did it feel? Encourage a group discussion and prompt them with the following questions: How did it feel to be stereotyped? (Hurtful, embarrassing, frustrating?) Do you ever feel pressure to live up to stereotypes, or to fight against them? (Any examples?) What else could stereotypes be based on? (job, accent, clothes, religion, race, sexuality, hobbies, gender, etc. etc.) Why do we stereotype people? Are stereotypes always malicious or harmful? Discussion points: We all stereotype sometimes, that doesnt make us bad people! Its human nature to want to categorise things when we learn about them, including people Its important to recognise when we do that so that it doesnt affect our behaviours or actions How does this apply to your workshops? Invite answers from the group. Discussion points: How might stereotypes affect new PhD students? How might Workshop Leaders be stereotyped? Why is it important not to stereotype others? Invite answers from the group. Discussion points: Its important not to stereotype others, or at least notice when we do, because the stereotype could affect how we interact with them. New PhD students might also try to live up to unhealthy stereotypes without realising, or without realising that they are unhealthy. How can we avoid stereotyping? Invite answers from the group. Discussion points: See everyone as an individual, not as a group member or a stereotype Dont make assumptions about someone based on group membership Be aware of stereotypes and how they affect our own behaviour Closing (5 minutes) Slide  LISTNUM [slide]  - Todays Aims Recap to the WLs what they have achieved today by reminding them of the session aims. We wanted to break the ice and get you all introduced and talking to one another, which weve done. We also wanted to refresh your understanding of confidentiality and how this applies to your roles as Workshop Leaders, and you did this by considering what confidentiality means, looking at examples of confidentiality breaches, and discussing how to maintain confidentiality both during training and during your workshops. We wanted you to identify and evaluate your expectations of the programme you did this by considering why you applied for this role, what you hope to gain from it, and what anxieties you have about it, and discussing this as a group. We also aimed to refresh your communication skills and consider how they apply to your roles. You did this by experiencing the importance of listening skills and non-verbal communication. You also considered barriers to effective communication and how to resolve them. Finally, we wanted you to consider the importance of values and judgements in the context of mental wellbeing. You achieved this by thinking about your own values and experiencing being judged and judging others. We then discussed this in terms of mental health. Slide  LISTNUM [SLIDE]  Next time Give WLs an overview of the second training session. The first section of session 2 is cultural awareness, and the first exercise is a show and tell activity. Ask WLs to bring to session 2 an item that represents their culture. This could be anything they like a book, an ornament, a piece of jewelry, an item of food or drink, a photograph (or picture on a mobile phone if theyre really struggling!). Ask them to be prepared to speak for about a minute on what the item is, what the WL considers their culture to be, and how the item represents their culture. Slide  LISTNUM [slide]  Reflections / questions? Ask WLs for any final reflections or questions on today. Slide  LISTNUM [slide]  - Evaluation SESSION 2 Cultural Awareness (1 hour, 10 minutes) Slide  LISTNUM [slide]  Cultural Awareness: Show and Tell! WLs will now be asked to think about cultural awareness. WLs will have been asked to bring in an item that represents their culture, and they will now share it with the group. We will now talk about culture and cultural awareness. We asked everyone to bring an item with them to share with the group, something that represents your culture in some way. Wed like everyone now to show us their item, and tell us: What is it? Where did you get it from? And what does it say about your culture? If you didnt bring an item, please could you say a few words about what you consider your culture to be. When everyone is finished, thank the group and ask for any reflections. Slide  LISTNUM [slide]  Cultural Awareness WLs will now do an exercise on culture in small groups. Continuing to think about culture, wed now like you to get into groups of around 3 or 4 with the people next to you, and put these definitions of culture in order from the one you think best describes culture, to the one you think is least important when thinking about culture. Give each group the printed definitions of culture. After around 10 minutes, ask the groups to share the order of their definitions and their reasoning. If youre short on time, ask for a show of hands for which groups put each definition first. Hopefully, different groups will have placed importance on different definitions. Slide  LISTNUM [slide]  Cultural Awareness: Reflections Encourage a group discussion around the cultural awareness exercises. So, why do you think we asked you do to these exercises? Invite answers from the group. What have the exercises made you think about culture? Invite group discussion. Discussion points: Culture means lots of different things to different people Culture can be very important to people Culture may be more important to some than to others You may not think youre part of a culture but you are! Culture can be large-scale, e.g. countries, nationalities, religions Or small scale, e.g. your office or your home It can relate to religion, nationality, ancestry, geographical location, occupation, gender, age, etc. etc. etc.! How does this relate back to stereotypes? Its important not to judge people based on their culture, or to assume you know about their culture How does all this apply to your roles as Workshop Leaders? Invite discussion from the group. Discussion points: As Workshop Leaders, they will encounter students from a variety of different cultures Peoples cultures can affect their views and beliefs, so being mindful of cultural diversity, and the importance many people place on their culture, can help WLs to communicate sensitively Being aware of your own culture can also be helpful in understanding what might drive your own feelings and beliefs Crisis Awareness, Suicide Prevention, and Signposting (1 hour, 48 minutes) Slide  LISTNUM [slide]  - Crisis Awareness You will now move on to crisis awareness. Use this slide to warn the WLs that the next few topics might be difficult. We are now moving on to some work around crisis awareness. Just to make you aware first of all that these next topics might be quite difficult to think about. If they are, try to be aware of your feelings as they occur to you. They might help you to understand how someone in a crisis might feel, or how you might feel when speaking to someone experiencing a crisis. Sharing your feelings as a group, if you feel you can, will help you to understand and process them. Slide  LISTNUM [slide]  Crisis Awareness: What is a Crisis? Facilitate a group discussion around what a crisis is. What do we mean by a crisis? Discussion points: Bad news Trauma Physical illness or injury Mental ill-health Could concern self or someone else Could be unexpected or expected Could be sudden and short-lived or continuous over a long period of time Could be on and off One experience or a build-up of experiences The same thing might trigger a crisis in one person but not in another Slide  LISTNUM [slide]  Crisis Awareness: How to Recognise a Crisis Facilitate a group discussion around how to recognize a crisis. Well now have a discussion around how you might recognize someone in crisis. What might a crisis look like? Sound like? Feel like, emotionally? Feel like, physically? Discussion points: A crisis might manifest in different ways for different people It might manifest in very visible ways, or invisible ways It might manifest as certain behaviours (e.g. crying) or lack of usual behaviours (e.g. avoiding going out) Physical symptoms can be a sign of mental or emotional distress Coping mechanisms can be positive (e.g. a sensible about of exercise) or negative (e.g. drinking alcohol) Often, self-harm, substance abuse, and disordered eating are coping mechanisms for a deeper issue, rather than the issue itself Slide  LISTNUM [slide]  Reflections on Crisis Awareness First, ask whether anyone would like to offer any reflections on crisis awareness. Then, start a group discussion around how this relates to the Wellbeing Workshops: How does this apply to your roles as Workshop Leaders? Discussion points: WLs might be approached within in or outside of workshops by someone experiencing a crisis They might suspect that someone in their workshops is experiencing a crisis We will now move on to talk about how to manage a crisis. Slide  LISTNUM [slide]  Crisis Awareness: Managing a Crisis Talk WLs through what they should do if they encounter someone who may be experiencing a crisis. If you encounter someone experiencing a crisis, whether they approach you or whether you suspect that they may be in crisis, its very important to use your listening and communication skills. Listening to the person will enable you to find out information about the situation and their feelings, which will help you to determine what to do next. This will also help to establish trust with the person in crisis, which will help to make them feel safe and supported. Its also important to understand that negative coping mechanisms cant just be stopped. If they are, they will be replaced. For example, if someone is drinking a lot, stopping drinking may trigger another negative coping mechanism if drinking was helping someone cope with an underlying issue. They will still need to cope in some way. So, never tell someone to just stop a behavior, or assume that thats the cause of their trouble. How does this relate to the work we did on judging people? Invite answers from the group. Discussion points: Its important not to judge people for being in a crisis, for what caused it, or for what they consider to be a crisis We may automatically and unconsciously make judgements, this is ok and does not make us bad people. But we must make every effort to be aware of when this happens, and not tell ourselves off, but simply acknowledge the judgment so that it doesnt affect our interactions with the person in crisis. Finally and most importantly, you dont have to deal with the crisis, and you should never, as a workshop leader, feel responsible for dealing with someone elses crisis, or even attempt to deal with the crisis. This simply isnt your job, and we will move on to what you should do very shortly. Slide  LISTNUM [slide]  Crisis Awareness: Suicide Prevention Introduce the WLs to the idea of suicide prevention: We will now talk about suicide prevention, which is a very difficult topic. Its very unlikely that you will encounter someone who is experiencing suicidal thoughts in your workshops, but its a very worthwhile skill in any walk of life to be able to spot risk and act accordingly. Again, please try to be aware of your own feelings during this work and please share your feelings whenever you feel comfortable to do so. We arent going to debate whether suicide is right or wrong, justified or unjustified, or acceptable or unacceptable. We will just discuss how to recognise a risk and what to do in that situation. Is that clear?" To start with, does anyone want to say anything about this topic or ask any questions? Invite comments from the group. Most of us know someone or know of someone who has committed suicide. So, thinking about this topic, what kind of feelings are people experiencing? Invite discussion from the group. Discussion points: If WLs encounter someone you believe to be at risk of suicide, its important to acknowledge their own feelings so that they dont come across in interactions with the individual (e.g. panic, fear, distress). How do you think this topic relates to our discussion around crises? Invite discussion from the group. Discussion points: Suicide may be a reaction to a crisis Suicide may trigger a crisis in others Slide  LISTNUM [slide]  Suicide Prevention: Myths About Suicide Talk the WLs through some common myths about suicide: There are many myths about suicide. There is never any warning often a change in the individuals behavior can be observed Talking about suicide will cause the individual to go through with it the opportunity to share their feelings will often reduce the likelihood of an individual going through with it People who talk about suicide never go through with it, and people who commit suicide never talk about it talking about suicide could be a plea for help and so shouldnt be ignored. Just because someone is talking about suicide does not mean that they are not at risk. People who threaten suicide are attention seeking its true that some people may talk about or threaten suicide without any real intention to go through with it. However, there is a always a reason behind a cry for attention. Is this person experiencing a crisis? Its a snap decision impulsive suicides are less common, usually suicides are planned out and thought about over time. Something could always be done to prevent it Sometimes nobody knows what someone is planning, in fact some people go to great lengths to conceal their feelings from others. Does anyone know any other myths around suicide, or have any reflections on these? Invite comments from the group. Slide  LISTNUM [slide]  Suicide Prevention: Warning Signs Here are some warning signs to be aware of. Just because someone is showing one of these signs, it doesnt mean that they are suicidal, but these warning signs should be kept in mind and taken in conjunction with what the person is telling you when you encounter someone in crisis. Read through the warning signs and give out Handout X. Slide  LISTNUM [slide]  Suicide Prevention: Warning Signs Continued Read through the warning signs and then ask for any reflections or comments. Slide  LISTNUM [slide]  Suicide Prevention: What to Do Introduce WLs to identifying and managing a potential suicide risk. Again, just as in managing a crisis, if you suspect that someone is at risk of suicide you should use your listening and non-verbal communication skills to help you to find out how they are feelings and why. To help you assess the risk, ask yourself: how many warning signs are present? How long has the person felt this way? How strongly do they feel this way? The more warning signs are present, the greater the risk. Be careful in making assumptions about how people are feeling as they may go to great lengths to conceal it. Remember: you are NOT responsible for preventing suicide, you do NOT have to deal with this alone, or at all, in fact, and you do NOT have to keep it secret. You are not helping the individual by keeping secrets like this, you are just delaying help. We will speak more about confidentiality, and when to break it, shortly. Finally, if you suspect that someone might be feeling suicidal, you can ask them directly. This provides them with a way to relieve their feelings. What might be some sensitive ways to phrase this question? Invite discussion from the group. Discussion points: Be careful not to frame it like an accusation Dont engage in an argument with someone about how they feeling, instead use their manner, their body language, their tone of voice, as well as their words, to determine how they might be feeling Slide  LISTNUM [slide]  What to Do in a Crisis Talk through the points, and give out Handout X. Slide  LISTNUM [slide]  Signposting Now introduce the WLs to the idea of signposting: What do we mean by signposting? Invite answers from the group. Signposting means directing someone to where they can get help for a particular issue. Its about identifying appropriate sources of help, and helping the individual to come to a decision regarding their next step, and their best course of action. Here is a list of places to direct people if they are experiencing any of these issues. Give out Handout X. Slide  LISTNUM [slide]  How to Make a Referral WLs now need to know how to refer students to further help. How would you go about referring someone to any of these places? Encourage a group discussion. Discussion points: Its not about simply telling someone what to do, WLs should give them the options and help them to make a decision on their next step or best course of action Its fine for WLs to talk about their own positive experiences of sources of support, as long as they arent making assumptions about the individuals experiences or feelings Its fine for WLs to talk about their own negative experiences of sources of support, as long as: 1) its to help them make an informed choice, and not to complain 2) WLs arent telling them not to go there, they are simply sharing their own experience of that source of support 3) they offer them at least one viable alternative and explain why you personally hold that preference. If there are no alternatives, its very unlikely that a source of support is worse than nothing, and so it may not be helpful to share negative experiences with it 4) they reassure the individual that the decision is completely up to them Students may ask for WLs recommendation, this is fine as long as they make clear that this is their informed opinion based on the training theyve received, or their own personal experiences (i.e. make it clear that it is not a professional opinion) Slide  LISTNUM [slide]  Signposting Role-Play WLs will now do an exercise on signposting. Have them get into groups of 3, and give each group a Case Study handout. Well now do an exercise on signposting. Id like everyone to get into groups of 3. Choose one person to roleplay as a Workshop Leader, one person to play a workshop attendee, and one person to observe. I will hand out case studies to the workshop attendees, and they will roleplay as the person in the case study. Workshop leaders, you need to refer the person to an appropriate source of support. Observers, you can make notes on whether you thought the Workshop Leader recommended an appropriate source of support, and whether you thought they framed their referral in an appropriate way. Dont interrupt, but you can give your feedback afterwards in a positive and constructive way. There is no pressure, this is just a chance to have a go and practice. Let the groups role-play for around 10 minutes, and then ask the observers to give their feedback for a further minute or two. Slide  LISTNUM [slide]  Reflections on Signposting Role-Play Ask the following questions in turn, allowing group discussion after each: How did that feel for Workshop Leaders? How did that feel for Workshop Attendees? How did that feel for observers? Discussion points: Did WLs feel confident? Were there any anxieties? How did it feel for workshop attendees to be on the other side? How did it feel to be observed? How did it feel to give feedback to someone? Slide  LISTNUM [slide]  Reflections on Crisis Management, Suicide Prevention, and Signposting Invite group discussion around reflections on these difficult topics. Discussion points: Did anyone experience any difficult feelings? Does anyone still feel anxious about any of these topics? Do WLs feel more prepared? Does anyone not feel prepared? Is there anything that would make them feel more prepared? If youre unsure about anything or are concerned about one of your workshop attendees, you can always consult with a member of the project team. If anyone is experiencing any difficult feelings around the topics raised today, please speak to us privately after the session. If anyone does come to speak to you after the session: How are they feeling, and what caused those feelings to come up? Are these feelings the individual has experienced before? How often? How recently? What are their thoughts, or worries concerning their feelings? e.g. if they are worried theyre not cut out to be a Workshop Leader, reassure them that its very unlikely that they will come across a crisis or a person at risk of suicide. Reassure them that if they do, they are prepared to deal with the situation based on the training from today, and that they will have at least one other Workshop Leader with them to help manage the situation. Encourage them to sleep on it and perhaps make a decision after the next training session, but remind them that it is their decision and its absolutely fine for the to withdraw from the programme if they feel they should. Refer the individual to further avenues of support if necessary. If the training raised issues regarding the individuals own experiences of a crisis or suicidal thoughts, if there is immediate risk Otherwise, talk through the various avenues of support with them and help them to decide whats best to do next If the training raised issues regarding a previous experience of a crisis or a suicide, establish whether the individual received / is receiving any support around it. (It doesnt have to be professional support, it could be support from family or friends). If so, help them to decide whether that support is enough, or whether they would like to seek further support. If so, talk them through the options and decide the best course of action together. If the individual is not receiving any support, help the individual to decide whether they would like to seek support and talk through the options with them to decide the next steps. If the individual is concerned about someone they know already, help them to distance themselves from the situation (i.e. understand that they are not responsible for that person), and help them to think about how best they might be able to help the individual consider their options for seeking support while not becoming over-involved. As trainers, you can always consult with a member of the project team if you are concerned about one of your Workshop Leaders, or are unsure how to manage a particular situation. Group Dynamics (15 minutes) Slide  LISTNUM [slide]  Group Dynamics Its useful for Workshop Leaders to consider how they manage their workshop groups. Ask them to consider these questions with the people around them. Say something like: We will now move on to something new, and think a bit about how to manage your workshop groups. With the people around you, wed like you to think about How you will know when groups are working well together? How you will know when theyre not working well together? Also, have a think about how you would handle That one person in the group that talks over everyone else The person that heckles you or challenges you The group that wont talk to one another The group that wont stop talking to one another And the group that argue with one another. Do you have any examples of these from your own experiences of teaching? What did you do about it? Give groups around 10 minutes to chat and then bring them back together for a discussion. Go through the questions and ask for answers from the groups. In particular, encourage WLs to share their own experiences of teaching and to learn from one another. Setting Boundaries (54 minutes) Slide  LISTNUM [slide]  - Setting Boundaries WLs will now think about how to set boundaries as Workshop Leaders: We will move on now to think about setting boundaries. First of all, what do we mean by boundaries? Invite discussion from the group. Discussion points: A boundary is the point at which, if it was crossed, you would start to feel uncomfortable A boundary is a limit of what is normal, expected, or acceptable Boundaries might be personal, institutional, or cultural Boundaries might be difficult for different people Boundaries might sometimes be blurred Now invite WLs to do a short group exercise: In groups of 3 or 4, we would like you to come up with an example of when a boundary was crossed. This could be a personal experience from someone in the group or it could be an example youve heard of from a friend or in the media. Discuss with your group, and particularly think about how those involved would have felt when the boundary was crossed. Give the groups 10 minutes to discuss, and then ask them to share their examples with the whole group. After each group has shared their example, ask the whole group for ideas about how the situation could have been avoided by setting a boundary. Slide  LISTNUM [slide]  Setting Boundaries Now ask WLs to consider how this applies to their workshops: So how do you think this applies to your roles as Workshop Leaders? Invite discussion from the group. Discussion points: When might you need to set boundaries? Why is it important to set boundaries in this role? Slide  LISTNUM [slide]  Drawing the Line Game WLs will now play a quick game called Drawing the line. Present the whole group with some situations they may encounter as Workshop Leaders and ask them where they would draw the line. Well now go through some possible situations, and I want you to think about whether or not you think a boundary has been crossed. If you think the situation is ok, show me a thumbs up, if you think its not ok, show me your hand. You could also use TurningPoint and clickers to allow WLs to vote for their choices. Read the following statements one by one and let the WLs respond: After a workshop, a student emails you to ask a question about something that came up during the workshop They sent the email at 11pm You dont reply immediately, so they send another email at 11.30pm asking why not Discussion points: Its ok for WLs to have email contact with attendees, but its up to them how much Sending emails outside of office hours is debatable, but often happens. People dont usually expect you to reply outside of working hours Bombarding WLs with emails, demanding things from them, or expecting them to be available 24/7 is definitely not ok! What would WLs say / do in this situation? - Reply to the student explaining that you arent in a position to provide email support out of hours, but give them some alternative points of contact (e.g. samaritans, 24 hour advice line) Slide  LISTNUM [slide]  Drawing the Line Game Read the following statement and allow WLs to respond: A student brings a draft chapter in to a workshop for you to read and give feedback on Discussion points: Definitely not ok definitely not their job! What would WLs say / do in this situation? - Explain to the student that they arent in a position to provide academic support, but give them some other point of contact (e.g. Writing Caf, Learning Gateway, supervisor) Slide  LISTNUM [slide]  Drawing the Line Game Read the following statements one by one and let the WLs respond: A student is really struggling with their DoS, and they come to you immediately after the workshop to tell you about it They have another bad experience with their DoS, and they email you a week later to tell you about it They ask you to speak to their DoS on their behalf Discussion Points: Students might have questions after the workshop, especially if they werent confident enough to ask in front of others, and this is fine WLs shouldnt let them keep them there for hours! Students might contact WLs by email, but its up to them whether you draw the line at this or not WLs arent responsible for the student and should not do things like speak to their DoS Slide  LISTNUM [slide]  Drawing the Line Game Read the following statements one by one and let the WLs respond: You bump into a workshop attendee on campus and they ask you about something you covered in your workshop You bump into a workshop attendee at 3am in Popworld and they ask you about something you covered in your workshop Discussion points: WLs arent in role outside of workshops, but a quick chat on campus might be fine if they are happy to stop and have time They definitely arent in the role of Workshop Leader at 3am in Popworld (or in any social situation in their own time)! Its important that you have time like that for yourself without thinking about work, so it wouldnt be ok to talk to a student in that situation. How would Workshop Leaders set boundaries? - Explain to the student that they dont have time, or arent in the frame of mind to talk about that right now, but offer some other points of contact. Slide  LISTNUM [slide]  Drawing the Line Game Read the following statements one by one and let the WLs respond: You get on really well with a workshop attendee and exchange email addresses to keep in touch You become good friends They are enrolled on your future workshops Discussion points: Its fine to keep in touch with workshop attendees as long as they are comfortable with that They might make friends through these workshops and thats fine, in fact thats great! Theres nothing wrong with already knowing workshop attendees as long as WLs are comfortable with it. If not, they might be able to arrange to swap with another Workshop Leader. Self-Care (15 minutes) Slide  LISTNUM [slide]  Self-Care Now introduce the WLs to the idea of Self-Care. This leads on nicely to thinking about self-care. What do we mean by self-care? Invite discussion from the group. Discussion points: Self-care is very personal, and can be different for different people Self-care is always positive and beneficial Self-care could be: having an evening in to yourself, watching your favourite TV show, distancing yourself from a stressful situation, letting go of some responsibilities, exercising, spending time with friends or family members, calling friends or family members, doing something purely because you enjoy it, treating yourself, knowing when to stop, taking regular breaks, doing something to improve your mood when youre feeling low Self-care is NOT the same as coping mechanisms How is self-care different to coping mechanisms? Invite discussion from the group. Discussion points: Whats the difference between walking your dog to wind down after a stressful day vs running until youre so tired you drop when you get home? Whats the difference between coming home and sitting with a cup of tea vs sitting with a glass of brandy and a cigarette? The difference is the intention behind your actions... Self-care is designed to look after us, replenish us, and build us up in the long run, whereas coping mechanisms are a short-term solution, or a distraction Self-care is always positive and beneficial, coping mechanisms arent always positive and beneficial Why is self-care so important? Invite discussion from the group. Discussion points: Youre the only one that can take care of yourself! You owe it to yourself to take care of yourself Everyone needs to take care of themselves What happens when we dont take care of ourselves? -Things can get on top of us, mood can be low, we can burn out, be run down, be tired, our mental or physical health can suffer, our work can suffer, our relationships can suffer How does this apply to your roles as Workshop Leaders? Invite discussion from the group. Discussion points: It applies to everyone, both in the WL role and outside of it They will be better workshop leaders if they take care of themselves There is a small chance they might come across some distressing topics as a WL, so its especially important to take care of themselves in this situation If they take care of themselves, they will be better placed to talk to others about self-care because they will know more about it, how to do it, and how beneficial it is. Now, on your own, Id just like you to think of 3 ways you can take care of yourself. Make this personal to you, you wont have to share it with anyone else. Some things to think about are: What cheers you up if youre feeling low? What hobbies do you have? What helps you to wind down after a busy day? How do you know when you need a break? Remember the difference between self-care and coping mechanisms, and be careful that you arent writing down coping mechanisms. You can ask me if you arent sure. Closing (69 minutes) Slide  LISTNUM [slide]  Session Aims Read through the aims you set at the start of the session and remind WLs of how each of them were fulfilled. Slide  LISTNUM [slide]  Reflections on Today Ask WLs to reflect on what they have covered today. Give them a minute or two to think, and then ask them each to share the main thing they will take away from todays session. Wed now like you to think about everything weve covered today. Take a minute or two to think, and then well ask you each to share the main thing youve learned, or the part you found most interesting, or most new. After a few minutes, invite the WLs to stand up one by one and share. Was it clear how todays topics related to your roles as Workshop Leaders? Was anything not clear? Invite group discussion. Do you have any anxieties or concerned about anything weve covered today? Invite group discussion. Would anyone like to share any other reflections or ask any questions? Invite answers from group. Slide  LISTNUM [slide]  Reflections on Training Now ask the WLs to consider their experiences of training as a whole: We would now like you to think about your experiences of these initial training sessions as a whole. Take a minute or two to think about it, and then wed like to know the main thing you will take away from these sessions. Give WLs a minute or two to think, and then invite them to share individually. Was it always clear how everything we covered in training will relate to your role as a Workshop Leader? Invite discussion from the group. Do you feel more prepared to be a Workshop Leader now than you did before these training sessions? Invite discussion from the group. Do you have any general anxieties or concerns about anything covered in these sessions? Invite discussion from the group. Would anyone like to offer any final reflections, or ask any questions? Invite reflections / questions from the group.  L M N ] ^ _ o p q t } ~     Ȼytjjh5U h45 hmh^hm hm5 hs5 h)_hYVh c}hYDjhYV5U hc^hYVhHhc^ hc^5 hYV5hS3h_@[5 hS35h%`h_@[ h_@[5 h25 h2h2h2 hjKh2hjK h%`5 hDu5)  Ry  1 M N ^ _ ~    W dgd $da$gdS3    9 : V W a H I J     ( ) * , < = > K N h L a ļᡜᗒ~v~nfbbhx.hx.mH sH h4mH sH hQMmH sH h4h4mH sH h3b h45 h3b 5 h7B5 h:G5jh:G5U h}R5hdqhp?h'h}Rh4h:hshJh4\mHnHsH u hV5 hJ5jhJ5Ujh5U h5%W I J   > h )rs{|dgdx. d^gd dgd    ()z|(*%&'OTZ[lmnxoxfhJ35mH sH h)5mH sH jh)5UmH sH h+5mH sH  h h h h+h+mH sH h h mH sH h mH sH hx.h h hx.5 hmGC5 h:G5jh:G5U hAFM5 hJ5 hmh>Bhm hm5 h>B5h>B%)*&'RST|)*UW`dgdV\dgdx. d^gdV\dgd d^gd n{|(*TUVW]^op_`a  ˓˓݊|s|jh4555mH sH h)5mH sH jh)5UmH sH hV\5mH sH h[mH sH  h 5 h4555 h)5jh)5U hV\5 h h h h mH sH  hV\hV\hV\hV\mH sH hV\mH sH h mH sH h+5mH sH hmGC5mH sH '`a 56Jz{./CD!01PQRhi d`gdV\dgdV\ d^gdV\ 45Jyz{-./BCD !/019OQRZ[ghinopqǿzqzcjh)5UmH sH h@X5mH sH hs5mH sH h>BhL`5mH sH hmh>BmH sH hmmH sH hm5mH sH h>Bh>B5mH sH hL`mH sH hsmH sH h hmH sH  hV\hV\h0mH sH  hV\hmhV\hV\mH sH hV\mH sH hWmH sH %q  345;<MNQbcȿȞȃ{hSmH sH hS5mH sH  h mh mh mh mmH sH h-55mH sH h3b mH sH hsmH sH h mmH sH hs5mH sH h4555mH sH jh@X5UmH sH h@X5mH sH jh)5UmH sH h)5mH sH 0i45cD !u#v###Q$R$$$ d^gds d^gdGidgd mdgdV\    $ C D i l ulucZRJRhmH sH h3b mH sH hW5mH sH hd]5mH sH h)5mH sH jh)5UmH sH hs5mH sH hmhAG3mH sH hmmH sH hm5mH sH hAG35mH sH hAG3mH sH hsmH sH  h mh mh mh mmH sH hShS5mH sH hBc5mH sH jhBc5UmH sH hS5mH sH  !!!!t#u#v#####&$D$F$O$P$Q$R$X$Y$j$k$}$$$$$$$$$ļxsxnid`\`X`Thyh9h3b hP hV\5 h* ;5 hoKQ5 h)5jh)5U hy5 hV\hPh<^hymH sH hV\hV\mH sH h?mH sH h=gmH sH hymH sH hPqmH sH  hshs hGihGihGihGimH sH hshe4[mH sH h.mH sH h<mH sH hsmH sH  $$%8%g%%%%.&/&B&''V''U(((((((())I)u)dgdx.dgdPdgdV\$%7%8%K%e%f%g%%%%%%%%%%%.&/&B&&&&&&''&'''3'I'S'U'V'g'''''j(m(((((((((()))񺪲h{SK h{SK5 h/5 hN5 hyhP hPhHXhHXmH sH hmH sH hPmH sH h_|mH sH hdmH sH hdh3b hdmH sH haX_mH sH  hPhPhPhPmH sH hP5))))),)-)H)I)u)))** * *** *!*I***"+#+$+6+7++++++++++ǿǿzszszszsnjfhUdhgs hUd5 hdhdhdhdmH sH hdmH sH hP5mH sH hLN5mH sH h)5mH sH jh)5UmH sH hd5mH sH hPmH sH hPhPmH sH hP hV\5 hLN5 h)5jh)5U hP5 hN5 h{SKhN$u))**!*I**#+$+7+++++d,e,x,,;-U-dgdsdgdgs d^gdgsdgdx.dgdd d`gdd d^gdddgdP d^gdP+c,d,e,w,x,,,:-;-A-B-S-T-U-`-S.T.U.g.h............/#0%0U0W00·wldldlh*cmH sH hd2hd2mH sH hUb%5mH sH h)5mH sH jh)5UmH sH hd25mH sH hd2mH sH hhmH sH  hhhhhhhhmH sH hh h45 h)5jh)5U hh5 hUdhgs hgshgshgsmH sH hgshgsmH sH %U-`-T.U.h..../$0%0V0W000111p111282dgdd2 d^gdd2dgdh d^gdhdgds000011111#1G1Q1S1o1p11111112282n2p2222222 33p3q3r33333333444L5M5N55ǽ񯡘 hd2h1=h^mH sH hUb%5mH sH h)5mH sH jh)5UmH sH hd25mH sH  hh5 hUb%5 h)5jh)5U hd25h*cmH sH hd2hd2mH sH h#"mH sH hd2mH sH  hd2hd2282o2p2223q3344M5N555}6~6 7 77777 8/8dgds d^gd1=dgdd2 d`gdd2555|6}6~6 7 7 777777777777 8 8/8r8s8t8x8{88888888889 : : ::: ;!;";#;9;@;A;þ۳ȾҔҏ~jhQUhQ hQ5 hN5h)mH sH h3b mH sH h1=mH sH  h1=h1=h1=h1=mH sH  hUb%5 h)5jh)5U h1=5hd2h1= hd2hd2hd2hd2mH sH  hd2h1=hd2mH sH 1/8s8t88889 : :!;";#;U;V;W;q;r;;;m< d^gdDt d^gd) d^gd1=dgd)dgdsdgd1= d`gd1=A;R;S;T;U;W;c;d;f;p;q;r;x;y;;;;;;;;l<m<<<<<<+=,=-=3=6=?=@=W=b==¸ªyqiayhmH sH h#"mH sH h3b mH sH hDtmH sH hQmH sH hQhQmH sH  hDthDthDthDtmH sH hDth h 5 h)5jh)5U h5hNhN5 h@bhNh@bhk h@b5 hN5 hQ5 hQhQjhQUhQ%m<<<<-=.=== ? ?????@@@@,A^A}AA d`gd?dgd?dgdDt d^gdDt d`gdQ d`gdDt===== ? ? ????????:@H@~@@@@@@@@AA+A,A/A\A_AAA_B`BBBCCC6D7D8D9D:DƽƂ{{{{Ƃ{wshhh? h?h?h?h?mH sH hmH sH h3b mH sH h 5mH sH h)5mH sH jh)5UmH sH h?5mH sH h?mH sH hNmH sH h0mH sH hDtmH sH  hDthDthDthDtmH sH h!mH sH -A`BBCCC8D9D:D;DDYDZDDDEE F FRFSFFFdgdsdgdDtdgd? d`gd? d^gd?:D>DKDLDXDYDZD`DaDrDsDDDDEEEEE F FQFRFSFFFFaGbGcGiGjG{G|GGGGGGHzvkh,*h,*mH sH h3b h5 h,*5h,*h^ h?h[h?mH sH hFmH sH h[mH sH  h?h?h?h?mH sH h? hDt5 h 5 h)5jh)5U h?5hhhh5 hPThhhPT hPT5 hh5h/'FbGcGGGHH\HHHHFIGIzII1J MNOOPzR d^gd]dgdE  & Fdgd dgd,* d`gd,*dgdsH1H2HHHHHHH&IFIGIMINI_I`IyIzI}IJM M MOOOOOPQRyRzR_SͿ֚ͥ֊zrzgg`Xh [mH sH  h h]h h]mH sH hmH sH h]mH sH h?mH sH hEmH sH hj mH sH hj hj mH sH h3b mH sH h5mH sH h)5mH sH jh)5UmH sH h 5mH sH h mH sH  h,*h,*h,*h,*mH sH h[mH sH h,*mH sH !_SSTTTT T TTTDTETSTuTvTUUUUUUUUU#V$VtVuVvVVVXXXYYY YYY Y?Y@YƼ}vql h)5 h 5 hhhtvhmH sH h##wmH sH h3b mH sH  hhhhhhhhmH sH hhmH sH hhh h 5 h5 h)5jh)5U h5h hmH sH h mH sH h [h [mH sH h [mH sH hYmH sH *zRSTTTETuTUUUU$VuVvVVXXYY@Y^Y[ d^gd dgd##w d`gdh d^gdhdgdhdgd,*  & Fdgd [@Y^Y[[[\L\l\m\o\p\\\u]]]]]]]E^y^_!_=_^_o_u_v______`.````````ڻ{s{ls{l{l hA)hA)h mH sH hA)hA)mH sH hA)hv5mH sH hA)h)5mH sH hA)h)5mH sH  jhA)h)5UmH sH hA)hm5mH sH h:mH sH h(Ihq+mH sH hgmH sH h mH sH  h h h h mH sH h *[\\n\o\\\]]]]]]^_o__`````dgdA) d^gd dgd,*dgdg d`gdgdgd d^gd ```````#a$a%aaaabbb b bbbb8b9bqbsbbbbbbbb7c8cccadbdddddddddd8e9eeeeȻȘh<2mH sH  h2oh2oh2omH sH h2oh2omH sH h1(hv5h1(hDg5h1(h)5jh1(h)5Uh1(h{5 *hPh h2ohvt hA)h hA)mH sH  hA)hA)hA)hA)mH sH 2```$a%aaabb9brbsbbbbb8ccbdcddddd9eedgd2o d`gd2odgd,*dgdA)eee f f1fHfffff1g]g^g|g}gggggggggghh d`gdmAdgdmAdgd=!eeeeeeeeee f f fff%f&f0f1fGfHfIfffffff0g1g\g]g`gƽ~umemZmZSZSZSZSm hmAhmAhmAhmAmH sH h<2mH sH hmAmH sH hDg5mH sH h)5mH sH jh)5UmH sH h<25mH sH h+~h+~5mH sH hPTh+~mH sH hPTmH sH hPT5mH sH h+~5mH sH hJhJmH sH hBcmH sH jhBcUmH sH hJmH sH hJ5mH sH  `g{g}gggggggghhhhhh h!hBhChFhhh?iiiiilllnnnnnpppp>p½~vogh*VVmH sH  hh,shuzmH sH  hh2bhmH sH h2bmH sH  hhhh6]mH sH hhmH sH hRHh3b h{5 hDg5 h)5jh)5U hg5 h<2h2o hmAhmAhmAhmAmH sH hmAhmAmH sH (hhCh?illnnnpppp5q1r2r^r_rrFsGshs d^gd! d^gd2dgd d^gd,s d^gddgd,*dgd=!>plppppp1q5q0r1r2r]r^r_rqryrrrrrrsEsFsGsgshsisssitjtkt{t|t}tttttuuuuuuuuuvv3w4w5wEwFwǿ hh hhkhkmH sH h](jmH sH  hh](jh9mH sH h!a mH sH h!mH sH  hhuzhuzmH sH  hh*VVhmH sH h*VVmH sH hhmH sH 7hsissjtkt|t}ttuuuuv4w5wFwGwwwQxRxdgd^~ d^gd^~dgdsdgd,* d^gdk d^gd9 d^gd](jdgdFwGwMwNw_w`wwwwwwPxRxrxsxtxxxxxxxxxKykyzzzzzzzzzz{{{{{{{{{{{ȩȩxhq}5mH sH h)5mH sH jh)5UmH sH h&$5mH sH h&$mH sH h4U<mH sH h}<mH sH  h^~h^~h^~mH sH h^~h^~mH sH h3b hQ h,*5 hEa5 h)5jh)5U h2`5 hgh.Rxsxtxxxxxzzzz{{{{{L||||||}Jdgd{dgd{! d^gd{! d^gd^~dgd^~{{L|N|z|||||||||||}}~p~~~~~~~IJ4<UvŀƀZ{]^ʂ˂̂͂΂قŽݽ͵ݮݦݮݮݦݖ薎h=5mH sH hm?mH sH hwFOmH sH hsC7mH sH h~mH sH  h{!h{!hTkmH sH h{mH sH hEmH sH hbmH sH hmH sH h{!h{!mH sH h{!mH sH h&$mH sH h3b mH sH 0Jƀ^̂͂΂$؃ՅCDvzdgd6y1dgd5, d^gd"k/dgd~قڂ#$'~׃؃|Φ{skbTbTbjh5,5UmH sH h5,5mH sH h/mH sH h5,mH sH hUmH sH hSmH sH h"k/h"k/mH sH h"k/mH sH h^mH sH h3b mH sH h^5mH sH h)5mH sH jh)5UmH sH hwFO5mH sH h=h=5mH sH hPTh=mH sH hPTmH sH hPT5mH sH .1ŅƅDžԅՅم܅BCJK\]vz} "%yz#&z{ǾǾյǾժǾՏ폈ǾՏ폈ǾՏ폈 h~4 h6y1h~4 h6y1mH sH h6y15mH sH  h6y1h6y1h6y1h6y1mH sH h"k/5mH sH h_5mH sH jh_5UmH sH h5,5mH sH h5,h5,5 h5,h5,h3b mH sH h5,h5,mH sH 5z{{|*Ӊ8#$$%܌݌(Zdgdnc d^gd;cZdgd6y1dgd~{*.1҉Ӊ789: "#$b#$%\bیŹzskskkh;cZmH sH  hnch;cZhSmH sH hncmH sH hnchncmH sH  h;cZhMh;cZ hwFO5 h&5jh&5U hM5h5,h5,5mH sH  h~4 h6y1h3b mH sH h~4 h6y1mH sH h_5mH sH jh_5UmH sH h5,5mH sH *ی܌݌'(YZxyōƍ56opǎȎɎ-.tu01[ђҒ01nȽȫh~h~mH sH  h~h~ h^~5 h&5jh&5U hoq5 h&$h{!h6h6mH sH  hnch{h6 h6h6h6mH sH  hnchnchmH sH hnchncmH sH  hnch;cZhncmH sH 2Zyƍ6pȎɎ./>bEtu1dgd~dgdsdgd^~dgd6dgdnc[Ғ1oɓ)+UWv8:MԕZ\~dgd~noȓɓ()*+TUVWuv789:LMӕԕYZ[\}~89[hvwx}~·͡jh5UmH sH hBcmH sH hhBcmH sH hhmH sH hBc5mH sH h/mH sH h:BmH sH hemH sH h~h~mH sH  h~h~<9wxyz{|}~wx d^gd_dgdIdgdGOdgd~͗vw6G'ǜȜٜڜۜ &'89U׽׵׵׵xod]o h"Nh"Nh"Nh"NmH sH hd5mH sH hdhd5mH sH jhd5UmH sH hI5mH sH  h26dh26dh26dmH sH h26dh26dmH sH h0`mH sH hmH sH  hIhIhIhImH sH hImH sH hBc5mH sH jh5UmH sH h5mH sH " UŸßğş-ޠˡס d`gd?0 d^gdUdgddgd"NdgdGO d^gd26dUŸğן؟-0ԽԽԬ棗}ujaSJSaBh3b mH sH h5mH sH jh5UmH sH h:B5mH sH hPThVmH sH hPTmH sH hPT5mH sH hV5mH sH hBcmH sH hh5mH sH h5mH sH  h%`h5B*mH phsH ,j *h%`hkQ5B*UmH phsH # *h%`hkQ5B*mH phsH hmH sH  hhhhmH sH 0efiޠʡˡ֡סТѢҢآ٢:;STUi|ȵyuqiqe^ h hth_ *hwhd{hd{h~h mH sH h h mH sH hKmH sH h h3b hoq5 hVh5jhVh5U h 5h:BhUmH sH h?0mH sH  hUhUhUhUmH sH hwhVYmH sH hwh3b mH sH hVYmH sH h:BmH sH $ѢҢ:TUܥ#$`adgdu d`gdudgd dgdt d^gd dgdsdgdGOdgdU d^gd?0LΥۥܥ"#$_`aӦզצ%&MN./W_ʨ˨0ŻŶŶŲ𛔣huh_5mH sH h\HmH sH  huhuhumH sH huhumH sH h hu hVh5jhVh5UhVhhVh5hVhmH sH h mH sH h_mH sH h h mH sH hPmH sH hBmH sH 2֦צ&N/˨12op123~dgdsdgd|x d`gd|xdgdu012np -0123Ci}~"#ƾ}xnjh"5U h5 hChChChCmH sH h(Ih3b hCjh(I5U h(I5hV hPThVhPT h~5hVhV5hb/huhmH sH hPmH sH h\Hh|xhuhumH sH h|xmH sH  huhu)~#:qrѮ'qBdgdTdgd d`gd d^gdCdgds:rЮѮ&'pqB,-.@A%&efϲвPQRXYjkȻ hf5hT hThThThTmH sH hTmH sH  hO}5 hr%!5 hhhmH sH hhmH sH h h5jh"5U h"5?-.A&fвQR5op޴+,hi d`gdMf d`gdfdgdfdgdsdgdT d^gdT5nopݴ޴*+,ghiop ߷ֹع þͺyh*{mH sH h3mH sH hhfmH sH h{htmH sH htmH sH  hthththtmH sH h3b ht h"5jh"5U hx5hMfmH sH hPmH sH  hfhfhfhfmH sH hfmH sH hf-i ׹ع ټڼP˿̿ d^gd-dgdTD d^gd*{dgdhfdgdt d`gdt d^gdtdgdsǼؼټڼ),OP*>ʿ˿̿%'GHIYz24ίyyyyqqhsmH sH hPmH sH h3mH sH  h-h-h-mH sH h-h-mH sH hth3b h-hTDhTD5h"5mH sH jh"5UmH sH hTD5mH sH hTDmH sH htmH sH hthtmH sH htht6]mH sH ,̿&'HI34WXk4dgdsdgds d`gdsdgd- d^gd-4UVXjk 45YZ[lmn}~ ,23DEjƺٖ hdhdhdmH sH hdhdmH sH  hE=ShE=S hE=ShPhE=ShE=SmH sH hE=SmH sH h3b hE=S h"5jh"5U hE=S5h~h- h-h-h3hsh-h-mH sH 54Z[mn~ ,jdgdd d^gdddgds d^gdE=S d`gdE=S 1UW]^op"#GH567AvovgvgvgvovgvoghPmH sH  h0/hPh0/h0/mH sH h3b mH sH h0/mH sH hx\h0i5h"5mH sH jh"5UmH sH hx\5mH sH h0imH sH h0ih0imH sH  h"5jh"5U h0i5hd hdhdhdmH sH  *hdhdmH sH (VW#H67 ,-@n23fdgds d^gd0/dgd0/dgd0iA )+-?@mn1239:KLf67801iվ˱˂ hq5 *h\Hh-mH sH  h-h-h-h-mH sH h-mH sH h3b h-5h-he^ *h-he^ h"5jh"5U he^5h0i h0/h0/h3mH sH h0/mH sH h0/h0/mH sH 1781TUtu(GAdgdGH d`gdGH d^gd-dgd- d`gd-dgdsSsu'(5NleFG_k!@ABHIZ[stwh]mH sH h]h]mH sH  *h]h]h]h3b hwZ5 h"5jh"5U h]5h/mH sH h%mH sH  hGHhGHhgsmmH sH hGHmH sH hGHhGHmH sH hqhGH4ABtgh!"QRvwKLdgd5Pdgdf4#dgdE d^gd]dgds ghno!"QRwJKLRSde 67{sl{l{l h5Ph5Ph5PmH sH h5Ph5PmH sH  h"5jh"5U h5P5h3b mH sH  hf4#hf4#hf4#hf4#mH sH hPh]hf4#hf4#hf4#5h"5mH sH jh"5UmH sH hf4#5mH sH hf4#mH sH hHQUmH sH hEmH sH * 7qz{6w56%&y-./dgds d^gd(}dgd5P7pqtwyz{56vw@HINT\]b356Ǹsb *hPh5PB*mH phvqqsH  *hh5PB*mH phvqqsH hhZB*phvqqhhc/B*mH phvqqsH hh5PB*phvqqhh(}B*mH phvqqsH hh5PB*mH phvqqsH  h5Ph(}h5PmH sH h(}mH sH h3b mH sH h0"mH sH  h5Ph5Ph5Ph5PmH sH %!)%&xy,-./12ADOUVghyz໪xtmx`X`xS hH5ha_hv5jha_hv5U ha_hHh4Iha_hH5hQihHh5Phh5P>*B*phvqq hhB>*B*mH phvqqsH  hh5P>*B*mH phvqqsH hh5PB*phvqqhh@sB*mH phvqqsH hh@sB*phvqqhh5PB*mH phvqqsH  *hPh@sB*mH phvqqsH /012NOz$5e-YT d^gd4pdgda_dgdsz#$45de,-XYSTݷݩ h4ph4phqFmH sH h{mH sH h4ph4pmH sH hwMzh4ph3b hwMz5 h#V5jh#V5Uhh./U5 hIhhIhZp hI5 h5hf4#hHhrp5 ha_ha_ha_ha_mH sH 2N$%Rabdgd3k d`gd3kdgds d^gd{dgd4pdgd{MN#$03QR`b}thh35mH sH hh3mH sH  h3kh3khqFh3kmH sH h3kh3kmH sH h3b h3k hy5jhy5U h3k5h4phPmH sH h{h{mH sH h3b mH sH h{mH sH h4pmH sH  h4ph4ph4ph4pmH sH )*ghHI\9 d^gdd d`gdr`dgdr` d^gdr`dgd,p d^gd,pdgd3k*-%.Z]pFGHI[\89GNȦ؞}}v h-h,phdmH sH  h,phr` hr`hr`hr`hr`mH sH hr`mH sH h$EmH sH  h,ph,ph,ph,pmH sH hh3mH sH h,pmH sH h-mH sH h3b mH sH hh35mH sH hy5mH sH jhy5UmH sH ,Z_qrxz|kmno  ļ˼įޫhahamH sH  h&xha h&xh&xh&xh&xmH sH h&xmH sH h&x h&x5h3b mH sH h_cmH sH  h9h9h9h9mH sH h9mH sH h3b h9 h3k5 hy5jhy5U h952^_r{|mn !dgda d`gd&x d^gd&x d^gd_cdgd9 d^gd9dgds !>?By{|}?`RSTZ[ʾ晒晒~ h/UD5 h=chg{AhmH sH  hg{Ahg{Ahg{Ahg{AmH sH hg{AmH sH  h=ch=ch=ch=cmH sH h=cmH sH h3b h=c hy5jhy5U h=c5h&xhj-mH sH hahamH sH  haha1?{|ST+, d^gdm- d^gddgdg{A d^gd=cdgdsdgda[lm+,FGHrstu<=Lg⵮|hZpmH sH hZp5mH sH h825mH sH h82mH sH h0BmH sH h{=mH sH  h6666666666666666666666666666666666666666666666666hH66666666666666666666666666666666666666666666666666666666666666666p62&6FVfv2(&6FVfv&6FVfv&6FVfv&6FVfv&6FVfv&6FVfv8XV~ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@6600 OJPJQJ_HmH nH sH tH @`@ 5PNormalCJ_HaJmH sH tH DA D Default Paragraph FontRiR 0 Table Normal4 l4a (k ( 0No List ^^ YNnLevel 1 Headingd@&a$5CJ OJQJ^JaJ XX YNnLevel 2 Headingd@&5OJQJ^JJJ YNn Body Text1d` OJQJ^JR^"R 40 Normal (Web)dd[$\$OJPJQJ^J@@2@  List Paragraph ^m$PK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭VGRU1a$N% ʣꂣKЛjVkUDRKQj/dR*SxMPsʧJ5$4vq^WCʽ D{>̳`3REB=꽻Ut Qy@֐\.X7<:+& 0h @>nƭBVqu ѡ{5kP?O&Cנ Aw0kPo۵(h[5($=CVs]mY2zw`nKDC]j%KXK 'P@$I=Y%C%gx'$!V(ekڤք'Qt!x7xbJ7 o߼W_y|nʒ;Fido/_1z/L?>o_;9:33`=—S,FĔ觑@)R8elmEv|!ո/,Ә%qh|'1:`ij.̳u'k CZ^WcK0'E8S߱sˮdΙ`K}A"NșM1I/AeހQתGF@A~eh-QR9C 5 ~d"9 0exp<^!͸~J7䒜t L䈝c\)Ic8E&]Sf~@Aw?'r3Ȱ&2@7k}̬naWJ}N1XGVh`L%Z`=`VKb*X=z%"sI<&n| .qc:?7/N<Z*`]u-]e|aѸ¾|mH{m3CԚ .ÕnAr)[;-ݑ$$`:Ʊ>NVl%kv:Ns _OuCX=mO4m's߸d|0n;pt2e}:zOrgI( 'B='8\L`"Ǚ 4F+8JI$rՑVLvVxNN";fVYx-,JfV<+k>hP!aLfh:HHX WQXt,:JU{,Z BpB)sֻڙӇiE4(=U\.O. +x"aMB[F7x"ytѫиK-zz>F>75eo5C9Z%c7ܼ%6M2ˊ 9B" N "1(IzZ~>Yr]H+9pd\4n(Kg\V$=]B,lוDA=eX)Ly5ot e㈮bW3gp : j$/g*QjZTa!e9#i5*j5ö fE`514g{7vnO(^ ,j~V9;kvv"adV݊oTAn7jah+y^@ARhW.GMuO "/e5[s󿬅`Z'WfPt~f}kA'0z|>ܙ|Uw{@՘tAm'`4T֠2j ۣhvWwA9 ZNU+Awvhv36V`^PK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!g theme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] 7 n q $)+05A;=:DH_S@Y`e`g>pFw{ق{یnU004A7z [ !eW `i$u)U-82/8m<AFzR[`ehhsRxJzZ~i̿4A/,C $ 9( Z l ] o p;MXj!,! ""##A%S%&&))**//00@3R3x3389`<r<i?{?MA_A LL QQuWW ZZ]]^%^` `Mo_ossz{|}}}J~\~~ ǔٔ&8ؚXjoҺ2D]o9KHZnRdUgZl! 2   $ZZ ZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZL# @0(  B S  ? &/6:!5*566EE#F-FFFGG@HJHHHHHHHSI]IIIIJ+O5OOOOP&P0PPPRRESOSSSg#gggqqvvxxфلpuۋ )6?mvש 56FOw!ps>I )+4 F !!*:2:t:|:BBBBNKWKxOzO?VFVuXXaakkm(mmmXnbnqq~zz[g56GO    3333333333333333333333333333333333333333333_qt :) Z m ] p p;NXk !-! ""##A%T%&&))**//00"3"3@3S3e3f3x33?5@5899<=<`<s<i?|?MA`A LL Q QoWoW]]]]]]^&^`!`Mo`oppsszttvvxxz{|||}}}J~]~~ w|ǔ۔&9UؚXkoӺ2E]p9LH[nReZm" 3   %'M)Fv2v@=8sLK}   ^`o(hH ^`o(hH) ^`o(hH) ^`o(hH() ^`o(hH() ^`o(hH() ^`o(hH. ^`o(hH. ^`o(hH. h^h`hH) ^`hH) 8^8`hH) ^`hH() ^`hH() p^p`hH()  ^ `hH. @ ^@ `hH.  ^ `hH.^`o()^`.pL^p`L.@ ^@ `.^`.L^`L.^`.^`.PL^P`L. h^h`hH) ^`hH) 8^8`hH) ^`hH() ^`hH() p^p`hH()  ^ `hH. @ ^@ `hH.  ^ `hH.h^h`)^`)8^8`)^`()^`()p^p`() ^ `.@ ^@ `. ^ `.=8s2v@ (2v@ (2v@ ('M)}@ ^()g)'"' )#()dR()%()f.F'C .'(.X' ^(.F.x"' .F#)dR()%()*()@'C ()f(() ^(.&..#f"' ...z#....fdR .....@M% ......@ .......n''C  ........( .........[slide][slide]2         \?-SCW,# x 9O Y [NUa @>`WAH#%GS3JL2PM:PSQ8S[*SQTtVeWG\_?^Key_% I`a{ay b"?JdppdOe3gZg krlClw@lhWmxhm=ogp @,s3fyiAyx9{P4|yh)*6+)*,5,,j-..//c/"/?061<2d2h3AG3J3X3455_56u7sC7*"8* ;k;4U<?p?jT@1X@mAg{A0B*CCmGCeD!DTD/UD$EfqEJFF#vF:GH(I(I/5IBJ{SKjKxKQ1LOHLvLAFMQM$NLN5:OwFOiO5PkQoKQ$SE=SmSU./UHQUSpU#V*VVVYwZ;cZ [e4[_@[F\x\]c^#^H^_aX_L`%`0`L`Ea*c_cd26dUd!fgF8g=g^g{g0i](j?Mja@l mgsmLnYNn2o&NqPq0r,s8s@sgs7tDtvtDuvvw##wxmx&x|xwMz1rzuz*{_|t| c}q}~+~~~?^'qFt)ncGO} h/ ^_gah,p&P^_GidQ:m?Ec0/oqQ%S9@hf}<%1:x.U1=wN  -Mfm-Z3lBuN)_T'Jy&<Dg3>հ0"B1(۰Ҷdm2)ԳqyEJ[k6(,*$Ǿsŷ=!sd+>:ұ<^ue^9V\mAY3k$o;NE"Nb?HXtvd{k^~x{IV5\H4p9S[{ q+Ea_eVgMU GO{07Bs4I^~2PTaP<XCZ0Z h)X782y~W+@bn"6%)!B P9Ut{YDd]Omc6-5EG@X!P"Bc{@@UnknownG.[x Times New Roman5^Symbol3. *Cx Arial7.*{$ CalibriC.,*{$ Calibri LightA$BCambria Math"qhUh*jn(&(&!20@@KQHP $P'6^2!xx  Sophie Homer Sophie Homer      Oh+'0|  8 D P\dlt'Sophie Homer Normal.dotmSophie Homer110Microsoft Office Word@]e@~Pp}@@|8\&( ՜.+,0 hp|  '@  Title  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"$%&'()*/03Root Entry F@Z\21Table+LWordDocument nSummaryInformation(DocumentSummaryInformation8#MsoDataStore^Z\^Z\IDYSUONGA==2^Z\^Z\Item PropertiesUCompObj r   F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q