The presentation given at The Sanctuary Network Days on November 17th, 2011.

2. Learning Objectives
• Discuss adult learning
• Explain the methods of teaching used to “roll-
out” The Sanctuary Model at South Oaks
• Talk about the rationale for the teaching
methods used
• Learn about machinima, and its use in
education

3. • Part of The Long Island Home: In operation since 1882
(Long Island Home for Nervous Invalids)
• Current configuration:
– 150-bed inpatient psychiatric hospital providing behavioral
health treatment for children to seniors, Chemical
dependency detoxification and rehabilitation
– 30-bed Partial Hospital for Adolescents and Adults
– Outpatient Addictions clinic
– Child/adolescent mental health clinic
– Vocational Services in the community
– Prevention Service – PRC, Speakers’ Bureau

4. What is Machinima?
• Machinima is video that is created in a 3D
virtual world
– World of Warcaft©
– Minecraft©
– Second Life™
• Benefits
– Unlimited scenery
– Lower cost than live videos

6. South Oaks Hospital Staff
Our aging population: in US, retirement of 10,000 health
care professionals daily (Marx, 2006)
• Silent Generation (b. 1925-1945)-2% SOH staff.
• Baby boomers (b. 1946-1964) – 39% SOH staff. Work-
centric, independent, goal-oriented, competitive
• Generation X – (b. 1965-1981)-32% SOH staff.
Individualistic, flexible, value a work/life balance
• Millenials – (b. 1982-current)- 26% SOH staff.
Gravitate toward group activity, fascinated by new
technologies—computers not technology but an
integral part of life, racially/ethnically diverse, believe
it’s “cool to be smart”
More…

7. Generational Differences
• Technology: the younger the age group, the
higher percentage who use the Internet for
school, work, and leisure

8. Learning Styles – Adult Learning
• Motivation: Need to know WHY we’re learning something—
what’s in it for me? Not so interested in knowledge just for
knowledge sake.
• Relevancy: Need to know HOW the new knowledge can be
directly applied to our work.
• Context: Adults bring a wealth of life experience and
knowledge-need to connect the new learning to the base of
what we already know. This helps with transference of
knowledge to new settings. (Knowles)

9. Evidence – Learning Styles
Learning style inventory (Dunn and Dunn, 1978)
• Auditory-Process new info best when it is spoken-
lectures, discussions, talking through the process
• Visual-Process new info best when visually illustrated
or demonstrated.
Graphics, pictures, images, demonstrations
• Kinesthetic-Process new info best when it can be
touched or manipulated-Hands on, role
play, experiential
• Adults have increased variation in learning styles —
individual differences among people increase with
age. Best to use a combination of the three above
• Difficult absorbing information after 10minutes-
segments should be no more than 20min

10. South Oaks Sanctuary Rollout
• Auditory
– PowerPoint
– Staff meeting discussions
– Catchy phrases – 7Cs
• Visual
– Articles in the Acorn
– Acronyms: SECONDS
– Badge tags on Safety Plans, Red Flag meetings, memory
prompts
• Kinesthetic
– Role-plays
– ROPEs course activities tied into Sanctuary

12. Our Rationale for Use of Machinima
• Simulations can be used to help learners visualize complex systems. It can
be replayed, slowed down, etc
• Adult learning principles-able to show how the staff would benefit from
using Sanctuary, using specific examples that happen at South Oaks, some
coming from staff input about their past experiences
• Sensory learning styles-auditory, visual, and kinesthetic input; brief clips
• Staff population becoming more “Millennial”
• Takes the intimidation out of learning:
– Includes familiar settings , situations, and peers’ voices
– Positive emotion paves the way for memory and higher-order
thought, while fear and intimidation can cause the learner to go into
fight or flight

13. Non-violent Communication
Focus during “Open Communication Month”
Our first attempt at multi-modal learning:
• Auditory: Lecture in staff meetings
• Visual: Posters, ID badge card, articles in Acorn
and info in e-mails
• Kinesthetic: Role play in staff
meetings, mandatory education
days, orientation—could be the most
effective, but intimidating….

14. Non-Violent Communication

15. Seven Commitments - Machinima
• Wanted examples of the commitments that
would be understood by employees in the
hospital
• Wanted to start to involve hospital staff in the
process

16. The Seven Commitments

17. Sanctuary In Action - Machinima
• What we were hearing:
– “That’s not very Sanctuary”
– “What’s Sanctuary anyway?”
• Still having trouble “making it real” for staff:
Why?
– Many of the Sanctuary concepts are abstract
– Examples could help

18. Sanctuary in Action

19. Vicarious Trauma Machinima
More staff ask to do voiceovers
Starting to address more sensitive topics
– One staff member submits a script that she wrote
in hopes of having it made into a machinima on
the topic of vicarious traumatization

20. Vicarious Trauma

21. Growth & Change
Looking toward the future:
Adult learners “have a lot going on”--Training
needs to be timely, convenient, and
accessible. Coming soon: individual access to
machinima on our desktops and beyond
Teaching the patient population-how can
Machinima be used for psychoeducation or
teaching commitments to the patients?

22. References
• Dunn, R., Dunn, K. (1978). Teaching students through individual
learning styles: A practical approach. Reston, VA: Reston Publishing.
• Kegan, R. (2000).What “form” transforms? A constructive-
developmental perspective on transformational learning. In J.
Mezirow & Associates (Eds.), Learning as transformation: Critical
perspectives on a theory in progress (pp. 35-70) San-Fransisco:
Jossey-Bass.
• Knowles, M. (1980). The modern practice of adult education: From
pedagogy to andragogy. (2nd ed.). New York: Cambridge Books.
• Lancaster, L. C., Stillman, D. (2002). When generations collide: Who
they are. Why they clash. How to solve the generational puzzle at
work. New York: Harper Business.
• Marx, G. (2006). Sixteen Trends: Their Profound Impact on Our
Future. Alexandria,