4. Group Values
• Share your experiences and be mindful of your personal limits
• Listen to other people’s opinions, values, and limits
• Be aware that we have all experienced trauma at some time
• Be prepared for movement & participation
• Respect confidentiality
• Mobiles on silent, please
• Please disagree; respectful difference = new learning
• There are no daft questions!
6. Mad tea
Attribution: Liberating Structure developed by Henri Lipmanowicz and Keith McCandless. Strategy Questions inspired by Chris McGoff (The Primes)
7. Structure
• Form two circles, one facing in and one facing out
• one person completes the sentence on the screen
while the other expresses keen interest and curiosity
• one person in each pair to finish the sentence # 1 first
• When bell dings once at 30 seconds, switch roles to do
the same for sentence #1
• When bells dings twice at 1 minute, move two spaces
to the right
14. What is Mental Fitness
It’s like having a map. You still have to get there
yourself, but with awareness we can plan the way.
Sustainability is the key and practise develops skills.
18. CONCEPTUALISING AND MEASURING MENTAL
FITNESS: A DELPHI STUDY (2015)
Paula Robinson, Lindsay Oades, Peter Caputi
4 Guiding Principles:
(1) fitness is a positive term without connotations of illness implied by
mental health or mental illness
(2) mental fitness could be understood by the wider community in a
similar way to physical fitness
(3) mental fitness is measurable - what is measurable can be changed
(4) mental fitness can be improved, in a similar way to physical
fitness
19. The Four Keys to Well-Being
RICHARD J. DAVIDSON | MARCH 21, 2016
• Resilience - the rapidity with which we
recover from adversity
• Outlook - the ability to savour positive
experiences, the ability to see another
human being as a human being who has
innate basic goodness
• Attention – focusing attention on a task
makes you happier
• Generosity - engaging in generous and
altruistic behaviour activates circuits in the
brain that are key to fostering well-being
SKILL
21. Practice meeting
your needs
• 1 minute in the hour
• 1 hour in the day
• 1 day in the week
• 1 week in the month
• 1 month in the year
• 1 year in the decade
23. A response to a deeply
impacting event that has an
ongoing effect on coping
ComprehensiveResourceModel.com
– Lisa Schwartz
(PTSD)
A psychiatric
condition
characterised by
extreme levels of
anxiety,
flashbacks, and
nightmares which
persist for
months.
- Royal College of
Psychiatrists
An experience,
or pattern of
experiences, that
impairs the
proper
functioning of the
person’s stress-
response
system, making it
more reactive or
sensitive
- Bruce Perry
(childtrauma.org)
27. Stimulating the Vagus Nerve:
• 3 stages of breath activity
• Breathing
• 6 x per/min = lower BP
• Slower breath = slower thinking/actions
• Smile with eyes and mouth
• Cold shower – regulating breath
• Chanting – stimulate VN motor fibres
• Gag (pharyngeal) reflex / gargling
• Eat – whilst regulating breath (rest & digest)
.
The Vagus Nerve
28. ACES
aka Childhood
Trauma
Research has shown that traumatic
childhood experiences not only are
extremely common but also have a
profound impact on many different
areas of functioning.
29. UK (ACES)
• Scotland has no ACES study yet
• – Polishing the Diamonds
• England – almost 50% experienced
1 ACE and over 8% 4 or more.
• Wales - almost 50% experienced 1
ACE and 14% experienced 4 or
more
30. A breakdown of
results
from the
San Diego study
11% emotionally abused as a child,
30.1% reported physical abuse
19.9% sexual abuse.
23.5% reported being exposed to family
alcohol abuse
18.8% exposed to mental illness
12.5% witnessed their mothers being
battered
4.9% reported family drug abuse
32. 1. Think about a person that displays one of these ‘symptoms’
2. Ask the question – ‘how did (SYMPTOM - e.g,
depression, irritability, numbing) help this person to survive
as a child?
3. How does this symptom get in their way now?
Exercise 1-2-all
35. What is TRIZ?
What do we do?
What can we stop doing?
Challenging assumptions
Critically analysing practice
Creative thinking
TRIZ is…
36. How?
1. Make a list of all you can do to make sure that you achieve the
worst culture of trust imaginable.
2. Share with the group via post its.
3. As a group, ask the question “is there anything we are
currently doing in our approach to mental health that
resembles any of the items on the list”?
4. Make a list of what first steps you would take to stop the
undesirable results?
5. Share between groups.
38. “There’s no team without trust”
- Paul Santagata, Head of Industry at Google
Google’s two-year study on team performance revealed that the
highest-performing teams have one thing in common:
• Psychological Safety, the belief that you won’t be punished
when you make a mistake.
• Studies show that psychological safety allows for moderate
risk-taking, speaking your mind, creativity, and taking the risk
to ‘stick your neck out’.
• We become more open-minded, resilient, motivated, and
persistent when we feel safe.
39. Write down 10 questions relating to
Psychological Safety. 1-2
How confident am I that I won’t receive retaliation or criticism if
I admit an error or make a mistake?
How can I communicate safety to the people I work with?
What feedback do I need from others about how I support their
safety?
41. Reflective Practice? (all)
WHAT?
A way of studying your own
experiences to improve the way you
work.
A way of recognising and articulating
what we learn on a moment by
moment basis.
Theme = Awareness
HOW?
• Learning to pay attention
(self/others)
• listening to (self/others)
• Coming face to face with our own
assumptions
• Noticing patterns in emotion /
thought / response
• Accepting that we are just like
others
• Changing the way we view the
world
42. Reflective Questions
• How do you give yourself and your
colleagues the time to reflect and
respond to emotionally impacting
work?
• Is this support enough for you /
them?
• What could you do differently to
change the culture?
Standing chat: 4-2-1-all
43. Culture of Reflection
o Supervision is
o a formalized reflective space.
o Other ways to support a
culture of reflection:
• Tea & Talk Reveal a bit more
• Informal meet ups
• Peer Group Meeting / Walking
• Critical Reflection Groups
45. TOOLS & SKILLS
Intrapersonal
Self-Awareness – why, how and when do I
engage my head, heart and body?
Breathing - Using mindful breathing to focus on
body responses from the inside
Visualization - stabilize, resource, and attune
with self-compassion
Self-assessment – 8 WB indicators
Interpersonal
Dialogic relationship
Understanding
Compassion
46. WHY
?
Between stimulus and response there is a space.
In that space is our power to choose our response.
In our response lies our growth and our freedom.
― Viktor E. Frankl
47. VF’s 3 objective sources of meaning:
1) the experience of goodness or beauty, or of loving others
2) creative deeds or work
3) the attitude we take towards unavoidable suffering
• What is your why? 5 Why’s exercise!
• Person 1 state one thing you do in life, e.g., job / hobby
• Person 2 ask ‘why’ or ‘what do you get from that’ x 5
52. Presence - the impact of
self in a relationship
Underpinned by:
• Life experiences
• Interests
• Skills & strengths
• Weaknesses & vulnerabilities
• Values & beliefs
• Physical presence
We all have it, regardless of our actions:
• We bring our selves every time
• We cannot be neutral either proactively or reactively
• We CAN be aware - slow down, make space, and ‘respond’
55. Attitudes of Understanding & Compassion
HARSH Part
- Can be
critical of
self / others
HURT part
- HURT by
others in past /
harsh self
CONNECT
CONNECT
1.
Understanding
Of
2.
Understanding
towards
FAIR
REFLECTIVE
CLEAR THINKING
COMPASSIONATE
OTHER
SYMPTOMS
58. 1. Find someone who you do not know well:
Tell a story to your partner about a time
when you felt that you were NOT heard,
seen, or respected.
5- 7 min each - 15 min
total
59. 2. Partners share with one another the
experiences of listening and storytelling:
What did it feel like to tell my story; what
did it feel like to listen to your story?
5 min.
60. 3. In a foursome, participants share
reflections using 1-2-4, asking:
What patterns are revealed in the stories?
What importance do you assign to the
pattern? (be as concrete as you can)
5 min.
61. 4. As a whole group, participants reflect on
the questions:
What patterns did you notice?
5 min.
63. What stood out to you?
Could you imagine using this at work? In what
circumstances?
64. Morning Routine
• What is your current morning routine?
• What routine would you ideally want to create?
• Pick one action and include this in your morning to be more like
your ideal?
