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Table 1 CARm training program: training activities and learning objectives

From: Development and evaluation of a strength-based method to promote employment of work-disability benefit recipients with multiple problems: a feasibility study

Day

Training activities

Learning objectives

1 (3 h)

Practice

1. Trainer 1 introduces trainees to Strength-based method

2. Trainees list competencies they want to work on

3. Groups coached on how to draft Personal profile of clients under supervision of trainer 1

1: Trainees learn about Strength-based method

2: Trainees set goals to obtain required competencies

3: Trainees gain broader perspective on strengths and abilities of clients

2 (6 h)

Theory

1: Trainees share success stories in working with clients.

2: Video shown to illustrate working based on strengths

3: Trainees interview client, under supervision of trainer 2

4. Trainees evaluate interview

5: Trainees discuss assignment: Personal Profile

1–3: Trainees experience focusing on clients’ skills, competencies and talents rather than deficits

4: Trainees learn from other trainees, trainer 2 and client how to incorporate Strength-based method in an interview

5: Trainees learn to better draft personal client profile

3 (3 h)

Practice

1: Group coaching on individual questions from trainees.

2: Trainees present final Personal Profile and receive feedback from group and trainer 1

1: Trainees and trainer 1 reflect on competencies of trainees

2: Trainees learn to evaluate and improve final Personal Profile

4 (6 h)

Theory

1: Trainer 2 introduces communication strategy (Hersey & Blanchard) (Newman) (Van der Klink & Terluin)

2: Trainees work in couples or in group on practical assignments on how to communicate adequately with clients

3: Trainers help trainees to work in supportive manner to construct holistic image and set goals with client

4: Assignment to work on Participation Plan with a client

1: Trainees obtain skills to improve communication with client

2: Trainees learn to motivate clients and build relationships with them

3: Trainees learn to focus on strengths rather than limitations or pathology

4: Trainees learn to collaborate with client on Participation Plan and to apply Strength-based method in practice

5 (3 h)

Practice

1: Trainer 1 guides plenary discussion and responds to individual trainees’ questions about Participation Plan

2: Trainees present personal participation plans in the group, and receive feedback

1: Trainees obtain skills to improve Participation Plan

2: Trainees learn from experiences of other trainees on construction of Participation Plan

6 (6 h)

Theory

1: Trainer 2 indicates importance of client’s natural environment

2: Trainees work with a scheme to map a client’s social network

3: Video illustrates a hostile and a supportive environment

1: Trainees know how to involve/activate social network of client

2: Trainees learn about importance of networks (family, professional, neighbourhood)

3: Trainees become aware of positive and negative influence of significant others

7 (3 h)

Practice

1: Trainees present their process of cooperation with clients and reflect on goals formulated on first training day

1: Trainees learn from one another’s developments

Homework

Activities

Aim

 

1: Trainees read literature provided for training day (Wilken & den Hollander, training manual)

2: Trainees draft personal profile and personal plan of randomly chosen client

1: Trainees obtain theoretical knowledge about rehabilitation and Strength model and start with equal level of knowledge

2: Trainees provide input related to daily practice