Resource for Trainers

The trainer’s approach

A few brief notes

When teaching students how to develop a person-centred approach and the associated communication skills, it goes without saying that it is important that trainers are able to model this approach themselves! If they are not, the incongruity between the material and its presentation will result in loss of credibility for both the trainer and the material. Before using these resources with students, please note the following.

Trainers are strongly recommended to:

• • have undertaken training in counselling skills themselves;
• • shadow an experienced trainer before undertaking training on their own;
• • work through the material themselves, while reflecting upon their own experience, in order to have genuine examples to illustrate their teaching;
• • consider how to give feedback in a person-centred way, as described in Chapters 8 and 9.

Students want feedback given in ways which encourage and motivate them to:

• • consider as many aspects of a situation as possible;
• • participate in the exercises described in the book;
• • employ the skills of active listening, reflective responding and assertive communication in their work with one another;
• • draw upon their own experience as appropriate;
• • relate their use of counselling skills to the theoretical models and processes described in the book;
• • reflect upon their learning and share this with others.

When the material is used in this way, students will become more able to:

• • integrate their knowledge with their experience;
• • develop their awareness;
• • demonstrate their competence in using the communication skills described in the book;
• • apply their skills in dietetic practice.

Some further recommendations for trainers

• • Aim to provide an environment in which students can have a positive learning experience. This includes using an adequate room (formal lecture theatres are not suitable), having an appropriate set-up and ensuring there are no outside interruptions during the training session.
• • Make sure to allow adequate time for student participation in experiential exercises, discussion and reflection when planning a session.
• • Consider the support that students will need in order to learn, and know what extra support is available for anyone whose personal issues become paramount.
• • Consider a source of support for yourself while you are preparing and facilitating the training.
• • Maintain boundaries with regard to keeping to time, maintaining confidentiality within the training room and working within your limits.

Above all, relax! Enjoy the training session yourself, while keeping your focus on the material and the students.

To read more about facilitation and training, see the section on Group Work in Further Reading.

To read more about training in counselling skills, see Chapter 16.