WHY a VIRTUAL CFR?
As they say: “necessity is the mother of invention.” We responded to the pandemic by creating the Virtual Clinical First Responder.
Although initially skeptical, we have been thrilled with the results and participants seem equally pleased.
All of the critical elements have been retained, including scenarios (the perennial staff favorite), which are actually even more effective online, as we are able to use the chat to highlight learning in the moment.
In order to minimize online fatigue, we recorded a number of lectures which allowed us to reduce the training to 3 days of synchronous learning.
The day of asynchronous material can be completed at participants’ leisure. The training remains engaging with exercises and hands-on learning to keep it lively and interactive, and we have shortened the days to avoid screen burnout.
Most importantly, participant feedback has affirmed that we have been successful at creating a sense of community and connection despite the challenges of being online.
We are confident that participants will find our virtual offerings equally as valuable as our traditional in-person trainings.
“I am beyond pleased with how well it turned out!”
Team Counseling Concepts
VIRTUAL CFR MODULE I SYLLABUS
- Commmunity Building
- Human Development
- Communication Skills Lab
- Anger Cycle
- Theories of Change
- Cultivating A Therapeutic Alliance
- Boundaries and Ethics
- Suicide Crisis Interventions
- Common Diagnoses
- Burnout and Self Care
VIRTUAL CFR DAILY SCHEDULE
Note: Times will vary depending upon time zone of participant.
Virtual CFR I - Expanded Course Descriptions
Professional Development/community building: At the outset of the course, participants engage in a series of adventure initiatives designed to create the container and establish the emotional safety necessary for participants to engage fully with each other and prepare to enter into an experience that will foster both professional and personal, growth. Course material is introduced and individual and group goals are established.
Human Development and the relationship to behavior: In this foundational piece, participants are introduced to the developmental tasks of adolescence, along with stages of cognitive development and psychosocial development. The focus is on the development of personality and sense of self in relationship to the environment/significant others’ differently through the life span (emphasizing birth through adolescence). We also highlight how disruptions in development at each stage lead to different developmentally related issues, as well as different needs that may underlie similar behavior. This also sets the stage for the discussion of common diagnoses that follows on Day 3.
With an emphasis on trauma informed care and the need to create safety in relationships, the applied discussion focuses on how staff might intervene differently based on their assessment of unmet developmental needs or developmental regression during times of heightened stress.
Communication Skills Lab: In this playful evening program, participants learn about “communication quandaries” and the four places shared meaning can be lost in communication. Emphasizing the importance of active listening, participants engage in a series of fun activities that illustrate effective communication and that can be easily employed with any group.
Assessment Tool for Staff: The GRABBS is a hands-on practical tool that participants can use to gather and organize information in any situation. It is particularly useful in preventing staff from overriding their own judgment.
Reviews: These sessions offer participants the opportunity to synthesize and apply the vast amount of material covered in the course.