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Training Tips for Caregivers

Communicate “YOU ARE SAFE!”– We are safe together. Don’t focus on the behavior. Respond to the feeling state. When we are upset, we are driven by emotion and physical arousal, not intellect.

Reduce Demands– Our tolerance for demands is an ebb and flow; changes from one moment to another. Be sensitive and flexible. Meet the person where they are at.

Do not linger in conflict– No feeling lasts forever. Every day is a new day. Reach a state of calm, re-engage and move on.

Check your expectations at the door– Whatever happened yesterday, let it go. What do you want the culture of your support time to look like and what can you do to make it happen.

Ask for help from your supports– Teams members, management and administration

Have hope– Try to reflect on your past relationship with the person you serve. Appreciate the steps toward growth no matter how big or small.

Why a Culture of Gentleness Makes Good Business Sense

The following article addresses the culture found in residential settings where the quality of life is shaped by the multiple relationships between residents and direct care support staff. I was struck by the correlation between the elements of a culture of gentleness and what LaLoux has described in “Reinventing Organizations” as new level of organization emerging that holds great promise. (see “Book Corner”) The organizing principle in this new tier is the constellation of the deep values individuals are liberated to express in their work. – Clint Galloway, Editor

Those of us in the business of providing care for others often find ourselves trying to balance sound financial decisions with decisions that directly impact the quality of care provided. Tipping the balance negatively on the economic side (we can refer to them as “scale tippers”) include staff turnover, worker’s compensation claims, unemployment claims and the cost of training new staff, all of which can lead to increased anxiety for those we support, lower staff morale, reduced quality of care and increased expenses. If we can agree that the scale tippers attribute to a majority of the increased costs then we can agree that by reducing the incidents of scale tipping we will be making decisions that can lead to expansion, fewer vacancies and other business opportunities. Fortunately, we are learning that the same things attributed to reducing expenses are also attributed to increasing the quality of care for the individuals we support.

The ever changing landscape of our system of care pales in comparison to the changes experienced by those receiving care due to staff turnover. I recently went to my dentist and was informed that I would have a different dental hygienist. “What…no Dena?” I thought, “she’s been my hygienist for many years and suddenly they expect me to have my teeth cleaned by someone else?” (Maybe if I’d flossed regularly I’d be less concerned). The care that the new hygienist provided for me and my teeth was more aggressive than I’m used to, leaving me wanting Dena back. After my initial disappointment, I’m okay now with the notion of waiting six months to find out who will do my cleaning next. But I would be much less settled if I was to experience this uncertainty with every shift change, 547 times over the next six months. This uncertainty about whom we will be interacting with in a face-to-face relationship makes us feel less safe and precipitates negative feelings and actions. It invades the entire culture of care. It is an expensive drain on our resources as well as the peace of mind of those that we support.

Providers report an average turnover rate of 49% among frontline direct caregivers. For agencies that experience high annual turnover rates (hopefully you’ve calculated your annual rate, if not this would be a good first step to take), it is likely staff will leave within the first six months of employment. This is the period in which the initial, comprehensive training will occur for new staff. At an average replacement cost of approximately $3,500 per employee, these costs weigh heavily on the economic scale.

Other scale tippers that often appear in a workplace with excessive rates of turnover include worker’s compensation, health insurance premiums and unemployment claims. Worker’s compensation claims tend to increase when the people in our care feel unsafe and are more likely to be aggressive towards staff, resulting in injury. Insurance rates increase when claims expense increases, and conversely, rates remain more stable when claims expense decrease; in some cases refund checks are cut to providers when there is a well-established “culture of gentleness.” When excessive scale tipping is present we are more likely to find frivolous worker’s compensation claims. This can reduce morale, as well as your bottom line, due to time spent resolving the issues. Another hidden cost of high turnover is health insurance premiums. Decreased turnover means that a large health insurance claim can be absorbed over time if staff continues to be employed after the claim has been paid. Unemployment claims, whether you are reimbursing or a contributing provider can be incredibly time consuming and expensive, costing up to $10,000 a claim in some cases.

Not to be forgotten in the discussion are wages and benefits. These are significant factors in finding and retaining qualified staff. According to the Michigan Assisted Living Association’s (MALA) 2009 Strategies for Improving Wages, Benefits, and Training to Staff Providing Community Mental Health Funded Residential Services, “Wages for direct care workers among the providers responding to this survey are as much as $3.25 per hour less than wages in other similar sectors of long-term care.” Although it will not bring parity to our Medicaid reimbursement rates, an established culture of gentleness will increase our ability to offer more attractive incentives for our employees.

Now that we’ve identified the scale tippers, how do we begin to tip them in more favorable directions? We cannot support the people we support without feeling supported by the people who support us.

That sentence will gain few points from English teachers, but it does offer insight into what our focus must be if we want to create a culture that is conducive for healthy bottom lines and healthy hearts alike.

Have you ever heard of “seagull management?” This philosophy is indicative of a culture that offers little or no proactive support, and when things are not going well—for example, if a group home is in chronic upheaval—management (the seagulls) intervenes by providing plenty of white droppings to go around. The flock then flies off, leaving those covered in white droppings to rectify the scale tippers. So where do we need to focus if we want to prevent the seagulls from disrupting our day at the beach?

Creating a culture of gentleness starts with the leaders of organizations recognizing that the way we train, support, and maintain our employees ultimately has a direct effect on both the quality of care provided and staff retention. Just as those we support in our system of care strive for unconditional valuing, uplifting interactions, and encouragement so do our employees. We all do. It is imperative that all levels of management have an understanding of the six elements (safe, valued, praise, demand, structure, and transitions) that lead to a culture of gentleness. The key to higher quality training includes finding quality trainers and materials. The Center for Positive Living Supports (the Center) has been involved with supporting staff in numerous Mobile Response Training Unit deployments. Overall, we find that without understanding, commitment, and congruent behavior from the host provider and CMH staff, we often find an increased amount of scale tipping.

For example, our home managers play a vital role. Staff often quit a direct care position, not because of the people they support in the home, but rather the way they feel devalued by management. Many home managers also feel devalued from lack of support from above. One way in which we demonstrate our appreciation of the value of employees is by providing tools that give them the confidence to help create a supportive culture under complex circumstances. These tools come in the form of training and gaining a basic understanding of what we can do. In a best case scenario, it is estimated that 2% of annual budgets are earmarked for training. To use this effectively we need to incorporate ongoing support within the day-to-day culture and focus less on the external classroom. This requires developing trainers and recognizing that mentors play a vital role in creating and sustaining a culture of gentleness.

When the going gets tough, the mentors get going. Not exactly the adage with which we are all familiar, but a culture of gentleness requires us to invest in some of the more skilled staff, enabling them to become mentors. They are able to assist in some of our more difficult situations that traditionally may have escalated into scale tipping events. If you can build a capacity of at least one mentor for every 50 staff you will be investing in someone who has the skill set to assist in our most complex situations. The goal of mentoring is to create a sustained environment that will begin to make everyone that lives and works in the setting feel safer, more valued and less volatile. MALA’s findings, from their aforementioned 2009 study, concluded, “Education related to this culture of “gentleness” should be broadened throughout the state.”

According to projections from Michigan’s Department of Labor and Economic Growth (DLEG), employment in the state’s long term care industry is projected to grow by 20 % over the decade from 2006-2016, adding nearly 25,000 new positions. May I take you back to the dentist chair experience for a moment? When it’s time to see your dental hygienist wouldn’t you rather have Dena, whom you have grown to trust and respect? Me too, and for the same reasons the people receiving our care and those we employ will look to you, and want to stay with you. We need entire organizations that embody the elements that constitute a culture of gentleness. Working within an organization built on trust, mutual respect and valuing, dedicated to quality service, is like a sunny day at the beach engaging in experiences that can be meaningful and fun without worrying about Seagulls hovering overhead. They have also learned the prerequisites for landing and being warmly welcomed on the beach.

Example: Ayanna is extremely bright, has a wonderful sense of humour, likes to shop, and cares deeply about her family. She has had over 15 different placements over the past several years and more recently spent two-thirds of a year in psychiatric hospitals. Ayanna spent 45 days at the Transition Home and her future caregivers attended the preliminary training offered by The Center. When Ayanna moved to her new home, our staff worked for approximately three weeks with her caregivers during which time the six elements were demonstrated, coached, and observed by the Mobile Response Team Mentor. Her current provider remains committed to supporting her in her home and for the past year she has lived successfully in her home having only been hospitalized for a week.

Ed Kiefer, B.S., L.B.S.W
The Center for Positive Living Supports, an affiliate of Macomb-Oakland Regional Center.

 

Gentle Teaching: A Magical Transformation

“Gentle Teaching has evolved into a dyadic process; it encompasses an approach in which the caregiver is transformed, as well as the brokenhearted person. The transformation process has to start with the caregiver, but reaches outward to the broken hearted person. It is not an approach that presents fixed and immutable answers that caregivers follow in a lock step manner. It is one that asks caregivers to interact within a broad framework based on the prevention of harm and the expression of unconditional love. Harm’s prevention often initially involves giving the person what he/she wants, as long as it is not harmful, so that the caregiver can enter the person’s space and begin to teach

“When you are with me, you are safe and loved.”

It is not an approach that centers itself on behavioral change. It is an approach that beckons spiritual or internal change. Just to make it clear, this internal change can be translated into concrete and measurable behaviours, yet we must recognize that their origin is spiritual and moral in nature.”

John J. McGee

We cannot know who the “other” is unless we have some insight into who we are.

Spreading John’s wisdom… We cannot know who the “other” is unless we have some insight into who we are.

Gentle Teaching is grounded in the whole person and who the person is. A key assumption, especially when supporting those who are extremely violent toward others or harmful to themselves, is the understanding that behaviors have their origin in moral development—how human beings throughout their lives are in the process of learning how to interact with others and how each of us sees ourself and others. This moral development is inside of us and encompasses the memories that have been formed from the first moments of life to the present moment.

Moral memories are how we spiritually interact with the world. When these memories are sad and disorienting, they reside like haunting ghosts in the hidden corners of our being and, in a sense, whisper to us what clinicians will later call behaviors. Behaviors are the visible part of toxic weeds; memories are the roots. They are deep, often not known, and not intellectual, but moral memories. The use of behavioral techniques is like pulling out the surface of weeds but leaving the roots intact. Gentle Teaching goes for the creation of new moral memories that eventually lead the person to feel safe and loved and then “behaviors” begin to fade away.

John J. McGee

Above All No Harm

In Gentle Teaching caregivers become aware of how their interactions decrease the probability of violence by focusing on:

• The need to teach a culture of trust, companionship, and community through the creation of new memories based on feelings of being safe and loved.

• Initially lowering expectations and increasing hope. Although caregivers often have seemingly reasonable expectations, the brokenhearted are not ready to do what is expected because they do not feel safe and loved within the caring community. There is little reason to trust a caregiver without these new feelings. Without a strong foundation based on trust, high expectations shatter. The first dimension of caregiving is to establish trust and this arises out of feelings of being safe and loved. If caregivers are too pushy, this could easily spark violence.

• Within this construct, the caring community has to slow down and understand that “The slower we go, the faster we will get there.”

• The avoidance of any compliance attitudes that push brokenhearted individuals into a corner and provoke violence.

• The use of our very presence, words, gazes, and touch in a manner that uplifts each person along with a tender and genuine tone turning each syllable, touch, or gaze into the moral equivalent of an embrace.

• The avoidance of attitudes such as so-and-so knows better, just wants attention, or is manipulative. These can be true but are irrelevant in Gentle Teaching; the focus has to be on feelings and teaching each person to acquire a sense of feeling safe and loved. The healing must be found in the heart, not the head.

• The avoidance or prevention of caregiver violence in common practices such as the use of isolation, time out, token economies, verbal reprimands, grabbing and shoving, physical management, mechanical restraint, cattle prods, chemical restraint, the ease of psychiatric hospitalization as a holding tank, and even phone calls to the police to “manage” someone through the use of stun guns and other methods of control.

• Practice, practice, practice. The best way to prevent harm is through a sharp focus on the tools that have been bestowed upon us. First, our intention has to be to bring and share the gifts of creating a sense of security and a feeling of being loved. Then, within these parameters, caregivers have to become intuitively practiced and skilled at teaching these good memories. This approach is in and of itself the most encompassing way to prevent violence.

John J. McGee, 2012

The Core of Gentle Teaching: Safe and Loved

Gentle Teaching is not about behavioural change.

It is not even about getting rid of behaviours. These will disappear or diminish as time goes by as a result of the person trusting us. It is not about any behavioural techniques that might be spelled out in a behaviour plan. If a caregiver enters anyone’s space with such intentions, the time spent will have nothing to do with Gentle Teaching. It is a contradiction to anxiously lead with an attitude of, “I have to change this behaviour or that one.”

The central and guiding focus for all caregivers is to help the person learn to feel safe and loved and this requires the prevention of any sort of harm. It is simply wise to not provoke any violence. Prevention gives caregivers the opportunity, space, and time to teach new memories of feeling safe and loved. Doing this dissipates or eliminates maladaptive behaviours as a direct result of feeling safe and loved. This has to be part and parcel of the caring community.

John J. McGee, 2012

Gentle Teaching Practicum: August 28, 2014

Gentle Teaching Practicum Poster 2014

 

Looking at Ourselves

As caregivers we need to talk among ourselves and develop a feeling of companionship and community so we can teach it to others. A first step is to look at our fears and get a feel for our interactions, and how others see them. We need to lift up our interactions that bring peace and serenity to others. We all have little ways of showing love. If we can highlight these, then we have taken a first step in the discovery of what care giving is about. We bring much to the care-giving act. Our presence needs to express our warmest caring. We need to be aware of the beautiful deeds that we do and deepen them. As caregivers, we need to find ways to share each other’s acts and remind one another what care giving is all about– giving a part of ourselves to others.

CHECKING OUT OUR OWN WAY

Self-assessment is a difficult task. We have to look at ourselves and discover our own weaknesses and take pride in our strengths. Finding our strengths is the easy part. The difficult part is to recognize our care giving needs. It is a human tendency to deny our weaknesses. So, we have to create a process in which we feel safe enough to examine ourselves and pinpoint areas to improve. What makes this even more difficult is that we have to see ourselves as those whom we serve see us.

We need to look at ourselves from the perspective of those who are obviously extremely vulnerable as well as from the perspective of those  “who know better.” It is sometimes easier to serve those who are more dependent or more obviously marginalized such as abused babies, orphans, abandoned children, and persons with severe disabilities.

Try to put yourself in the person’s shoes and sense what they are feeling: fear, disengagement, being unloved, and unable to convey a sense of love to others. Then look at yourself again and analyze your interactions. We need to realize that every move we make is an act of teaching. Our most subtle interactions are seen and interpreted by those whom we serve. Every interaction we express is a critical element in teaching companionship.

OUR VIEW OF OURSELVES

Purpose: Look at your own care giving interactions from the perspective of how the persons we serve see us. We assume that you feel that everyone feels safe with you and even loved by you. The challenge is to look at ourselves from the point of view of how the people we serve see us— people who are terrified and see little or no meaning in life or in us.

John J. McGee

Refuting the Bystander Effect

Kitty GenoveseIn 1964 a woman by the name of ‘Kitty Genovese’ was murdered but was not found out for two or three weeks later. When her death was later published in a local newspaper, numerous neighbors came forward telling the police of  their accounts of the murder. When questioned why they didn’t come forward sooner, the majority of the neighbours claimed that they didn’t feel like it was their place or responsibility. This became known as the bystander effect.

The bystander effect is a phenomenon that refers to cases in which individuals do not offer any means of help to persons in need, when others are present. The probability of help is inversely related to the number of bystanders. In other words, the greater the number of bystanders, the less likely it is that any one of them will help. Why is this?  Some say it is because of self-apathy, others argue personal boundaries, but I wonder whether or not it could be that we (as a society) have forgotten or neglected how to live in human relationship. Believe me, I am all for my own space but I wonder if we use that as an excuse sometimes to keep us from real, honest and true relationships.

Within the Gentle Teaching model, I believe that the four pillars of SAFE, LOVED, LOVING and ENGAGE, equip people with the  ability to refute the bystander effect: calling us as individuals to first and foremost work on our hearts, while we turn towards serving and caring for others.

Ben, COR Support

 

COR is not like any other job that I have had in the past!

I heart my job at CORWhen joining the team at Creative Options Regina (COR) I had no idea what I was getting involved in.

Everything I knew about COR consisted of knowing I would be working with individuals with intellectual disabilities, that I would be there to help improve their quality of life and to help these individuals through their day as a support person. After six months at COR I have realized that this kind of work goes well beyond what I initially believed I would be getting into. As stated by COR itself, we as support workers follow two ideals: “first, giving each person a sense of feeling safe and loved with their caregivers as companions, and second, helping individuals to express love to others, both in the COR community and in the greater community.”

COR is not like any other job that I have had in the past.

Working other jobs, such as retail or customer service, I was able to distance myself as an individual after I left work; with COR this is not the case. The individuals I support in COR have taken on a role in my life, as well as I have theirs. When I am not supporting the individuals I am usually with, I often find myself wondering what they are doing that day, how their day is going and even missing spending time with them. This kind of relationship goes far beyond that of a working relationship. It becomes a friendship. As with any kind of friend you want to see them lead a good life, make good choices, and improve as an individual; these are all qualities closely related to the ideals followed by Gentle Teaching.

It is because of the friendship I have developed with the individuals I support that I believe I maintain a culture of gentleness. I treat the individuals I support the same way I would treat anyone in my life; with patience, tolerance, compassion and happiness. I am able to joke around and have fun with the individuals I support the same way I interact with my friends outside of COR. This is a special relationship that helps us create a healthy environment for these individuals to thrive and grow. Being able to view the individuals within COR in this light is what makes us different from other organizations that use physical restraints, consequences, and the use of reward and punishment for behavioural interventions.   If we used these traditional practices it would hamper the kind of friendship that develops over time with the practice of Gentle Teaching and I would not be a capable support person or friend to the individuals I spend time with. It is because of the Gentle Teaching philosophy that I have come to love my time with COR and look forward to the time I spend with the people I support.

Kelly, COR Support