IN AOD S T C - sharc.org.au · (SMSDGF).The project was commissioned in response to the...

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CONSUMER PARTICIPATION IN

AOD SERVICES

TRAINING COURSE

Session 1.1 (1.5hrs)

Introduction to the Consumer Participation in Alcohol and Other Drugs Services Training Course

Learning Objectives:

To welcome the course participants To give an overview of the course To learn about what defines consumer participation To learn about the barriers and benefits of consumer participation To learn about family participation To learn about dual diagnosis and consumer participation

‘Straight From the Source’ Manual

Preamble 3 – 14 Definitions Part One Page 15 – Background Part One Page 16 – 23 Importance of consumer participation, barriers and benefits PPT slide numbers: #1 - #23 SYMBOLS USED IN TEACHING NOTES:

Learning Objective

Write on whiteboard /butcher’s paper/workbook

Show slide

DVD

Group Exercise E Handout available in

Instructor Kit

Refer to Manual Caution/important note

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Before the course starts:

Greet the participants as they arrive, and provide them with a marker pen and sticky label to write their name and wear during training. This will help you familiarise yourself with each person, and acknowledge them by name during the course, which is important for establishing and maintaining connection and communication.

Have an attendance sheet to pass around for participants to record their names, email addresses and other contact details for future reference, and to send out attendance certificates later.

Participants will not arrive at the same time, so it is a good idea to provide them with an activity whilst you are waiting for the whole group to assemble.

E See EXERCISE 1 - Consumer Participation Attitudes Questionnaire.

Hand out the questionnaire. Once they have completed it, ask them to keep it until the end of the course to review what they have learned, and to see if there are any changes to their viewpoint on consumer participation.

Have the following Slide #1 on- screen before the course starts, and throughout the following welcome and ice breaker sessions.

ACKNOWLEDGEMENT OF COUNTRY

Conduct an ‘Acknowledgement of Country’ with these words: ‘I respectfully acknowledge the past and present traditional owners of this land on which we are meeting, the <traditional name(s)> people. It is a privilege to be standing on <traditional name> country.’

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WELCOME PARTICIPANTS

Welcome participants to the course. Explain that the course has been developed by SHARC and TaskForce Community Agency, as part of a joint project funded by the Department of Health and Ageing - Substance Misuse Service Delivery Grants Fund (SMSDGF).The project was commissioned in response to the demonstrated need for wider consumer participation in AOD service organisations across Victoria.

Housekeeping Matters

Tell participants where toilet facilities are; evacuation procedures for venue; when breaks will occur; catering arrangements; turn off mobile phones; and acknowledge and thank specific local organisers/hosts.

Introduce yourself

Give a brief outline of your background and experience, where you are from etc. (Two or three sentences will do.)

Introduction of group participants

Begin by doing an ‘ice breaker’ activity. This is important to promote and establish rapport and familiarity amongst the group members. Following are examples of two proven ice breakers you may wish to use, or you may have other favourites.

OR

Ice Breaker 1 Truth and Lies

Give participants one minute to write down 2 statements about themselves, one of which must be untrue. Each participant then takes turns to introduce themselves and where they are from, and tell the 2 statements to the rest of the group, who have to guess which is the untrue statement. This exercise can be very amusing, and reveal surprising and impressive information about people (hidden talent and claims to fame etc.)

Ice Breaker 2 Fancy Dress Instruction to group: ‘You are invited to a fancy dress party which requires that your costume says something about you. What would you wear and why? Take 2 minutes to think of your answer’. Then have each group member take turns to introduce themselves, where they are from, and explain their answers briefly to the rest of the group. Alternatively, if people in the group know each other, ask them to write down their answers on a slip of paper (in handwriting that cannot be easily identified), fold the slips and put them in a pile on a table. In turn group members must each pick out a slip of paper from the pile and read the answer out loud to the group. Group members must then try to match the answers to the people present.

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OVERVIEW OF COURSE

Outline to the group what they will get out of the course, and give an overview of the benefits of the training. These include:

• An understanding of consumer participation and the processes involved • How to engage diverse client groups in consumer participation • How to develop a consumer participation action plan for their workplace

Distribute copies of the manual Straight from the Source. Suggest that participants write their names inside to ensure they don’t get mixed up.

E Hand out the Participant Workbook to each participant, and explain that they will be recording information, and completing the exercises in it throughout the training sessions.

Outline the structure and format of the manual, and the layout of each section:-

Part One – contains information on the background, history, barriers and benefits of consumer participation, the varied consumer/ client groups, how to engender meaningful consumer participation, and different levels of participation.

Part Two – contains information on how organisations can develop an effective consumer participation plan.

Part Three – contains many examples of current and previous consumer participation projects within AOD services, and also contains a section on resources including: publications for further reading; service user organisations; and samples of documents used for various consumer participation activities.

Tell group that they will be following the manual throughout the training for more detailed information on topics that are covered in each session. Also tell them that the manual is an invaluable aid and resource for the development of a Consumer Participation Action Plan that will suit their organisation.

Overview of the 2 days sessions

E Give the participants a copy of the Course Agenda

Show slides #2 – #9:

Outline the sessions to the group

• Explain that the course will be run over 2 days (12 hours) • Explain that the course will be run in 8 sessions:

o Day 1: Session 1.1 – 1.4 o Day 2: Session 2.1 – 2.4

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Day 1 Slides #2 - #5

Day 2 Slides #6 - #9

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Ask participants if they have any questions at this stage, and tell them that they are welcome to ask questions at any time during the training – just to signal with a raised hand.

Start the Course

WHAT IS CONSUMER PARTICIPATION?

Bring up the next slide: Slide #11 What is Consumer participation?

Ask the group for their definitions, acknowledge the answers that individuals contribute, saying they are all relevant.

Ask group to write the definition of Consumer Participation in their workbook.

Bring up next slide: Slide #12 Definition of Consumer Participation, and read out the definition of Consumer Participation as stated in the manual. It is: “The process of involving health consumers in decision making about health service planning, policy development, priority setting and quality in the delivery of health services”.

Definition of Consumer Participation

Slide #12

Manual

Page 13

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Provide the context and explanation of the consumer participation definition as outlined in the manual- page 13.

Ask the group to give examples of any involvement with consumer participation they may have experienced in their organisation or elsewhere.

WHO IS A CONSUMER?

Ask: Who is a consumer? Ask the group for their ideas, acknowledge the answers that individuals contribute, saying they are all relevant.

Bring up the next slide: Slide #13. Who is a consumer? This has the definition of a consumer as used in the manual. Read it out to the group.

Ask them to write down the definition in their workbooks.

Who is a consumer?

Slide #13

Manual Page 13

Refer participants to manual pages 13 – 14 for definitions of other stakeholders, and discuss them with the group.

WHY DO CONSUMER PARTICIPATION?

Ask members of group to partner with their neighbour, and for 2 minutes discuss and write down in their workbooks the reasons why consumer participation is important. Then ask them to share their answers with the rest of the group.

Click to bring up the next slide: Slide #14 Why Do Consumer Participation? and read out that it is:

an ethical and democratic right State that this was a declaration of the World Health Organisation in 1978.

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Why Do Consumer Participation?

Slide #14

Manual

Page 15

Give a brief outline of the history and origins of consumer participation as described in pages 15 and 16 of manual. Don’t spend too long on it.

Click to bring up next slide (Slide #15) for list of further points on reasons for consumer participation and discuss. Why Do Consumer Participation?

Slide #15

Manual

Pages 16-19

BENEFITS OF CONSUMER PARTICIPATION

Now ask participants to partner with another group member for 2 minutes to discuss and write down in their workbooks what benefits there may be for both consumers and organisations if consumers participate in the Alcohol and Other Drugs Services sector. Ask them to then share their ideas with the whole group.

Click to bring up next 2 slides: Slide #16 Benefits for Organisations and Slide #17 Benefits for Consumers and discuss.

Refer to Manual p19 for evidence dot points.

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Emphasise that the first 2 dot points are most supported by solid evidence – randomised control trials, with the following points based on qualitative research including anecdotal, expert and experiential data. Benefits for Organisations

Slide #16

Manual

Pages 19-20

Benefits for Consumers

Slide #17

Manual

Page 20

EVIDENCE BASED PRACTICE FOR CONSUMER PARTICIPATION

Click to bring up next slide: Slide #18 Evidence based Practice for Consumer Participation and discuss with the group the social, political and financial constraints that may prevent the uptake of programs or activities that are proven to be of benefit to AOD service users.

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Evidence-based Practice for Consumer Participation

Slide #18

BARRIERS TO CONSUMER PARTICIPATION

Ask the whole group to share their ideas of barriers that may prevent consumer participation.

Click to bring up the next slide: Slide #19 Barriers to Consumer Participation,

and discuss. They can write these down in their workbook.

Refer group to manual pages 21 to 23. Ask for volunteers to read out pertinent statements in this section as you discuss each barrier.

Barriers to Consumer Participation

Slide #19

Manual

Pages 21 – 23

FAMILY PARTICIPATION

Bring up next slide: Slide #20 Family Participation

Go through dot points with group outlining the importance of involving families as participants.

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Family Participation

Slide #20

Manual

Page 32 – 33

Ask group members to partner with their neighbour and for 2 minutes list in their workbook the barriers to family participation. Then share this with the rest of the group.

BARRIERS TO FAMILY PARTICIPATION

Bring up the next 2 slides: Slides #21 - #22 Barriers to Family Participation. Discuss these points in detail with the group.

Ask them to think of how their own organisation currently engages with families in relation to each issue.

Refer group to the Family Participation Checklist page in their workbook, which lists each barrier.

Ask them to write down their organisation’s current practice against each barrier in the first column, and in the second column write down how they could improve on these current practices. Then invite individuals to share their responses with the rest of the group.

Barriers to Family Participation

Slides #21

Manual

Page 34 - 37

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Slide #22

MENTAL HEALTH AND DUAL DIAGNOSIS

Ask the group for their definition of Dual Diagnosis. See box below for a detailed

explanation, and remind the group. Have them write down the definition in their workbook.

Ask them if their organisation provides a dual diagnosis service to clients, and mention that many are now moving in that direction due to the increasing number of clients presenting with both mental health and AOD issues.

Bring up the next slide: Slide #23 Mental Health and Dual Diagnosis and discuss dot points.

Mental Health and Dual Diagnosis

Slide #23

Manual

Page 42

Dual diagnosis occurs when someone has both a mental disorder and an alcohol or drug problem. These conditions occur together frequently. In particular, alcohol and drug problems tend to occur with:

• Depression • Anxiety disorders • Schizophrenia • Personality disorders

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Tell the group that as a majority of people with substance use issues also have a mental health issue, this training has been designed to be equally applicable to this group as to those who have a substance use disorder. The principles and practices are the same. However, there are some extra barriers to participation that are well worth discussing.

Ask the group what the extra barriers may be and write them down in their workbook These include:

- People with mental health issues don’t want to identify as having a drug problem

- People with a drug problem don’t want to identify as having a mental health issue

- Denial of co-occurring issue

- Belief that it’s better to keep it hidden

- Lack of holistic service delivery

- Lack of trained staff to deliver holistic service

Bring up next slide: Slide #24 Dual Diagnosis and Consumer Participation.

Dual Diagnosis and Consumer Participation

Slide #24

Manual

Page 42

Discuss all dot points and emphasise that the same principles in consumer participation for people with substance use apply to people experiencing a dual diagnosis, as they are equally relevant.

Refer the group to read the Victorian Department of Human Services document: Dual Diagnosis: Key Directions, p1&2.

Another comprehensive “how to” resource is: VAADA Capacity Building and Change Management “A guide for services implementing dual diagnosis processes”.

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Now tell the group that barriers to consumer participation can also occur due to the diverse nature of consumer communities, and that we will be discussing these in detail after the break.

End of Session

Session 1.2 (1.5hrs) Consumer Participation in the Alcohol and Other Drugs

Sector

Learning Objectives:

To learn about consumer participation for diverse consumer communities To learn about the levels and domains of consumer participation

Straight From the Source Manual

Part One Page 24 – 31; 38 - 42

PPT slide numbers: #24 - #35

SYMBOLS USED IN TEACHING NOTES:

Learning Objective

Write on whiteboard /butcher’s paper

Show slide

DVD/Video


Exercise tab


Welcome everyone to Session 1.2.

Review learning from Session 1.1 Ask the group the following questions. (Take a couple of minutes only):

>Who is a consumer in the AOD sector? >What is consumer participation? >Why is consumer participation important >What are the barriers to consumer participation? >What are the benefits of consumer participation? >Why involve families in consumer participation?

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>How does dual diagnosis impact on consumer participation?

Bring up the next slide: Slide #25 Course Outline - Session 1.2

Course Outline

Session 1.2

Slide #25

Manual

Pages 24 – 26

Pages 38 – 41

Explain to the group what will be covered in this session, beginning with diverse communities.

DIVERSE CONSUMER COMMUNITIES

Tell the group that service providers must consider different approaches and strategies when planning for effective engagement with these communities, as they all have unique characteristics and different needs.

Ask the group to name different communities that require special consideration.

Bring up next slide: Slide #26 Diverse Consumer Communities

Diverse Consumer Communities

Slide #26

Manual

Pages 32 - 42

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Ask the group if they have had interaction with members of any of these communities, and ask them to briefly share their experiences.

Tell the group that we will be looking at each of these communities in detail – the barriers, special considerations, and ways of engaging them more successfully in participation, beginning with Indigenous consumers.

As an ice breaker to start the session, and to continue with the theme on diverse communities, begin with the activity: Day/Colours Exercise

Day/Colours Exercise

Explanation and instruction to the group:

This is a very simple, quick and fascinating exercise to illustrate how people often have different views of the same thing, which is central to understanding empathy, respect for difference, and many related concepts.

It can be very relevant for those working with people from diverse consumer communities, as diverse consumer communities will have many different viewpoints, behaviours, lifestyles, cultures, and needs that should be taken into account when developing a consumer participation framework.

The activity may also be used as a larger discussion exercise, for groups of any size and age/seniority, subject to appropriate facilitation for your situation.

Emotions and feelings within each of us are 'triggered' in different ways. We think differently and therefore see things differently. We often do not imagine that other people may see something quite differently to how we see the 'same' thing. Management and relationships, in work and outside of work too, depend heavily on our being able to understand the other person's view, and what causes it to be different to our own.

To illustrate this, and to explore how mental associations can 'colour' our worlds differently:

1. Close your eyes and imagine the days of the week 2. What colour is each day? 3. Write down the colour of each day

Review and compare people's different colour associations, and - where people consciously know and are willing to share their reasons/associations - review these differences too.

Note: If anyone sees all the days as the same colour, or sees no colour association at all, or perhaps sees or senses a more powerful alternative association, then this is another equally worthy personal viewpoint and difference.

The days of the week are a simple fixed pattern. Yet we see them in different ways. It is easy to imagine the potential for far greater differences in the way we see more complex situations - like our work, our responsibilities and our relationships, etc. Human beings will never see things in exactly the same way - this is not the aim or work or life - instead the aim should be to understand each other's views far better, so that we can minimise conflict and maximise cooperation.

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INDIGENOUS AUSTRALIANS

Now bring up next slide: Slide #27 Indigenous Australian Participation.

Tell the group that these are the issues that organisations need to consider for successful engagement of Indigenous Australians in consumer participation.

Ask the group if indigenous Australians are or have been clients of their services and their experience with consumer participation – if any. The responses will vary depending on the location of the service. Some service areas will have a larger representation than others, but all services will need to have a comprehensive plan to engage this community, and this requires a considered approach specific to the nature and needs of this client group.

Tell the group that many barriers to Indigenous Australian consumer participation are the same as for all other groups. However, the lack of awareness and understanding of contemporary Aboriginal culture by mainstream services is the biggest barrier.

Discuss each of the slide points.

E This is a good time to give each participant a copy of the handout: Aspects of Contemporary Aboriginal Australia - Cultural Respect Framework for Aboriginal and Torres Strait Islander Health 2004-2009 Chapter 3, which provides a good overview of Aboriginal demography, features of contemporary Aboriginal culture, and differences between Aboriginal and Anglo- Australian cultural values. Refer group to read Section 3.2 and 3.3 in particular.

Indigenous Australian Participation

Slide #27

Manual

Page 38

Bring up next slide: Slide #28 Indigenous Australian Participation and continue discussion on the requirements for successful engagement of Indigenous Australians in consumer participation.

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Emphasise that it is very important for service providers to work with a specialist Indigenous AOD agency when conducting a cultural sensitivity audit and training, and when developing an Indigenous Consumer Participation plan. Service providers need to locate these agencies within their local areas and actively seek their input.

E Hand out to the group copies of their local resource information sheet.

If the group you are training comes from an area with a large Indigenous population, organise a guest speaker from the local Indigenous community to present a 10 minute talk on how best to engage Indigenous consumers in participation activities. Invite the group to ask questions following the talk.

Indigenous Australian Participation

Slide #28

Manual

Page 38

Have the group write in their workbooks the barriers for indigenous participation and how they can be overcome.

CALD BACKGROUNDS PARTICIPATION

Ask the group to tell you what CALD stands for: (Culturally and Linguistically Diverse) Discuss the different CALD communities in the local region.

Ask individuals in group to partner with their neighbour for 2 minutes and list the barriers to participation that people from CALD backgrounds would experience, then to share their answers with the rest of the group.

Bring up the next slide: Slide #29 People from CALD Backgrounds – Barriers to Participation

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Ask participants if they have any individual examples of these barriers through their own experience with culturally diverse clients, and would like to share them with the rest of the group.

People from CALD Backgrounds- Barriers to Participation

Slide #29

Manual Page 39

Tell the group that the major disadvantage for CALD communities is the language barrier, and that all other barriers can be moderated if language issues are addressed, and if supported by staff training in cultural awareness and diversity.

Discuss the rest of the slide points.

E Give each participant a copy of Handout 3: Body Language Interpretations. This handout provides information on the different interpretations that some types of body language have in some cultures.

Ask for volunteers to act out some of the examples of body language mentioned in the handout, and get the rest of the group to guess what they mean in different cultures.

Tell the group that it is important for them to identify the cultural make- up of their client base, and then to run cultural awareness training for staff. It would be ideal if they could enlist members of particular ethnic or cultural groups from within their client base to assist with this training or speak about their experiences.

Bring up next slide: Slide #30 People from CALD Backgrounds – How to improve Participation. Discuss each point in detail.

Have them jot down each point in their workbooks.

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People from CALD Backgrounds- How to improve Participation

Slide #30

Manual

Page 40

PEOPLE WHO ARE GLBTI

Bring up the next slide: Slide #31 People who are GLBTI – Barriers to Participation

Ask group what GLBTI stands for: (Gay, Lesbian, Bisexual, Transgender or Intersex)

Tell the group that although the general community viewpoint about sexuality diversity has become more progressive over the past 20 years, discrimination and inequity still take place.

Discuss the barriers presented on the slide. and have them write down points in their workbooks.

People who are GLBTI – Barriers to Participation

Slide #31

Manual

Page 40

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Tell the group that the surest way to encourage GLBTI clients to want to be involved in consumer participation is to incorporate the following practices into the organisation, with staff training on attitudes and acceptance being the highest priority.

Bring up the next slide: Slide #32 People who are GLBTI – Improve

Participation, and discuss each point. Write in workbooks.

People who are GLBTI – Improve Participation by

Slide #32

Manual

Page 40

PARTICIPATION OF PEOPLE WITH A DISABILITY

Bring up the next slide: Slide #33 People with a Disability - Barriers to Participation. Remind the group of the definition of disability according to Section 3 of the Disability Act (2006). (Refer to Page 41 of the Manual).

Ask for a volunteer to read out the definition. Ask the group what issues or barriers exist for people with a disability.

Tell the group that the main barrier facing people with a disability is that of access to services – due to physical, sensory, intellectual and neurological disabilities.

Discuss slide points on access and other barriers for disabled clients.

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People with Disability – Barriers to Participation

Slide #33

Manual

Page 41

Bring up next slide: Slide #34 People with a Disability – Improve Participation

Tell the group that improving consumer participation by disabled clients starts with the development of an organisational policy specific to their requirements, and a procedure to identify their needs. Continue discussion on rest of the slide points.

People with a Disability – Improve Participation

Slide #34

Manual

Page 41

Have group write barriers and improvements in workbooks

The group should now complete the following exercise to reinforce knowledge on diverse consumer participation issues and solutions.

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LEVELS OF PARTICIPATION

Bring up next slide: Slide #35 Levels of Participation

Tell the group that this table illustrates in a very simple format the types of participation activities that consumers may be involved in; the degree of involvement associated with each type, and that organisations may offer all or some of these activities, depending on their capacity and/or needs. Emphasise that all types of participation/activity are equally valued and important.

AIVL (Australian Injecting and Illicit Drug Users Research)

Mention that there are many examples of different types of consumer participation activities in the Practical Examples section of the Manual Page 51. We will be looking at these in detail in Session 1.3 of the course.

Explain each element of the table in detail.

Ask individuals in the group to identify and share with the group any such activities that they have experienced in their own organisation, or are aware of, and where

Exercise 2 Diverse Consumers – Barriers and Solutions

Ask participants to form into 4 groups of 4-5. Hand out to each group butchers paper, a marker pen, and ask each group to respond to the following question on one of the categories from the list:

Question: What are the main barriers to consumer participation for diverse communities listed below, and how can these barriers be overcome?

- Indigenous Australians - People from CALD backgrounds - People who are GLBTI - People with a disability

Ask them to take 5 minutes for their group to discuss and write down their responses. (They will need to appoint a group member to be the scribe.) Then have a spokesperson from each group bring their paper to display out front and share their responses with the rest of the group. (Then, if you have the wall space, have each group hang their paper around the room after their turn).

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they would fit in the Table e.g. - as a self-help group, Alcoholics Anonymous would be classified as having high level participation involvement.

Levels of Participation

Slide #35

Manual

DOMAINS OF PARTICIPATION

Bring up next slide: Slide #36 Domains of Participation

Explain that there is further opportunity for consumer participation within the Alcohol and Other Drugs services sector other than at the individual treatment and service organisation level. Other areas of potential involvement include assisting with developing AOD policy, and training of staff and research.

For example, consumers have participated in the development and delivery of this training course, which is in the education sphere.

Consumer groups are also regularly invited by government to have input in the research and policy spheres by taking part in surveys and focus groups, and through membership of policy development teams.

Ask the group if they have any examples of involvement in these areas.

Domains of Participation

Slide #36

Manual

Page 25

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Tell the group that whilst knowing what consumers can participate in is essential, equally important, if not most important, is that the service provider manages the participation so that it will:

CREATE A POSITIVE OUTCOME AND CHANGE TO THE BENEFIT OF THE CONSUMER AND THE ORGANISATION.

Otherwise it is not of any value.

Have group write levels and domains of participation in their workbooks Tell the group we will be discussing meaningful participation and the principles and practices required after the break.

End of Session 1.2

Session 1.3 (2hrs)

How to Develop a Consumer Participation Action Plan

Learning Objectives: To learn about meaningful participation To learn about the principles and practices of consumer participation To learn how to audit current and past consumer participation activities To learn how to improve existing consumer participation practices


Part One Page 30 - 31 Part Two Page 43 - 49



Learning Objective


Show slide

DVD/Video


Exercise tab


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Welcome participants back from break, and review Session 1.2 with the following activity:

COURSE OUTLINE

Bring up next slide: Slide #37 Course Outline Session 1.3 read through, explaining what will be covered in this session.

Course Outline Session 1.3

Slide No #37

Bring up the next slide: Slide #38 Meaningful Participation Equals Change. Explain the slide diagram.

Exercise - ‘True or False’

Ask participants to stand up behind their seat, listen to each statement you read out about diverse consumer participation, and levels and domains of participation. Then tell them to put hands on head if the statement is true, hands behind back if it’s false. Read out the answer, and if they have the wrong action they must sit down. The last person left standing is the winner.

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Meaningful Participation Equals

Change

Slide No # 38

Tell the group that this is the bottom line. If there is no change to service following consumer input, and this happens repeatedly, there will cease to be input.

For this to be accomplished, there are several rules (guidelines) that service providers must follow.

MEANINGFUL PARTICIPATION GUIDELINES

Bring up next two slides: Slide #39.and #40 Guidelines for Meaningful Participation, and discuss each point with group.

Emphasise that effective consumer participation cannot be established and maintained without following these key guidelines.

Guidelines for Meaningful Participation

Slide #39

Manual

Page 26

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Meaningful Participation Equals Change

Slide #40

PRINCIPLES AND PRACTICE

Bring up next slide: Slide #41 Principles and Practice

Tell the group that this, and the following slide, outlines the important qualities and behaviours that AOD service providers and their staff should demonstrate if they wish to develop and maintain effective consumer participation.

Bring up next slide – Slide #41, and continue discussion.

Emphasise these key elements for each point:

Timeliness – involve consumers in project/activity/policy planning right from the start: involve them in deciding aims, content and structure of projects/programs.

Honesty - make sure consumers know the true limits to their influence to change things; consumer input must have some effect – not tokenistic; don’t include consumers if their ideas won’t make any difference. Inclusiveness – give all service users, especially new ones, the opportunity to be involved in participation activities; don’t keep using ‘safe’ representatives; be transparent in selection of consumer participants.

User Friendliness – participation must be accessible to all service users; don’t use bureaucratic organisational jargon; check for understanding.

Respectfulness – respect all views/ complaints, even if not about issue being canvassed.

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Remuneration – important to recognise time and input of service user; not all activities should be remunerated; use non cash means as well; ensure service users know what remuneration is to be provided.

Training and support – essential for medium to high level consumer participation; APSU can provide this.

Responder bias and bias of paid consumers – be aware of inherent bias of responders who may have other agenda, and paid consumers who may not want to be too critical (biting the hand that feeds them); use multiple strategies to capture all viewpoints and minimise subjectivity in responses.

Principles and Practice

Slide #41

Manual

Pages 26-27

Slide #42

Manual

Pages 27-28

Bring up next slide, Slide #42, to illustrate that these principles and practices are all interconnected to form a holistic approach when engaging with consumer participants.

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Slide # 43

Ask each group member to partner with their neighbour, and for 2 minutes discuss and jot down in their workbooks what they consider are the organisational and staff practices needed to achieve effective consumer participation. Then have them share answers with the rest of the group.

Introduce a guest speaker to speak about their journey in participation, the challenges, the rewards and the benefits. Following the talk invite the group to ask questions of the speaker. Provide 20 minutes in total for this activity.

or

Play the following YouTube video: Involving people with ‘lived experience’.

Mention that although this video shows a round table discussion among consumer participants in the mental health sector, their opinions and experiences are just as relevant to consumer participation in the AOD sector.

Before starting the video, ask the group to identify what principles and practices were talked about in the video, and discuss at the end of the video.

Now tell the group that in in the next part of the session they will be learning about the basic requirements necessary to develop a consumer participation plan for an organisation.

Involving people with 'lived experience' - YouTube.url

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CONSUMER PARTICIPATION PLANNING PROCESS

Bring up next slide: Slide #44 Consumer Participation Planning Process

Tell the group that this is the planning process that needs to be implemented to increase and maintain effective consumer participation.

Explain that there are 4 main steps in the plan, which forms a cycle of continuous improvement. These are:

1. Audit current and past practices 2. Improve current practices

3. Build new activities 4. Evaluate new activities

Participants can write the 4 main steps in their workbooks.

Emphasise that the planning process cannot be achieved overnight, as it requires time to develop, and to build relationships with all involved.

Consumer Participation Planning Process

Slide # 44

Manual

Page 43

Tell them that the first and most important step to developing an effective plan is to audit the consumer participation activities they are doing or have already done in their organisation. This will show them what activity has worked well and what activity hasn’t.

It also demonstrates that although agencies may have a long way to go, they are already part of the way.

Now refer group back to Levels of Participation table on Manual page 24.

Bring up next 3 slides: Slides #45 – 47 Current and Past Consumer Activities

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to review and remind participants of the types of participation and varied consumer activities that organisations may be doing, or have done in the past.

When judging the success or otherwise of past activities, there are some simple

questions to ask. (These are noted on Manual Page 45)

Give the group 2 minutes to read the Past Activities section in Manual Page 45 to themselves. Then ask them to take 10 minutes to complete the Past Consumer Activity Audit in their workbooks, addressing each dot point in relation to a past activity they know of. They can then share their information with the rest of the group.

Tell the group that they will be now be looking at some of the basic consumer participation activities that organisations currently provide, at the process for reviewing (auditing) them, and how they can be improved. These activities are: Information Provision, Complaints System, Suggestion Box, and Surveys.

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Information Provision – All organisations provide some form of information to clients, whether it is simply in the form of pamphlets or facts sheets on services and programs. Organisations need to find out if their information provision is as effective as it should and could be.

Ask group members “Why is it so important to provide comprehensive information to consumers?”

Tell them that it:

- Is a consumer right (Vic AOD Charter) - Can support or invite consumer participation - Gives consumer empowerment - Can support better consumer treatment outcomes

STEP 1 AUDIT

Now ask the group how their organisation could find out if their information provision

is satisfactory. (This is the audit process.) - Refer to Manual Pages 44

Tell them that a key method is to ask the consumer what they think about the information provided to them.

Ask the group how they would get this information from consumers (through surveys, questionnaires, interviews, focus groups etc.)

STEP 2 IMPROVE

Now ask group to partner with a neighbour and for 2 minutes discuss what could be done to improve on information provision in their organisation. Then have them take turns to share their ideas with the rest of the group. Have a volunteer write them up on the whiteboard as different ideas are put forward.

Bring up next slide: Slide #48, An Improved Information System, and run through points which describe actions to improve and build on information provision.

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An Improved Information System

Slide #48

Manual

Page 44

For an example of information provision, refer the group to Manual Page 54 – Services directory for drug and alcohol users.

Complaints System – is a cornerstone of consumer participation, with most service providers having a basic system in place.

Ask the group why a complaints system is important, and write their answers on the whiteboard. Answers should include:-

- Main opportunity for consumers to give feedback on service effectiveness - Can help identify weak spots in service system - Can be used as a tool for staff training - Can initiate improvement in service delivery

Tell the group that a complaints system is only effective if consumers know it is available, know how to use it, are encouraged to use it, and if complaints are taken seriously and followed up.

STEP 1 AUDIT

Now ask the group how their organisation could find out if their complaints system is

working well. (This is the audit process.) - Refer to Manual Page 44.

Tell them that once again, a key method is to ask the consumer what they think about the complaints system.

Ask the group how they would get this information from consumers - surveys, questionnaires, interviews, focus groups etc.

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Now ask group to form 5 mini groups of 4 per group and for 5 minutes write down on butcher’s paper:

a) how they would audit a complaints system to determine its effectiveness, and b) how they would improve a complaints system. (Tell them they can refer to

Manual Pages 44, 53 and 54 for ideas).

Then have a spokesperson from each group bring their sheet to the front of the group and share their responses with the rest of the group.

STEP 2 IMPROVE

Bring up next 2 slides: Slides # 49 and 50 An Improved Complaints System, to reinforce ways to improve a complaints system.

An Improved Complaints System

Slide #49

Manual

Pages 44, 53, 54

Slide #50

Refer the group to Manual Page 54 – Verbal complaints treated seriously at a housing service for an example of a complaints system activity. Discuss this example.

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Suggestion Box - is a common service provider activity, and can be as effective a tool as a complaints system.

Ask the group why a Suggestion Box is important, and write their answers on the whiteboard. Answers should include:-

- Main opportunity for consumers to offer feedback and suggestions for service improvement

- Can provide good ideas to increase effectiveness of service system - Can give consumers a feeling of worth - Focus is on service activity from user perspective

Tell the group that a Suggestion Box is only effective if it is displayed prominently, consumers know it is available, are encouraged to use it, and if suggestions are taken seriously and acted upon.

STEP 1 AUDIT

Now ask the group how their organisation could find out if their Suggestion Box is

working well. (This is the audit process.) - Refer to Manual Page 44.

Tell them that once again, a key method is to ask the consumer what they think about the Suggestion Box.

Ask the group how they would get this information from consumers - surveys, questionnaires, interviews, focus groups etc.

Now ask group member to work with a partner for 5 minutes and write down on butcher’s paper:

a) how they would audit a Suggestion Box to determine its effectiveness, and b) how they would improve it. (Tell them they can refer to Manual Pages 44, 54

and 55 for ideas)

Then have a spokesperson from each pair bring their sheet to the front of the group and share their responses with the rest of the group.

STEP 2 IMPROVE

Bring up next 2 slides: Slides #51 and #52 An Improved Suggestion Box to reinforce ways to improve a suggestion box.

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An Improved Suggestion Box

Slide # 51

Manual

Pages 44, 54, 55

Slide# 52

Refer the group to Manual Page 55 – Macarthur Drug and Alcohol Service suggestion box for example. Discuss.

Surveys – are a useful tool, carried out for a variety of reasons including: customer satisfaction, information gathering, suggestions for improving services, program evaluation, service regulatory requirements.

Ask the group if their organisations conduct surveys, and to give many examples as possible.

Emphasise to the group that surveys are considered a consumer participation activity if the information they provide is used to enhance service provision in some way. Often it is beneficial for consumers to be involved in the design process for consumer surveys, as they can provide information that service staff may miss.

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STEP 1 AUDIT

Tell them that before surveys are used, a process must be followed to make sure they are effective, and that they will be of value to the organisation and to the

consumer. Refer to Manual Page 45.

STEP 2 IMPROVE

Bring up next slide: Slide #53 An Improved Consumer Survey. Discuss in detail each point on the process required for a better consumer survey.

An Improved Consumer Survey

Slide # 53

Manual

Page 57

Refer group to Manual Pages 58 - 59 for examples of surveys.

Now mention to the group that they have now covered the basic steps for auditing and improving some consumer participation activities, and that they need to apply this process to all present and past activities.

Tell the group that we will continue discussion on auditing and improving after the break.

End of Session

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Audit and Improve Consumer Participation Activities

Learning Objectives: To learn how to audit current /past consumer participation To learn how to improve existing practices


Part Two Page 47 – 49 Part Three Page 51 - 104

PPT slide numbers: #54


Learning Objective


Show slide

DVD/Video


Exercise tab


Welcome participants to the last session for the day.

Bring up next slide: Slide #54 Course Outline – Session 1.4

Explain that in this session they will be continuing with the audit and improving steps in the consumer participation plan.

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Emphasise that the key to success for all consumer participation activities is:

• Organisational readiness • Getting others involved • Involving service users early • Making service users aware of opportunities • Writing a consumer participation policy

Go through each point in detail ( see Manual Pages 46 and 47) and ask the group why it is important for their organisation to have a written consumer

participation policy. Write these on the whiteboard. Reasons are that it:

• Is a statement of intent and commitment • Is a blueprint for action • Paves the way for procedures to be developed • Assists with planning activities • Provides information for all stakeholders

E Hand out an example of a consumer participation policy and discuss format and contents with the group.

Now ask each participant to do the Audit and Improve exercise in their workbooks. Ask them to think of 3 different activities they would audit in their organisation, describe how they would audit them, and describe the steps they might take to improve these activities. Give them 10 minutes to complete the exercise, then have each one present their information to the rest of the group (another 10 minutes)

Tell group that once the auditing of their organisation’s current and past activities is completed, the next stage is to consider how organisations can build on the activities they already have in place, and develop new opportunities for consumer participation. We will be discussing these in detail on Day 2.

Ask the group if they have any questions relating to what they have learned today, and provide an open forum for discussion.

Close the session, and ask participants to read through the manual if they have an opportunity before Day 2.

Tell them it is important for them to relax after such an intense day of learning, and to make an effort to treat themselves to something special tonight.

End of Session

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Session 2.1 (2hrs)

Build New Consumer Participation Activities

Learning Objectives: To learn how to build new consumer participation activities


Part Two Page 47 – 49 Part Three Page 51 - 104



Learning Objective


Show slide

DVD/Video


Exercise tab


Welcome participants to Day Two

As an ice breaker, ask each individual participant to share with the rest of the group what special activity they did last night to relax.

Review Sessions 1.1 – 1.4 by going over major topics and asking questions of group.

Ask them to think of 3 key learnings they took from the day, and to share these with the rest of the group.

Ask them to refer to Course Agenda hand out, and read to them what will be covered on Day 2.

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Bring up Slide #55 – Course Outline – Session 2.1

STEP 3 BUILD NEW ACTIVITIES

Tell the group that this third step in the consumer participation planning process is vital to ensure that consumers become increasingly involved in organisational activities.

Refer group back to ‘Levels of Participation’ chart on Manual Page 24 for consumer participation activity ideas. Tell them that there are also numerous examples of different consumer participation activities in Part 3 of the Manual pages 51 – 104.

Bring up next slide: Slide #56 Build New Activities

This slide outlines the ways that organisations can encourage more consumer

participation within their services. Discuss each point with group. Refer to Manual pages 47 to 49 for more detail. Build New Activities

Slide #56

Manual

Pages 47 - 49

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Now discuss with the group activities that increase consumer participation in their organisation, and the AOD sector in general. These include: Interviews Focus Groups Service User Groups Peers and experiential workers Staff Selection Quality Assurance Strategic Planning

Committee Membership Board of Management Membership Education and Training Policy Development Research Self Help Organisation

Bring up Slides # 57 to #69 and, in turn, discuss the important features of each of the activities listed above.

Refer to and discuss in detail the examples for each activity in Manual pages 60 – 104 as you go through each slide.

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Ask the group to pick out three new activities from the list, and in their workbooks take 15 minutes to write down how they could implement these activity in their organisation. They need to consider and include:

- Detail of each activity - Benefits of implementation to organisation and consumers - How it will be implemented and by whom - What training and resources will be needed - Timeframes for development and delivery

Then ask them to share information on one activity they have selected with the rest of the group.

Now is a good time to have a guest speaker from an AOD service give a short talk on their organisation’s experience in implementing a new consumer participation activity.

Tell the group that after the break we will be covering the recruitment of service users as consumer participants, and how to evaluate new consumer participation activities.

End of Session


Recruit Service Users and Evaluate Consumer Participation

Learning Objectives: To learn how to recruit and train service users for consumer participation To learn how to evaluate new consumer participation activities

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Part One Page 30 – 31 Part Two Page 48 - 49



Learning Objective


Show slide

DVD/Video


Exercise tab


Welcome participants to the session.

Bring up Slide# 70 – Course Outline – Session 2.2

Tell group that recruitment of service users for effective consumer participation in AOD service organisations is a difficult task. However if it is handled with planning and foresight, it can be made easier and will be more successful. The key is to put in place the actions outlined on the following slides.

Ask the group for any examples of consumer participation recruitment and/or training that they know of.

Now bring up next slides: Slides # 71 - # 72 Recruit and Train Service Users

Refer them to Manual Pages 48 – 49, and discuss each point on both slides.

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Recruit and Train Service Users

Slide # 71

Manual

Pages 48 – 49

Slide # 72

Now refer them to Manual Page 110 for an example of a consumer participation consent form as mentioned on Slide #71.

Ask group to write down in their workbooks the important factors to consider when recruiting and training service users for consumer participation activities.

STEP 4 EVALUATE NEW ACTIVITIES

Ask the group “What is the final step in the Consumer Participation Plan process?” It is - Evaluation of new consumer participation activities.

Ask the group to give reasons why evaluation is such a vital step in the process.

Tell them the reasons are that evaluation:

• Measures expectations against what actually happens • Provides information needed to adjust or improve new project/activity aims • Provides a valuable vehicle for further consumer involvement

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Tell them that the evaluation process they are about to look at is based on Wadsworth’s Action Evaluation Research Process (1997) model.

Bring up next slide: Slide # 73 The Action Evaluation Research Process

Tell the group that it is a simple process that involves:

• Planning - the evaluation to take place, and why • Fieldwork – understanding the world of those to be evaluated • Designing - the tools to be used including: surveys, interviews, focus groups,

feedback forms, journals, reports • Implementing - the evaluation process strategy, timeframes, participants, who

will carry it out? • Reflecting – finding out results and giving feedback to participants • Planning - Making changes/improvements as a result of the evaluation

The Action Evaluation Research Process

Slide #73

Manual

Page 31

E Give each participant a copy of the Handout: Evaluation and impact assessment, which provides more details on the rationale for evaluations; how to conduct them; who should be involved; and the signs of a good evaluation.

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Now bring up the next two slides: Slides #74 and #75 Evaluation Process and discuss each point in detail.

Evaluation Process

Slide #74

Manual

Pages 30-31

Slide #75

Ask the group to complete the questions on evaluation in their workbooks.

Now tell the group that we have now covered all the steps that are necessary when developing a plan for consumer participation.

Revise the steps by running through the next 4 slides: Slides # 76 - #79 to reinforce the main points in the planning process.

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Step 1 Audit

Step 2 Improve

Step 3 Build

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Step 4 Evaluate

Conclude session with Slide # 80, Cycle of Continuous Improvement and discuss.

Tell the group that this diagram illustrates how the planning process must be ongoing indefinitely, to ensure consumer participation activities are relevant, timely, and will contribute to more effective delivery of AOD services.

Cycle of Continuous Improvement

Slide #80

Tell the group that in the final session we will be developing a consumer participation action plan that they can take back and use in their organisations.

End of Session

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Session 2.3

Develop a Consumer Participation Action Plan (1.5hrs)

Learning Objectives: To develop a comprehensive consumer participation action plan for an

organisation


Part One Page 30 - 31 Part Two Page 43 - 49

PPT slide numbers: #81


Learning Objective


Show slide

DVD/Video


Exercise tab


Welcome participants back from break, and review Session 2.2 with the following activity:

Exercise Mix and Match

Instructions

Ask the group members to arrange themselves into mini groups of 4 people. Hand out to each group a pack of cut-out words. Tell them that these words form the step by step process for developing a consumer participation action plan, and that they have to put the words in sequential order to create these steps. (It may be a good idea to use the floor space for this exercise.)

Tell them they have 5 minutes to do the exercise and the first group to finish is the winner.

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Bring up Slide #81 Course Outline – Session 2.3

Tell the group that in this final session they will be designing a basic Consumer Participation Action Plan for their organisation. They will then have the opportunity to go back to their workplace and develop it further, and hopefully implement it in the near future.

Refer the group to the last page of their workbook, which has the Consumer Participation Action Plan template. Explain to them that this is a format they can use to create a basic plan.

Ask participants to form groups of 4 people each (from their own organisation where possible), and develop a plan that would be suitable for their own organisation using this template and the knowledge, strategies and methods they have acquired during the course.

Remind them that they can get ideas about many different consumer participation activities from the examples in Part 4 of the Manual, Pages 51 - 104.

Tell them that they will have 30 minutes for this exercise, and that each group will report their plan back to the whole group at the end of the 30 minutes.

During this exercise, move around to each group and offer advice or answer any questions they may have about the process or information required.

After 30 minutes, give each group a few minutes each to describe their plan to the whole group. This may take another 20 - 30 minutes.

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Tell the group that they now have the basic structure and outline for a Consumer Participation Action Plan that they can take back to their own organisation and develop further.

Remind them that the Straight From The Source Manual is their most valuable resource for this purpose, and that there are numerous other useful resources listed in the Reference section of the manual.

E Hand out: Consumer participation – practice examples resource list to each participant. Tell them that this list contains examples on activities and projects that may assist to develop new ideas for consumer participation, and that these and more examples are available on the website: www.healthissuescentre.org.au

Tell group that we will be finishing the course with concluding activities after the break.

End of Session

Session 2.4

Concluding Activities (1hr)

Learning Objectives: To review learning objectives of course To finish course with concluding activities


All sections



Learning Objective


Show slide

DVD/Video


Exercise tab


Welcome participants back from break.

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Bring up Slide #81 Course Outline – Session 2.4

Review the learnings of both days by briefly running through the main points from each session, and asking the group questions on each topic.

End the revision with this fun exercise.

Exercise Show and Tell Ask each person to partner with another group member and together physically demonstrate the first letter (in capital) of each step in the consumer participation plan cycle: A I B E. (this can be very amusing as participants may display a variety of imaginative configurations) After each letter has been demonstrated, ask them to tell you what the full step is.

Concluding activities • Exercise 1 - Consumer Participation Attitudes Questionnaire.

Participants should have completed this at the beginning of the course. Read through each question one by one and identify, or have participants identify the answers.

• What will they take away? Ask each person in turn to share with the rest of the group what they will take away from the training.

• Any Questions? Ask participants if they have any final questions or comments about the course.

• Present attendance certificates to participants. • Feedback Forms need to be completed by all participants and given back to

you before they leave.

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• Thank participants for their enthusiasm and cooperation during the training. Thank sponsors, venue hosts, other people who assisted in the training etc.

• Finish by wishing participants all the best with their consumer participation plans and activities, and a safe journey home.

Bring up final slide: Slide #83 End of Course

END OF COURSE

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