Objectives - Ambitions for Palliative and End of Life Careendoflifecareambitions.org.uk/.../uploads/2017/09/Module-3-Slides-3.2.pdf · Module 2 Booklet Reflections on Module 2 Section

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Supporting ourselves and others Understanding loss, grief and bereavementModule 2Section

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Understanding loss, grief and bereavement

By Amanda [email protected] Jane [email protected]

Aims of this sessionlTo provide an overview of the main issues relating to bereavement, loss and grief

lTo reflect on our own ideas and experiences about these and to think about how to support ourselves

lTo think about ways to support people who have been bereaved

lTo raise awareness of where to find information, support and counselling



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Supporting ourselvesand othersModule 2 Booklet

Reflections on Module 2Section

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Advance Care Planning:What it means and how to do itModule 3

Activity

Time: 15 minutes

Materials Flip chart, pencils and note paper

Purpose

Participants examine and share what key learning points they gained from Module 2

Facilitator gains insight into areas of educational needs/or issues of understanding among participants, which can be subsequently addressed

Ask if the group feels comfortable discussing their reflections on Module 2 as a whole group. If preferable, this can be done in pairs. Remember that some people may not respond because they feel vulnerable.

l Suggest that participants spend a few minutes jotting down immediate response to three ‘key’ questions:

l What did you most enjoy from Module 2?

l What did you least enjoy?

l What was the most important thing that you learnt about peer education from Module 2?

Facilitate a discussion around these questions by asking participants to offer their thoughts, once they have had a few minutes to reflect individually. Get your co-facilitator to record information on a flip chart, so that this can be written up and distributed in summary form to participants later (if you have the facilities to do so).

You might want to have a break at this point.

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Understanding loss, grief and bereavement; Supporting ourselves and others

Module 3

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Aims of this section

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Booklet

Advance Care Planning: What it means and how to do it

Module 3

Objectives At the end of this module, participants will have:

l Reflected on module two

l Gained understanding and knowledge of the definition and components of ‘advance care planning’ in the context of the Mental Capacity Act of 2005

l Explored their own perspectives on ‘advance care planning’, including what they would wish others to know about them as individuals if they became volunteer educators

l Explored issues of diversity and culture in advance care planning

l Had opportunities to examine and express a range of views and opinions about advance care planning and access an overview of evidence from research into the process and outcomes of ‘advance care planning’

l Examined a range of information resources about ‘advance care planning’ and considered how to use them in awareness raising activities among different audiences.

Any part of this publication can be copied, reproduced, distributed or adapted without permission from the authors provided that the recipient of the materials does not copy, reproduce, distribute or adapt it for commercial gain. The following wording should be used to credit the source of the information in all of the copies, reproductions, distributions and adaptations of the material.

“Based on work from the Volunteer Training Programme about Advance Care Planning (Let’s Talk Now and Prepare for the Future) developed by Jane Seymour, Kathryn Almack (University of Nottingham) and Katherine Froggatt (Lancaster University), supported and funded by the National End of Life Care Programme and the Dying Matters Coalition”

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Booklet

Advance Care Planning: What it means and how to do it

Module 3

Objectives At the end of this module, participants will have:

l Reflected on module two

l Gained understanding and knowledge of the definition and components of ‘advance care planning’ in the context of the Mental Capacity Act of 2005

l Explored their own perspectives on ‘advance care planning’, including what they would wish others to know about them as individuals if they became volunteer educators

l Explored issues of diversity and culture in advance care planning

l Had opportunities to examine and express a range of views and opinions about advance care planning and access an overview of evidence from research into the process and outcomes of ‘advance care planning’

l Examined a range of information resources about ‘advance care planning’ and considered how to use them in awareness raising activities among different audiences.

Any part of this publication can be copied, reproduced, distributed or adapted without permission from the authors provided that the recipient of the materials does not copy, reproduce, distribute or adapt it for commercial gain. The following wording should be used to credit the source of the information in all of the copies, reproductions, distributions and adaptations of the material.

“Based on work from the Volunteer Training Programme about Advance Care Planning (Let’s Talk Now and Prepare for the Future) developed by Jane Seymour, Kathryn Almack (University of Nottingham) and Katherine Froggatt (Lancaster University), supported and funded by the National End of Life Care Programme and the Dying Matters Coalition”

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Aims of this section are to:

● Provide an overview of the main issues relating to bereavement, loss and grief

● Reflect on our own ideas and experiences about these and to think about how to support ourselves

● Think about ways to support people who have been bereaved

Booklet

Introductions and practical informationSection

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l Welcome the participants to Module 3

l Introduce them to their facilitators

l Provide them with information about health/safety (fire procedures and exits; location of toilets; breaks and lunch; special needs)

l Check to see if any arrangements need to be made in relation to transport and explain arrangements for expense reimbursement.

Short introductory presentation and welcome

Time: 10 minutes

Materials Handout with objectives for Module 3

Purpose

Participants are made to feel welcome and comfortable

Participants are introduced to the facilitators and provided with health and safety information

Special needs (e.g. hearing loss) and any necessary transport arrangements are identified

Arrangements for claiming expenses are explained

Notes

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Loss by death: a universal experience

Grief

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Grief

Grief is an emotional and physical reaction to loss:

● Loss by death

● Loss through ill health

● Loss of part of ourselves

● Loss of something we value

Loss by death: a universal experience

● “All of us are born to die, that’s the only way to look at it. I don’t think there’s anything wrong in thinking about it, it’s the way you look at it. As I say, we are born to die, so enjoy life. Every day’s a blessing, that’s the way you’ve got to live.”

(Peter White, research participant, aged 72)


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Responses to grief

Eight myths about grief

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Responses to Grief

In the specialist literature a range of human responses to grief are described. These all overlap:

● Emotional

● Physical

● Behavioural

● Psychological

Shattering Eight ‘myths’ about grief

● Myth 1: We only grieve deathsReality: We grieve all losses

● Myth 2: Only family members grieveReality: All who are attached grieve

● Myth 3: Grief is an emotional reactionReality: Grief is manifested in many ways

● Myth 4: Individuals should leave grieving at homeReality: We cannot control where we grieve


Booklet

Introductions and practical informationSection

1


l Welcome the participants to Module 3

l Introduce them to their facilitators

l Provide them with information about health/safety (fire procedures and exits; location of toilets; breaks and lunch; special needs)

l Check to see if any arrangements need to be made in relation to transport and explain arrangements for expense reimbursement.

Short introductory presentation and welcome

Time: 10 minutes

Materials Handout with objectives for Module 3

Purpose

Participants are made to feel welcome and comfortable

Participants are introduced to the facilitators and provided with health and safety information

Special needs (e.g. hearing loss) and any necessary transport arrangements are identified

Arrangements for claiming expenses are explained

Notes

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Eight myths about grief

Bereavement support

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Bereavement Support

● Sometimes, it feels difficult to talk or to communicate with people who are grieving

● Just to ‘be with’ the person can be experienced by them as deeply supportive

● Each person’s story is different and unique so there in no one ‘right’ way to support each person’s grieving

Shattering Eight ‘myths’ about grief

● Myth 5: We slowly and predictably recover from griefReality: Grief is an uneven process, a roller coaster with no time line

● Myth 6: Grieving means letting go of the person who has diedReality: We never fully detach

● Myth 7: Grief finally endsReality: Over time most people learn to live with loss

● Myth 8: Grievers are best left aloneReality: Grievers need opportunities to share their memories and grief, and to receive support


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Encouraging discussion about death

Summary

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Encouraging discussion about death

● Many bereaved people want to talk

● Don’t worry about finding the ‘right’ words – simply listen

● You don’t need to make suggestions

● Showing emotion is not a sign of weakness

● Feeling sad and expressing emotion often comes when it is least expected

● Open discussion about spiritual / cultural belief is important for some people

● Ritual is important to some people

Summary

● Grief reactions can encompass changes which affect our whole selves

● Bereavement can impact on health

● There is no right or wrong way to experience bereavement

● Being aware of some of the reactions expressed by someone grieving can help to identify when further help is needed

● Don’t worry about finding the ‘right’ things to say – simply listen


Documents

Objectives - Ambitions for Palliative and End of Life Careendoflifecareambitions.org.uk/.../uploads/2017/09/Module-3-Slides-3.2.pdf · Module 2 Booklet Reflections on Module 2 Section