Christine Griffin

AHE 574 Experiential Learning

June 6, 2016
Instructional Unit
For this class exercise I will expand on a workshop that I previously
designed and presented on March 24, 2016. The title of this workshop
is: After Saving the World Comes the Laundry: How to Support Others
Without Burning Out". This workshop for family members of children
with special needs will take place over three evenings, each consisting
of three hours.
The session topics will include: Supporting Others, Telling Your Story,
and Self-Care.
The purpose of this workshop is to increase the leadership, mentoring
skills and self-care practices of parents and primary caregivers who are
raising children with developmental disabilities, ongoing health care
needs, and delays. As consumers of social, health, medical and
educational services by state agencies across Washington, its
essential parents from a variety of multicultural and socioeconomic
backgrounds have a voice as a primary stakeholder when affecting
change and improving state systems. This workshop, therefore, will
include experiential learning strategies and activities necessary for
parents to learn the skills needed to be an effective team member,
while offering a more holistic and sustainable approach to leadership.
Desired outcomes
Day 1 - Supporting Others
Participants will define the role of a Parent Mentor
Participants will practice techniques to provide Generous
Listening
Participants will have the opportunity to demonstrate the Ring
Theory
Participants will identify steps for reflective questioning
Day 2 - Sharing Your Story
Participants will distinguish the ethics and consideration of selfdisclosure
Participants will identify berries and feelings that show up when
sharing their story
Participants will practice writing their story.
Participants will demonstrate acceptable ways of offering
feedback to others
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Day 3 - Self Care

Participants will identify ways meditation can be useful
Participants will distinguish how Compassion Fatigue shows up in
their lives.
Participants will label ways our brain responds to stress and
unease
Participants will practice the steps of Tactical breathing

Lesson Plan: After Saving the World Comes the Laundry: How to
Support Others Without Burning Out
DAY 1: SUPPORTING OTHERS
Goals(s): Increase leadership and mentoring skills for parents of
children with special needs.
Learning Objectives:

Participants will define the role of a Parent Mentor

Participants will practice techniques to provide Generous

Listening
Participants will have the opportunity to role play the Ring Theory
Participants will identify steps of reflective questioning

Purpose/Rationale:
The purpose of this lesson is to share useful communication material
and provide opportunities for participants to practice mentoring skills
in a safe learning environment. Deductive and Inductive methods will
be utilized in this lesson to provide new information and reflection.

Prior Teacher Preparation:

Create PowerPoint presentation to help keep the lesson and instructor
on track.
Create handouts that participants can use to begin creating a notebook
of useful techniques when mentoring another parent. Handouts will
include text with graphics, when applicable.
Collect materials below.
Make list and purchase food/dinks, paper products and utensils.
Set up materials and food prior to class time.
Materials/Resources:
Overhead projector, computer, speakers, screen
Name tags
Sign-in sheet
2

Markers & pens

Thumb drive with PPT
Rubber bands
Copies of the Continuum Worksheet
Papers for Continuum activity (#1, #5, #10 written in large print)
Easel and giant pad of paper or white board and markers
Signs posted to find way to workshop
Food
Have stories to share when strong emotions arise
Hand Outs
o Generous Listening
o Ring Theory
o Reflective questioning
o What is a Parent Mentor?
Notebooks/folders
Paper for taking notes
Handout of PPT
Printed Agenda

As Participants come in welcome them, offer drinks/snacks,

and as they settle direct them to filling out the Continuum
Worksheet

Introduction of course and one another: (30 minutes)

Purpose: In their guide booklet on gathering people together, Christina
Baldwin and Ann Linnea write about preparing the circle and setting
intention. This introduction serves as a welcoming and setting the
intention for the days to come. Its important to think of this module as
a container with the introduction serving as setting the stage. In this
way, it helps participants know whos in the room and whats this going
to be able. This is an integral part of building a community of practice.
This process begins to enthusiastically and warmly promote a climate
of relaxed learning and exploration about what it means to be a parent
leader.
Introducing yourself (13 minutes) be brief, you will have time
throughout the workshop to continue sharing.
Your name
Childs name, age, diagnosis
One thing you have learned
Introducing Agenda (2 minutes)
Spend time getting acquainted
What is a parent mentor?
Preparing for parent mentor experiences

How can you become involved as a parent mentor and the

skills you will need.
Logistics
Introduction of Group Agreements/Guidelines (3 minutes)
Speak for yourself
Listen well
Share the airtime
Honor confidentiality
Exploration Activity: Centering Meditation (5 minutes)
Sit comfortably in your chair. Close your eyes if you are
comfortable doing that, or focus softly on an object in front of
you. Feel the floor with your feet. Allow the gravity to lower
your shoulders. Take three breaths slowly notice the sounds
in the room, outside of the room, what are you noticing? Just
notice the sounds, and then let them go.
Open your eyes and write them down.
Now, I want you to do the same again, closing or softening your
eyes. Feel the pressure on your feet as they rest comfortable on
the floor. Take a few more slow breaths. Notice what you are
feeling, both emotionally and sensory. Open your eyes and write
down all the things that came to mind.
Sharing and Processing (5 minutes)
How was that for you? Did you notice a difference between
noticing noises vs feelings?
How was it different? How was it similar?
Generalizing: (2 minutes) As a Parent Mentor, its our job to notice
what we are feeling in the moment. This keeps us in the
moment and true to our integrity.

What is a Parent Mentor? (20 minutes)

Purpose: This session highlights what is needed to become a parent
mentor. The continuum exercise provides self-awareness, as well as
helps illustrate the many different styles and preferences that are
represented in the group. Noticing how we balance out one another.
Part of being a parent mentor is becoming more self-aware. Not to
mention it gets people up and moving.
Introduction: (5 minutes)
Ask participants to share what they think a parent mentor is. Add
to list if needed. Direct participants to the handout.

Exploration: Continuum Where I Land (3 minutes)

Becoming self-aware
Papers with #1, #5, #10 are laid out on floor, or adhered on a
long wall.
Participants are asked to stand by the number they circled on
their sheet.
Sharing: (5 minutes)
Publicly share the results, reactions and observations.
Get the participants to talk about their experience.
Share reactions and observations.
Processing: (5 minutes)
Why is becoming self-aware helpful for a Parent Mentor? Ask the
following questions:
o How is this similar or different from talking to a friend?
o What sorts of things would you do differently as a Parent
Mentor than talking with a friend?

Generalizing: (2 minutes)
Why is this important?
What do you want to keep in mind when talking to another parent as a
mentor?

BREAK (5 minutes)
From this moment on, we will view the material and
activities through the lens of a Parent Mentor.
What is Generous Listening? (30 minutes)
Purpose: This session will assist participants to understand that their
role is not to have all the answers, but more importantly, to listen. The
activity will enable participants to physical feel how conversations hold
power. What happens when we dont invest in the conversation or we
have a vested interested of where the conversation needs to go? The
rubber band serves as a conduit for learning how power plays a part
on our conversations with others. Experimenting activities are often
paired with assimilating activities so that new knowledge can be put to
immediate practical use.(BrooksHarris,J.E.,&StockWard,S.R.,1999,p.67)
Introduction of information: (9 minutes)
Definition of Generous Listening (GL)
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Elements of GL
How to provide GL to others

Video Clip: Rachel Naomi Remen (4 minutes)

https://www.youtube.com/watch?v=UdhP6sR5uvk

Exploration: (5 minutes)
Partner up: Decide who will go first. Using a rubber band, create
tension in the rubber band using each persons pointer finger.
Next each person will get two minutes to share a part of their
day with their partner. Facilitator will keep track of time while
observing what they see. At some pint the listener will loosen
the tension.
The facilitator will give a 30 sec warning to wrap up. Partners
will switch after 2 mins.
Same activity applies except this time the listener will tighten
the tension.
Sharing: (5 minutes)
What things came up for you as a listener who loosened the
tension?
What things came up for the listeners who tightened the
tension?
Processing: (3 minutes)
As the person sharing? What occurred during the activity?
How did you respond physically or emotionally when the
tension changed occurred?
Generalizing: (2 Minutes)
In what ways do you feel this would impact a conversation with
a parent, or family member?
Application: (2 minutes)
What might you think of, or do when connecting with a new
parent or family member?

BREAK (25 minutes)

Communication and Empowerment Tools
1. The Ring Theory (15 minutes)
Purpose: Sometimes as a parent mentor we dont know what to say.
The Ring Theory offers a clear way to address difficult situations. This
session will work to reinforce the direction caring needs to flow in
order to be supportive. Focusing on others rather than our own
agenda.

Introduction (3 minutes)
Explanation of the different stage of the Ring theory
Exploration (3 minutes)
Participants partner up and begin a role-play. One person tells
their story while the other listens. Then each will switch after
1.5 minutes.
Sharing (3 minutes)
Have you eve been accused of saying the wrong thing to
someone?
When your partner responded to you in this way, how did you
feel?
Processing (3 minutes)
What about this theory do you like, or dont like?
Generalizing (3 minutes)
How might this be helpful when supporting another family?

2. Reflective Questioning (40 minutes)

Purpose: The role of a parent mentor is not to give new families the
answers. This is an ethical consideration when providing support. Its
important to empower new families by providing ways they can come
to their own decisions. By offering these skills Parent Mentors stay
away from their own biases, learn more about their families they are
supporting and increase their confidence level in supporting others.
This activity and skill exemplifies reflection-in-action, what is defined
as, people think about and change what they are doing while they are
doing it. (Cafferella, R.S., and Barnett, B.C., 1994, p. 35) By utilizing a
role-play it helps participates explore interpersonal skills for conflict
management. (Cafferella, R.S., and Barnett, B.C., 1994, p. 37)
Introduction (12 minutes)
Reflective questions for
o Awareness
o Analysis
o Alternatives
o Action
Exploration (10 minutes)
In another role play ask participants to gather in groups of 4
people. The facilitator will have scenarios each group will
discuss. Have one person be the parent with that situation. Each
group member go take turns trying out the sample questions.
Sharing (6 minutes)
Bring the group back together. Ask the participants acting as the
parent to provide comments about what came up for them in the
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situation?
Next have the ones offering questions to the parent respond
with what came up for them.
Processing (5 minutes)
Have you had similar experiences?
What were the outcomes?
Generalizing (5 minutes)
How can you see this working when meeting with a family?
Do you feel this would help empower or disempower the family?
Why?
Application (2 minutes)
How might you try and apply this to the next family you are
working with?
Throughout the sessions feel free to use these skills on others in
the class.

Closing/Summary (10 minutes)

Assessment (5 minutes)
DAY 2: SHARING YOUR STORY
Goals(s): Increase leadership and mentoring skills for parents of
children with special needs.
Learning Objectives:
Participants will distinguish the ethics and consideration of selfdisclosure
Participants will identify berries and feelings that show up when
sharing their story
Participants will practice writing their story.
Participants will demonstrate acceptable ways of offering
feedback to others
Purpose/Rationale:
The purpose of this lesson is to share useful communication material
and provide opportunities for participants to practice mentoring skills
in a safe learning environment. Deductive and Inductive methods will
be utilized in this lesson to provide new information and reflection.

Prior Teacher Preparation:

Create PowerPoint presentation to help keep the lesson and instructor
on track.
Create handouts that participants can use to begin creating a notebook
of useful techniques when mentoring another parent. Handouts will
8

include text with graphics, when applicable.

Collect materials below.
Make list and purchase food/dinks, paper products and utensils.
Set up materials and food prior to class time.
Materials/Resources:
Overhead projector, computer, speakers, screen
Name tags
Sign-in sheet
Markers & pens
Thumb drive with PPT
Easel and giant pad of paper or white board and markers
Signs posted to find way to workshop
Food
Have stories to share when strong emotions arise
Hard Copy of story shared with doctors (facilitators copy)
Hand Outs
o Self Disclosure: Whats Helpful and Not Helpful
o Warning Barriers Ahead feeling that show up when
working with your story
o How to Provide Feedback
Extra Notebooks/folders
Paper for taking notes
Handout of PPT
Printed Agenda
Welcome the participants, and offer them snacks and drinks.
Share with them the play dough activity and give them time to
process what they may want to create.

Introduction of course and one another: (20 minutes)

Purpose: Like in the previous session the introduction is a way for
participants to gage who is in the room and how they connect with one
another. It allows for participants to talk and explore their own voice.
Something this session will be focusing on through out this session.
Introducing yourself (12 minutes) be brief, you will have time
throughout the workshop to continue sharing.
Your name
On a scale of 1-8, How do you feel about your day? In one word
how would describe that? (Without using the words fine and
nice)
One thing you learned in the previous session
Introducing Agenda (5 minutes)
Spend time getting acquainted
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What does sharing your story mean to you? Is it scary, or are

you excited about it?
Preparing for sharing your story experiences
How can you share your story without loosing your privacy?
When to say No.
Group Agreements/Guidelines (3 minutes)
Speak for yourself
Listen well
Share the airtime
Honor confidentiality

Guidelines to Consider When Sharing Your Story (40

minutes)
Purpose: This session will provide participants ethical guidelines for
sharing their stories with another family or presenting to a group. The
activity starts by helping Participants become self aware of how they
perceive themselves to others and gets them beginning to share their
stories comfortably with one another. This is an example of using an
object to share your story, removing the face to face embarrassment,
and encourage forays deeper into the personal. (Beard and Wilson,
2006, p.125)
Introduction (8 minutes)
Explanation of the Guidelines and Ethics of Sharing Your Story
Quote: Every person is born into life as a blank page-and ever
person leaves life as a full book. Our lives ate our story, and
our story is our life story is the foundation of relationship.
~Christina Baldwin, Making Sense of Our Lives through the
Power and Practice of Story
Exploration (5 minutes)
Participants will mold an animal out of the play dough that
best describes their personality/character. During this time
allow participants to finish up sculpting. Reassure everyone
about the inner critic that this is a Perfection Free Zone.
Sharing (20 minutes)
Utilizing the guidelines of sharing your story participants are
asked to share their animal with the group.
Processing (5 minutes)
How was that to listen to other share their animals?
Did you find it difficult to stick with the guidelines, or was it
helpful to have the guidelines?
Generalizing (2 minutes)
In what ways can you use these guidelines when sharing other
parts of your story?
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BREAK (5 minutes)

Warning Barriers Ahead (20 minutes)

Purpose: As we begin to share our stories out loud, we sometimes are
caught off guard by the emotions that come. Naming the emotions
and what may occur is helpful to be aware of as well as know how to
share our stories without projecting our emotions on to others. This is
also about being self aware of our feelings and working to avoid
projections of our feelings onto others when sharing our stories.
Introduction (8 minutes)
What are projections?
Off-Loading Hurt (Brene Brown)
Exploration (4 minutes)
Facilitator will read aloud their story.
Participants are asked to write down what they see, hear and
feel.
Sharing (2 minutes)
What are some things that you noticed when the facilitator read
their story?
Processing (2 minutes)
Did you feel uncomfortable listing? Why or Why not?
Generalizing (4 minutes)
What are parts of your story that you might need to be aware of
when sharing with others?

Writing Down Your Story

1. Part I (37 minutes)
Purpose: Having the opportunity to share your story comes with a
responsibility of knowing what part of your story you wish to tell, how
to tell it in a away people will want to listen and to make an impact.
This session will offer an opportunity for participants to explore some
basic fundamentals such as determining what part of their story they
want to tell. Identifying elements of their story, who what where and
when. Experiential knowledge is characterized as using ones
personal experience and the experiences of others to inform the
process of knowing. (Cafferella, R.S., and Barnett, B.C., 1994, p. 36)
Introduction (2 minutes)
The Facilitator will begin by telling the group how they will begin
and work into writing their story. We will begin with a guided
meditation.
Ask if anyone has questions before beginning.
Exploration (35 minutes)
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Participants will be asked to sit quietly with their eyes closed, or

focus softly on an object in front of them. Next, the facilitator will
gently walk them through the beginning elements of their story.
They will be asked to visualize their story.
o What was the day like outside, Was it daytime or evening?
o Who was with you?
o What did you feel?
o Was there any smells that you noticed?
o What do you remember being told? And by who?
o What were your initial reactions?
o What else about your story do you remember?
Participants will be asked to open their eyes and write down all
that they say, heard, felt, smelled.
The goal is to get these things down on paper.
Reassure participants that its OK if emotions come up. It is
natural and healing.
Planning a break in between writing and sharing will allow
participants to move into the debriefing process with greater
ease in case there are some who become emotional.

BREAK (20 minutes)

2. Part II (10 minutes)
Sharing (2 minutes)
How was that (writing down your story) for you?
What came up that you expected, or didnt expect?
Processing (3minutes)
Were there challenges about writing your story? If so what kinds
of challenges?
Have you had similar challenges occur for you in the past?
Did you feel that some of the barriers we discussed earlier had
more of an impact on your ability to write?
Generalizing (2 minutes)
What did you learn about yourself while doing this activity?
Application (3 minutes)
When going home to continue writing your story what things will
you take into account?

3. Part III
Giving Feedback (20 minutes)
Purpose:
Introduction (2 minutes)
Key points of ways to offer feedback
Exploration (4 minutes)
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 Have someone from the group share their writing

Remind the group this is only the start, Perfection Free Zone
Sharing (3 minutes)
Ask the person sharing their story what they noticed
Using the feedback principles ask others to comment
Processing (2 minutes)
Did giving feedback in the way limit what you wanted to say?
If so, then how?
Generalizing (2 minutes)
Comments from the group about how this can be helpful when
connecting with parents
Application (2 minutes
Are there other ways participants can see this useful? If so,
where?
Is this way of giving feedback different than yesterdays
information about the Reflective questioning or Ring Theory?
How?

Closing - Final Application Thoughts (3 minutes)

Assessment (5 minutes)
DAY 3: SELF-CARE
Goals(s): Increase leadership and mentoring skills for parents of
children with special needs.
Learning Objectives:

Participants will identify ways meditation can be useful

Participants will distinguish how Compassion Fatigue shows up in
their lives.
Participants will label ways our brain responds to stress and
unease
Participants will practice the steps of Tactical breathing

Purpose/Rationale:
The purpose of this lesson is to share useful communication material
and provide opportunities for participants to practice mentoring skills
in a safe learning environment. Deductive and Inductive methods will
be utilized in this lesson to provide new information and reflection.

Prior Teacher Preparation:

Create PowerPoint presentation to help keep the lesson and instructor
13

on track.
Create handouts that participants can use to begin creating a notebook
of useful techniques when mentoring another parent. Handouts will
include text with graphics, when applicable.
Collect materials below.
Make list and purchase food/dinks, paper products and utensils.
Set up materials and food prior to class time.
Materials/Resources:
Overhead projector, computer, speakers, screen
Name tags
Sign-in sheet
Markers & pens
Thumb drive with PPT
Easel and giant pad of paper or white board and markers
Signs posted to find way to workshop
Food
Have stories to share when strong emotions arise
Shells and rocks
Hand Outs
o Trauma Stewardship
o Triune Brain
o Window of Tolerance
o Tactical breathing
o Permission Slip
o !00 Self-Care Ideas
o Loving Kindness
Notebooks/folders
Paper for taking notes
Handout of PPT
Printed Agenda

Welcome participants; remind them to grab some snacks

and beverages if they wish.
Introduction of course and one another: (22 minutes)
Purpose: Like in the previous session the introduction is a way for
participants to gage who is in the room and how they connect with one
another. It allows for participants to talk and explore their own voice.
Something this session will be focusing on through out this session.
Introducing yourself (12 minutes) be brief, you will have time
throughout the workshop to continue sharing.
Your name

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 One thing you learned in the previous two sessions

What is your favorite way to take care of yourself?
Introducing Agenda (5 minutes)
Spend time getting acquainted
What does self-care mean to you?
Is it something you carve out on your schedule?
Today we will talk about all the ways we can care for ourselves
while caring for one another.
Group Agreements/Guidelines (3 minutes)
Speak for yourself
Listen well
Share the airtime
Honor confidentiality

Tactical Breathing (5 minutes)

Purpose: This is of this exercise is to introduce participants about the
first steps of self-care, breathing. This sets the space for the
remainder of the evening.
Information (2 minutes)
What is tactical breathing?
Share story from Rising Strong book with
Exploration:
Demonstrate breathing
Have others join
Complete 4 sides
Sharing:
What happened?
Processing:
Did you become more relaxed?
Did you find it challenging to breathe like this?
Generalizing:
When would this be considered important in your day?
Application:
Could you see this being of benefit when supporting others?
How?

Trauma Stewardship (45 minutes)

Purpose: Most of us dont realize the ware and tear supporting others
takes on our psyche and physical body. This information is to bring to
light why it is essential to take the time to care for ourselves as much
as we do for others. This will be an information heavy session, followed
by hands on activities.
Information: (25 minutes)

15

What is trauma Stewardship? (Secondary trauma)

Compassion Fatigue
Triune Brain
Window of Tolerance
Video- Laura Vadernoot Lipsky(18 minuntes)
https://www.youtube.com/watch?v=uOzDGrcvmus

Exploration (5 minutes)
Turn and talk pick a partner and answer these questions:
In what ways can you alter this type of experience for yourself or
others?
Discuss 2 or 3 key points you found relevant or interesting
Sharing (5 minutes)
Sharing out to the group what you came up with in your
discussion

BREAK (5 minutes)
Processing (3 minutes)
What ways does this information ring true for you in your work
with others?
Remind participants about confidentiality
Generalizing (3 minutes)
Why is this information important to our daily lives?
Application (2 minutes)
How do you think this will influence your self-care patterns?

Mediation & Mindfulness (32 minutes)

Purpose: To explore meditation and how it works. It may be simpler
than it seems! This is also used to ready the space for in depth
learning. The session uses metaphor analysis in a group discussion
before starting to meditate. Learners should be actively involved in
the learning process. (Cafferella, R.S., and Barnett, B.C, 1994, p. 33)
Part I - Introduction (3 minutes)
How Mindfulness Empowers Us: Video Sharon Saltzberg
http://www.sharonsalzberg.com/animation/
Sharon Salzberg explains how mindfulness allows us to see our
thoughts and feelings as they are, freeing us from old ways of
thinking and being.
Exploration (5 minutes)
What did Sharon mean by saying the wolf who winds the fight is
the one we feed?

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 Which wolf do you feed?

Do you feel you have a choice of which you feed?
Sharing (2 minutes)
What do you think would happen if you fed the other wolf?
Processing (3 minutes)
What experiences have you had where this has come up?
Have chosen a different way of reacting to a situation?
What was the situation?
Generalizing (2 minutes)
What made this time different from the other times you reacted?
Application (2 minutes)
How might this be a useful skill when supporting others?
Part II - Introduction (3 minutes)
The effects of Mediation
Exploration (5 minutes)
Participants will go through a Guided Meditation with Sharon
Saltzberg
https://www.youtube.com/watch?v=1NyCFQ-ROKo
Sharing (2 minutes)
What did you experience?
How many of you have mediated before this?
What stops you from mediating, or keeps you gong?
Processing (3 minutes)
What do you feel is important about mediation?
Generalizing (2 minutes)
Would mediation fit in your life? Why or why not?
Application (2 minutes)
How might this be a useful skill when supporting others?

What is Self-Care?
1. Micro & Macro Self-Care (18 minutes)
Purpose: Interconnectedness Activity and discussion. This session is
planned to confirm that whether we are aware of it, or not, self care is
happening. Its also meant for participants who want more ideas of
what quick ideas they can include in their day. The activity chosen
addresses how we see things, and how we might be able to change our
perspective/vantage point.
Introduction (6 minutes)
Macro Self Care
Micro Self Care
Introduction of activity and handing out items
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Exploration (4 minutes)
Have participants pick out a shell or rock from the box/basket.
Next walk them through a guided meditation. Looking at the
Rock/shell notice its surface, is it rough or smooth, what are its
colors? Is there more of one color over another? Does it have
any unique qualities? Where does it come from outside of this
room? How old do you think it is? Has it been warn away by
erosion or turned over and over in the waves of the ocean? How
was this item created? Is it large for its kind or very small? What
purpose does it serve you today? Does it serve to ground you in
your daily life, reminding you that you are part of something
much larger than yourself? If your shell/rock could tell you
something what would it say? What would you want it to tell
you? What would you want to tell it?
Sharing (2 minutes)
How was that for you?
Processing (2 minutes)
Was there any thing that came up?
Did your inner critic come out?
If so, what did it want to do, or say?
Generalizing (2 minutes)
Was there anything you learned about yourself through this
activity?
Application (2 minutes)
How might you apply this activity within your day?

BREAK (25 minutes)

2. Giving Yourself Permission (12 minutes)
Purpose: Much of the time we are focusing on others, not ourselves.
As parents we feel selfish taking time for ourselves. Society rewards
us for our hard work, but not necessarily when we take time for
ourselves. This exercise allows ourselves to take permission to take
time off, if we can. It will allow us to look for opportunities within our
day to take mini breaks. Giving ourselves permission will also allow us
to check in with ourselves and plan for self-care.
Introduction (2 minutes)
Brene Brown info in how she gives herself permission
Exploration (2 minutes)
Have participants fill out their permission slip
Sharing (2 minutes)
Turn and talk to a partner about what you write down
Processing (2 minutes)
Do you foresee doing this in the future? Why or why not?

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Generalizing (2 minutes)
Why would this be important to do?
Application (2 minutes)
Would giving yourself permission impact your day differently?

3. Loving Kindness (12 minutes)

Purpose: This session serves in closing of the container for the entire
workshop. It sends an intention out to those in the room and for those
not in the room.
Introduction (2 minutes)
Brief explanation of the Loving Kindness blessing
Exploration (4 minutes)
Everyone reads portions of the Loving Kindness
meditation/blessing until we are finished.
Sharing (5 minutes)
What are your final thoughts?
Processing (3 minutes)
What one, or two things did you feel resonant with your over the
past three days of this workshop?
Generalizing (3 minutes)
Did you learn anything new about yourself through this
workshop?
Application (3 minutes)
How can you apply those things to your daily life?
What differences do you think or feel it would make?

Final Assessment (5 minutes)

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