HandoutsThis section contains participant handouts, all of which are suitable for photocopying.Depending upon your personal preferences and training needs, many of these handouts might also be used as overheads.
The notation at the top of each page indicates the handout number and title, and themodule and activity number with which the handout is associated.
1Handouts:Module 1
Handout 1: Peer Mentor Training Overview
Handout 2: Sample Workshop Agendas
Handout 3: The Role of a Peer Mentor
Handout 4: Bricks for Building a Bridge
Handout 5: Attributes of a Peer Mentor (for Activity 1.4, Option A)
Handout 6: Attributes (for Activity 1.4, Option A and B)
Peer Mentor Training Overview
The goal of this training is to prepare participants to be peer mentors. Mentors
provide assistance and support to newly hired direct-care staff so that the new staff
will succeed in their jobs.
The topics we will cover in this training include:
■ The roles and activities of a peer mentor
■ Relationship-building skills
■ Communication skills
■ Problem solving
■ The organizational role of a peer mentor
1Handout 1: Peer Mentor Training OverviewModule 1: Activity 1.2MASTER FOR PHOTOCOPYING
Peer Mentoring for Direct-Care Workers in Long-Term CareThree full-day sessions (once per week), with two monthly boosters
Week 1
Module 1: Introduction to Peer Mentoring
8:30–9:00 Registration
9:00–9:30 1.1 Icebreaker/Partner Introductions
9:30–10:00 1.2 Workshop Overview
10:00–10:45 1.3 The Roles of a Peer Mentor
10:45–11:00 Break
11:00–11:45 1.4 The Qualities of an Effective Support Person or
The Attributes of a Peer Mentor
11:45–12:30 Lunch
Module 2: Communication Skills #1: Active Listening
12:30–1:00 2.1 Exploring Verbal Communication
1:00–1:45 2.2 Exploring Nonverbal Communication
1:45–2:30 2.3 Paraphrasing
2:30–2:45 Break
2:45–3:45 2.4 Blocks to Listening
3:45–4:00 Closing
2Handout 2: Sample Workshop AgendasModule 1: Activity 1.2 Three full-day sessions (once per week), with monthly boosters
PAGE 1 OF 8
Week 2:
Module 3: Communication Skills #2 — Developing Self-Awareness
8:30–9:00 Welcome, warm-up
9:00–9:30 3.1 Exploring Assumptions
9:30–10:30 3.2 Personal Styles
10:30–10:45 Break
10:45–11:45 3.3 Pulling Back
11:45–12:30 Lunch
Module 4: Putting the Skills to Work
12:30-1:00 4.1 Asking Open-Ended Questions, Part 1
1:00–2:30 4.2 Communication Skills Practice (maximum time)
2:30–2:45 Break
2:45-4:15 4.3 Giving Constructive Feedback
4:15-4:30 Closing
2Handout 2: Sample Workshop AgendasModule 1: Activity 1.2 Three full-day sessions (once per week), with monthly boosters
PAGE 2 OF 8
Week 3
Module 5: Problem Solving
8:30–9:00 Welcome, warm-up
9:00–9:15 5.1 The Role of a Peer Mentor—Revisited
9:15–10:30 5.2 Exploring Options: Part 1
10:30–10:45 Break
10:45–11:45 5.3 Exploring Options: Part 2
11:45–12:30 Lunch
Module 6: Establishing Effective Relationships with Mentees
12:30–1:00 6.1 Finding Common Ground: Personal Risk-Taking
and Self-Disclosure
1:00–2:30 6.2 The First Connection
2:30–2:45 Break (may be taken during Activity 6.2)
2:45–3:15 Closing
2Handout 2: Sample Workshop AgendasModule 1: Activity 1.2 Three full-day sessions (once per week), with monthly boosters
PAGE 3 OF 8
One Month Later
Booster Module 7: Assisting Mentees in Problem Solving
8:30–9:00 Welcome: Sharing and identifying issues that have arisen
since the last meeting
9:00–9:30 7.1 Supporting the Mentee in Problem Solving:
Introduction
9:30–10:00 7.2 Asking Open-Ended Questions, Part 2
10:00–11:00 7.3 Assisting the Mentee in Exploring Options
11:00–11:15 Break (may be taken during Activity 7.3)
11:15–12:00 7.4 Supporting the Mentee’s Right to Decide
12:00–12:30 Closing
Two Months Later
Booster Module 8: Changing Roles
8:30–9:00 Welcome: Sharing and identifying issues that have arisen
since the last meeting
9:00–10:00 8.1 Changing Roles
10:00–10:15 Break
10:15–12:15 8.2 Pass It On
12:15–12:45 Closing (final session)
2Handout 2: Sample Workshop AgendasModule 1: Activity 1.2 Three full-day sessions (once per week), with monthly boosters
PAGE 4 OF 8
Peer Mentoring for Direct-Care Workers in Long-Term CareSix half-day sessions (once per week), with monthly boosters
Week 1
Module 1: Introduction to Peer Mentoring
8:30–9:00 Registration
9:00–9:30 1.1 Icebreaker/Partner Introductions
9:30–10:00 1.2 Workshop Overview
10:00–10:45 1.3 The Roles of a Peer Mentor
10:45–11:00 Break
11:00–11:45 1.4 The Qualities of an Effective Support Person or
The Attributes of a Peer Mentor
11:45–12:00 Closing
Week 2
Module 2: Communication Skills #1: Active Listening
8:30–9:00 Welcome, warm-up
9:00–9:30 2.1 Exploring Verbal Communication
9:30–10:15 2.2 Exploring Nonverbal Communication
10:15–11:00 2.3 Paraphrasing
11:00–11:15 Break
11:15–12:15 2.4 Blocks to Listening
12:15–12:30 Closing
2Handout 2: Sample Workshop AgendasModule 1: Activity 1.2 Six half-day sessions (once per week), with monthly boosters
PAGE 5 OF 8
Week 3
Module 3: Communication Skills #2: Developing Self-Awareness
8:30–9:00 Welcome, warm-up
9:00–9:30 3.1 Exploring Assumptions
9:30-10:30 3.2 Personal Styles
10:30–10:45 Break
10:45–11:45 3.3 Pulling Back
11:45–12:00 Closing
Week 4
Module 4: Putting the Skills to Work
8:30–9:00 Welcome, warm-up
9:00–9:30 4.1 Asking Open-Ended Questions, Part 1
9:30–11:00 4.2 Communication Skills Practice (maximum time)
11:00–11:15 Break (may be taken during Activity 4.2)
11:15–12:45 4.3 Giving Constructive Feedback
12:45–1:00 Closing
2Handout 2: Sample Workshop AgendasModule 1: Activity 1.2 Six half-day sessions (once per week), with monthly boosters
PAGE 6 OF 8
Week 5
Module 5: Problem Solving
8:30–9:00 Welcome, warm-up
9:00–9:15 5.1 The Role of a Peer Mentor—Revisited
9:15–10:30 5.2 Exploring Options: Part 1
10:30–10:45 Break
10:45–11:45 5.3 Exploring Options: Part 2
11:45–12:00 Closing
Week 6
Module 6: Establishing Effective Relationships with Mentees
8:30–9:00 Welcome, warm-up
9:00-9:30 6.1 Finding Common Ground: Personal Risk-Taking
and Self-Disclosure
9:30–11:00 6.2 The First Connection
11:00–11:15 Break (may be taken during Activity 6.2)
11:15–11:45 Closing
2Handout 2: Sample Workshop AgendasModule 1: Activity 1.2 Six half-day sessions (once per week), with monthly boosters
PAGE 7 OF 8
One Month Later
Booster Module 7: Assisting Mentees in Problem Solving
8:30–9:00 Welcome: Sharing and identifying issues that have arisen
since the last meeting
9:00–9:30 7.1 Supporting the Mentee in Problem Solving:
Introduction
9:30–10:00 7.2 Asking Open-Ended Questions, Part 2
10:00–11:00 7.3 Assisting the Mentee in Exploring Options
11:00–11:15 Break (may be taken during Activity 7.3)
11:15–12:00 7.4 Supporting the Mentee’s Right to Decide
12:00–12:30 Closing
Two Months Later
Booster Module 8: Changing Roles
8:30–9:00 Welcome: Sharing and identifying issues that have arisen
since the last meeting
9:00–10:00 8.1 Changing Roles
10:00–10:15 Break
10:15–12:15 8.2 Pass It On
12:15–12:45 Closing (final session)
2Handout 2: Sample Workshop AgendasModule 1: Activity 1.2 Six half-day sessions (once per week), with monthly boosters
PAGE 8 OF 8
The Role of a Peer Mentor
3Handout 3: The Role of a Peer MentorModule 1: Activity 1.3 MASTER FOR PHOTOCOPYING
Helps menteesdevelop problem-
solving skills
Models effectivecommunication
Demonstratesperson-centered
focus
Supportsmentees
Demonstratesgood problem-
solving skills
Providesinformation about
job responsibilities and the workplace
Gives constructivefeedback to helpmentees succeed
BuildingSupportive
Relationships
Models goodcaregiving skills
Bricks for Building a Bridge
4Handout 4: Bricks for Building a BridgeModule 1: Activity 1.4MASTER FOR PHOTOCOPYING
✁
✁
✁
✁
✁
✁
Attributes of a Peer Mentor
What are the five attributes you believe are most important to be an effective and
skillful peer mentor?
Attached is a list of possible attributes. Choose the five you feel are most important
and write them below. Feel free to add other qualities that are not on the list.
1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
4. ___________________________________________________________________________
5. ___________________________________________________________________________
Discuss your responses with your group, and identify the top five the group considers
to be the most important.
5Handout 5: Attributes of a Peer MentorModule 1: Activity 1.4, Option BMASTER FOR PHOTOCOPYING
Attributes
Caring, kind
Cooperative, helpful
Competent
Decisive
Dependable, reliable
Efficient
Friendly
Gets along with all kinds of people
Good communicator
Honest
Likes elders and people with disabilities, understands their needs
Organized
Responsible and accountable
6Handout 6: AttributesModule 1: Activity 1.4MASTER FOR PHOTOCOPYING
2Handouts:Module 2
Handout 7: Effective Communication in Peer Mentoring
Handout 8: Back-to-Back Geometric Designs
Handout 9: Active Listening
Handout 10: : Lead-Ins for Paraphrasing
Handout 11: Paraphrasing: Definition and Purposes
Handout 12: Paraphrase Practice
Handout 13: Real Listening Is. . .
Handout 14: Blocks to Listening
Effective Communication in Peer Mentoring Effective communication in peer mentoring involves:
■ Clear, nonjudgmental language to communicate a thought or idea.
■ Nonverbal listening skills (effective body language) to show attention,
empathy, understanding, and concern. Effective body language
includes postures, facial expressions, gestures, and movement.
■ The ability to pull back when a conversation becomes emotionally
charged, in order to maintain a clear focus and remain nonjudgmental.
■ Paraphrasing, or repeating back in our own words what the speaker
has said, in order to clarify or confirm understanding.
■ Asking open-ended, clarifying questions to gain further information
and insight.
7Handout 7: Effective Communication in Peer Mentoring Module 2: Activity 2.1MASTER FOR PHOTOCOPYING
Back-to-Back Design 1
8Handout 8: Back-to-Back Geometric DesignsModule 2: Activity 2.1MASTER FOR PHOTOCOPYING
PAGE 1 OF 5
Back-to-Back Design 2
8Handout 8: Back-to-Back Geometric DesignsModule 2: Activity 2.1MASTER FOR PHOTOCOPYING
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Back-to-Back Design 3
8Handout 8: Back-to-Back Geometric DesignsModule 2: Activity 2.1MASTER FOR PHOTOCOPYING
PAGE 3 OF 5
Back-to-Back Design 4
8Handout 8: Back-to-Back Geometric DesignsModule 2: Activity 2.1MASTER FOR PHOTOCOPYING
PAGE 4 OF 5
Back-to-Back Design 5
8Handout 8: Back-to-Back Geometric DesignsModule 2: Activity 2.1MASTER FOR PHOTOCOPYING
PAGE 5 OF 5
9Handout 9: Active ListeningModule 2: Activity 2.2MASTER FOR PHOTOCOPYING
Active Listening
Active listening means listening with our full attention to the person speaking.
Active listening involves the skills of:
■ Nonverbal communication, like body language and facial expres-
sions, to show we are paying attention.
■ Paraphrasing, or repeating back in our own words what the speaker
has said.
■ Asking open-ended questions to clarify or gather more information.
Active listening is an important skill in peer mentoring because:
■ When we listen with our full attention, we remember and understand
better what is being communicated.
■ When we listen with our full attention, it feels caring and helpful to
the person who is speaking.
Lead-Ins for Paraphrasing
Did I hear you say…
Did you say…
So, I think you said…
Okay, so what I heard you say is…
So what you’re saying is…
You’re telling me that…
Am I hearing you correctly that…
Are you saying that…
Am I hearing you clearly that…
So what I hear you saying is…
I believe that you are saying…
So, you’re saying…
Okay, let me see if I got what you said…
So let me summarize what you just said…
I want to be on the same page as you, so let me go over what you just said…
10Handout 10: Lead-Ins for ParaphrasingModule 2: Activity 2.3MASTER FOR PHOTOCOPYING
Paraphrasing: Definition and Purposes
Paraphrasing means: stating in your own words what someone else has just said.
The purposes of paraphrasing are:
■ to confirm or clarify the message the other person is trying to
communicate; and
■ to acknowledge that you have heard the other person.
Paraphrasing helps communication in four important ways:
1. People deeply appreciate feeling heard.
2. Paraphrasing prevents miscommunication. False assumptions, errors,
and misinterpretations can be corrected on the spot.
3. When paraphrasing, it’s difficult to get distracted because the focus is
on clearly understanding what the other person is saying.
4. Paraphrasing can be used to de-escalate emotionally charged conver-
sations because the focus is on clarifying information rather than on
reacting to the situation.
11Handout 11: Paraphrasing: Definition and PurposesModule 2: Activity 2.3MASTER FOR PHOTOCOPYING
Paraphrase Practice
For each of the following statements, assume that a mentee is speaking to a mentor.
1. “I really don’t get along with all the people I take care of—maybe this
isn’t the job for me.”
2. “The nurses are such snobs. Why do they have to nit-pick everything
I do!”
3. “I gave a bed bath to an older man today. It was weird because he
looked exactly like my father.”
4. “It’s been a hard week; I don’t think I’m cut out for this overnight
work.”
5. “My resident looks so bored. I wish there was something more I could
do for him.”
6. “Orientation was okay, but I don’t think I can remember everything!”
7. “The last woman I took care of didn’t like me; she just kept swearing
and swatting at me as if I were a fly!”
8. “My kid is home sick and my mind just isn’t in my work. I hope every-
one goes easy on me!”
9. “I just got assigned to work with a person who has dementia; I’m a
little nervous because they didn’t teach us much about dementia
in training.”
10. “Sometimes it’s hard to keep your head on straight with this work.”
— continued, next page
12Handout 12: Paraphrase PracticeModule 2: Activity 2.3MASTER FOR PHOTOCOPYING
PAGE 1 OF 2
11. “My client has so many friends and family members who are always
coming to visit. Since she has so many people around, I wish she
would stop bugging me to do extra things for her. So many other
people have no one to help them. That’s who I should be spending
time with.”
12. “This one woman is really sweet to me; she said she wouldn’t tell the
nurse that I accidentally bruised her arm in the shower.”
13. “I’m not sure what to do with the one woman I was assigned to. She
always needs to be suctioned. I know how to do it, but they said I
wasn’t supposed to do it. I feel so sorry for her—she’s always choking
on it.”
14. “The smell in my client’s house is unbearable—I don’t think I can
take it any longer!”
12Handout 12: Paraphrase PracticeModule 2: Activity 2.3MASTER FOR PHOTOCOPYING
PAGE 2 OF 2
Real Listening Is. . .
Based on the intention to do one of four things:
■ Understand another person
■ Enjoy another person
■ Learn something
■ Give help or solace (empathy/sympathy)
13Handout 13: Real Listening Is…Module 2: Activity 2.4MASTER FOR PHOTOCOPYING
Blocks to Listening*
Listening is the most important communication skill. A lot of the time people look oract like they are listening, but instead of really listening, they are pseudo listening.Their minds are busy with other thoughts besides what the person is saying.
We can become more aware of our own pseudo listening if we notice the behaviors orthoughts that distract us from real listening. Being aware of blocks to listening makes itpossible to turn them off or use them less often. The ten common blocks to listeningare described and illustrated in the following six pages.
1. Rehearsing
I can’t really listen because I’m practicing what I’m going to say next. I may look likeI’m listening, but my mind is going a mile a minute because I’ve got a story to tell or apoint to make.
14Handout 14: Blocks to ListeningModule 2: Activity 2.4MASTER FOR PHOTOCOPYING
PAGE 1 OF 6
*This material adapted from Matthew McKay, Martha Davis, and Patrick Fanning: Messages: The CommunicationSkills Book (Oakland, CA: New Harbinger, 1983, 1995).
My name is Mark, and I’ve worked here for
10 years…and something unusual about me is that I collect…
What am I going to say is unusual about myself?
Hmmm…maybe I can say… Hi my name is Mona and I’ve
worked here for 3 months and what’s unusual is that I have a Murf collection.
2. Comparing
When I compare myself to the speaker, I have a hard time listening because I’m tryingto see who is smarter, more caring, more competent – me or the other person. I can’tlet much in because I’m trying to see if I measure up.
3. Mind Reading
Rather than paying attention to what another person is actually saying, I’m trying to figure out what he or she is really thinking or feeling. I make assumptions aboutwhat people mean and how they react to me, usually based on body language andother nonverbal cues.
14Handout 14: Blocks to ListeningModule 2: Activity 2.4MASTER FOR PHOTOCOPYING
PAGE 2 OF 6
I’ve been with the company for
five months
I’ve been here longer, and so I know
more than him… that’s good to know…
I’ve having a hard time with Mrs. Smith. She keeps asking for her
dead husband…
I bet she is sick of her job. She’s just
telling me this because she’s burnt out and wants to leave the
nursing home.
4. Filtering
When I filter, I listen to some things and not to others. I pay attention enough to hearonly what I feel I need to hear, then my mind wanders. Or, I may filter to avoid hearingcertain things — negative, critical, or unpleasant. It’s as if the words were never said.
5. Judging
When I judge the person speaking, I dismiss someone based on who they are or whatthey say. Then I’m not really listening but am having a knee-jerk reaction.
14Handout 14: Blocks to ListeningModule 2: Activity 2.4MASTER FOR PHOTOCOPYING
PAGE 3 OF 6
I can’t believe you dropped the resident! What happened? Did
she break her hip? Did you get in trouble?
I’m having a really bad week. A resident fell, and I can’t finish my work
on time, and on top of that they floated me to
a different unit.
I think she might be sicker than we think. She might
have a UTI…
He’s just a CNA. He doesn’t know what he’s talking
about…
6. Dreaming
I am half listening, and suddenly what the person says triggers a chain of privatethoughts. Then my mind wanders, and I don’t hear what the person says. I am proneto dreaming when I feel bored or anxious.
7. Identifying
What the person says reminds me of my own experience, so now I’m not listening tothem but am thinking about what happened to me. Often I’m just waiting for them tofinish so I can tell my own story.
14Handout 14: Blocks to ListeningModule 2: Activity 2.4MASTER FOR PHOTOCOPYING
PAGE 4 OF 6
Vacation time… She said vacation! I think I
should go to Bali or maybe Jamaica… me on the beach
with the wind in my hair…ahhh…
Next week I’m going on vacation,
so you’ll haveto…
I know exactly what you’re going through!
They are awake all night and sleeping
all day…
I’m having a hard time talking to the dementia resid…
8. Sparring
When I spar, I am quick to disagree—often listening only for points to argue with. Thistends to happen when I have strong opinions on a subject. One type of sparring is theput-down, using sarcastic remarks to dismiss another person’s point of view. Anotheris discounting, running myself down when I receive a compliment.
9. Placating
When I placate, I am nice, pleasant, supportive, but I’m not really listening. I usuallyagree with what’s being said without really taking it in. In this mode, I may also bepatronizing. (This listening block is often used with children and older people.)
14Handout 14: Blocks to ListeningModule 2: Activity 2.4MASTER FOR PHOTOCOPYING
PAGE 5 OF 6
No… I’m not. I don’t spend enough
time with each of them…
You really are a good CNA. I’ve seen
you with the residents…
It’s okay. Don’t worry about it. Your mom will be better tomorrow. She’ll get better. Don’t
worry about it.
I think my mom is dying. She looks worse
every day. She’s pale and her breathing is labored.
I’m not ready for her to die yet…
10. Advising
Before someone has really gotten to what’s troubling them, I jump in with suggestionsabout solving the problem. I am thinking about what to do as they are talking.
What are your most common listening blocks?
1. ___________________________________________________________________________
2. ___________________________________________________________________________
How do these blocks come up for you, especially at work?
What will help you become aware of when you are using these blocks?
What strategies might you use to get back to really listening when you recognize thatyour listening is blocked?
14Handout 14: Blocks to ListeningModule 2: Activity 2.4MASTER FOR PHOTOCOPYING
PAGE 6 OF 6
We can get you a sleeping pill…I couldn’t sleep
last night…
So we should get you a new roommate
since he’s not working out.
That’s not the problem. I think my
roommate…
I’ll tell the night shift to turn off his TV before ten since
it’s too loud.
No, I like Fred. He’s a good friend. I’m
trying to tell you he was loud…
I am listening. I’m trying to help you
solve your problems!
That’s not the problem either. You’re not listening to me!
3Handouts:Module 3
Handout 15: If you had a choice…
Handout 16: Personal Style Continuum
Handout 17: Choosing to Pull Back
Handout 18: Pulling Back—When Feelings Get in the Way of Listening
If you had a choice…
Read the statements below. Based on the information given, number the statements
from 1 to 3, choosing the person whom you would most want to work with as number
1 and least want to work with as number 3.
_____ Mentee A: A divorced woman who has had several jobs in the past few
years. She’s has never worked as a caregiver but has to work
now because she is trying to stay off welfare.
_____ Mentee B: A young mother of two who completed training with flying
colors. She’s energetic and enthusiastic and loves to work
with people.
_____ Mentee C: This mentee has a history of alcohol abuse. Although she is
technically in uniform, her clothes are dingy and sneakers
very worn. She is on time and eager to meet you.
15Handout 15: If you had a choice…Module 3: Activity 3.1MASTER FOR PHOTOCOPYING
Personal Style Continuum
IntrovertI prefer to work alone than on a team.
I am more comfortable with a few close
friends than at a big party. When I have
a problem, I think inwardly.
Big-Picture PersonI need to have a goal before I start
with a project. I get very bored with
details and endless amounts of facts.
I make decisions quickly, and am
often the person to offer a lot of
suggestions to people.
FeelerWhen I’m working with someone, I
sometimes excuse their behavior for
what they’ve been through in life, what
their family is like, how they are feeling.
I am able to sense when people are
upset or depressed—happy or joyous.
Present-OrientedI am spontaneous and don’t need to
follow a specific plan. I’m good with
long projects without a definite
ending. I don’t do deadlines—they
get me too stressed! Tell me what to
do today or tomorrow. I can’t handle
thinking a month in advance.
ExtrovertI love to be around people, and I think
problems are solved better in groups.
I am very comfortable at large parties
and in social situations.
Detail-Oriented PersonI need to know every angle of a
story before making a decision.
I don’t like abstract theories.
I am very organized in my work.
ThinkerI make decisions based on facts,
putting my own and other people’s
feelings or emotions aside. I’ll
go against my gut feelings, even if it
doesn’t feel right when I know the
logic behind something is true.
Future-OrientedI need a plan before I start a project.
I have to know there will be an
ending, and that I am working for
a goal. I’m not too adaptive when
it comes to change. If I’m at a
meeting, I need to have an agenda.
16Handout 16: Personal Style ContinuumModule 3: Activity 3.2MASTER FOR PHOTOCOPYING
I E
BP DO
F T
PO FO
Choosing to Pull Back
Sometimes you are faced with situations and people who provoke an emotional
response—be it anger, hurt, frustration, hopelessness, or sadness. When you are in an
emotional state, listening becomes difficult and communication becomes “charged.”
You always have a choice in how you respond.
17Handout 17: Choosing to Pull BackModule 3: Activity 3.3MASTER FOR PHOTOCOPYING
blah! blah, blah...
blah! blah! blah!
blah! blah! blah!
blah! blah! blah!
s o , y ou ’ r e saying...
I f eel hea r d !
Respond based on your emotions
Option A Option B
W hen a person provokes your emotions, you have a choice.
Pull back from your emotions
Engage in emotionally charged conversation
Engage in “non-charged” conversation
Result Result
■ Defend your opinions.
■ Prepare your response.
■ Look for evidence to supportopinions.
■ Discount evidence to thecontrary.
■ Suspend your opinions, andput them on hold.
■ Listen actively, without blocksor judgment.
■ Look with curiosity for newinformation or insights.
■ Stay open to changing youropinion.
PAGE 1 OF 3
17Handout 17: Choosing to Pull BackModule 3: Activity 3.3MASTER FOR PHOTOCOPYING
PAGE 2 OF 3
Option A generally leads to:
■ Difficulty thinking clearly
■ Inability to listen
■ Difficulty in being open to believing
or trusting the other person
■ Being judgmental
■ Feeling justified or self-righteous
■ Blaming the other person
■ Holding onto anger, resentment,
mistrust
■ Self-fulfilling prophecy—in the
future, the person will most likely
act in the negative way we expect.
Option B generally leads to:
■ Clear thinking
■ More appropriate communication
■ More empathy for those who think,
see, and believe differently
■ Nonjudgmental responses
■ Having more information, and
therefore, a better understanding
of the whole situation
■ Defusing anger
■ Building trust
■ Problem solving that involves
both parties, resulting in mutual
ownership of the solution
■ Self-fulfilling prophecy—in the
future, the person will most likely
act in the positive way we expect.
“Pulling Back” Means:
■ Being able to pause,
■ Getting one’s emotions under control, and then
■ Clearly observing and assessing the situation, before responding.
Steps for Pulling Back
1. Notice your internal reaction and judgments.
2. Freeze your reaction and put it aside.
3. Put your attention back on the other person.
17Handout 17: Choosing to Pull BackModule 3: Activity 3.3MASTER FOR PHOTOCOPYING
PAGE 3 OF 3
Pulling Back—When Feelings Get in theWay of Listening
What behaviors, people, or situations provoke your emotions?
■■ I hear the same complaint over and over again.
■■ Someone refuses to take responsibility for a problem.
■■ I feel personally blamed or attacked and therefore defensive.
■■ I get the sense that I am failing or have somehow messed up.
■■ The issue is too close to the bone for me.
■■ I’m blamed for something that isn’t my fault.
■■ I think the other person is lying.
■■ I know I’m right.
■■ I think one person is right and another is wrong.
■■ My idea is brilliant and the other person won’t accept it.
■■ I think this will go on forever and I don’t have the time for it.
■■ Someone’s behavior reminds me of my mother/spouse/ex. . .
■■ I’m tired, stressed, or just not in the mood.
■■ Others. ________________________________________________________
______________________________________________________________
______________________________________________________________
What do you usually do (what is your usual pull-back strategy) to calm yourself down?
Identify one method to use in the moment and one to use to help you prepare for
stressful situations. ______________________________________________________
______________________________________________________________
______________________________________________________________
18Handout 18: When Feelings Get in the Way of ListeningModule 3: Activity 3.3MASTER FOR PHOTOCOPYING
4Handouts:Module 4
Handout 19: Open-Ended Clarifying Questions
Handout 20: Make it Open
Handout 21: Closed vs. Open-Ended Questions
Handout 22: Communication Skills Practice
Handout 23: Guidelines for Giving Constructive Feedback
Open-Ended Clarifying Questions:
■ Begin with how, what, or why;
■ Are used to clarify information and keep the conversation open by
encouraging a person to share as much as they wish.
Closed Questions:
■ Result in a simple “yes” or “no” or in short, factual answers.
■ Tend to bring the conversation to a stop, requiring more questions to
get the full story.
19Handout 19: Open-Ended Clarifying QuestionsModule 4: Activity 4.1MASTER FOR PHOTOCOPYING
Make It Open
■ Did you like the training?
■ Did you like your first day on the job?
■ Have you worked in health care before?
■ Are you doing okay with the work?
■ Are you getting to your jobs on time?
■ Are you tired?
■ Is your commute short?
■ Do you like what you are doing?
■ Do you like your consumers?
■ Is everyone treating you fairly?
■ Do you like your supervisor?
■ Do you like parties?
■ Is everything at home okay?
20Handout 20: Make it OpenModule 4: Activity 4.1MASTER FOR PHOTOCOPYING
Closed vs. Open-Ended Questions
First day on the job:
Closed: Did you like your first day?
Open: Tell me about your first day—How was it? What did you do?
Personal Style:
Closed: Do you like to go out? Do you go home after work?
Open: How do you spend your free time? How do you unwind after a long day?
Learning Style:
Closed: Do you like the training?
Open: What have you liked about the training? What was most interesting to you?
Workload:
Closed: Are you getting everything done?
Open: How do you feel about the amount of time you have to get everything done?
Adjusting/Fitting In:
Closed: Is everyone treating you fairly?
Open: How are you getting along with the consumers? How are you getting along with
your coworkers? What are your coworkers like?
Home life:
Closed: Is everything at home okay?
Open: How does the schedule here fit in with your home life? How are you managing?
21Handout 21: Closed vs. Open-Ended QuestionsModule 4: Activity 4.1MASTER FOR PHOTOCOPYING
Communication Skills Practice
Home Care Settings
1. You have been working with your mentee for about a month, and her supervisor
tells you she called in her attendance 10 to 20 minutes late four times last week. She
wants you to talk with the mentee to find out more about the situation, because it is
against company policy and the supervisor doesn’t want it to become a problem.
(The company policy is to allow a 5-minute leeway; lateness of more than 5 minutes
may result in disciplinary action.) When you call the mentee, she says nothing is
wrong and wonders why anyone is complaining about a stupid 5 or 10 minutes.
2. The worker calls you up. She is furious with the coordinator and is threatening to
quit. She says she was pulled off a case because a family member complained about
her, but the coordinator didn’t want to hear her side of the story.
3. You bump into your mentee in the office when you are each picking up your pay-
checks. The mentee complains to you that she needs more hours. She starts to cry
and says she can’t feed her kids on what she’s making.
4. The mentee calls you up because she was just written up for a “no call/no show.”
She admits to it, but she is still upset about her interaction with the supervisor. She
says she knows the supervisor hates her and has always had it in for her.
5. The mentee is a chronic complainer. She whines about how tired she is, how she
never gets a break, how nothing is going right in her life. She complains about her
client’s home, the neighborhood her client lives in, the commute, etc.
6. Your mentee calls you and says she wants to quit. She sounds upset but says she
doesn’t want to talk about it; she just wants to know what paperwork she has to do.
7. Your mentee tells you she feels uncomfortable working with a client who has
dementia, and she's thinking about asking the coordinator to take her off the case.
8. The mentee shares that she has a granddaughter who is homeless with a young
child. She is confused about what to do because she loves her granddaughter and is
worried for her and the child.
22Handout 22: Communication Skills PracticeModule 4: Activity 4.2 Home Care SettingsMASTER FOR PHOTOCOPYING
Communication Skills Practice
Nursing Home and Other Residential Settings
1. The nurse supervisor tells you your mentee has been getting to her assigned floor 5
to 10 minutes late all week. She asks you to talk with the mentee about this as it’s
not yet a supervisory issue, but she doesn’t want it to become one. The mentee says
nothing is wrong and wonders why anyone is complaining about a stupid 5 minutes.
2. The mentee storms into the lunch room, looking furious. She tells you she is angry
because she was pulled from her floor after a family member complained and she
didn’t get a chance to explain her side of the story.
3. Your mentee says she has to work part-time instead of full-time. She starts to cry
and says she’s so stressed she can’t hold everything together, but she doesn’t know
how she’s going to feed her kids if she cuts back.
4. Your mentee asks to have lunch with you because she just wants to vent. She tells
you that she was written up for a “no call/no show,” which she admits to, but she
says she knows the supervisor hates her and has always had it in for her.
5. The mentee is a chronic complainer. She complains about having no breaks, too
many residents, the home’s smell, the families, her supervisors. She whines about
how tired she is, how she never gets a break, how nothing is going right in her life.
6. The mentee tells you she has to quit. She looks upset but says she doesn’t want to
talk about it—she just wants to know what paperwork she has to do.
7. The mentee has an 11-year-old daughter who was just suspended from school for
smoking in the bathroom. The mentee is very upset and asks you for advice about
how to help her daughter and what to say to her, especially since she’s a smoker
herself.
22Handout 22: Communication Skills PracticeModule 4: Activity 4.2 Nursing Home and Other Residential SettingsMASTER FOR PHOTOCOPYING
Guidelines for Giving ConstructiveFeedback
“Catch people doing something right and tell them about it as soon as possible.”
—Ken Blanchard and Spencer Johnson, The One-Minute Manager
1. Constructive feedback includes both what is done well and what needs to be
improved or corrected.
■ Feedback should be 80% positive, 20% about problems.
■ Positive feedback can be given anytime and does not always have to be linked with
improvement. Reinforce positive actions as often as possible —make it routine.
■ Positive feedback must be genuine. Praise is not useful if it is not true.
■ When addressing a problem, offer feedback first about what the mentee did well,
then what you saw that needs improvement.
2. Feedback should be based on observations and facts rather than assumptions
and opinions.
■ Feedback should be specific rather than vague—e.g., “Yesterday you did this”
instead of “You always do this.”
■ Feedback should focus on the behavior, not the person, and should describe what
you observed in objective, nonjudgemental terms.
■ Observations include:
– What you can see—gestures, facial expressions, movements, eye contact,
leaning in, etc.
– What you can hear—tone and volume of voice, use of paraphrase, use of
open-ended questions, etc.
– What you see happening as a result—“When you did X, I noticed she
responded by doing Y.”
23Handout 23: Guidelines for Giving Constructive FeedbackModule 4: Activity 4.3MASTER FOR PHOTOCOPYING
5Handouts:Module 5
Handout 24: The Exploring-Options Approach to Problem Solving
Handout 25: Important Factors
Handout 26: Exploring-Options Worksheet
The Exploring-Options Approach toProblem Solving
Definition:
Exploring options, as an approach to problem solving, is a step-by-step tool to analyze aproblem or conflict and identify possible solutions.
Three points of view and important factors:
• For most problems encountered by the direct-care worker, there are likely to be threepoints of view—those of the consumer, the direct-care worker, and the health care organization providing the service.
• These points of view are shaped by important factors—issues such as the health, safety,and rights of the consumer and the direct-care worker, and the legal and ethical responsibilities of the health care organization.
• These different points of view may cause each party to define the problem differently.
Desired outcome:
The desired outcome of this approach to problem solving is to identify an option, or acombination of options, that addresses the problem from all three points of view, bytaking into account all the important factors.
Steps:
The main steps in the exploring options approach are:
1. State the problem: Clearly state the problem from the point of view of the consumer, the direct-care worker, and the organization.
2. Identify important factors: From each point of view, identify all theimportant factors related to the problem.
3. Brainstorm options: Brainstorm possible solutions that address theimportant factors.
4. Decide on a plan: Select the option, or combination of options, that bestaddresses the important factors and thereby provides a satisfactory solution for the consumer, the direct-care worker, and the organization.
24Handout 24: The Exploring-Options Approach to Problem SolvingModule 5: Activity 5.2ACTIVITY INSTRUCTIONS
Important Factors
Important Factors
Client safety
Infection control
Client care
Client rights
Cultural respect
Role of the caregiver
Following policy
Caregiver safety
Personal situations
Examples
Client at risk of choking; client is being threatened
Universal precautions; sanitary living environment;
infectious diseases
Personal care and emotional needs are tended to
Confidentiality; privacy; choice; free speech
Respecting differences in cultures, values, religion, etc.
Staying within the job description, while ensuring the
client’s physical and emotional needs are met
Following care plans; dress code; absentee policies
Caregiver is being abused or threatened; unsafe
workplace; broken equipment
Direct-care worker has to take her child to the doctor
25Handout 25: Important Factors Module 5: Activity 5.2ACTIVITY INSTRUCTIONS
Exploring-Options Worksheet
Home Care Setting
Rosa and Mrs. Duncan: Rosa’s client, Mrs. Duncan, has emphysema and lives with a
roommate. The apartment has been extremely dirty since the first day Rosa arrived
and has had a very strong odor from her pets. However, Mrs. Duncan won’t allow Rosa
to open her windows because she’s afraid of being robbed. Rosa has been trying to
clean the apartment, but she doesn’t have much time left after she does the tasks on
the care plan. Rosa is so frustrated with the mess that she feels like quitting her job if
she can’t get another case.
1. State the problem from each point of view
For the consumer: _____________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
For the direct-care worker: _____________________________________________________
______________________________________________________________________________
______________________________________________________________________________
For the organization: __________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
26Handout 26: Exploring-Options WorksheetModule 5: Activity 5.3 Rosa and Mrs. DuncanMASTER FOR PHOTOCOPYING
PAGE 1 OF 2
2. Important Factors:Check those factors that apply.
■■ Client safety
■■ Infection control
■■ Client care
■■ Client rights
■■ Cultural respect
■■ Role of the caregiver
■■ Following organizationalpolicy
■■ Caregiver safety
■■ Personal situations
3. Options:List at least one possible solution for each point of
view and for each checked factor.
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
26Handout 26: Exploring-Options WorksheetModule 5: Activity 5.3 Rosa and Mrs. DuncanMASTER FOR PHOTOCOPYING
PAGE 2 OF 2
Exploring-Options Worksheet
Nursing Home and Other Residential Settings
Patty and Ginny Faithful: Your mentee Patty is having a difficult time figuring out
what to do with Ginny Faithful. Patty tells you that Ginny has a difficult time holding a
fork and almost always needs assistance with breakfast. A problem arises because
Ginny prays between 7:00 a.m. and 9:00 a.m., the only hours breakfast is served and
the only hours Patty can give her assistance. Patty tried to persuade her to stop pray-
ing for 20 minutes to eat, but Ginny got upset.
1. State the problem from each point of view
For the consumer: _____________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
For the direct-care worker: _____________________________________________________
______________________________________________________________________________
______________________________________________________________________________
For the organization: __________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
26Handout 26: Exploring-Options WorksheetModule 5: Activity 5.3 Patty and Ginny FaithfulMASTER FOR PHOTOCOPYING
PAGE 1 OF 2
2. Important Factors:Check those factors that apply.
■■ Client safety
■■ Infection control
■■ Client care
■■ Client rights
■■ Cultural respect
■■ Role of the caregiver
■■ Following organizationalpolicy
■■ Caregiver safety
■■ Personal situations
3. Options:List at least one possible solution for each point of
view and for each checked factor.
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
26Handout 26: Exploring-Options WorksheetModule 5: Activity 5.3 Patty and Ginny FaithfulMASTER FOR PHOTOCOPYING
PAGE 2 OF 2
6Handouts:Module 6
Handout 27: Stages of Self-Disclosure
Handout 28: Personal Conversation Openers
Handout 29: Door Openers and Closers
Handout 30: Peer Mentor Log (sample)
Stage OneFacts Only
Description:
In this stage of a rela-
tionship people tend
to share facts only.
Concrete information
is shared in hopes of
finding commonalities.
Questions asked during
this stage are usually
direct and require
factual responses.
Minimal trust is needed
for this type of dialogue.
Topics of discussion
include:
■ Profession/career
■ Education
■ Hobbies
■ Children
■ Recent experiences
Stage TwoThoughts andFeelings
Description:
In this stage people have
found some commonality
and are beginning to take
some risks in sharing
what they think or feel
about matters and situa-
tions. Questions asked
are more open, asking for
opinions and reactions.
Trust is building and is
present but fragile. There
is a willingness to share:
■ How you feel about
new assignments
■ What you think
about a new policy
■ Personal reactions
to recent events
Stage ThreeHere-and-NowCommunication
Description:
In this stage, people are shar-
ing what they think and feel
without hesitation. It’s in the
moment communication.
They share successes and
failures equally. Generally,
there are no barriers, like
titles and positions, that get
in the way of dialogue.
Trust has been established
and is very high.
■ You are able to ask for
comments and feedback
on your skills as a
mentor;
■ Conflicts are okay and are
resolvable —they do not
ruin the relationship;
■ There is no fear of
judgment
Stages of Self-Disclosure
27Handout 27: Stages of Self-DisclosureModule 6: Activity 6.1MASTER FOR PHOTOCOPYING
Lower Risk Higher Risk
28Handout 28: Personal Conversation Openers Module 6: Activity 6.2MASTER FOR PHOTOCOPYING
Personal Conversation Openers
What would I like to tell my mentee about me?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What questions can I ask to find out more about my mentee?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Door Openers and Closers
Door-Opening Questions
These questions are good for encouraging a person to talk:
■ Can you tell me something about who you are so I can get to know
you better?
■ What were the best parts of the training for you?
■ What were you doing before you became a home health aide?
■ Have you ever cared for anyone before? Tell me about what that was like.
Door-Closing Questions
These questions can put a person on guard, and usually provoke “yes or no”
answers — or no answers. Try to avoid these.
■ Do you have any problems?
■ Can I do anything for you?
■ Do you want to talk about anything? (when asked in the early stages of
your first conversation)
Dead-End Questions
While you may get one-word answers, these questions won’t take you anywhere in
the first stages of a relationship. Try to limit your use of these.
■ How are you doing?
■ How was training?
■ Do you like your job?
29Handout 29: Door Openers and ClosersModule 6: Activity 6.2MASTER FOR PHOTOCOPYING
Peer Mentor Log
Mentor Name: ________________________________________ Month: ________________
Mentee Name: _________________________________ Mentee Phone:_________________
30Handout 30: Peer Mentor Log (sample)Module 6: Activity 6.2MASTER FOR PHOTOCOPYING
Date/Time& Length
Contact Method
■■ Phone
■■ In-person
■■ Phone
■■ In-person
■■ Phone
■■ In-person
■■ Phone
■■ In-person
Contact Type
■■ WeeklyCheck-in
■■ Mentee initiated
■■ WeeklyCheck-in
■■ Mentee initiated
■■ WeeklyCheck-in
■■ Mentee initiated
■■ WeeklyCheck-in
■■ Mentee initiated
Issues Discussed/Resolution or Action Planned
■■ Improvement Opportunity* (Refer to your Program Manager.)■■ Check if follow-up required. Create new entry for action taken.
■■ Improvement Opportunity* (Refer to your Program Manager.)■■ Check if follow-up required. Create new entry for action taken.
■■ Improvement Opportunity* (Refer to your Program Manager.)■■ Check if follow-up required. Create new entry for action taken.
■■ Improvement Opportunity* (Refer to your Program Manager.)■■ Check if follow-up required. Create new entry for action taken.
Use additional paper if needed. Return this form to your program manager on a monthly basis.* An improvement opportunity comes up when you and/or your mentee develop a new practice or procedure or have an insight that
would be valuable for everyone in the agency to learn about—whether it’s about caring for our consumers; improving our ability torecruit, retain, and help aides learn; or how to make the our training and mentoring programs even more effective!
7Handouts:Module 7
Handout 31: Role Play: Telling vs. Exploring
Handout 32: Scenarios for Open-Ended Questions
Handout 33: Exploring-Options Scenarios and Worksheet
Role Play—Telling vs. Exploring
The Actors(in order of appearance):
Narrator: The instructor plays this
role, which sets the scene for the
audience
Robin: Peer mentor at Caring Across
Town, a home care agency
Dana: New direct-care worker at
Caring Across Town
Angie: A home care client at Caring
Across Town
Mr. Willowby: Angie’s only son
31Handout 31: Role Play—Telling vs. ExploringModule 7: Activity 7.1 Home Care SettingsMASTER FOR PHOTOCOPYING
PAGE 1 OF 4
Scene One
Narrator (always reading from the side of the stage): Dana, a new direct-care worker at
Caring Across Town, calls Robin, her peer mentor. Dana, who travels by bus, is on her
way to see Angie, one of her home care clients. Angie has been receiving services for
about a year. She is a gentle individual who has right-side paralysis after a stroke and is
unable to speak clearly. Dana likes Angie but is having a hard time with Angie’s only
son, Mr. Willowby, who helps take care of his mother.
Robin and Dana enter and talk on the phone.
Robin: Hi, Dana! It’s nice to hear from you. How is work going?
Dana: Arrrggghhh! Everything’s okay, but I really hate this one family member. He is so
picky about his mother’s care.
Robin: That can be pretty frustrating!
Dana: Yes, and he makes me angry sometimes. He’s always watching me when I give
his mom a bed bath and telling me what to do. One time, he even dumped out the
wash basin of soapy water in the middle of me giving her a bath—he thought it was
too soapy!
Robin: Wow, that’s definitely a pain. I think I know who you’re talking about. It’s Mr.
Willowby, right?
Dana: Yeah—you know him?
Robin: Not personally, but I think everyone else in the agency has had to work with his
mom—and no one gets along with her son.
Dana: I know I have to be professional and polite, and I like his mom. But I’m having a
really hard time, and I don’t know what to do. Every time I see him, I just cringe on the
inside!
31Handout 31: Role Play—Telling vs. ExploringModule 7: Activity 7.1 Home Care SettingsMASTER FOR PHOTOCOPYING
PAGE 2 OF 4
Robin: Well, my advice is to just ignore him—do your job. He shouldn’t be telling you
what to do.
Dana: Yeah, that sounds good, but I’m not sure I can stand up to him like you would.
But I feel better having talked with you—thanks!
Robin: You’re so welcome! I’m here anytime you need me!
Dana: I’m so glad I called you. I’m going to tell him that I know what I’m doing—just
like you said.
Robin and Dana leave the stage. (Robin may sit with the audience.)
Narrator: Robin and Dana finish their conversation, and Dana heads out to visit Angie,
her client. As scene 2 begins, Dana enters Angie’s apartment and finds Mr. Willowby
watching television with his mom.
31Handout 31: Role Play—Telling vs. ExploringModule 7: Activity 7.1 Home Care SettingsMASTER FOR PHOTOCOPYING
PAGE 3 OF 4
Scene Two
Angie and Mr.Willowby sit in chairs. Dana enters.
Dana: Hi, Angie, how are you today? What would you like me to start with first today,
your bath?
Mr. Willowby: Can that wait until later? Mom and I are watching her soaps right now.
Dana (going over to Angie’s side and ignoring Mr.Willowby): Angie, you know I only
have a couple of hours. Is it okay if I start with your bath?
Narrator: Mr. Willowby is visibly annoyed and lets out a big sigh but gets up to help
Dana move Angie.
Mr. Willowby: Here, let me help. You look like you’re hurting her.
Dana (in a strong, firm voice): I can do this by myself, Mr. Willowby. I’ve been trained
to do this, so it’s best if you stand aside. Let me do my job.
Mr. Willowby: There’s no need to get an attitude with me! I’ve been taking care of my
mom for five years and I know the best way to move her. You stand aside, I’ll do it
myself.
Dana: No, I’m not going to stand aside. This is my job. Anyway, I was told to just
ignore you and do my job.
Mr. Willowby: Excuse me? Who do you think you are? I am going to speak to your
supervisor. I don’t care what you’re supposed to do; you need to leave now.
Dana: You can call my supervisor. I talked with my mentor and she told me to just
ignore you if you give me a problem. If you want me to leave, I’ll need to call my office
first and let them know the situation.
Narrator: Although there is obviously more to this story, we’ll end it here.
31Handout 31: Role Play—Telling vs. ExploringModule 7: Activity 7.1 Home Care SettingsMASTER FOR PHOTOCOPYING
PAGE 4 OF 4
Role Play—Telling vs. Exploring
The Actors(in order of appearance):
Narrator: The instructor plays this
role, which sets the scene for the
audience
Robin: Peer mentor at Caring Acres, a
nursing facility
Dana: New CNA at Caring Acres
Angie: A resident at Caring Acres
Mr. Willowby: Angie’s only son
31Handout 31: Role Play—Telling vs. ExploringModule 7: Activity 7.1 Nursing Home and Other Residential SettingsMASTER FOR PHOTOCOPYING
PAGE 1 OF 4
Scene One
Narrator (always reading from the side of the stage): Dana, a new CNA at Caring
Homes meets up with Robin, her peer mentor. Dana is on her way to see Angie, one
of her residents. Angie has been at Caring Homes for about a year. She is a gentle
individual who has right-side paralysis after a stroke and is unable to speak clearly.
Dana likes Angie but is having a hard time with Angie’s only son, Mr. Willowby, who
helps take care of his mother.
Robin and Dana enter.
Robin: Hi, Dana! It’s nice to see you. How is work going?
Dana: Arrrggghhh! Everything’s okay, but I really hate this one family member. He is so
picky about his mother’s care.
Robin: That can be pretty frustrating!
Dana: Yes, and he makes me angry sometimes. He’s always watching me when I give
his mom a bed bath and telling me what to do. One time, he even dumped out the
wash basin of soapy water in the middle of me giving her a bath—he thought it was
too soapy!
Robin: Wow, that’s definitely a pain. I think I know who you’re talking about. It’s Mr.
Willowby, right?
Dana: Yeah—you know him?
Robin: Not personally, but I think everyone else on the unit has had to work with his
mom—and no one gets along with her son.
Dana: I know I have to be professional and polite, and I like his mom. But I’m having a
really hard time, and I don’t know what to do. Every time I see him, I just cringe on the
inside!
31Handout 31: Role Play—Telling vs. ExploringModule 7: Activity 7.1 Nursing Home and Other Residential SettingsMASTER FOR PHOTOCOPYING
PAGE 2 OF 4
31Handout 31: Role Play—Telling vs. ExploringModule 7: Activity 7.1 Nursing Home and Other Residential SettingsMASTER FOR PHOTOCOPYING
PAGE 3 OF 4
Robin: Well, my advice is to just ignore him—do your job. He shouldn’t be telling you
what to do.
Dana: Yeah, that sounds good, but I’m not sure I can stand up to him like you would.
But I feel better having talked with you—thanks!
Robin: You’re so welcome! I’m here anytime you need me!
Dana: I’m so glad I ran into you. I’m going to tell him that I know what I’m doing—just
like you said.
Robin and Dana leave the stage. (Robin may sit with the audience.)
Narrator: Robin and Dana finish their conversation, and Dana heads to Angie’s room.
She has been asked to get Angie out of bed to weigh her, because the dietician believes
Angie may be losing weight. As scene 2 begins, Dana knocks on Angie’s door and enters
her room. She finds Mr. Willowby watching television with his mom.
Scene Two
Angie and Mr.Willowby sit in chairs. Dana enters.
Dana: Hi, Angie, how are you doing? I need to take you down the hall for a moment.
Let me help you into your wheelchair.
Mr. Willowby: Can that wait until later? Mom and I are watching her soaps right now.
Dana (going over to Angie’s side and ignoring Mr.Willowby): I need to take her now.
The dietician is here now and would like to know Angie’s weight. It will only take a few
minutes.
Narrator: Mr. Willowby is visibly annoyed and lets out a big sigh but gets up and moves
the wheelchair by the bed while Dana positions Angie.
Mr. Willowby: Here, let me help. You look like you’re hurting her.
Dana (in a strong, firm voice): I can do this by myself, Mr. Willowby. I’ve been trained
to do this, so it’s best if you stand aside. Let me do my job.
Mr. Willowby: There’s no need to get an attitude with me! I’ve been taking care of my
mom for five years and I know the best way to move her. You stand aside, I’ll do it
myself.
Dana: No, I’m not going to stand aside. This is my job. Anyway, I was told to just
ignore you and do my job.
Mr. Willowby: Excuse me? Who do you think you are? I am going to speak to your
supervisor. I don’t care what you’re supposed to do; you need to leave now.
Dana: : Don’t tell my supervisor. I was just trying to be strong like my mentor told me!
I don’t want to get fired, please give me another chance…
Narrator: Although there is obviously more to this story, we’ll end it here.
31Handout 31: Role Play—Telling vs. ExploringModule 7: Activity 7.1 Nursing Home and Other Residential SettingsMASTER FOR PHOTOCOPYING
PAGE 4 OF 4
Scenarios for Open-Ended Questions
1. You are about to call your mentee to see how she is doing. Just before you hung up
the phone with her last time, she quickly mentioned that she was having child care
issues. You want to show support and learn more about the situation. What open-
ended questions can you ask to get your mentee to talk a little more about this?
2. Your mentee’s supervisor thinks she may be having a difficult time working with
people with dementia. You are about to meet up with your mentee and you want to
give her support, find out more about her experience with people with dementia, and
determine if she needs help in this area. What open-ended questions can you ask to
get your mentee to talk a little more about this?
3. A little while ago, your mentee told you she wanted to talk to you later because she
just found out that her son’s teacher needs to speak with her tomorrow morning about
a problem he is having at school. She was very upset but couldn’t speak at the moment.
You are about to meet with her and want to show support and empathy and find out
more about the situation. What open-ended questions can you ask to get your mentee
to talk a little more about this?
32Handout 32: Scenarios for Open-Ended QuestionsModule 7: Activity 7.2MASTER FOR PHOTOCOPYING
PAGE 1 OF 2
Exploring-Options Scenarios and Worksheet
Home Care Settings
Rita and Mr. Jones: In a phone conversation, your mentee, Rita, tells you that she’s
working with an 84-year-old client who hates to stay in his apartment. Mr. Jones lives
on the 4th floor of a walk-up building. He’s broken his hip once, and he insists on
going out several times a day for exercise. Even though the physical therapist showed
Mr. Jones how to use the walker, he says he doesn’t want to use it because it “slows
him down.” Rita has been helping him up and down the stairs and while he walks
outside, but she’s getting more and more concerned because he tires easily and she’s
afraid he’s going to fall.
Tiffany and Ms. Patt: The coordinator has asked you to meet with her and your
mentee, Tiffany, to review some personnel policies. Tiffany used to work with Ms. Patt
(a consumer), during which time she gave her cell phone number to Ms. Patt’s family
(even though it’s against the company policy). After a recent stay in the hospital, Ms.
Patt’s daughter called Tiffany and said her mother wanted Tiffany to come back to
help her—even though Tiffany had been reassigned to another client. Without notify-
ing the office, Tiffany went to Ms. Patt’s the following morning to be sure she got to an
important doctor’s appointment. The visit took much longer than Tiffany expected,
and when she realized she couldn’t get to her afternoon case on time, she called that
client—who is bed-bound—to say she’d be late. But she never showed up. The after-
noon client’s daughter called the coordinator and angrily complained, “My father is
just as important as Tiffany’s morning client, and my father had to lay soiled until I
could get to him after work.”
33Handout 33: Exploring-Options Scenarios and WorksheetModule 7: Activity 7.3MASTER FOR PHOTOCOPYING
PAGE 1 OF 4
Exploring-Options Scenarios and Worksheet
Nursing Home and Other Residential Settings
Ralph and Mrs. Jensen: Your mentee, Ralph, comes to you about Mrs. Jensen, a heavy-
set woman with osteoarthritis. Her care plan says that two nursing assistants must
transfer her from her bed to the chair. Mrs. Jensen has been asking to get out of bed
for a while, but Ralph tells you that he can never find another staff member to help
him lift her. He’s confused because Mrs. Jensen is begging him to transfer her alone,
telling him that others do it all the time and that “It’s not a big deal.”
Sylvia and Ruby Nitterbug: Your mentee, Sylvia, comes to you because she isn’t sure
what to do with resident Ruby Nitterbug. She tells you that Ruby somehow got Sylvia’s
home phone number and is now calling her all the time. Sylvia tells you she didn’t
mind at first, but lately it’s become a burden and is affecting their relationship. Sylvia
feels sorry for Ruby, who has very few friends and is always lonely, but Sylvia is also
getting frustrated that the little free time she has is becoming a lot like work. She’s not
sure how to tell Ruby, respectfully, that she has to stop calling her at home all the time.
Adriana and Mrs. Looseleaf: Your mentee, Adriana, tells you she is working with Mrs.
Looseleaf, a 96-year-old woman who is very frail. On her first day, the nurse told her to
give her a bath because she hadn’t had one in a week. Adriana reports that when she
entered her room, Mrs. Looseleaf was happy to see her, but she refused to let her give
her a bath. Adriana tells you that she tried to persuade her, but this only upset Mrs.
Looseleaf further. She started yelling, “Get out” and took off her leg brace and threw it
at Adriana.
33Handout 33: Exploring-Options Scenarios and WorksheetModule 7: Activity 7.3MASTER FOR PHOTOCOPYING
PAGE 2 OF 4
1. State the problem from each point of view
For the consumer __________________________________________________
______________________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
For the direct-care worker ____________________________________________
______________________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
For the organization ________________________________________________
______________________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
33Handout 33: Exploring-Options Scenarios and WorksheetModule 7: Activity 7.3MASTER FOR PHOTOCOPYING
PAGE 3 OF 4
33Handout 33: Exploring-Options Scenarios and WorksheetModule 7: Activity 7.3MASTER FOR PHOTOCOPYING
PAGE 4 OF 4
2. Important Factors:Check those factors that apply.
■■ Client safety
■■ Infection control
■■ Client care
■■ Client rights
■■ Cultural respect
■■ Role of the caregiver
■■ Following organizationalpolicy
■■ Caregiver safety
■■ Personal situations
3. Options:List at least one possible solution for each point of
view and for each checked factor.
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
8Handouts:Module 8
Handout 34: Then and Now
Handout 35: Power
Handout 36: Pass It On: The Mentee’s Response and the Mentor’s Role
Handout 37: Pass It On Scenarios
Handout 38: Guidelines for Passing On Required Information
Handout 39: “What If” Scenarios
Handout 40: Match It Up
Handout 41: Sample Completed Peer Mentor Log
Then and Now
How have you changed, either at work or outside of work, since becoming a peer
mentor?
Do you have new responsibilities at work?
How have your relationships at work changed?
34Handout 34: Then and NowModule 8: Activity 8.1MASTER FOR PHOTOCOPYING
PowerPower is the ability to move people, ideas, thoughts, objects, or events. Power is not
negative or positive in and of itself. There are three types of power:
■ Power over (role power), which is often linked to position (i.e.,
authority that comes with certain roles) and control;
■ Power from within (task or ability power), which is linked to our
deepest abilities and potential; and
■ Power with (interpersonal power), which is tied to the influence we
have with others.*
Power overWhen people think about power, this is the kind that most often comes to mind.
People with this type of power in organizations are the bosses. They control things like
hiring, firing, promotions, evaluations, space, money, and key information. People
with power-over also have the ability to give praise and recognition and to award
learning and educational opportunities. Thus, power-over can be used positively to
help individuals succeed or negatively to control people or things.
Power from withinThis power relates to the inner strengths associated with courage, conviction, creativity,
special skills, knowledge, and self-discipline. For some people, power-from-within
carries a strong spiritual meaning. Power-from-within gives a person the motivation
and strength to perform without having someone approve it—for example, when direct-
care staff provide excellent care even though their work often goes unrecognized.
35Handout 35: PowerModule 8: Activity 8.1MASTER FOR PHOTOCOPYING
*This definition and explanation of power is based on a model developed by Starhawk in her book Truth orDare (HarperCollins, 1989).
PAGE 1 OF 2
Power withThis power refers to what we can accomplish when we cooperate with others to
achieve a shared goal. It comes from our ability to listen to, empathize with, and
understand others and to identify shared beliefs or interests. Power-with is the key to
bringing people together behind an idea or a project, thereby multiplying individual
strengths. Many charismatic leaders—e.g., Martin Luther King Jr., Mahatma Gandhi,
and John F. Kennedy—have possessed this type of power.
35Handout 35: PowerModule 8: Activity 8.1MASTER FOR PHOTOCOPYING
PAGE 2 OF 2
36Handout 36: Pass It On: Mentee’s Response/Mentor’s RoleModule 8: Activity 8.2MASTER FOR PHOTOCOPYING
Pass It On: The Mentee’s Response andthe Mentor’s Role
The Mentee’s Response
The mentee already knows it is his or
her responsibility to report and will
do so.
The mentee does not know the
organization’s procedure and/or
requirements for reporting.
The mentee is unwilling to report for
fear of consequences.
The mentee asks the mentor to report
it for him or her.
The Mentor’s Role
Provide positive feedback about
reporting.
Offer information and clarification about
the mentee’s role and procedures and/or
requirements for reporting.
■ Provide whatever support, information,
and encouragement are necessary for
the mentee to report as required.
■ Indicate that you will follow up with
the appropriate staff to ensure infor-
mation was passed along and to learn
what follow-up support the mentee
may need or want.
■ Keep an open mind and work toward
empowering and believing in the
mentee’s ability to report the situation.
■ If the mentee asks the mentor to
accompany him or her in reporting,
this is an acceptable option to help
the mentee learn how to indepen-
dently handle future situations.
Pass It On: Scenario One
You haven’t spent much time with your mentee, Trisha, since she’s moved to a new
neighborhood. This morning you bumped into her and you decided get together for
lunch. Over lunch she tells you that she loves the job, but she hasn’t gotten much sleep
because she’s been taking a lot of overtime on the 11–7 shift. You ask Trisha, “How do you
do it? With three kids and all, it must be hard!” Trisha replies to you: “It’s not that hard, you
get used to it, and between you and me, a little hit now and then can’t hurt no one.”
1. What issues are raised in this scenario?
2. What agency policies might apply to this situation?
3. Does this information about Trisha need to be passed on and, if so, to whom in
the organization?
4. As the peer mentor, what would you do?
37Handout 37-a: Pass It On ScenariosModule 8: Activity 8.2 Nursing Home and Other Residential SettingsMASTER FOR PHOTOCOPYING
PAGE 1 OF 4
Pass It On: Scenario Two
It’s the second week that you’ve been working with your new mentee, Breyanna. She is a
young, single mother of two. She’s pleasant and attentive to her work and gets along great
with the residents. Both of you are scheduled to attend a mandatory in-service today, but
she hasn’t arrived and the in-service has started. She finally shows up 30 minutes late and
sits next to you. You ask if everything is okay. She very sleepily says, “I’m just fine, I’m tired
because I just woke up an hour ago!” As she’s talking, you notice that her breath smells
like alcohol. You ask her about this, and Breyanna confirms that she was drinking before
she left home.
1. What issues are raised in this scenario?
2. What agency policies might apply to this situation?
3. Does this information about Breyanna need to be passed on and, if so, to whom in
the organization?
4. As the peer mentor, what would you do?
37Handout 37-b: Pass It On ScenariosModule 8: Activity 8.2 Nursing Home and Other Residential SettingsMASTER FOR PHOTOCOPYING
PAGE 2 OF 4
Pass It On: Scenario Three
It’s about 10:30 p.m. You tell the nurse at the desk that you are going to check in with
Wanda, your mentee, who is working on the third floor tonight. When you get to the third
floor, Wanda is in the TV room watching the Food Channel and taking notes. Everything
seems fine with the residents and the nurse on duty, so you go and sit down with Wanda.
She tells you she’s been working double shifts for the past week and is exhausted but
relieved. She quietly tells you that there is a little trouble at home, and she feels safer
being here. When you talk a little more, Wanda starts crying and tells you that her husband
has started using again and has become physically violent over the past two months. His
behavior has become increasingly erratic. She says in the past two weeks, she’s had to run
out of the home twice because she’s feared for her physical safety.
1. What issues are raised in this scenario?
2. What agency policies might apply to this situation?
3. Does this information about Wanda need to be passed on and, if so, to whom in
the organization?
4. As the peer mentor, what would you do?
37Handout 37-c: Pass It On ScenariosModule 8: Activity 8.2 Nursing Home and Other Residential SettingsMASTER FOR PHOTOCOPYING
PAGE 3 OF 4
Pass It On: Scenario Four
Your mentee, Gabby, loves her assignment and most of the people she works with but
seems to be having a difficult time with her coworker Judy. Every time you talk with
Gabby, she tells you a new story about what Judy did or didn’t do to interfere with Gabby’s
work. It seems like Gabby isn’t standing up for herself, she’s being too shy and letting
Judy walk all over her. In fact, last night Gabby told you that Judy “yelled” at her for not
answering the consumer’s phone quickly enough. Gabby has confided in you that she’s
furious and that the next time Judy “gets in her face,” she’s not going to be responsible for
what happens.
1. What issues are raised in this scenario?
2. What agency policies might apply to this situation?
3. Does this information about Gabby need to be passed on and, if so, to whom in
the organization?
4. As the peer mentor, what would you do?
37Handout 37-d: Pass It On ScenariosModule 8: Activity 8.2 Nursing Home and Other Residential SettingsMASTER FOR PHOTOCOPYING
PAGE 4 OF 4
Pass It On: Scenario One
You haven’t talked much with your mentee, Trisha, in the past month. One morning you
bump into her in the office, and you decide to get together for lunch. Over lunch she tells
you that she still loves the job, but she hasn’t gotten much sleep because she also now has
a cleaning job during the day, in addition to her 11–7 home-care assignment. You ask
Trisha, “How do you do it? With three kids and all, it must be hard!” Trisha replies to you:
“It’s not that hard, you get used to it, and between you and me, a little hit now and then
can’t hurt any one.”
1. What issues are raised in this scenario?
2. What agency policies might apply to this situation?
3. Does this information about Trisha need to be passed on and, if so, to whom in
the organization?
4. As the peer mentor, what would you do?
37Handout 37-a: Pass It On SecenariosModule 8: Activity 8.2 Home Care SettingsMASTER FOR PHOTOCOPYING
PAGE 1 OF 4
Pass It On: Scenario Two
It’s the second week that you’ve been working with your new mentee, Breyanna. She is a
young, single mother of two. She’s pleasant and attentive to her work and you’ve heard
she gets along great with her client. Both of you are scheduled to come in for a mandatory
in-service today, but she hasn’t arrived and the in-service has started. She finally shows up
30 minutes late and sits next to you. You ask if everything is okay. She very sleepily says,
“I’m just fine, I’m tired because I just woke up an hour ago!” As she’s talking, you notice
that her breath smells like alcohol. You ask her about this, and Breyanna confirms she was
drinking before she left home.
1. What issues are raised in this scenario?
2. What agency policies might apply to this situation?
3. Does this information about Breyanna need to be passed on and, if so, to whom in
the organization?
4. As the peer mentor, what would you do?
37Handout 37-b: Pass It On ScenariosModule 8: Activity 8.2 Home Care SettingsMASTER FOR PHOTOCOPYING
PAGE 2 OF 4
Pass It On: Scenario Three
You have been working with your mentee, Wanda, for about two months and everything
seems fine. One day Wanda’s supervisor comments to you how she wishes she had more
workers like Wanda, because she’s always asking for and taking on extra work. You’re a bit
puzzled because the last time you spoke with Wanda, she was finding it challenging to
manage her time so she could both work and take care of things at home. You try calling
Wanda at home, and it takes several days to reach her. She tells you that she’s been working
extra cases for the past week and is exhausted but relieved. When you ask why she feels
relieved, she tells you that there is a little trouble at home, and she feels safer being outside
the house. When you talk a little more, Wanda starts crying and tells you that her husband
has started using again and has become physically violent over the past two months. His
behavior has become increasingly erratic. She says in the past two weeks, she’s had to run
out of the home twice because she’s feared for her physical safety..
1. What issues are raised in this scenario?
2. What agency policies might apply to this situation?
3. Does this information about Wanda need to be passed on and, if so, to whom in
the organization?
4. As the peer mentor, what would you do?
37Handout 37-c: Pass It On ScenariosModule 8: Activity 8.2 Home Care SettingsMASTER FOR PHOTOCOPYING
PAGE 3 OF 4
Pass It On: Scenario Four
Your mentee, Gabby, loves her work, her consumers, and most of the people at the agency
but seems to be having a difficult time with a coworker named Judy. Gabby and Judy are
assigned to the same consumer, with Gabby working mornings and Judy working after-
noons on a 24-hour case. Every time you talk with Gabby, she tells you a new story about
what Judy did or didn’t do that made Gabby’s work more difficult, or things Judy said to
her that made her angry. In fact, last night Gabby told you that Judy “yelled” at her in front
of the consumer for doing a bad job cleaning the consumer’s kitchen and bathroom the
day before. Gabby has confided in you that she’s furious and that the next time Judy “gets
in her face,” she’s not going to be responsible for what happens.
1. What issues are raised in this scenario?
2. What agency policies might apply to this situation?
3. Does this information about Gabby need to be passed on and, if so, to whom in
the organization?
4. As the peer mentor, what would you do?
37Handout 36-d: Pass It On ScenariosModule 8: Activity 8.2 Home Care SettingsMASTER FOR PHOTOCOPYING
PAGE 4 OF 4
Guidelines for Passing On Required InformationListen fully. Before deciding if information needs to be passed on, use your active
listening skills to find out the whole story and check your assumptions. Remember to
paraphrase and pull back if necessary.
Inform the mentee/Provide information. If you decide that information needs to be
passed on, discuss with the mentee why this information is important to pass on.
Discuss organizational policies or other factors that will help the mentee understand
the need to pass it on.
Encourage the mentee to pass on the information. Reinforce the mentee’s
responsibility to report.
A mentee may be unwilling to pass along information to the appropriate
person(s). Acknowledge how difficult it may be for the mentee to pass
on the information. Some reasons include a fear of consequences or a
sense that it would be easier if the mentor could “break the ice.” If a
mentee is frightened to report on his or her own, the mentor may offer
to be with the mentee (in person or on the phone). However, the mentee
should understand that if he or she does not pass on the information, the
mentor is responsible for doing so.
Make a plan. Set up a plan, with a timeline, to pass on the information. Include a time
for the mentor and mentee to talk after the information has been passed along, to
demonstrate ongoing support and commitment to the relationship.
Follow up. Follow up on the plan and ensure that the information has indeed been
passed along to the appropriate person(s).
Care for yourself. It is important to recognize your own emotions and stress in this
type of situation. This is not an easy task. Seek out support from a trusted friend or
colleague if the situation is particularly stressful, ensuring the mentee’s confidentiality
at all times.
38Handout 38: Guidelines for Passing On Required InformationModule 8: Activity 8.2MASTER FOR PHOTOCOPYING
PAGE 1 OF 13
“What If” ScenariosWhat if a mentee says, “I thought our conversations were confidential”?
What if a mentee starts to cry and asks, “Will I lose my job over this?”
What if a mentee says, “I’m afraid to call, you call for me”?
What if a mentee hangs up the phone after you tell her that the information she
just shared needs to be passed on to her supervisor?
What if a situation is not work related but seems to need attention and follow-up
of some kind (e.g., if the mentee is depressed and not in treatment for it; is
being evicted; has been recently raped and has not spoken to anyone but
you about it)?
What if you do not have an answer to a question (for example, about organizational
policy, community resources, or other areas you aren’t familiar with)?
39Handout 39: “What If” ScenariosModule 8: Activity 8.2MASTER FOR PHOTOCOPYING
Match It Up
Pair each word with its definition. This is not being graded!
Complaint ■ Compliment ■ Suggestion ■ Problem
_____________________________________ An issue or situation that needs to
be resolved
_____________________________________ An idea to make things better
_____________________________________ An expression of displeasure, such as
poor service at a store
_____________________________________ An expression of respect or esteem
40Handout 40: Match It UpModule 8: Activity 8.2MASTER FOR PHOTOCOPYING
41Handout 41: Sample Completed Peer Mentor LogModule 8: Activity 8.2 Home Care SettingsMASTER FOR PHOTOCOPYING
Peer Mentor Log
Mentor Name: ________________________________________ Month: ________________
Mentee Name: _________________________________ Mentee Phone:_________________
Date/Time& Length
Contact Method
■■ Phone
■■ In-person
■■ Phone
■■ In-person
■■ Phone
■■ In-person
■■ Phone
■■ In-person
Contact Type
■■ WeeklyCheck-in
■■ Mentee initiated
■■ WeeklyCheck-in
■■ Mentee initiated
■■ WeeklyCheck-in
■■ Mentee initiated
■■ WeeklyCheck-in
■■ Mentee initiated
Issues Discussed/Resolution or Action Planned
■■ Improvement Opportunity* (Refer to your Program Manager.)■■ Check if follow-up required. Create new entry for action taken.
■■ Improvement Opportunity* (Refer to your Program Manager.)■■ Check if follow-up required. Create new entry for action taken.
■■ Improvement Opportunity* (Refer to your Program Manager.)■■ Check if follow-up required. Create new entry for action taken.
■■ Improvement Opportunity* (Refer to your Program Manager.)■■ Check if follow-up required. Create new entry for action taken.
Use additional paper if needed. Return this form to your program manager on a monthly basis.* An improvement opportunity comes up when you and/or your mentee develop a new practice or procedure or have an insight that
would be valuable for everyone in the agency to learn about—whether it’s about caring for our consumers; improving our ability torecruit, retain, and help aides learn; or how to make the our training and mentoring programs even more effective!
Peer Mentor Log
Mentor Name: ________________________________________ Month: ________________
Mentee Name: _________________________________ Mentee Phone:_________________
Date/Time& Length
Contact Method
■■ Phone
■■ In-person
■■ Phone
■■ In-person
■■ Phone
■■ In-person
■■ Phone
■■ In-person
Contact Type
■■ WeeklyCheck-in
■■ Mentee initiated
■■ WeeklyCheck-in
■■ Mentee initiated
■■ WeeklyCheck-in
■■ Mentee initiated
■■ WeeklyCheck-in
■■ Mentee initiated
Issues Discussed/Resolution or Action Planned
■■ Improvement Opportunity* (Refer to your Program Manager.)■■ Check if follow-up required. Create new entry for action taken.
■■ Improvement Opportunity* (Refer to your Program Manager.)■■ Check if follow-up required. Create new entry for action taken.
■■ Improvement Opportunity* (Refer to your Program Manager.)■■ Check if follow-up required. Create new entry for action taken.
■■ Improvement Opportunity* (Refer to your Program Manager.)■■ Check if follow-up required. Create new entry for action taken.
Use additional paper if needed. Return this form to your program manager on a monthly basis.* An improvement opportunity comes up when you and/or your mentee develop a new practice or procedure or have an insight that
would be valuable for everyone in the agency to learn about—whether it’s about caring for our consumers; improving our ability torecruit, retain, and help aides learn; or how to make the our training and mentoring programs even more effective!
Monica Kramer March
Jasmine Barrett 555-1234
3/10/06 X X Talked about training. She liked it but didn’t like having to wear the 20 min. white uniform every day. She has no cases yet, but is ok with it
because they explained in training that that would happen. She has2 kids and a dog named Sly.
3/17/06 X X She has her first client, only 2 hours a day, 3 days a week. She likes15 min. the client, but doesn’t know how to shop for her and do everything
else on the care plan in those 6 hours. She’s confused about mileagereimbursement, I explained the policy to her. She didn’t complain, butshe’s upset that the case is during the hours she said she couldn’twork originally. She had to change the day care schedule to fit it in.
3/21/06 X X She was complaining that her day care center costs so much—she20 min. didn’t know about the subsidies available to her so I explained to
her how to get them. She likes her client a lot, but doesn’t like thatshe smokes. She doesn’t like buying cigarettes for her. She alsocomplained about the nurse, Betty, who criticized her bed makingand cooking skills in front of her client.
3/28/06 X X Not much going on, she has 2 new clients for a total of 24 hours a 10 min. week, plus travel time. She’s very tired, and misses seeing people from
her training. She likes our calls and looks forward to in-services tosee people. She enjoys her job but doesn’t like the travel. I suggest-ed that she ask her coordinator to find her a consumer with morehours—so she only has to go one place instead of 3 consumers.
Monica Kramer March
Jasmine Barrett 555-1234
3/10/06 X X Talked about training. She liked it but didn’t like having to wear the 20 min. white uniform every day. She has no cases yet, but is ok with it
because they explained in training that that would happen. She has2 kids and a dog named Sly.
3/17/06 X X She has her first client, only 2 hours a day, 3 days a week. She likes15 min. the client, but doesn’t know how to shop for her and do everything
else on the care plan in those 6 hours. She’s confused about mileagereimbursement, I explained the policy to her. She didn’t complain, butshe’s upset that the case is during the hours she said she couldn’twork originally. She had to change the day care schedule to fit it in.
3/21/06 X X She was complaining that her day care center costs so much—she20 min. didn’t know about the subsidies available to her so I explained to
her how to get them. She likes her client a lot, but doesn’t like thatshe smokes. She doesn’t like buying cigarettes for her. She alsocomplained about the nurse, Betty, who criticized her bed makingand cooking skills in front of her client.
3/28/06 X X Not much going on, she has 2 new clients for a total of 24 hours a 10 min. week, plus travel time. She’s very tired, and misses seeing people from
her training. She likes our calls and looks forward to in-services tosee people. She enjoys her job but doesn’t like the travel. I suggest-ed that she ask her coordinator to find her a consumer with morehours—so she only has to go one place instead of 3 consumers.
41Handout 41: Sample Completed Peer Mentor LogModule 8: Activity 8.2 Nursing Home and Other Residential SettingsMASTER FOR PHOTOCOPYING
Peer Mentor Log
Mentor Name: ________________________________________ Month: ________________
Mentee Name: _________________________________ Mentee Phone:_________________
Date/Time& Length
Contact Method
■■ Phone
■■ In-person
■■ Phone
■■ In-person
■■ Phone
■■ In-person
■■ Phone
■■ In-person
Contact Type
■■ WeeklyCheck-in
■■ Mentee initiated
■■ WeeklyCheck-in
■■ Mentee initiated
■■ WeeklyCheck-in
■■ Mentee initiated
■■ WeeklyCheck-in
■■ Mentee initiated
Issues Discussed/Resolution or Action Planned
■■ Improvement Opportunity* (Refer to your Program Manager.)■■ Check if follow-up required. Create new entry for action taken.
■■ Improvement Opportunity* (Refer to your Program Manager.)■■ Check if follow-up required. Create new entry for action taken.
■■ Improvement Opportunity* (Refer to your Program Manager.)■■ Check if follow-up required. Create new entry for action taken.
■■ Improvement Opportunity* (Refer to your Program Manager.)■■ Check if follow-up required. Create new entry for action taken.
Use additional paper if needed. Return this form to your program manager on a monthly basis.* An improvement opportunity comes up when you and/or your mentee develop a new practice or procedure or have an insight that
would be valuable for everyone in the agency to learn about—whether it’s about caring for our consumers; improving our ability torecruit, retain, and help aides learn; or how to make the our training and mentoring programs even more effective!
Peer Mentor Log
Mentor Name: ________________________________________ Month: ________________
Mentee Name: _________________________________ Mentee Phone:_________________
Date/Time& Length
Contact Method
■■ Phone
■■ In-person
■■ Phone
■■ In-person
■■ Phone
■■ In-person
■■ Phone
■■ In-person
Contact Type
■■ WeeklyCheck-in
■■ Mentee initiated
■■ WeeklyCheck-in
■■ Mentee initiated
■■ WeeklyCheck-in
■■ Mentee initiated
■■ WeeklyCheck-in
■■ Mentee initiated
Issues Discussed/Resolution or Action Planned
■■ Improvement Opportunity* (Refer to your Program Manager.)■■ Check if follow-up required. Create new entry for action taken.
■■ Improvement Opportunity* (Refer to your Program Manager.)■■ Check if follow-up required. Create new entry for action taken.
■■ Improvement Opportunity* (Refer to your Program Manager.)■■ Check if follow-up required. Create new entry for action taken.
■■ Improvement Opportunity* (Refer to your Program Manager.)■■ Check if follow-up required. Create new entry for action taken.
Use additional paper if needed. Return this form to your program manager on a monthly basis.* An improvement opportunity comes up when you and/or your mentee develop a new practice or procedure or have an insight that
would be valuable for everyone in the agency to learn about—whether it’s about caring for our consumers; improving our ability torecruit, retain, and help aides learn; or how to make the our training and mentoring programs even more effective!
Vivian Moore December
Lauren Lang 555-1234
12/1/05 X Lauren is young but eager. She knew her skills, but was shy with the She shadowed residents. I told her that she needed to talk with the residents whileme all day she gives care. She understands. She finished training 3 weeks ago,
this is her first time working in a nursing home.X
12/8/05 X Lauren is a good caregiver, but still needs some work relating to the She shadowed residents. She says hi and talks about the weather, but she doesn’t me all day talk to them beyond that. She says that she doesn’t know what to
talk about. I told her to look for photos and personal belongings –X and start conversations around that. She says she’ll try.
12/13/05 Lauren called to see if I would go to lunch with her. At lunch she told 20 min. me that she’s been trying to start conversations with residents
using personal belongings but most of their rooms are not X decorated. She started a conversation with one resident about
X an outfit she had in her closet but it turned out to belong to another resident... (see back)
12/20/05 X Lauren was excited to tell me that she talked to a family member of 10 min. one of her residents who agreed to bring in some more photos and
knick knacks to make the room more homey. She said the family member didn’t know if it was ok to bring in personal belongings. She
X also encouraged them to bring in some holiday items to decorateand told the family about the big holiday party coming up.