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group protocol — Transcript

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0:01welcome to the lecture on writing your
0:04group protocols this lecture will detail
0:09how you will fill out your group outline
0:15with your peers that you are grouped
0:18with at your mental health facilities
0:21this section is the big overall outline
0:25the next section lecture that will be
0:29doing be on your individual session so
0:33know that they're two separate lectures
0:36I think that will help because if you
0:40have questions on one or the other you
0:42will you'll know which lecture to go
0:45back and review to listen to some of the
0:48directions i also want to refer you to
0:53your group packet the vanilla folder
0:57that you've gotten in lab this has all
1:02of the paperwork in it this also
1:05includes the rubric for both this group
1:09protocol outline and your individual
1:12sessions so please make sure you're
1:15going through that rubric going through
1:17this packet handout to make sure that
1:21you are including everything that needs
1:23to be included in the Outland outline
1:26and in your individual session outline
1:36we're a group protocol what is it it's
1:40an extensive and detailed outline of
1:43group that the practitioner is going to
1:47be competing for a specific client
1:49population so you are developing this
1:54and for lack of a better word group of
1:57groups so if there's two or three of you
2:01in your at your facility you're putting
2:07those your two ideas two or three ideas
2:10for to run a group they need to coincide
2:14together to form this big group protocol
2:18so as we talk through the different
2:23steps I hope that will become a little
2:25more clear but know that this is a big
2:29outline description of what your overall
2:32plan is not what your individuals plan
2:38is you know is the individual student
2:41but as your overall group's plan is and
2:45I totally get the hearing group Group
2:49group all the time kind of gets a little
2:52confusing which group are referring to
2:54so I will try to be specific and if I'm
2:58talking about your peer group your peer
3:02group will be your mental health group
3:05if I'm talking about your group members
3:09that will be the clients that are in
3:12your individual group hopefully that
3:16will help delineate as we go through ok
3:19well we keep hearing group but which
3:21group are we talking about so but if
3:25you're still confused by all means ask
3:28so I can make sure that you get things
3:30in the correct sections so that's not a
3:33problem so know that this is an
3:35extensive and detailed outline and I
3:37will lay out some examples during lab so
3:40you can kind of see how these were set
3:42up in the past and it takes very careful
3:46planning
3:47because it really influences the outcome
3:51of the group's if you haven't planned
3:53carefully for all the possibilities then
3:58that just leads to possibilities of you
4:00know negative things happening and we
4:02don't want that we want the group to you
4:04know your group members to meet their
4:06goals and in order to do that you have
4:08to come up with a carefully laid-out
4:09plan all right this didn't come in the
4:16right away well how do we plan for these
4:21OT groups that we are going to be the
4:23leaders of well first we need to
4:25identify the context for the group then
4:29you're going to select a frame of
4:30reference and then you're going to
4:33collaborate with your group members to
4:36identify the occupational concerns and
4:39priorities so if you make sure they're
4:41client-centered a lot of these will be
4:44your underlying factors this comes there
4:50is five different sections to writing
4:53the group protocol and it is on page 318
4:56of your coal text so the first step is
5:01to identify your client population and
5:04then we're selecting a frame of
5:07reference selecting a focus for our
5:10intervention writing your group
5:13intervention outline and then planning
5:15your individual session so we're going
5:17to take this step by step and walk you
5:20through so know that steps one through
5:23four is done with your peer group but
5:27only step four is what's turned in to
5:32class in your folder in Step five is
5:36done individually for this class a lot
5:40of 1 2 & 3 goes into four so like think
5:45of four is your final right up one two
5:49and three are your rough drafts of
5:51things that you're putting everything
5:52together and then for is all of that put
5:56together in one nice neat
5:58organized outline so how do we identify
6:04the client population well we've got
6:08alert and have some knowledge about
6:10where or what the population is for the
6:14group that we're going to serve you guys
6:16are you know there's one group there's
6:20one section of you guys that are going
6:22to an inpatient hospital the rest of you
6:25are going to outpatient type community
6:28drop-in centers so you want to kind of
6:32know well who is what type of person am
6:36I going to be seeing in this population
6:39well how we do that is by doing a needs
6:44assessment this needs assessment is
6:47starts on page 319 in coal it gives a
6:52very step-by-step of what to do who to
6:56ask what to look for in filling this out
7:01to get all of your information so the
7:04first step we're going to do is we're
7:05going to gather information you are
7:08going to get any background data that
7:10you can on the place that you're going
7:12to you can do internet searches or maybe
7:17ask other people if they know of the
7:20place and what kind of services this
7:24facility offers you're just trying to
7:27get some basic background and then
7:30you're going to identify we're going to
7:33identify the particular people that
7:36you're going to be working with this is
7:40why we're having everybody go together
7:43on week 52 their facility you're going
7:48to be starting this hopefully you can
7:51get it finished in the time that you're
7:52there but if not you're going to take
7:56your first foot your first main week at
8:00the field work site for mental health to
8:02finish this needs assessment you're
8:06going to look to see who might
8:09participate in a survey
8:11you know you want to survey them to see
8:13what their needs are what they would be
8:15interested in learning about you can do
8:20this by one of four ways it's kind of up
8:24to you you can do a written survey but
8:28no if you're doing written that some you
8:32might get several people who are not
8:34able to read and write so a face-to-face
8:38interviews might work better but don't
8:42leave the written out because they might
8:44not feel comfortable talking to you on
8:46the first day that you're there so I
8:49would kind of go prepared with the same
8:52questions and they can either write out
8:55their answers for you or you can ask
8:57them as a face-to-face interview you
9:00want to develop questions that will help
9:02you determine what they need you know
9:05you're gonna be asking things like you
9:07know are there any issues that you think
9:11you're having trouble with are there any
9:13you know and you don't want to say adls
9:16that you know you need to ask you know
9:19is there something in particular you're
9:20having trouble with or you would like to
9:22learn more about those kinds of
9:26questions to help you determine what
9:28some of the main needs are for the
9:31particular clientele you want to talk to
9:35key informants this one's huge because
9:38these are the people that actually work
9:40there they're going to be able to help
9:42guide you know what because they see
9:45them on a daily weekly basis and you
9:49know know these clients inside and out
9:51kind of to be able to help guide you
9:55especially knowing they've seen previous
9:59year students come in and do groups so
10:03they kind of can help you on what's
10:04worked what hasn't worked or you know
10:07last time they did this group and I
10:10think they've kind of progressed past
10:11that so they really you know we'd like
10:16to see them develop you know maybe this
10:18skill now
10:21and then you know maybe come up with a
10:22focus group you know they might feel
10:24more comfortable talking in a small
10:26group a couple of your facilities do
10:30morning groups so that might be a time
10:32to kind of talk it talk to them as a
10:34group to see what they like so you want
10:38to use as many of these things as you
10:40possibly can that way you can get the
10:43most information my suggestion would be
10:47since you're going you know there's at
10:50least six of you going at once that
10:54Wednesday you know maybe kind of divide
10:56things up okay you know you two we're
10:59going to go talk to key informants these
11:02two people are going to go do some
11:03face-to-face interviews these people
11:06might look in on the small group and ask
11:08some questions and then you come
11:10together and bring all your information
11:12together to see what you guys have
11:14discovered so that could be one way that
11:17you choose to divide the work up amongst
11:20everybody that goes that day but like I
11:23said if you don't get it done you're
11:26going to have to finish it that first
11:29week you go so the group that goes
11:33second is going to have to depend on the
11:37people that go first to get them more
11:40information whatever they might need you
11:42know if there's a section they're
11:44missing or if the first peer group that
11:48goes discovers okay wait this really
11:51isn't the issue they're having it's
11:52probably this you guys might even want
11:54to address this you know they can give
11:57you that heads up and they should that
12:01way you kind of had to have a heads up
12:04on which way you need to start gearing
12:06your groups so after we've identified
12:10we're going to use secondary data where
12:14do we get that you know you get that
12:16from you know related organizations or
12:18agencies you kind of want to look at
12:21what previous people have done with this
12:23population so this could be something
12:26that you ask those key informants what
12:29have previous year students addressed
12:32here you know how
12:33that go over you know what does this
12:36group seem to respond to do they like a
12:40you know treats or you know getting that
12:44kind of information you'll be able to
12:47get some of that from us as well if you
12:50would like I can pull previous outlines
12:55from people who went to your facility if
13:00that will help at all and then you're
13:05going to analyze all this information
13:07that you've gotten you're going to
13:11review all your findings and analyzed as
13:14your peer group to create a summary from
13:18that summer you're going to write a pro
13:20profile of the typical participant okay
13:27this will be include the gender the age
13:30educational cultural factors diversity
13:34factors identifying possible problem
13:37areas of occupation and potential
13:39underlying factors so once you take
13:42steps one through four okay you're going
13:46to put all of that together and write
13:48this profile of what a typical patient
13:51participate in your facility okay all of
13:57that is your needs assessment that's
14:00what needs to be completed and you'll
14:02actually find out that that is the week
14:04one journal entry for the mental health
14:09section so by the end of your week 1
14:12after you've been there this needs to be
14:15completed I want to see in your journal
14:18entry steps 1 through 5 okay you want to
14:22put it all in there it also goes in your
14:26outline the protocol outline that you do
14:31that you turn in I have you do it in
14:34both places number one when you put it
14:36in your journal entry I can kind of look
14:38through and make sure are you guys on
14:40the right track you know do I you know
14:44are you on the right track and picking
14:45up on the
14:46rec'd underlying factors in the you know
14:48what this population needs or do I need
14:52to help guide you in a different
14:53direction then it's going in your
14:56outline because this was what you
14:58finally said okay yep this is it this is
15:01what my population needs so you'll see
15:04on that rubric that it's got my needs
15:08assessment you just just copy and paste
15:10it in there it's not if you know you
15:12don't need to redo it once you get this
15:15section finalized keep it and then
15:17you'll copy and paste it into your
15:20profile your protocol outline that
15:23you're going to do so after you've done
15:28your needs assessment you're going to
15:29select a frame of reference now know
15:32this could be multiple frames of
15:35reference it doesn't have to be just one
15:37you're going to look at the view of the
15:41function versus dysfunction what is your
15:45clients physical and cognitive level
15:48what kind of change strategies do you
15:51need to be looking at view what kind of
15:54motivation is going to work for them
15:57what is your time frame order your
16:00intervention options looking all of that
16:03it's going to be able to tell you okay
16:06do I need to be working on a
16:07psychodynamic frame of reference or it's
16:10just more of a behavioral cognitive
16:11approach you know is you know do we need
16:15to start out with one and then move to
16:17another one you know that's but this is
16:21how you answer those questions for
16:23yourself so you need to know and be able
16:25to back up each frame a reference and
16:28approach so you can justify why you're
16:32selecting that frame of reference right
16:38when you do your outline you're going to
16:41not only lists the frame of reference so
16:43you would put like psychodynamic and
16:45then you're in explain why the
16:47psychodynamic approach is going to work
16:49for this and then if you like switch to
16:52behavioral cognitive why did you choose
16:54this one you know that way we know that
16:57ok psychodynamic was for the
16:59part maybe then we're going to change to
17:01be your cognitive for this part and then
17:06we're going to select a focus of
17:07intervention you're going to do that by
17:11coming up with five areas of occupation
17:14so thank your CEO p.m. but now you're
17:17adjusting it to the group as a whole
17:18what are five common areas that are
17:22impaired for this population and then
17:27you're going to link those two a list of
17:29underlying factors just like you have
17:32for your case study so we've linked you
17:34know they had a problem with getting
17:36dressed okay well what are all the
17:38underlying factors that were getting in
17:39the way of them getting dressed you're
17:42going to do that same thing here with
17:44this section so listing your five areas
17:47and then everything that's getting in
17:49the way mental health wise yeah you
17:53might find some biomechanical reason you
17:56know physical deficit that's causing a
17:59problem as well but you want to thank
18:01mental you know is that their anxiety or
18:05you know anything else like their lack
18:07of attention span those things that's
18:10what you need underlying factors you
18:12need to link from so you're thinking
18:16client factors the performance skills
18:19the performance comp reform its patterns
18:21your context so go through all of those
18:25and find okay what is hindering my
18:28patients my clients from being able to
18:32do these occupations and I strongly
18:36recommend or you know urge urgent remind
18:39you you're looking at them as a group
18:41you know so overall what seems to be
18:46their underlying factors their
18:48underlying issues getting in the way yes
18:51you might have one or two floating
18:53people that have something totally
18:54different but try and find some similar
18:59underlying factors to the group as a
19:02whole and then you're going to consider
19:06your activities that you're going to
19:08have them do
19:10you want to make sure that you're
19:13finding something that will fit what
19:18they're able to do you know that's why
19:19you know you're doing your activity
19:21analysis what are what are the demands
19:24of this activity that I'm thinking about
19:26having them do you know will this
19:29address their underlying factors and if
19:34not do I need do we need to pick some
19:36other activities or is there a way we
19:38can change up this activity in order to
19:44allow our clients to get out of the
19:46group session what they need to get out
19:49of it and then finally is where you're
19:54going to write your whole outline so
19:56we're putting one two and three all
19:58together into one nice little formatted
20:01outline you're going to include your
20:04group title okay this should be
20:07something to catch the members attention
20:09so you wanted something kind of catchy
20:11um kind of maybe intriguing kind of get
20:15them excited you know something like
20:21let's plant roots of self-esteem or
20:25something like that or don't rain on my
20:28parade you know they're kind of wonder
20:31what is this group all about I might
20:32want to go find out what it is so you
20:34want to kind of come up with some catchy
20:36group title and then you're going to
20:39include author authors so in this case
20:43that's going to be all to or through the
20:45two or three of you that's in your peer
20:47group so you're including your name your
20:50professional title then here is where
20:55you're doing a brief paragraph about the
20:56frame of reference and why it's
20:58appropriate to your groups so when you
21:01picked your frame of reference here's
21:03where you give that brief description of
21:05what it is and why you picked it so you
21:09see it does go directly in the group
21:12outline and you're going to do this for
21:15each frame of reference that you've
21:17chosen so if you've chosen three you
21:19need to list all three
21:22purpose so you want to talk about what
21:27is the purpose of the group if it's
21:29general intent it's just a brief
21:33paragraph about what are you hoping to
21:39gain out of this you're good this is
21:41where you include those areas of
21:43occupation and underlying factors that
21:47you did in the first three steps this is
21:50where you put this so your purpose is to
21:53improve you know their community
21:57mobility by addressing you know whatever
22:01these issues are that you've discovered
22:02so this is where you're going to talk
22:05about that in the purpose then you're
22:10going to talk about your group
22:11membership in size in this section you
22:14talk about any inclusionary activity or
22:18criteria these are those characteristics
22:21that will show whether this person
22:24should be in the group so if they if
22:27your clients have this criteria this
22:30will mean they can stay in the group if
22:31there's any exclusionary criteria
22:34meaning characteristics that would
22:37exclude the client you know is you know
22:40do they you know if they have any
22:42negative outbursts or negative behaviors
22:45does that exclude them from the group or
22:47will you let anybody um come into the
22:51group it doesn't matter you get to set
22:53that up um you also get to set up the
22:57size 328 is ideal any more than eight it
23:02can get a little difficult to manage but
23:06you know that it's not impossible we've
23:10frequently had that by the second or
23:14third individual session people the
23:17clients will realize that these groups
23:19are fun and more people will start
23:21coming um so that's when you might need
23:25your worker bees your helper bees that I
23:28talked about before then remember
23:31they're not your co-leaders they are
23:33just to kind of help you get around the
23:36because if you've now got 10 to 12 you
23:38might need an extra set of hands for a
23:40few things but you don't want to
23:43necessarily discourage anybody from
23:45coming if you know they would be
23:48appropriate for the group and then you
23:53want to talk about whether your group is
23:56going to be considered open or closed
23:58open is where members can enter the
24:01group at any session so they don't have
24:03to be there for all three you know they
24:06don't have to participate in every one
24:09of them they can pop into anyone's that
24:10they want or closed is where the members
24:14stay the same think of your class as
24:18this group you know pretty much
24:22generally you're closed you know the OTA
24:24program you know once you start it the
24:26members don't you know they might
24:27fluctuate a little bit you know if you
24:30know somebody needed to return or if
24:33there was any medical you know any
24:35reason that they dropped from the
24:37program but pretty much you know it's
24:39the same people over and over and over
24:41again we don't just randomly let new
24:43people walk in to the program so you
24:47know who's going to be in your classes
24:48who's in your group whereas open would
24:53be any but you never know it could be
24:55totally different people each time most
24:59typically you'll want to make them open
25:02that way the clients feel that you know
25:06if they're not feeling great that day
25:08and they don't want to come to the first
25:09one because they're looking to see
25:11what's going on but by the next week
25:14they want to come sit in that's great um
25:17you might need to make it closed oh so
25:21they would feel more comfortable talking
25:24but most of the time these members and
25:27clients know each other outside of the
25:30group enough that they're okay because
25:33people will float in in and out most of
25:36the time anyway so you should be able to
25:38make them open but make sure you have
25:41indicated that in your outline
25:46group goals you're going to do three to
25:50eight goals and we make this a range
25:54because I want you to have at least one
26:00to two goals for each individual session
26:04so if there are two of you you're
26:09probably going to have to do two goals
26:11apiece so you can fit into this 32 a so
26:14you would have four goals you know if
26:17there's three of you you're going to
26:18probably do anywhere from three to six
26:20goals you want to use our normal goal
26:25writing formula the commute but you need
26:29to make it broad enough that it's going
26:31to work for all of the group members so
26:34instead of patient will be able to you
26:38know this one will be clients or members
26:41will be able to making sure these are
26:47correct our official formula and writing
26:50the goals the book will show you more
26:53generic goal writing you are not doing
26:57the books goals you are doing how we
26:59have taught you to do goals so doing the
27:03commute style okay then we're going to
27:11get to the rationale you are going to
27:15relate this to the goals of the members
27:18so why are you doing this particular
27:23group so you're going to explain why
27:27these group members need to reach these
27:30goals so it does kind of go with the
27:33purpose but now you're justifying well
27:37why do they need to be able to be better
27:40at community mobility why does it matter
27:42you know now you're going to be specific
27:44about well this is why if my clients met
27:48these goals why would they be better why
27:51would their lives be more fulfilled and
27:53successful you're going to note any
27:56limitations precautions
27:59tations that might need to be considered
28:01along the way it will depend what your
28:05peer group is deciding to work on if you
28:08have any limitations or precautions and
28:11if anything might need to adapt it I
28:13guess it will totally depend on how what
28:17you guys end up finally addressing and
28:22then you're out punk criteria this is
28:25how do you know your goals are met you
28:28know so you're going to talk about well
28:30how do I know you know they need to
28:32relate to the occupations and
28:35participation in life the three easiest
28:39ways to do this are some pre and
28:41post-tests so you give them like a
28:44little questionnaire or quiz at the
28:46beginning of your first group session
28:49and then at the end of all of your
28:53individual sessions give them the post
28:55test to see if things actually got
28:58better did they really meet the goals
29:02that you said they did finding any
29:05assessments that might work in
29:08addressing your outcome you know giving
29:10them the assessment to start with and
29:12then doing it at the end to see if there
29:14was an improvement so think of this as
29:18you're justifying your research you know
29:21you did all this work well now you need
29:23to justify that yes this did happen if
29:27you are whatever you are using for the
29:30pre post test or assessment or any
29:33questionnaire make sure you are
29:35including that in your outline the
29:40reason for that is you want this outline
29:43to be that you could hand it to another
29:47peer group and they could go run your
29:50groups without knowing anything else
29:52about it they could take your packet and
29:55see what your goals are what kind of
29:57population they're going to work with
29:58they're going to see well how are we
30:00going to judge whether our goals were
30:02met they can take all of this
30:04information and go to a similar facility
30:08and run the group's for you
30:10so that's how that's why this stuff
30:13needs to be included if we want you know
30:15everybody to be able to ask the same
30:19things once you do the pretest post-test
30:24or whichever one you decide to do that
30:28will really demonstrate did your client
30:31members meet their goals it gives you
30:35that very objective data but you're
30:38going to want the next sex step is the
30:44method this is where you're going to
30:47give a brief outline of the individual
30:51sessions so when you write up your
30:55individual session that is going to
30:58follow the seven steps and cold okay so
31:02that will be very detailed this section
31:06right here is just a brief description
31:08you know like a little paragraph to kind
31:10of summarize what activity or media are
31:15you going to use in your groups
31:17individual session and then what type of
31:20leadership style is that particular
31:22group doing so if there's two of you
31:25you'd have like two little paragraphs to
31:28talk about what it is if there's three
31:29there might be three little paragraphs
31:31giving a brief description about what
31:36the whole individual session will be
31:39about then you will need to list the
31:45time and place of meetings so I want you
31:49to look at the size of the room you're
31:51going to be operating in what's in the
31:55room many lighting visual factors will
31:59you have the doors open or closed are
32:02there any noise factors that you need to
32:04think about any other safety concerns I
32:08point this out because I want you to be
32:11looking at that stuff right away when
32:14you go that first day for orientation
32:17and then that first week knowing where
32:20you're going to be doing these group
32:21could massively influence what you do
32:25some of them are in a office type room
32:29that there's just the door so it's a
32:34little more closed in and can be a
32:36little more private it can control the
32:38noise factor better other places you
32:42hold your groups in the big main room
32:43where people might be walking in and
32:46around you in the middle of your group
32:48you want to know if that's what's going
32:52to happen so you can adapt your group to
32:55adjust for those things you don't want
32:58to you know some people might be
33:00uncomfortable you know revealing things
33:04knowing that it's the big hole open room
33:06so knowing those things will help you
33:12decide how you're going to do run your
33:14group what activities might be possible
33:17and do we need to adapt for any of those
33:20things then you're going to list all of
33:26your supplies so these are the supplies
33:29and costs for each individual session
33:33that this group outline is talking about
33:36so either two or three individual
33:40sessions whether you have two or three
33:42in your group so you're going to list
33:44all the supplies and costs that it's
33:46going to take to run these group
33:47individual sessions and then you are
33:52going to have a reference page you are
33:54going to use APA style to reference and
33:58must have at least three okay at least
34:03three you can use text books you can use
34:06internet sources you may use you can
34:10cite some of our lectures if you need to
34:13but you need to have at least three
34:16references that is the end of the group
34:25outline okay so that's what you're going
34:28to be doing for that step 4 so remember
34:31at the beginning we talked about their
34:33step 1 2 and 3 to kind of
34:35all your information and then everything
34:39with the slides that talked about
34:41writing your intervention outline is
34:43step 4 where you're bringing it all
34:45together and putting it in a nice neat
34:48outline format ok and then that's what's
34:52going to be turned in the final step of
34:57this is planning your individual
34:59sessions ok those will get attached
35:04behind the writing a group enter behind
35:08the group intervention outline so if
35:11there are three people in your group
35:13you're going to need to print off three
35:16group outlines and then attach
35:20everybody's individual session to that
35:25ok so in theory i might get three of the
35:28same thing but i do i caution you or you
35:36know advise you that you know please
35:39make sure you go back and look at the
35:40rubric there have been people who have
35:44before they turned it in realized that
35:46they for their group forgot something
35:48and they went back in corrected goals or
35:51you know they wrote more goals or fixed
35:55reference pages and other group members
35:58already handed then you know so they
36:03missed the point but you caught the
36:05errors so yours might look a little
36:08different most of the time it does look
36:10pretty much the same so I just highly
36:12recommend that before that first person
36:15turns everything in that your peer group
36:19sits down with the rubric and goes
36:21through it ok do we have everything that
36:23we need we don't need to change anything
36:26we are good to go that way one person
36:30doesn't get upset while I turned it in
36:32already and you went and changed it well
36:35everybody know I just encourage you to
36:37go back and look at everything and make
36:41sure you have what is needed in each
36:43session earn section
36:46so this number five what you're going to
36:50do is it's so you start a separate
36:53document it's your individual session
36:56we're going to give it a session it's
36:58you know one of 22 of 22 of three
37:02whatever your particular one is um
37:07you're going to put your pert the group
37:09title in so whatever your big group
37:13intervention title was you know the one
37:15I said before don't rain on my parade
37:17maybe this is sexier session to a three
37:21don't rain on my parade and then come up
37:24with some title for your particular
37:28section session they you know maybe it's
37:33something about finding look finding the
37:36rainbow after the rain or something I
37:39don't know so you're having your what
37:45number of session you are then your
37:47group title again and then coming up
37:49with an individual session title then
37:53your format which is the time sequence
37:55that is in chapter one in your cold text
38:02in all kind of ones when we do the seven
38:05steps i'll give you a little more of a
38:07detailed of the seat of time sequence
38:09that you'll look to follow you're going
38:12to list all of the supplies that are
38:13needed for your session think on the
38:17engine on the group out line you put
38:21everybody supplies now this one is just
38:25the supplies that are needed for your
38:27individual session and then you're going
38:31to give the description of the seven
38:33steps so you're going to talk about you
38:37know step 1 this is what you're going to
38:38do step 2 this is what you're going to
38:40do how to do the seven steps is going to
38:44come in the next lecture so don't worry
38:47that you're not getting it this one is
38:49just on the group intervention outline
38:53so make sure you were taking notes along
38:57the way
38:59and again since this is recorded you can
39:01go back and listen okay what did she say
39:03we need is included for frame of
39:05reference or how do we do that needs
39:08assessment again it's all right here so
39:11you can just go back and re listen to it
39:14whenever you need and don't be afraid to
39:18ask questions um do not wait till the
39:21last minute we kind of always say that
39:24but please don't put it off even you
39:28know especially those people that go the
39:29second half you know kind of work on
39:31little bits and pieces of it along the
39:33way that you know you can start looking
39:37at that's the other reason we're having
39:40everybody go the week before so those
39:44people at the end can at least start
39:46having some idea what they're getting
39:48into so they're not waiting until week
39:5211 to try and decide what they're going
39:54to do they can kind of get a jump start
39:55going so that is all up and I will meet
40:02you will be receiving the folders and
40:06lab so you should have the manila
40:08folders that have all of your paperwork
40:11that is how you're going to turn
40:13everything in as well all the paperwork
40:15goes right back into the folder and you
40:17hand it in just like we've done in the
40:20past with your fieldwork things so thank
40:23you

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