Pathways to Recovery — Facilitator · PDF fileDBSA Treatment Options – LP Appendix...

Pathways to Recovery — Facilitator Resources

Lesson Plan (8 Sessions)

Ridgway, P., McDiarmid, D., Davidson, L., Bayes, J., & Ratzlaff, S. (2002). Pathways to Recovery: A Strengths Recovery Self-Help Workbook and Group Facilitator’s Guide. Lawrence, KS: The University of Kansas School of Social Welfare. To order visit http://www.socwel.ku.edu/projects/SEG/pathways.html#02

Facilitator Preparation Overview The materials for this DBSA Facilitator Training session are based on the Pathways to Recovery Group Facilitator’s Guide, which is an important resource to refer to each time you start a new Pathways to Recovery group in your own community. It contains a wealth of fresh ideas and new ways to approach the concepts in the Pathways to Recovery workbook. The Facilitator Guide was created to offer activities and discussions for up to 96 sessions (covered in 4 separate modules), with enough flexibility to match the needs of your group and community. Our task was to capture the “spirit” of Pathways to Recovery in an 8 session format. The series of lesson plans you receive over the duration of this Facilitator Training Program is an attempt to streamline the curriculum in a way that still allows participants to gain the maximum benefit from the workbook and group setting. Feel free to adapt the lesson plans to best meet the needs of the members of your group. Goals This section of the DBSA Facilitator Resources provides:

An overview of the Pathways Facilitator Training Program A list of the materials that need to be gathered for the group

Assigned Reading

Facilitator Guide pp. 25-36

Legend of Abbreviations WB = Pathways to Recovery workbook FG = Facilitator Guide LP = Lesson Plan (DBSA Binder)

Facilitator Preparation Materials to bring or verify are available before group starts

Pathways to Recovery workbook* for each participant Folder for each participant (for handouts) Blank paper for each participant (for notes) Name tags and sign-in sheet Pens / pencils Flip chart or white board with appropriate markers

(Verify that ink doesn’t bleed-through–use double pages to protect walls, if necessary)

Masking tape (a brand that won’t peel or ruin paint / wallpaper) Scissors or knife to open packages or cut paper Toilet paper, candy, marbles, or items to select Deck of cards or dice to help randomly select people Hat, basket, or bag to draw items from Watch or clock (stop watch can be handy)

Optional Materials for creative expression (session 4)

Construction paper, poster board, or large pieces of paper Old magazines, calendars, newsletters, or wrapping paper Poems about dreams, vision, and accomplishments Crayons, markers, colored pencils, colored chalk charcoal,

modeling clay, play-dough, or other tools for expression Scissors, scotch tape, glue

Other preparation

See list of handouts to duplicate – next page (1 for each participant unless otherwise noted)

Agenda – list topics to cover for each session on a flipchart and post it for the group to see what is to be covered in that session (helps the group to stay on track)

Pathways to Recovery — Facilitator Resources: Preparation - Lesson Plan

DBSA Pathways to Recovery Group – Session 8 Lesson Plan of 6

Handouts – in the Appendix of this DBSA Resources Guide Session 1

Evaluation Form (used in sessions 1, 4, and 8) Reasons to Participate in the Pathways… Group Questions to Ask Yourself about Participating Handy Reminder for Group Members Partnership Pact (1 copy – to be filled in with group ideas) DBSA Treatment Options DBSA Maximizing Treatment Adherence DBSA Treatment Checklist

Session 2

Who are you? – 1 copy of icebreaker questions cut into individual strips for them to draw from a basket or hat

Partnership Pact (same copy as session 1 – more ideas) STOP Those Negative Thoughts! (optional) Positive / Negative Self-Talk Worksheet (optional)

Session 3 Partnership Pact (same copy as session 2 – more ideas) Strengths Encounters List of participants in the group for each participant, so they

can check off each group member they encounter Session 4

Partnership Pact – with guidelines that were agreed upon and signatures of group – 1 copy for each participant

Blank booklet for each participant (can be 4-5 sheets of letter sized paper folded in half and stapled on the left edge)

Materials for creative expression for each participant ** - DBSA Treatment Options ** - DBSA Maximizing Treatment Adherence ** - DBSA Treatment Checklist Evaluation Form (same as session 1)

** Just make a few extra copies for those who forget to bring these handouts from session 1

Session 5

Blank paper (5-6 sheets for each participant) Session 6

Blank paper (5-6 sheets for each participant) Session 7

Finding Balance Session 8

Certificate of Achievement Recovery Pledge Evaluation Form (same as sessions 1 and 4)

Other Notes: ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________

Pathways to Recovery — Facilitator Resources: Preparation - Lesson Plan

DBSA Pathways to Recovery Group – Session 8 Lesson Plan of 6

Other Notes: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________



Ridgway, P., McDiarmid, D., Davidson, L., Bayes, J., & Ratzlaff, S. (2002). Pathways to Recovery: A Strengths Recovery Self-Help Workbook. Lawrence, KS: The University of Kansas School of Social Welfare. To order visit http://www.socwel.ku.edu/projects/SEG/pathways.html#02

Session 1: Welcome and Introductions Overview Session 1 introduces participants to the Pathways to Recovery workbook, establishes basic guidelines for the group, and explores the concepts of treatment and treatment adherence. Goals During this session, participants will:

Introduce themselves to the other members of the group.

Identify items to include in the “Partnership Pact.” Discuss treatment options and treatment adherence

Assigned Reading Pathways to Recovery, Preface, pp. iii-viii (begin at How to Use This Workbook.”) Legend of Abbreviations

WB = Workbook (Pathways to Recovery) FG = Facilitator Guide LP = Lesson Plan (DBSA Binder)

Facilitator Preparation Materials to bring or verify are available before class

Name tags and sign-in sheet Pathways to Recovery workbook for each participant Folder for handouts and other materials for each participant Pens / pencils Flipchart or white board with appropriate markers Roll of toilet paper, bag of candy, jar of marbles, or any other item

containing multiple amounts Handouts – enough for each participant

Reasons to Participate in the Pathways to Recovery Group – FG p. 335

Questions to Ask Yourself About Participating in the Pathways to Recovery Group – FG p. 336

Handy Reminder for Group Members – FG p. 337 The Partnership Pact – FG p. 338 DBSA Treatment Options – LP Appendix DBSA Maximizing Treatment Adherence – LP Appendix Evaluation Form – LP Appendix

Optional Handouts – enough for each participant

List of DBSA Brochures

Pathways to Recovery — Facilitator Resources: Session 1 - Lesson Plan

DBSA Pathways to Recovery Group – Session 1 Lesson Plan Page 2 of 8

Facilitator’s Tips (from Facilitator Guide p. 42) Your role as group facilitator is to establish a warm, caring, and comfortable environment from the very beginning. A smile and friendly greeting go a long way toward helping each person feel welcome and look forward to returning to the next session. Ask for Help When you begin the group, you can ask for participants to assist you in the following roles:

Timekeeper (give them the amount of time an activity or discussion should take and have them let the group know when time is up)

Scribe (writing on flipcharts) Guideline “Nag” or Rules Referee (have them remind

people to stick to the guidelines if they stray) These roles can rotate from one session to the next and it gives them more ownership in the importance of participating.

Creating Small Groups (from Facilitator Guide p. 65) Working in small groups is a very effective method of learning. Be sure you use different methods for creating small groups. There are lots of different ways of doing this. Use your own creativity but here are some ideas:

Divide the group by their month of birth (you might need to combine months)

Group according to specific characteristics (for example, color of shirt, height, age, favorite animal)

Count off by the number of groups you want to create Use a deck of cards, different kinds of candy, or other items that can

divide the group randomly Other Notes: ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________



Time Agenda Facilitation Notes 15 min. Welcome

1. Begin on time and welcome all participants. Establish a warm, caring and comfortable environment with a smile and friendly greeting.

2. Briefly introduce yourself. Tell them a little bit about your recovery journey and why you started the group. (~2 minutes)

You might use some of the points in the “Reasons to Participate” handout to guide your story.

3. Hand out and read through “Reasons to Participate in the Pathways to Recovery Group”

Facilitator guide p. 335.

4. Review the agenda and any housekeeping details (location of restrooms, exits, water fountains, and remind them to turn off cell phones).

Also discuss parking, food, smoking areas, or other things specific to the facility.

5. Use topics in Guidelines for Facilitating a Group in the facilitator guide as a prompt to explain how sessions will be conducted.

Facilitator guide p. 32-35 - Start at “Beginning the Session” and end at “Group Support.”

15 min. Introductions

Conduct icebreaker activity.

Pass around roll of toilet paper and ask participants to “take some.”

When everyone has some of the item, ask them to share their name, what attracted them to the class, and one fact about themselves for each piece of paper they have taken.

The ice breaker activity can be anything found in multiples – candy, marbles, etc.

10 min. Pathways Workbook

1. Hand out the workbook and give them a brief overview of the chapters and the idea of the “recovery journey.”

Use the Contents section in the workbook to give a brief overview of the entire workbook.

2. Ask them to read (or you can explain) pp. iii – viii in the workbook.

3. Ask for and answer any questions about the workbook. Describe “homework” as what will be covered in the next class, which will not be more than 21 pages per week.



Time Agenda Facilitation Notes 10 min. Participant Hopes and Contributions

Hand out “Questions to Ask Yourself About Participating in the Group.” Have participants complete the form and then discuss their ideas

Facilitator guide p. 336

10 min. Break Remind them to return at the scheduled time.

15 min. Treatment Options

1. Create a 4 box flipchart as shown and ask, “What treatments have you tried?”

2. List responses in the appropriate boxes on the flipchart.

3. Give the participants red and green markers and ask them to:

Put a green check mark next to treatments that work for them.

Put a red check mark next to treatments that do not work for them.

Put no check mark next to treatments they have not tried.

4. While participants are marking the flipchart, hand out and then review the main points in the DBSA Treatment Options handout.

5. When everyone is done, summarize treatment options and their perceived effectiveness – based on the number and different colored check marks.

6. You might lead a discussion using the following questions:

How many times have you needed to switch health care providers?

Do your current health care providers treat you as a partner? If not, what might you do to change that relationship?

Flipchart – divide into 4 boxes under the title:

“What treatments have you tried?”

Medication (some options might be)

Anti-depressant Anti-psychotic Mood stabilizer Anti-anxiety

Talk Therapy (some options might be)

Cognitive/behavioral DBT Interpersonal Group therapy

Alternative Treatment (some options might be)

ECT Acupuncture Massage

Peer Support (some options might be)

Support group Peer counseling Community integration



Time Agenda Facilitation Notes 15 min. Treatment Adherence

1. Create a series of 2 column flipcharts with the word Barrier at the top left.

Ask, “What barriers have you faced as you’ve tried to get better?”

List responses on the left side of the flipchart under the Barriers heading.

2. After they have identified 5-6 barriers to treatment, post the flipcharts around the room and leave different colored markers with each flipchart.

3. Ask them to divide into small groups; one in front of each flipchart.

4. Have them choose a recorder and ask them to brainstorm 2-3 possible solutions for each barrier listed on the flipchart.

5. Ask for volunteers to report the solutions from each small group.

6. Hand out and review the main points in the DBSA Maximizing Treatment Adherence handout.

Create 2-3 flipcharts – divide in half with a line down the center and heading “Barriers” in the left column.

Only list 2-3 barriers per flipchart. Leave space between them so you can come back and list solutions suggested by the group in the right column.

Barriers Solutions

(some options might be)

Unrealistic expectations

Stopped taking medication / treatment

(leave room to write solutions)

(New flipchart) Barriers Solutions Need other treatment

Other medical conditions

Substance abuse


10 min. Partnership Pact

1. Ask a few questions to engage the group in discussion on “good groups.”

2. Explain the benefits of making a commitment to the group.

Creating a good group takes willingness, involvement, and commitment from each member

Encourage a supportive and recovery-focused environment. The group can be successful if everyone is consistent with their

attendance, arrives on time, and participates actively. Sharing is more likely to occur when a positive connection is developed.

Questions to engage discussion –

Were you ever in a group that didn’t work? Why didn’t it work?

Were you ever in a group that worked well? What are some of the things that made a difference?

Note: You can use the DBSA Guidelines for groups as a starting point.



Time Agenda Facilitation Notes 3. Review the concept of a “Partnership Pact” (below).

The pact is the agreement made by group members to ensure a safe, supportive, and strengths-focused group based on the individual’s unique values and needs.

4. Develop or review of list of items to include in the pact that will serve as ground rules and expectations. These include:

Everyone in the group should agree with the items Write all the remarks on the flip chart or white board. Participants can add remarks at any time.

Some common items for the Pact include:

What is said in the group stays with the group Encourage – don’t discourage Respect each other (define respect) Listen – everyone’s input is valuable You are responsible for your own learning Don’t interrupt others Use “I” statements when speaking If you need help or support, ask for it Everyone has a right to “pass” in discussions or

readings Be on time and prepared for the session

20 min. Review and Reflection

1. Review the day’s session and ask if they have any questions about the group or the workbook.

Quickly review what was covered and answer any questions.

2. Provide the topics and reading assignment for the next session:

Chapter 1 pp. 3-7 and 18-20. Chapter 2 p. 27 and choose one of the following:

Hope pp. 27-36 Courage pp. 37-42 Taking Risks pp. 42-44 Self-Talk pp. 45-51 Present Moment p. 52

Use the workbook to briefly describe and point out the assigned homework, which will be covered in the next session.

Ask them to choose 1 area to explore.

Explain that there will never be more than 21 pages assigned per week (~3-4 pages per day).

3. Hand out the evaluation. Ask them to fill it out to give you feedback to help you improve future sessions.

Evaluation form – Resources Appendix

4. Hand out “Pathways to Recovery Handy Reminder for Group Members” Facilitator guide p. 337

5. Ask them to each share something new they learned in the group or their favorite quote from the workbook – and why it is their favorite.

This is a good way to end on an “up” note.

6. Thank them for coming. Remind them to bring their workbook to the next class. Encourage them to “make it their own.”



Facilitator Self Assessment 1. What did you do well?

2. What needs to be refined or adjusted?

3. Did anyone ask for extra help or resources? If so, how will you help them?

4. Did you receive any compliments? What were they?

5. Is there anything you would like to do differently in the next session?

6. What could be changed in the lesson plan to make it go better next time this session is taught?

Answer these questions following each session to acknowledge the things you did well and identify the things that can be done better.



Other Notes: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________




Session 2: Starting the Journey Overview Session 2 explores chapters 1 and 2 in the Pathways to Recovery workbook. Chapter 1 goes over the basics of the Strengths Recovery Approach. Chapter 2 explores the “ABC”s of recovery—some of the attitudes, behaviors, and ways of thinking (cognitions) that can help us prepare for the journey of recovery. Goals During this session, participants will:

Define recovery Describe the concept of “recovery whiplash” Discuss the ABC’s of recovery

Assigned Reading Chapter 1 pp. 3-7 and 18-20. Chapter 2 p. 27 and they were asked to choose one of the following areas to explore:

Hope pp. 27-36 Courage pp. 37-42 Taking Risks pp. 42-44 Self-Talk pp. 45-51 Present Moment p. 52

Legend of Abbreviations

WB = Pathways to Recovery workbook FG = Facilitator Guide LP = Lesson Plan (DBSA Binder)


Name tags and sign-in sheet Pathways to Recovery WB for any new participants Folder for handouts and other materials for new participants Handouts from Session 1 for any new participants Flip chart or white board with appropriate markers Pens / pencils Partnership Pact – filled in with guidelines from previous

session (blank form is in FG p. 338) Icebreaker Questions “Who Are You?” FG p. 339

– single sheet cut into individual questions A hat, basket, or bag

Handouts – enough for each participant

STOP Those Negative Thoughts! FG p. 346 (optional) Positive/Negative Self-Talk Worksheet, FG p. 347 (optional)

Facilitator’s Tip (from FG p. 54) Planning and preparation are the foundation for good facilitation. Do your best to spend time prior to each session getting everything ready (familiarize yourself with the agenda; gather materials, copy handouts, arrange for room setup, etc.) The more prepared you are, the more comfortable you will be and the more effective the learning experience for group participants.



More Facilitator’s Tips Hope (from Facilitator Guide p. 65) As the facilitator, your goal is to do all you can to create a vision of hope for everyone. Hope can be inspired in others when they see you or their peers as role models, by being one who sees and acknowledges the possibilities in others or by letting each person know they are a worthwhile person. Make sure this message is consistent and real. Having hope means that we have something to look forward to and a reasonable assurance that these things will happen. For many people with psychiatric symptoms, hope is something that has been lacking or was even taken away with a disparaging diagnosis. It can also be hard to hold on to when symptoms and life experiences interfere. Be sure to do all you can in this session to provide a sense of hopefulness and possibility. If you have a concern about any of the participants, speak to them privately. Behaviors (from Facilitator Guide p. 74) Don’t expect that participants will always finish homework assignments. In spite of our best efforts, there are times when things just don’t go smoothly. If this happens, be prepared. You can still include these individuals in the discussion by asking questions such as, “How would this have been helpful to you?” or “Why do you think this could be useful?” Encourage participants to still complete the assignment after the session.

Brainstorming (from Facilitator Guide p. 77) Brainstorming can be a quick and fun way for the group members to develop new ideas without restrictions on what is being said. There are several guidelines that should always be shared with the group before brainstorming. These include:

All ideas are welcome without criticism or discussion Anyone can pass if they don’t have a new idea Write ideas exactly as they are shared (try not to paraphrase)

Other Notes: ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________




1. Begin on time and welcome all participants. Introduce yourself and the purpose of the group to any newcomers. (Group introductions for this session will be done during the Icebreaker Activity.)

Establish a warm, caring and comfortable environment with a smile and friendly greeting.

2. Review what was covered in the last session and the agenda for today. If you have any newcomers give them a copy of the workbook and briefly cover housekeeping details (location of restrooms, exits, water fountains, and a reminder to turn off cell phones).

For newcomers, discuss parking, food, smoking areas, or things specific to the facility at the break.

Offer to cover what the newcomer/s missed in the last session after this class or at a different time, if you are able.

3. Review the Partnership Pact and ask if anyone has questions or comments. Add changes to the Partnership Pact and mention that you will ask them to make a commitment to the group by signing it at the next session.

10 min. Icebreaker Activity FG p. 45

Conduct icebreaker activity.

Pass the container with the questions around the room, asking each person to take one slip of paper.

Have each participant share their name, read the question out loud and share their answer.

Be sure to allow people to pass or choose another slip of paper if they’re not willing to answer the question on the one they first selected.

15 min. What is Recovery? FG p. 49

Defining recovery is instrumental in having a shared vision throughout the modules.

1. Read pp. 5-7 in the workbook.

2. Lead a discussion using the following questions:

What do you think recovery is?

What concepts do you think are common to most recovery journeys?

What things have been helpful to you in your recovery?

Write responses on a flipchart or white board.

If helpful, categorize the responses (things that are hope-building, supports, etc.)



Time Agenda Facilitation Notes 15 min. Recovery Pledge FG p. 46

1. Have the group read the “Recovery Pledge” on p. 20 of the workbook.


Why is this pledge important?

What does the pledge mean to you?

What do you need to make the pledge work for you?

What can we do as a group to uphold this pledge?

3. Ask for and answer any questions about the workbook.


15 min. Recovery Whiplash FG p. 52

Explain the concept of “recovery whiplash” and lead a discussion using the following questions:

How are you feeling about the idea of recovery?

Have you ever experienced “recovery whiplash” before? What was it like?

What are ways we can support others who may be experiencing this?

Many individuals who have actively pursued a recovery path talk about the “whiplash” that occurs (for example, one step forward, three steps back.) while embracing a strengths-based journey is possible, it doesn’t mean the path is straight or without bumps and detours. In fact, the power of the recovery journey is recognizing – and accepting – ALL the experiences as meaningful. Mixed emotions are very common.

30 min. Identifying the ABC’s (Attitudes, Behaviors, and Cognition) FG p. 63

Read the first paragraph on p. 27 and define the ABC’s of recovery.

List the “ABCs” of recovery on a flipchart and lead a discussion using the following questions for each (plan to spend ~5 minutes per topic):

You might ask participants to get more involved by taking turns writing responses to discussion questions on a flipchart or white board.



Time Agenda Facilitation Notes

(A) Attitudes - Hope

How do you define hope?

Do you think it is important to have hope in your recovery journey? Why?

What are some of the things that may cause your hope to go up or down?

What things help you feel more hopeful?

For those who didn’t select the “Hope” section for homework, give them a minute to fill out the Hope Self-Assessment on p. 30 in the workbook before beginning the discussion (optional)

(A) Attitudes - Courage

What does courage mean to you? Can you think of an example of using courage to overcome a challenge? Is there a fear you need help facing? Is there someone who can help?

Refer to p. 39 in the workbook. Read the poem about Courage by Stormie Woodward (optional)

(B) Behavior - Taking Risks

What does taking risks mean to you? Have you ever taken a “wrong turn”? What did you learn? What happens if you don’t take risks? Who or what might help you move out of your comfort zone?

Refer to p. 44 in the workbook, Learn from “Wrong Turns” on the Road to Recovery (optional)

(B) Behavior - Negative Self-Talk

How do you recognize negative self-talk? Has negative self-talk ever side-tracked your recovery journey? What do you do to stop negative self-talk?

If time allows and people want additional practice shifting negative self-talk to positive, there are two worksheets in the Facilitator Guide – pp. 346-347 that can be given as homework.

For those who didn’t select Negative Self-Talk for homework, give them a minute before starting the discussion to fill out the Self-Talk Self-Assessment on p. 46 in the workbook (optional)

(B) Behavior - Present Moment

Do you think more about the past, present, or future? What happens when you are able to stay focused on the present? Who or what might help you to stay in the present more often?

Refer to p. 52 in the workbook, and ask them if they ever get caught up with “could” have, “should” have, “would” have thinking…

Ask them, “So, how well does that work for you?”



Time Agenda Facilitation Notes 15 min. Review and Reflection


Quickly review what was covered and answer any questions.

2. Provide the reading assignment for the next session:

Chapter 3 pp. 57-59 and 64-65. Chapter 4 pp. 73-74 and 76-78. Choose two of the following strengths to explore:

Knowledge pp. 78-80

Skills and Talents pp. 81-82

Cultural Identity pp. 83-84

Community Resources pp. 85-86

Personal Qualities pp. 87-88

Things I am Proud of pp. 89-90

Flip through the workbook to briefly describe the homework that will be covered in the next session.

Ask them to choose 2 strengths to explore.

Remind them there will never be more than 21 pages assigned per week (~3-4 pages per day).

3. Ask them for informal feedback on how the session went.

What was their favorite part of the session?

What was their least favorite part of the session?

Are there any suggestions that could improve the group?

Ask if any suggestions should be added to the Partnership Pact.

4. Ask them to each share something new that they learned or their favorite quote from the workbook – and why it is their favorite.

This is a good way to end on an “up” note.

5. Thank them for coming.

Encourage them to “make the workbook their own” and remind them to bring their workbooks to the next class.



Other Notes: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________




Session 3: Turn-around Toward Recovery Overview Session 3 explores chapters 3 and 4 in the workbook. Chapter 3 discusses the importance of motivation and the concept of a “You Turn” or turn-around toward recovery. Chapter 4 helps us to begin to identify some of our strengths that can be used during the journey of recovery. Goals During this session, participants will:

Identify what motivates them Describe the concept of “turn-around toward recovery” Recognize some of their personal strengths

Assigned Reading Chapter 3 pp. 57-59 and 64-65. Chapter 4 pp. 73-74, 76-78 and 100. They were also asked to choose two of the following strengths to explore:

Knowledge pp. 78-80 Skills and Talents pp. 81-82 Cultural Identity pp. 83-84 Community Resources pp. 85-86 Personal Qualities pp. 87-88 Things I am Proud of pp. 89-90




Name tags and sign-in sheet Flip chart or white board with appropriate markers Pens / pencils Strengths Encounter Cards, single sheet cut into individual

“cards” – copy from FG p. 360 Handouts – one for each participant

List of participants in the class so they can check off who they have “encountered” during the group activity.

Facilitator’s Tip (from FG p. 83) Always make sure you end the sessions on time. Respect the fact that group members may have other appointments or activities planned. It can also be helpful for you to plan to be available after each session in case one of the group members needs additional support or has further questions.



More Facilitator’s Tips (from FG p. ___) Add your favorite ones here.

Other Notes: ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________




1. Begin on time and welcome all participants back. Maintain a warm, caring and comfortable environment. Greet people as they arrive.

2. Check in with the participants. Start by saying your name. In a minute or less, tell participants something positive that you learned or did during the past week and ask participants to do the same.

Model a brief, positive update of the week – and encourage participants to also say their name and give a brief positive update.

3. Review what was covered in the last session and the agenda for today. List agenda topics on a flipchart and point to the relevant pages in the workbook.

4. Review the Partnership Pact. Ask if anyone has anything else to add or change. After all changes are complete, ask each of them to sign it.

Tell them signing it indicates their commitment to the guidelines, to each other, and to the group.

15 min. What Motivates Me? FG-87

Self-Responsibility is a key in the recovery journey.

1. Have participants complete the self-assessment on p. 61 in the workbook.

2. Ask them choose a partner and share whatever they feel comfortable sharing about what motivates them. (~ 5 minutes)

3. List obstacles to motivation on a flipchart and ask the group to brainstorm 2-3 solutions for each. Refer them to pp. 62-63 in the workbook for ideas.

4. Discuss obstacles related to “Treatment Adherence” and refer back to the DBSA Maximizing Treatment Adherence handout (from Session 1) for possible suggestions.

Obstacles to motivation (flipchart step 3):

Obstacles Solutions

(some options might be)

Feeling stuck

Feeling stalled

Feeling like I’m not in the “driver seat”

Feeling like I will just break down again




Time Agenda Facilitation Notes 20 min. Making a “You Turn” FG-94/95

1. Divide the group into small groups of 3-4 people and ask them to choose one person to record their ideas.

2. Ask the small groups to discuss the questions on pp. 68-69 in the workbook. (~10 minutes)

3. Ask each group to share 3-4 highlights from their discussion and record their ideas on the flip chart or white board. (~ 5 minutes)


Do you see any similarities among the small groups?

Why is it important to think about turnaround?

Are there other ways to look at the experience of turnaround?

Point out themes and related stories about turnaround on pp. 65-69 in the workbook:

The “eureka” or “aha” moment Whatever it takes to change Hitting bottom Getting angry about how we’re treated Having others depend on us Learning that we can and do recover


10 min. Exploring Our Strengths FG-152

1. Ask them choose a partner, read p. 73 down to “My Initial Strengths.”

2. Take turns answering the following questions. While one person speaks the other person jots down the answers. (~5 minutes for both people to finish)

What are some of your strengths?

Was it easy to identify your strengths or did you have to stop and think about it?

How did that feel?

3. Bring the group back together and summarize p. 76 in the workbook.

4. Ask the whole group about how it feels to try to identify their “strengths.” (Take two or three responses.)

Explain that changing our orientation from a focus on deficits and problems (negative) to a focus on strengths and abilities (positive) may take time and effort, but in the long run it makes the recovery journey easier.



Time Agenda Facilitation Notes 15 min. Moving to a Strengths Orientation FG-152

1. Ask them to continue on with the same partner as the previous activity.

2. Refer to the chart on WB p. 77. Assign 2-3 different examples to each pair.

3. Ask them to discuss and list 2-3 things they might do to help change their orientation. (~10 minutes)

4. Ask each pair to share with the group some ways they discussed to change their orientation. Record their ideas on the flipchart. (~ 5 minutes)

(Optional, if time allows.) Lead a discussion using the following questions:

Do you see any common themes? What reactions did you have to the chart? Are there alternative ways of identifying our

deficits versus our strengths?

15 min. Group Activity – Strengths Encounter FG-154

1. Give each participant one of the Strengths Encounter cards and a check list of everyone in the class.

2. Have them stand up and start with one person, show them the card and ask them to answer the question in 1 minute or less. Switch roles. When done, trade cards and check off each other’s name on their class check list.

3. Move to another person and repeat the process until everyone has had an encounter with all the other participants in the class. Be sure to trade cards after each encounter and check off each other’s name on their class check list so they’ll know they’ve encountered everyone.

4. Lead a group discussion using the following questions:

How difficult was it to think of a strength you have? Did you remember a strength you have that you had forgotten about? Did you hear about a strength or skill from someone else that you

would like to hear more about?

This activity will give group members the opportunity to share their own strengths and learn about the strengths of others in the group.

The purpose is to give everyone a chance to explain their strengths to each other in a comfortable and fun way. If someone is struggling with answering a particular question, swap cards or change the question.


1. As remaining time allows, give participants a brief opportunity to talk about the source/s of strength they selected for their homework assignment. Ask them to each share:

Why they chose that particular source of strength What they learned Whether they have a new perspective following today’s session.

Flipchart – List the Sources of Strengths

Unique knowledge Skills and talent Cultural identity and resources Community Personal qualities



Time Agenda Facilitation Notes (Allow them to pass if they don’t feel comfortable sharing.) Things we are proud of

Perception of others


Quickly review what was covered and answer any last questions.


Pathways to Recovery, Chapter 5 pp. 105-108 and 112-115. Chapter 9 pp. 281-282, 286-288 and 308. Ask them to choose one of the following:

Setting a pace for change pp. 289-290 Self-stigma pp. 291-299 Driving in circles pp. 299-300 Thrown off track by symptoms pp. 300-302 Fear of failure and fear of success pp. 302-306 Feeling bored / not having fun pp. 306-307 Feeling lost pp. 307

Use the workbook to briefly describe the assigned reading that will be covered in the next session.

Mention that Chapter 9 is out of order because people in previous Pathways to Recovery groups said “Making it Past Detours and Roadblocks” came too late. They recommended covering it much sooner in the group.





Be sure to add any relevant suggestions to your facilitator self-evaluation form.

5. Read p. 100 in the workbook and ask them to share anything they did or might like to do to celebrate getting to this point in their recovery journey.

Alternative: Ask them to share anything new they learned or their favorite quote from today’s chapters in the workbook – and why it is their favorite.

Encourage participants to begin to celebrate their accomplishments in this class and in their journey.

This is another good way to end on an “up” note.


Continue to encourage them to “make the workbook their own” and remind them to bring their workbooks to the next class.



Other Notes: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________




Session 4: Setting the Direction and Anticipating Detours Overview Session 4 explores chapters 5 and 9 in the workbook. Chapter 5 helps us create a personal vision and goals for the recovery journey. Chapter 9 explores common detours and roadblocks that can stall or block the journey and how to navigate past these barriers. Chapter 9 is out of order because people in previous Pathways to Recovery groups said “Making it Past Detours and Roadblocks” came too late. They recommended covering it much sooner in the group. Goals During this session, participants will:

Build a personal vision for the future Identify at least one goal toward their vision Recognize some common barriers and ways to get past them

Assigned Reading Chapter 5 pp. 105-108 and 112-115. Chapter 9 pp. 281-282, 286-288 and 308. They were also asked to choose one of the following:

Setting a pace for change pp. 289-290 Self-stigma pp. 291-299 Driving in circles pp. 299-300 Thrown off track by symptoms pp. 300-302 Fear of failure and fear of success pp. 302-306 Feeling bored / not having fun pp. 306-307 Feeling lost pp. 307


Name tags and sign-in sheet Flip chart or white board with appropriate markers Pens / pencils Construction paper, poster board, or large pieces of paper Old magazines, calendars, newsletters, or wrapping paper that

can be cut up and used for a collage Poems about dreams, vision, and accomplishments Crayons, markers, colored pencils, chalk, charcoal, modeling

clay, play-dough or other tools for artistic expression Scissors, Tape, Glue

Other preparation

On a flipchart, prepare an example of a personal vision, long-range goal and action steps. Refer to your own example if you don’t get a volunteer or don’t feel comfortable working “live” with a volunteer on the goal setting segment of this session.

Handouts – one for each participant

Blank “booklet” (4-5 sheets of letter size paper folded into a booklet and stapled on the left edge)

DBSA Treatment Checklist – LP Appendix Evaluation – LP Appendix

Handouts – a few extra for those who didn’t get these in Session 1

DBSA Treatment Options – LP Appendix DBSA Treatment Adherence – LP Appendix




WB = Pathways to Recovery workbook FG = Facilitator Guide LP = Lesson Plans (DBSA Binder)

Facilitator’s Tips (from FG p. ___) Add your favorite ones here.

Other Notes: ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________





2. Check in with the participants. Be sure to say your name and tell participants something positive you learned or did during the past week. Ask them to do the same.

Always try to model what you want the participants to do. Say your name and give a brief, positive update of the week – then encourage participants to say their name and give a brief positive update.

3. Review what was covered in the last session and the agenda for today. List the agenda topics on a flipchart and refer to the relevant sections for this session in the workbook.

4. Review the Partnership Pact. Ask how it feels to have made this commitment.

20 min. Creating a Personal Vision FG-163

Having a personal vision is another important key in the recovery journey.

1. Have participants read p. 105 in the workbook.

2. Ask them to get quiet – focus on their breathing for a few minutes and close their eyes if it feels comfortable to do that – and then recall what they wanted to do or be when they grew up. (~ 5 minutes)

3. Ask them to work individually or in small groups (their preference) to answer the questions on pp. 108-109 in the workbook. (~ 5 minutes)

4. Ask them to create something that represents their own personal vision. It can be written as a paragraph or poem or a drawing or a collage of pictures from old magazines or a sculpture made of clay or play-dough. (~ 10 minutes)

For step 4, refer them to pp. 110-112 in the workbook for ideas. They may also look for a quote in the workbook they identify with.

They will have an opportunity to share their project in the last session of the class, if they choose.

If they don’t have time to finish – or have a hard time working on their vision creation in class, encourage them to jot down a few ideas or sketch a few pictures and continue to work on it when they get home.



Time Agenda Facilitation Notes 15 min. Setting Goals FG-166

1. Summarize pp. 112-113 and then refer to the chart on p. 114 in the workbook.

2. Ask for a volunteer to share their personal vision – and work with them to identify two or three long-range goals for accomplishing their vision. List their ideas on a flipchart. If they have difficulty with this, ask the other participants for suggestions.

3. Ask the volunteer to pick one long-range goal to start with. It might be the highest priority, a prerequisite for other goals, the most important to them, or the one that can be accomplished in the least amount of time. Put a check mark on the flipchart next to this goal.

4. Ask the volunteer to identify action steps that he or she could take toward accomplishing the goal. If the volunteer gets stuck, ask the other participants for suggestions. List 3-4 ideas for action steps on the flipchart.

5. Describe SMART action steps (see facilitation notes).

6. Review the action steps on the list and ask the whole group to help revise the action steps (if necessary) into SMART action steps.

As you refer to the chart on p. 114 in the workbook, identify the specifics of setting goals as:

Translating the dream (vision) into a direction (long-term goal)

Breaking the long-term goal into specific action steps (short-term goals / objectives)

You may either demonstrate this process with someone in the class or use an example of your own. Prepare an example of your own ahead of time so you are ready if you don’t get a volunteer or prefer not to use a “live” volunteer for this.

Define SMART action steps as:

Specific and stated in positive terms

Measurable and observable

Attainable - a high probability of success

Realistic - meaningful to you

Time limited (a target date or deadline helps)




Time Agenda Facilitation Notes 10 min. Hole in the Sidewalk FG-119

1. Read the poem on p. 281 in the workbook.


Do you connect with this poem? Why or why not? What is it like when we “fall in a hole?” What does the author mean by “It isn’t my fault?” How would – or does – it feel to find a new street? Given what you have learned in previous sessions, can you name one or

two things that would help you find – or create -- a new street?

3. End the discussion by reading the two paragraphs at the bottom of p. 281 and finish on p. 282 at the heading “Driving Using the Review Mirror.”

Most individuals make a very distinct connection with this poem. An effective way to present it is, as you read the poem, take a step each time you begin with, “I walk down the street.” This simple action creates movement and is an example of how things are constantly changing.

15 min. Writing Our Own Story

1. Read p. 288 in the workbook, starting with “What We Want for Our Own Recovery is Most Important!”

2. Give each person a blank “booklet”

3. Ask the participants to choose the title for “their book.” It can be an original title or the title of a favorite song, poem, or even an advertising slogan.

4. Give the participants a few minutes to write a few paragraphs or draw pictures about their story. They might include:

What their journey has been like until now and/or a “before” self-portrait.

What they have learned about taking back their own journey and/or a “now” self-portrait.

Their vision -- what they want most for their recovery journey -- and/or an “after” self-portrait.

The blank booklet can be several letter sized sheets of paper folded and stapled along the left edge to create a simple booklet.

The purpose of this activity is for them to begin to creatively express their story and to capture some ideas that they can use to further tell their story in a creative way.

Encourage them to take the booklet home and continue to work on their story – to add to it as they discover new things on their journey.

15 min. Roadblocks and Detours

1. List the topics that had been assigned for homework on a flipchart.

2. Ask the participants to share any feelings or insights they had about theses

Flipchart –

Setting a pace for change p. 289 Self-stigma p. 291



Time Agenda Facilitation Notes roadblocks and detours on the journey. Driving in circles p. 299

Thrown off track by symptoms p. 300 Fear of failure / fear of success p. 302 Feeling bored / not having fun p. 306 Feeling lost p. 307


1. Review the day’s session and ask if they have any questions. Quickly review and answer any last questions.

2. Provide the reading assignment for the next session:

Chapter 6 pp. 127-130 and choose 1 or 2 of the following domains:

Living situation pp. 131-135 Education pp. 136-137 Assets pp. 141-150 Vocation pp. 151-165 Leisure pp. 166-171 Wellness pp. 172-179 Intimacy pp. 180-190 Spirituality pp. 191-204 Treatment Adherence – DBSA Handouts: Treatment Options,

Maximizing Treatment Adherence, and Treatment Checklist

Chapter 7 pp. 217-224.


Ask them to choose 1 or 2 domains to focus on for the next session. Encourage them to be prepared (but not required) to share some of what they learn with the others in the group.

Be sure to point out the reading in Chapter 7.


What was their favorite part of the session? What was their least favorite part of the session? Are there any suggestions that could improve the group?

Add any relevant suggestions to your facilitator self-evaluation form.

Read p. 308 in the workbook and ask them to share anything they did or might like to do to celebrate getting to this point in their recovery journey. Alternative: Ask them to share something new they learned or their favorite quote from today’s chapters in the workbook – and why it is their favorite.

Continue to encourage participants to celebrate their accomplishments.


3. Thank them for coming. Continue to encourage them to make the workbook their own.



Other Notes: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________




Session 5: Mapping the Journey Overview Session 5 focuses on chapters 6 and 7 in the workbook. Chapter 6 focuses on several major life domains and explores the direction you want to head in the future. Chapter 7 looks at your circle of social support and ways to nurture and expand the supportive relationships in our lives. Goals During this session, participants will:

Define and identify life domains Describe how to use strengths to reach goals Create a circle of support diagram

Assigned Reading Chapter 6 pp. 127-130 and they were asked to choose 1 or 2 of the following domains to focus on:

Living situation pp. 131-135 Education pp. 136-137 Assets pp. 141-150 Vocation pp. 151-165 Leisure pp. 166-171 Wellness pp. 172-179 Intimacy pp. 180-190 Spirituality pp. 191-204 Treatment Adherence – DBSA Handouts: Treatment

Options, Treatment Adherence, and Treatment Checklist



Name tags and sign-in sheet Flip chart or white board with appropriate markers Pens / pencils

Other preparation

On a flipchart, prepare a list of the topics for this session and the page number where each topic starts.

Handouts – enough for each participant

Enough blank sheets of paper to give 5 to each participant Handouts – a few extra for those who forgot to bring them

DBSA Treatment Options DBSA Treatment Adherence DBSA Treatment Checklist


WB = Pathways to Recovery workbook FG = Facilitator Guide LP = Lesson Plans (DBSA binder)




Other Notes: ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________





2. Check in with the participants. Tell participants something positive you learned or did during the past week. Ask them to do the same.

Model what you want the participants to do. Give a brief, positive update of the week – then encourage participants to also give a brief positive update.


4. Review the Partnership Pact. Ask if anything needs to be added or changed.

40 min. Exploring Our Life Domains FG-191

1. Summarize or read pp. 127-129 in the workbook (do not include the stories).

2. List the life domains from chapter 6 on a flipchart with the page number for the “Exploring Strengths” worksheet for each domain.

Ask them to work in pairs. Pass out 4-6 sheets of blank paper and a pencil or pen for each pair. Ask someone to go first.

Have the first person choose a domain. Have the second person ask the questions on the “Exploring Strengths” worksheet for that domain and write the first person’s answers on a blank sheet of paper.

If time allows, have them continue on to the “Using Your Strengths to Reach Your Goals” worksheet for that same domain.

After 10 minutes, have them switch, even if the first person isn’t finished.

When they are finished, have them give each other the paper with the answers to the questions that were written down for them.

Life Domains / Worksheets (list on a flipchart):

Living situation pp. 133 Education pp. 138 Assets pp. 148 Vocation pp. 163 Leisure pp. 169 Wellness pp. 177 Intimacy pp. 188 Spirituality pp. 202 Treatment – DBSA Handouts

If they feel satisfied that they have completed their highest priority life domain for homework, or don’t want to share that they’ve done, they can explore another life domain for this exercise.




3. Lead a short group discussion using the following questions:

What area of your life do you most need to work on? Why? Do you have any ideas to share about where you have been, where you

are now, or where you want to be in reaching your goals?

If they have completed the worksheets as homework, encourage them to discuss their ideas with their partner and look for other ways they might be able to reach their goal in this life domain.


20 min. Our Circle of Support FG-267

1. Read the instructions for the exercise on p. 221 in the workbook.

2. Using the form on p. 223 (or draw one on a blank sheet), give them time to fill in as much of the support circle as they can. Provide help and ideas as needed.

3. After 10 minutes, read the questions on p. 224 in the workbook. Ask them to jot their answer to each question on their circle of support worksheet:

4. Lead a discussion with the following questions:

Are you satisfied with the current level of support?

Do you see any patterns that have developed? For example, are your supporters mostly mental health care providers or consumers? Are there areas of your life where you have too few supporters?

In what areas would you like to have more supporters?

What goals can you set to increase the number of supporters in those areas?

Questions from page 224 in the workbook:

Do you feel close to many people? Are these relationships give and take (mutual)? Is your circle mainly mental health providers

and/or consumers? Does your circle include family members? Is it

mostly family members? Is your circle very small, with few people you

can really count on? Are there people you talk to, but no one you

really feel close to? Are your supporters clustered in a few areas,

such as work, church, or mental health programs – or do you have supporters across many areas of your life?

What do your supporters have in common? What unique qualities do these people posses?



Time Agenda Facilitation Notes 20 min. Relationship Roadblocks FG-270

1. Briefly review the roadblocks listed on pp. 225-226 in the workbook.

2. Divide the participants into 5 small groups and assign one roadblock to each small group; have them choose a recorder.

3. Ask them to read the paragraph for each relationship roadblock and discuss the question at the end of that section in their small group.

4. Come back together and ask a reporter from each small group to describe their assigned relationship roadblock share the highlights of their discussion.

5. End the discussion by reading p. 227 ending with “Expanding Our Circle of Support.”

6. Invite them to read the rest of Chapter 7 if they would like to expand or improve their circle of support.

Flipchart – Relationship Roadblocks

The tendency to withdraw p. 225 One-way relationships p. 225 Poor self-esteem p. 226 Poverty p. 226 Fear p. 226













Time Agenda Facilitation Notes 3. Read p. 254 in the workbook and ask them to share anything they did -- or

might like to do -- to celebrate getting to this point in their recovery journey.

Alternate: Ask them to share something new they learned or their favorite quote from today’s chapters in the workbook – and why it is their favorite.

Continue to encourage participants to celebrate their accomplishments.



Continue to encourage them to “make the workbook their own” and remind them to bring their workbooks to the next class.



Other Notes: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________




Session 6: Planning for the Journey Overview Session 6 covers chapter 8 in the workbook, which combines the vision, strengths, and long-term and short-term goals from previous sessions to create a Personal Recovery Plan for the journey. Goals During this session, participants will:

Discuss the elements of a personal recovery plan Select a goal to work on Develop a list of action steps to achieve the goal

Assigned Reading Chapter 8 pp. 259-278.



Other preparation

On a flipchart, prepare a list of the topics for this session and the page number where each one starts.

Handouts

Enough blank sheets of paper to give 5 to each participant Legend of Abbreviations

WB = Pathways to Recovery workbook FG = Facilitator Guide LP = Lesson Plans (DBSA Binder)


DBSA Pathways to Recovery Group - Session 6 Lesson Plan Page 2 of 8


Other Notes: ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________









20 min. Suggestions for Making the Plan a Success FG-235

1. Read the introduction on p. 259, up to the heading, “What Will Make Our Personal Recovery Plan a Success?”

2. Briefly go over each of the six suggestions on pp. 259-265.

Have all six suggestions listed on a single flipchart.

Write a different suggestion at the top of six different flipchart pages and post them around the room.

Give each participant a colored marker.

3. Ask the participants to go around the room to each flipchart page and write a comment about each suggestion. Each comment could include:

A specific idea, tip, or resource

Something they have learned in previous sessions

A favorite line from a song, poem, or quote

List all of the suggestions with corresponding page numbers on a flipchart at the front of the room.

Don’t try to Change Every Part of Life at Once – p. 259

Set Priorities and Make Difficult Choices – p. 259

Big Sudden Changes vs. Small Steps Over Time – p. 262

Line Up Supports – p. 263

Set a Comfortable Pace – p. 264

Making a Habit Takes Energy and Time – p. 265

Also list one suggestion at the top of six individual flipchart pages -- posted around the room.



Time Agenda Facilitation Notes A doodle or drawing

A question

4. Encourage them to add something to each suggestion and to pair up if they feel more comfortable working with someone else – to share ideas.

5. When everyone is done, ask for a volunteer for each flipchart to read through the comments. As each volunteer finishes, ask the group:

Do you have any questions about the ideas that were shared?

Can you identify at least one comment you can use in your own life?

6. When the comments on all of the flipcharts have been read through, finish by thanking the participants for sharing their ideas.

15 min. Steps 1-5: Identifying a Goal and Steps FG-238

1. Briefly review the life domains listed on p. 266 in the workbook.

2. Ask the participants to review steps 1 and 2 on p. 266 and choose one life domain to work on for this session.

3. Ask the participants to review steps 3 and 4 on p. 267 and write down the top priority goal, long term goal, and steps to work on for that domain.

4. Ask the participants to review step 5 on p. 268 and write down resources and supports that will be needed to make the steps happen.

For those who completed these steps as homework, ask them to choose another life domain and/or high priority goal to work on.

Another option for those who have completed these steps as homework is to ask them to pair up with and help someone who is just getting started.

Flipchart – Life Domains p. 266

Housing Education Assets Vocation Leisure Health Sexuality Spirituality Social Supports




Time Agenda Facilitation Notes 10 min. Reviewing Sample Plans FG-241

1. Read pp. 268-269 in the workbook and review Jim’s plan on p. 269.

2. Read p. 272 in the workbook and review Pam’s plan on p. 273.

3. Lead a brief discussion using the following questions:

What are some differences in the approaches Jim and Pam took to develop their plans?

Based on these sample plans, have any of your goals or steps changed?

Before you write your own plan, do you have any questions?

Jim has designed his plan based on firm decisions already made. He uses his plan to focus on his vision of becoming an artist.

Pam has designed her plan based on her desire to explore her vision of having companionship. By comparing her plan with Jim’s, the group will now have a few different options for how they might use the plan to reach their goals.

20 min. Creating Your Personal Recovery Plan FG-241

1. Tell them that this session is planned for learning “how” to complete a plan, not necessarily to complete one today.

2. Ask them to turn to p. 274 in the workbook.

3. Using the information they listed on pp. 266-268, ask them to work individually or with a partner to fill in their vision, a long-term goal, at least 2-3 steps, and the supporters who will be responsible to help.

4. If someone is struggling with a part of the plan, offer to help – ask them if they would like to work with a partner – or see if they would be willing to share their struggle with the whole group for help.

Give members the option of working individually or with a partner who can help them fill in the elements of the plan while they describe their vision, long-term goal, steps, and supporters.

Always be sensitive to the needs of individuals who might want more privacy while working on their plan. Allow them to pass on any offers for help.

10 min. Getting the Rubber on the Road FG-242

1. Read p. 276 in the workbook and then have them to turn back to p. 274 in the workbook.

2. Ask them to list one possible roadblock or barrier that could prevent them from completing one of the steps.

3. Ask them to think of ways to overcome the roadblock or barrier.

They can list possible roadblocks and barriers in the comments column of the plan.

They can also list possible solutions to roadblocks and barriers in the comments column.

If the group is engaged to brainstorm solutions, write



Time Agenda Facilitation Notes 4. If someone is stuck, ask if they would be willing to share their roadblock or

barrier with the whole group for help in brainstorming solutions. the ideas on a flipchart and give the flipchart page to the person at the end of the session.




Chapter 10 pp. 313-315, 319-321, and 328. Chapter 11 pp. 337, 367-370 and choose 1 or 2 of the following strategies:

Creative potential pp. 337-346

Attitude of gratitude pp. 346-355

Meditation and visualization pp. 355-357

Physical pp. 358

Affirmations pp. 358-364

Humor pp. 365-366







4. Read p. 277 in the workbook and ask them what they will do to celebrate their progress so far.

Alternate: Ask them to share their favorite quote from today’s chapters in the workbook – and why it is their favorite.

Write their ideas on a flipchart and encourage participants to celebrate their accomplishments.



Continue to encourage them to “make the workbook their own.”



Other Notes: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________




Session 7: Travel Tips Overview Session 7 covers chapters 10 and 11 in the workbook. Chapter 10 explores the need for breaks and rest stops during the recovery journey. Chapter 11 offers some ways to make the journey more fun and exciting through creativity, gratitude, positive energy, humor and celebration. Goals During this session, participants will:

Identify ways to reduce stress Look for ways to incorporate more balance into their Personal

Recovery Plan Share strategies to make the journey more fun and exciting

Assigned Reading Chapter 10 pp. 313-315, and 319-321. Chapter 11 pp. 337, 367-370 and choose 1 or 2 of the following strategies:

Creative potential pp. 337-346 Attitude of gratitude pp. 346-355 Meditation and visualization pp. 355-357 Physical pp. 358 Affirmations pp. 358-364 Humor pp. 365-366



Other preparation

On a flipchart, prepare a list of the topics for this session and the page number where each one starts.

Handouts – one for each participant

Finding balance – FG 374 Legend of Abbreviations





Other Notes: ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________









15 min. Tune Ups and Rest Stops FG-291

1. Read p. 313 in the workbook. End at “AHHHH…Letting Go.”

2. List the rest stops and travel tips that are covered in Chapter 10 on a flipchart with their corresponding pages.

3. Ask the participants to choose a partner. Assign one rest stop or travel tip to each pair. (If the group is small, assign two to each pair.)

4. Have them review the corresponding pages and answer the questions in the workbook. For sections without questions, ask them to discuss whether they think these techniques or tips are / would be effective for them.

5. Ask for volunteers to briefly report anything new that they learned and whether they would recommend the rest stop or travel tip to others.

6. Finish this activity by asking the group the following questions:

How do these rest stops and travel tips apply to your everyday life?

Are there other tips you have found helpful that you would recommend?

On a flipchart, list:

Rest stops

Stress reduction p. 313 Breath work p. 316 Muscle relaxation p. 318 Enjoying the moment p. 324

Travel tips

Stay flexible p. 329 Embrace change p. 330 Don’t give up p. 331 Don’t compare your journey to others p. 332 Don’t travel alone p. 332 Celebrate every step of the way p. 333



Time Agenda Facilitation Notes 20 min. Finding Balance FG-294, “Finding Balance” Handout FG-374

1. Read the directions on p. 322 in the workbook down to the first question.

2. Give them the “Finding Balance” handout or a piece of blank paper. Ask them to list the activities they do in a typical week and the amount of time they spend on each.

3. Draw a large circle on a flipchart and demonstrate how to divide the pie chart in to sections that represent the amount of time spent on each activity.

4. Label the activities. Refer to the list in the facilitator notes.

5. Ask them to draw a pie chart for their current activities and then answer the questions at the bottom of p. 322.

6. Have them draw another pie chart, based on the answers to the questions, to represent the way they would prefer to spend their time in a typical week.

7. Ask them to answer the questions at the bottom of p. 323. See if they want to make any changes to their Personal Recovery Plan.

The pie chart can be divided and labeled using:

Work Education Home Social Wellness Recreation Spirituality Intimacy Sleeping

This is especially effective if each section of the pie can be done in a different color or format.

For many people, this exercise is a good visual reminder of what they may be lacking in their lives.

For others, the ability to see how much time is devoted to certain activities is an ideal motivator for change.


20 min. Ways to Enjoy the Journey FG-241

1. Read p. 337 in the workbook. End at “Supercharging Strategy #1.”

List the strategies that are covered in Chapter 11 on a flipchart with their corresponding pages.

List each strategy at the top of a flipchart page and post them around the room.

2. Ask the participants to form a small group in front of each flipchart page. Make sure each strategy has at least two people. Ask the small groups to choose one person to record their ideas on the flipchart.

On a flipchart, list the strategies and page numbers:

Creative potential p. 337 Attitude of gratitude p. 346 Meditation and visualization p. 355 Physical exercise p. 358 Affirmations p. 358 Humor p. 365




3. Have the small groups review the corresponding pages for their selected strategy and answer the questions in the workbook or share what they completed for homework. For sections without questions, ask them to discuss whether these strategies are / would be effective for them.

4. Ask for reporters to briefly share anything new that they learned and whether they would include this strategy in their Personal Recovery Plan.

5. Finish this activity by asking the group the following questions:

How do these strategies apply to your everyday life?

Are there other strategies you have found helpful and would recommend?

20 min. Celebrate Every Accomplishment FG-247

1. Read p. 367 in the workbook to the first question.

2. Ask them how they will celebrate the next steps in their recovery journeys. (List ideas on a flipchart.) Some ideas to get started:

Make a creative card and mail it to ourselves Create an accomplishment board to post things that make us feel good. Listen to favorite music or watch a favorite movie Look at photos of family and friends Start a celebration journal or scrapbook for accomplishments

3. Ask them what they might do to celebrate the accomplishments of others. (List ideas on a flipchart.) Some ideas to get started:

Create an achievement award Write a personal note Give flowers Hang a banner Hold a lunch or party to honor the person Create your own award

4. Take this opportunity to discuss how they would like to celebrate the completion of the class in the next session. Each group is different and will come up with unique ideas that will fit the members of the group.

Here are some ideas for a “last class” celebration from other Pathways to Recovery groups:

Have a pizza party or potluck dinner Coordinate a craft or activity day Get a movie and a pizza Have lunch or dinner in a restaurant Spend a day at the park (picnic, nature walk) Attend a free concert Take a special hike Volunteer in the community together



Time Agenda Facilitation Notes 20 min. Review and Reflection



Chapter 12 pp. 375-395.

Describe the assigned reading that will be covered in the next session.






4. Ask them to share their favorite rest stop, travel tip, or strategy to enjoy the journey.

Alternate: Ask them to share something new they learned or their favorite quote from today’s chapters in the workbook – and why it is their favorite.

Write their ideas on a flipchart and encourage participants to find new ways to enjoy the journey.



Continue to encourage them to “make the workbook their own.”



Other Notes: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________




Session 8: Sharing Our Recovery Stories Overview Session 8 covers chapter 12 in the workbook, which helps you tell your story of recovery and describes the benefits of sharing your recovery story with others. Goals During this session, participants will:

Identify accomplishments Tell their story of recovery Celebrate their accomplishments.

Assigned Reading

Chapter 12 pp. 375-395



Other preparation

Something special to celebrate individual accomplishments of every member of the group – perhaps a special award or gift representative of his or her growth.

Handouts

Certificates of Accomplishment Recovery Pledge – FG 380 Evaluation Form – LP Appendix






Other Notes: ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________









15 min. Recovery Pledge FG-331

1. As a group, read A Recovery Pledge on p. 20 in the workbook.


Is this pledge still important to you?

Does it mean anything different to you now?

What will you do to uphold this pledge when the group is over?

One idea for recognition of their accomplishment is to give each participant a framed copy of A Recovery Pledge or a quote or verse the group found particularly important -- along with a personalized certificate of accomplishment.

30 min. Telling Our Stories

1. Read the 2nd paragraph on p. 375 in the workbook.

2. Select a question on p. 389 in the workbook.

3. Tell a brief part of your recovery story to answer the question.

4. Invite each participant to choose a question on p. 389 in the workbook and share a part of their own recovery stories. (Allow them to pass.)

Model telling a brief part of your recovery story – keep it to 2 minutes or less.

Encourage participants to keep it brief and stay focused on answering the question.




Time Agenda Facilitation Notes 20 min. Continue Telling Our Stories

Invite all remaining participant to choose a question on p. 389 in the workbook and share a part of their own recovery stories. (Allow them to pass.)

10 min. The Ongoing Journey FG-318

1. Read p. 394 in the workbook to the end of the poem.

2. Ask the group for final thoughts and comments.

Following the poem, you may choose to also read p. 395 from the shaded paragraph to the end.

20 min. Celebration of Accomplishments

1. Conduct the celebration activities.

2. Encourage the group members to stay in touch with each other and to participate in other recovery-based activities, like DBSA support groups.

Recognize each individual and their specific accomplishments during the session.

3. Hand out a final evaluation and ask them to fill one out to help you improve future classes.

Evaluation form – FR Appendix

4. Thank each group member for participating. Hand out certificates of accomplishment and finish the group with whatever feels natural to the group.



Other Notes: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________

Pathways to Recovery — Facilitator · PDF fileDBSA Treatment Options – LP Appendix...

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