1. We make sure every point we make gives participants a sense of hope, personal responsibility, and empowerment, encouraging them to educate and advocate for themselves and develop strong systems of support with peers and others.
2. We hold all participants in unconditional high regard and support them for their attendance and participation at whatever level they can participate. We do not insist that people participate, or participate in any way that makes them feel uncomfortable. We do not ask them to read aloud to the group or call on them to answer a specific question. We ask for volunteers! Some attendees may not be able to join the group, but rather need to "hang out" around the edges or in the hall. Others may only be able to attend for part of the time. We give them affirmation for what they can do. Avoid focusing attention on what they cannot do.
3. We focus on a participant's strengths and away from any deficits they might feel they have or that have been imposed upon them by others.
4. We are there to serve the whole group. We do not defer to the needs of one person.
5. We remind participants that people who experience psychiatric symptoms are not intellectually impaired. In fact, many people who have experience psychiatric symptoms are far above average in intellectual abilities and all have extraordinary courage, strengths, talents and abilities.
6. We emphasize simple, safe, inexpensive, non-invasive self-help strategies and skills. Share practical information that participants can easily use in their lives. Don't allow participants to divert you from this task or change the focus to some other kind of topic that might get you bogged down in controversy, such as whether these symptoms are caused by genetics or the environment, or medical, medication or treatment issues, or critiquing certain health care providers and programs. Gently explain that you need to keep the focus of this group or presentation on recovery and wellness.
7. We do not advocate for or against specific treatment options, e.g., certain medications, whether or not medications should be used, various alternative therapies, or the use of electroshock therapy. This can raise liability issues. If people have questions about these options, we direct them to resources that will help them get more information so they can make informed choices on their own behalf.
8. We avoid discussing diagnoses. Diagnosis is not necessary to do this work. We direct the focus to symptoms that are making people uncomfortable, dangerous or that are keeping them from doing what they want to with their lives.
9. We are clear that there are no limits to recovery. Each person chooses their own path and works at recovery at their own pace. There is no one who can accurately predict what another person will achieve or the course of their recovery.
10. Be well prepared when working with the group or giving a presentation! Know the material! Read the related sections in Mary Ellen Copeland's books and in other resources before working with a group or giving a presentation. Before committing to work with a group or do a presentation, be sure you will have adequate time to prepare. As you become more familiar with the material, you will need less preparation time.
11. We will make sure the amount of information we have to share with the group fits well in the time available. Adjusting the content so that we can cover the essential points without being hurried. Allow plenty of time for input from the participants – again focusing on their strengths and affirming and validating their responses.
12. We avoid sharing information we are not comfortable with or that we do not know well. We will mention that the information is available and refer participants to other resources rather than trying to teach information we don't know well.
13. We organize our presentations so participants can easily follow what we are trying to say. Being clear and to the point. Using the formats, transparencies and activities in the curriculum as a guide.
14. We show respect for our participants and their lives by starting and ending the group or presentation on time.
15. We begin with a brief introduction of ourselves that builds trust and draws participants into the work but is not so lengthy and detailed that participants lose interest.
16. At the beginning, we tell participants what we are going to teach. Then teach it to them. Then, at the end, we tell them what you taught them.
17. In our group or presentation, we include the key points on topics as described on the transparencies. Elaborating on key points by giving further information or examples and directing participants to additional resources. If time allows and interest is high, we involve the participants in a related activity
18. We make our presentation as interactive as possible. We ask participants for their input, ideas and questions on each topic. Build your discussions around the strengths that already exist in your audience. Validate these strengths at every opportunity.
19. When using examples, we speak from your own experience but also mention ideas you have heard from others. Our job is to facilitate the generation of ideas and suggestions and not to give hard-fast answers of what works. Ask your audience for examples and learn new things from them. If someone asks a question you can't answer, ask the group for ideas.
20. When presenting difficult topics like trauma or suicide prevention, we have support people available for participants who may have difficulty with the subject matter. Announce at the beginning of the session that these supporters are available. It also helps to have peer counseling, small support groups or some other diversionary activity after discussing a difficult topic. You may want to teach with another person (co-facilitator) or to team teach. This works very well for many people. Others prefer to teach alone. Give some thought to yourself and your style before deciding whether you want to team teach or to teach alone.
21. We always introduce participants to other related resources that might be helpful. Encouraging them to educate themselves using resources with which they feel comfortable.
22. We use handouts liberally, maybe even for every topic. They will give people reminders of what they have learned as well as steps to take to learn more.
23. We remind participants at the beginning of the workshop to keep their /comments brief so everyone gets time to share, and to avoid sharing the details of traumatic experiences that might be upsetting to others.
Quality Control Issues
When you are leading a group or workshop, you must be feeling well - not experiencing symptoms that would make it difficult for you to present or that would adversely affect the participants. Anyone who is working with individuals or facilitating a Mental Health Recovery including Wellness Recovery Action Planning (WRAP) group must do the following:
1. Develop a personal Wellness Recovery Action Plan and use it regularly. If you have symptoms that fall within the "When Things are Breaking Down" category or are in a crisis you must NOT LEAD OR ASSIST IN FACILITATING A RECOVERY WORKSHOP.
2. Fill out the form at the end of this section, keep a copy for yourself and give copies of the form to your closest supports, your co-facilitators and the contact person for your group or workshop.
3. If one or more of the above mentioned people tell you that you are not well enough to facilitate or your symptoms are too severe to lead a workshop, find someone else to take your place or postpone or cancel the workshop.
4. If you are responsible for a workshop or group and are co-facilitating with another person, and if the other person's symptoms are keeping them from being an effective facilitator or are making it difficult for the attendees, that person must not be allowed to facilitate. Ask them not to do so. If they insist, ask your supporters and the organization or agency contact person to help you handle this problem. If there is only one facilitator, and that person is not well enough to present, then the person who is sponsoring or is responsible for the program must ask or tell the person not to present.
PLEASE, DO NOT COMPROMISE THIS IMPORTANT PROGRAM BY BEING CONCERNED ABOUT HURTING AN INAPPROPRIATE PRESENTER'S FEELINGS. YOUR RESPONSIBILITY IS TO THE PARTICIPANTS.