PROS Classes use the Group Process to engage and assist people to gain skills necessary for them to achieve their goals.
Each class should identify the specific PROS service it is designed for.
Regarding Evidence-Based Practices in PROS Classes:
- OMH expects that PROS programs will utilize Evidence-Based Practices in all of their class offerings. At times, this may be as straight-forward as providing Wellness Self-Management classes based on the curriculum and training available through the Center for Practice Innovations (CPI). However, oftentimes PROS staff members will develop their own curricula to use based on clients’ needs. OMH expects that PROS practitioners will employ other Evidence-Based Practices and interventions, such as Cognitive-Behavioral therapy, Solution Focused Therapy, and Motivational Interviewing, in these groups.
- Evidence-Based Practice involves making a choice of interventions based on the practitioner’s knowledge, current research in the field, and the individual’s preferences and needs.
Developing Classes/ Curricula:
- All individuals have different learning styles, and it is important for PROS practitioners to work toward teaching class materials in a variety of interactive ways. When writing or updating a curriculum, consider whether you provide visual, auditory, and kinesthetic materials. Consider consulting with a colleague from another discipline to see if they can offer suggestions for activities or different ways of presenting information.
- As you come to the end of a program schedule, evaluate the class and the curricula used. Consider individuals’ engagement levels and progress made. Make revisions and updates as necessary. Ask for and incorporate feedback.
- When a new program schedule begins, it is important for the practitioner and individuals in each class to discuss the learning objectives for the class, expectations regarding participation and behavior during the class, and how the class will relate to each individuals’ recovery and life role goals.
- Begin each class session with an overview of the topic and learning objectives for the day, and be sure to leave a couple of minutes at the end to summarize and draw conclusions.
- Use the resources you have to make each class engaging. Handouts, projectors, chalkboards, computers, visual aids, and CD players can all add to the classroom experience.
- If an individual is dominating conversation or talking about an unrelated topic, the practitioner should acknowledge what the individual is saying, but then redirect them to speak with their counselor or the practitioner after group. It is essential that if and when this happens, the practitioner follow up with the individual to make sure their concern will be addressed. Examples of how this can be done:
- “Can you tell me how that relates to today’s topic?”
- “That’s really interesting, but it doesn’t quite relate to our topic today. Can we talk about that together after class?”
- “Thank you for telling us about your weekend. We have to keep an eye on the clock to be sure we get in what we’re supposed to cover. Is this something you could talk more about at lunch?”
- “I’m glad you shared that with us. I think that’s something that might be better discussed with your counselor in a 1:1 session.”