INTRODUCTION WASHINGTON STATE’S TO RESIDENTIAL SERVICES CURRICULUM 4.1 EDITION FACILITATOR GUIDE Welcome to Washington Residential Services Curriculum! You have this State’s in order to provide consistent, thorough, and effective training of staff. The Facilitator’s Guide content is mandatory and no parts of it are optional. You may not alter the course content. If you complete this training in less than 40 hours it is your responsibility to make up the difference with additional information from the 30 hour menu of options. See WAC 388-829 for additional information. The training has been designed with the adult learner in mind. Because of this, you will notice the following concepts are considered in the design of this training: Adults need to know why they need to learn something before undertaking to learn it. Adults have a self-concept of being responsible for their own decisions, for their own lives. Adults arrive at a formal training event with a great deal of life experiences and knowledge. Adults are motivated to learn things they believe will help them be able to cope effectively, perform tasks, or deal with problems in their real-life situations. (Knowles, 1998) We also believe that all people need to be respected, and that adults learn most easily when they are communicated and interacted with in respectful ways in the learning environment. Additionally, a variety of learning styles have been acknowledged throughout the activities and resources within each chapter of this curriculum. Following the Facilitator Guide ensures that all learners experience segments of learning that are engaging and for “easy” them to learn because it appeals to the strengths of their natural learning style(s). As you facilitate this training, you have a great opportunity to model compassion, respect, appropriate, and professional behavior. Remaining focused on effectively modeling your interaction with participants provides an example of the same level of respect and care that you anticipate staff will use with individuals supported. There are four components to the resources provided to you in this curriculum: Guide (Order code: FFDSHS162) Facilitator’s Participant Curriculum and Fundamentals (Order Code: FFDSHS163) Visuals per Chapter with videos embedded and found on Chapter Assessments
INTRODUCTION TO WASHINGTON STATE’S RESIDENTIAL SERVICES CURRICULUM 4.1 EDITION FACILITATOR GUIDE Welcome to Washington State’s Residential Services Curriculum! You have this Facilitator’s Guide in order to provide consistent, thorough, and effective training of staff. The content is mandatory and no parts of it are optional. You may not alter the course content. If you complete this training in less than 40 hours it is your responsibility to make up the difference with additional information from the 30 hour menu of options. See WAC 388-829 for additional information. The training has been designed with the adult learner in mind. Because of this, you will notice the following concepts are considered in the design of this training: Adults need to know why they need to learn something before undertaking to learn it. Adults have a self-concept of being responsible for their own decisions, for their own lives. Adults arrive at a formal training event with a great deal of life experiences and knowledge. Adults are motivated to learn things they believe will help them be able to cope effectively, perform tasks, or deal with problems in their real-life situations. (Knowles, 1998) We also believe that all people need to be respected, and that adults learn most easily when they are communicated and interacted with in respectful ways in the learning environment. Additionally, a variety of learning styles have been acknowledged throughout the activities and resources within each chapter of this curriculum. Following the Facilitator Guide ensures that all learners experience segments of learning that are engaging and “easy” for them to learn because it appeals to the strengths of their natural learning style(s). As you facilitate this training, you have a great opportunity to model compassion, respect, appropriate, and professional behavior. Remaining focused on effectively modeling your interaction with participants provides an example of the same level of respect and care that you anticipate staff will use with individuals supported. There are four components to the resources provided to you in this curriculum: Facilitator’s Guide (Order code: FFDSHS162) Participant Curriculum and Fundamentals (Order Code: FFDSHS163) Visuals per Chapter with videos embedded and found on Chapter Assessments
Facilitator%20Guide%20Introduction.docx