Page 52 - Course Handbook Flipbook

THE EMPOWERMENT APPROACH: IMPACT OF TRAINING USING THE 4 LEVELS OF THE KIRKPATRICK MODEL

KIRKPATRICK LEVEL PROJECT AIMS
Level 1: Enjoyment and
▪ PARTICIPANTS ENJOY THE TRAINING AND FEEL MOTIVATED TO COME ALONG
relevance
▪ THE TRAINING MAKES SENSE TO ATTENDEES.
▪ PARTICIPANTS FEEL THE TRAINING IS HELPFUL & THEY CAN REALLY USE IT TO MAKE A DIFFERENCE TO CHIDREN/FAMILY/ORGANISATION.
1. The training is enjoyable and engaging.
2. The training makes sense and is relevant and useful to the role/s of those attending.
3. Adults are highly motivated to attend the sessions and any absence is due to genuine, understandable reasons.
▪ ADULTS GAIN A GOOD UNDERSTANDING OF WHAT MIGHT BE STOPPING A CHILD FROM FEELING GOOD AND DOING WELL
▪ ALL ADULTS & CHILDREN GAIN A SHARED UNDERSTANDING AND A COMMON LANGUAGE AROUND WHY SOMEONE MAY BE STRUGGLING
Level 2: Knowledge and ▪ THIS MEANS EVERYONE CAN BE CONSISTENT IN WORKING TOGETHER TO FIND OUT WHAT IS BEHIND SOMEONE’S UNHELPFUL BEHAVIOURS
understanding 1. Adults gain a firm understanding of the reasons behind challenging behaviour and what might stop a child from feeling good and doing well.
2. Adults know how to teach children about these factors too so that children also have the knowledge to work out what might be stopping them or
their peers from feeling good and doing well.
3. There is a structure & shared language all adults and children use to work out what might be stopping a child from feeling good and doing well.
▪ ADULTS KNOW HOW TO HELP SOMEONE FEEL AND DO BETTER. EVERYONE GAINS A SHARED UNDERSTANDING OF THIS SO THAT ADULTS AND
CHILDREN CAN DECIDE STRATEGIES TOGETHER AND BE CONSISTENT
4. Adults know the best ways to help a child who is struggling. Adults know what to focus on to help children feel better (fill their 5C Needs) and do
better (improve their Executive Function Skills) in learning and play.
5. Adults know how to pass on this knowledge so that children also know the strategies they can use to feel and manage better and the skills to work
on so they can do better over time.

▪ ADULTS KNOW HOW TO RESPOND IN THE MOMENT TO UNHELPFUL BEHAVIOURS. EVERYONE HAS A SHARED UNDERSTANDING OF THIS SO
PEOPLE ALWAYS RESPOND IN WAYS THAT HELP INDIVIDUALS WHO ARE STRUGGLING TO GET BACK ON TRACK
6. Adults know the best way to react when things go wrong (and why this is the best way to react when someone is presenting with unhelpful
behaviours). There is a joint and consistent understanding of this amongst all adults caring for children.
7. Adults know how to pass this knowledge on so that children also know the best way to react to each other when things go wrong so that children
can help their peers get back on track rather than escalating the situation.
▪ ADULTS KNOW HOW TO FOLLOW-UP SO CHILDREN MAKE GOOD PROGRESS OVER TIME AND DO NOT CONTINUE TO HAVE THE SAME
PROBLEMS YEAR ON YEAR
8. Adults know how to follow up problems in a way that helps children to make good progress and ensures a child’s difficulties do not continue year
on year (using Coaching Conversations). There is a shared and consistent understanding of this amongst all adults.
9. Adults know how to pass this knowledge on so that children also know a good structure for solving problems with each other.
10. Adults know how to support children to repair and make amends when they have not kept to pro-social and pro-learning agreements so that
relationships remain positive and the child develops the skills of empathy.
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