·      Enhance communication skills by helping participants practice transforming potential statements into assertive and empathetic messages.

·      Encourage participants to listen carefully and reframe responses in a way that fosters understanding and connection.

·      Enable participants to practice and refine their communication style in a supportive environment, preparing them for actual interactions that may occur during the FRIEND sessions.

Presentation of short sentences in which the participants will have to discuss among themselves what the best approach would be.

The sentences represent potential statements that participants from group sessions or the Facilitator during the FRIEND programme may say. The way the sentences are written implies an aggressive tone and may trigger a conflict within the group.

30min.:

·      15min.: Reflection in small groups

·      15min.: Group discussion

1. Divide the group: Create groups and distribute 2 to 3 statements to each one.
2. Use assertiveness: Ask each group to imagine a situation where such a phrase could be said and then re-write it using assertiveness. Explore how a Facilitator could act in such a situation.
3. Group presentation: In a large group, present the different scenarios along with the adjusted versions. Open the discussion so others can share their opinions and suggest how they would express each phrase using assertiveness.

Original sentence

Suggestion with assertive approach

“You never listen to me”

“I feel unheard when I talk and would appreciate it if we could take turns speaking.”

“Stop interrupting me!”

“I’d like to finish my thought before you respond. Could we take turns?”

“That answer is stupid!”

“I see things differently; can we explore another perspective together?”

“You always talk too much. Let others speak!”

“I appreciate your enthusiasm, but I’d love to hear from everyone. Let’s give each person a turn to share.”

“You are always late, it is so disrespectful!”

“I feel frustrated when meetings start late because I value punctuality. Can we find a way to ensure we start on time?”

“You are so bad at this!”

“I see that you’re struggling with this topic. Would you like to work on it together?”

“You never ask how I am doing!”

“I feel unimportant when our conversations are one-sided. I’d love for us to check in on each other more.”

“You are being so dramatic!”

“I see that you’re really upset. Do you want to talk about what’s going on?”

“You are so selfish!”

“I feel frustrated when I don’t feel considered in decisions. Can we find a way that works for both of us?”

“You never help around the house!”

“I feel overwhelmed when household tasks pile up. Would you be open to sharing the responsibilities more evenly?”

CHAPTER

How to Become a FRIEND Facilitator

NAME OF ACTIVITY

How to handle those situations?

OBJECTIVE(S)

·      Developing problem-solving abilities by preparing facilitators to handle various interpersonal challenges that older adults may face.

·      Allow facilitators to practice different scenarios and adjust their approach based on diverse participant needs.

·      Increasing facilitators’ confidence so they can feel more prepared and self-assured in their training role.

METHODS

The role-play is best applied in face-to-face sessions to encourage interactive participation. Participants can work in small groups or as a large group, simulating real-life scenarios. After the activity, a guided discussion allows for reflection, experience sharing, and strategy development.

TIME ALLOCATED

·      2 hours and 30 minutes

RESOURCES NEEDED

·      Printed role plays

·      Space in the room for the performances

INSTRUCTIONS

1. Group Formation: Divide participants into small groups (3-4 people) and choose the scenarios that each group should work and act on (see the situations below).
2. Role Assignment and Preparation: Clearly explain each role and its context within the scenario and encourage participants to maintain a respectful and open-minded approach. Give 15 minutes for this preparation.
3. Role-Play Execution: Each small group has 10 to 15 minutes to present their situation to the rest of the group. Encourage spontaneity while ensuring facilitators stay within the situation’s framework. The rest of the group takes on an observer role and can take notes to support the guided discussion.
4. Guided Discussion: After each role-play, facilitate a 5 minute guided discussion with all participants. The reflection questions should be adapted to each specific situation (see below).
5. Key Takeaways: Summarize the main insights from the activity and create a document with key strategies and recommendations that emerged during the discussion for future reference.

REFERENCES

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