1. Prepare Information Meeting
1.1. Facilitation Plan
1.2. Get refreshments
1.3. Sort materials/info to be printed
1.3.1. including practical details leaflet
1.4. Decide on dates and duration of course
2. Points for education programme
2.1. Structure of each session
2.1.1. Recap of aims of programme
2.1.1.1. including ground rules
2.1.1.2. 5 mins
2.1.2. Recap of last week
2.1.2.1. including questions etc
2.1.2.2. 10 mins
2.1.3. Education session
2.1.3.1. teaching
2.1.3.2. exercise
2.1.3.3. 25 mins
2.1.4. break
2.1.4.1. 10mins
2.1.5. Emotional regulation
2.1.5.1. recap
2.1.5.2. teaching
2.1.5.3. practice
2.1.5.4. 25 mins
2.1.6. Feedback?
2.1.6.1. 5 mins
2.2. Information Meeting
2.2.1. Preparation
2.2.1.1. Flip chart
2.2.1.1.1. Kate G?
2.2.1.2. Board pens
2.2.1.3. Outcome measures
2.2.1.3.1. PCL's
2.2.1.3.2. Not for info group
2.2.1.4. Group register
2.2.1.4.1. Of all invited
2.2.1.5. Information leaflets about
2.2.1.5.1. PTSD
2.2.1.5.2. The psycho-ed group
2.2.1.6. Refreshments
2.2.1.6.1. fruit juice
2.2.1.6.2. paper cups
2.2.1.6.3. biscuits
2.2.2. Introduction
2.2.2.1. Suggested Rationale for Group
2.2.2.1.1. Something that we will be creating with them
2.2.2.1.2. Need some outcome measurement
2.2.2.2. aims of group
2.2.2.3. aims of information meeting
2.2.2.4. not a therapy group
2.2.2.5. Issues of trust
2.2.2.5.1. no need to speak if don't want to
2.2.2.5.2. Ground rules based around respect
2.2.3. Introductions to each other
2.2.3.1. just going round saying names
2.2.4. Exercise about what they would like to find out about in the meeting today
2.2.4.1. not Partner work
2.2.4.2. write down things they would like to find out about
2.2.4.3. Flip chart
2.2.4.4. group discussion
2.2.4.4.1. for those able to
2.2.5. Break for drink and biscuits
2.2.6. What we are planning to cover in group programme
2.2.6.1. up on flip chart
2.2.7. Ground rules
2.2.7.1. write ground rules for group
2.2.7.2. Rules
2.2.7.2.1. Respect for others experience
2.2.7.2.2. If not able to come please let us know
2.2.7.2.3. Please come on time
2.2.7.3. on flip chart
2.2.7.4. Add others suggested
2.3. General Learning Points
2.3.1. Use different modalities
2.3.1.1. talking
2.3.1.2. showing
2.3.1.3. doing
2.3.2. Distinguish
2.3.2.1. Objective
2.3.2.1.1. Threat
2.3.2.2. Subjective
2.3.2.2.1. Fear
2.3.2.3. Coming to terms with what has happened
2.3.2.3.1. shame
2.3.2.3.2. disbelief
2.3.2.3.3. anger
2.3.2.3.4. sadness
2.3.2.3.5. unfairness
2.3.2.4. Individual differences
2.4. 1. What is PTSD? - Overview
2.4.1. Rexperiencing
2.4.1.1. intrusive
2.4.1.1.1. thoughts
2.4.1.1.2. memories
2.4.1.1.3. images
2.4.1.2. 'flashbacks'
2.4.1.2.1. reexperiencing
2.4.1.3. dreams
2.4.2. Avoidance and Numbing
2.4.2.1. avoidance of reminders
2.4.2.2. emotional numbing
2.4.2.3. dissociation
2.4.3. Hyperarousal
2.4.3.1. difficulty concentratin
2.4.3.2. outbursts of anger
2.4.3.3. sleep disturbance
2.4.3.4. hypervigilance
2.4.3.5. exagerated startle resonce
2.4.4. could go through PCL as an introduction to diagnosis
2.4.4.1. Initial exercise
2.4.4.1.1. go through together
2.4.4.1.2. people fill out privately
2.4.4.1.3. hand in at end
2.4.4.1.4. do in 1st session
2.4.4.2. After discussion
2.4.4.2.1. work in 2/3's
2.4.4.2.2. put cut out PCL questions onto PTSD dimensions
2.4.4.2.3. Materials
2.5. 2. PTSD as a disorder of memory
2.5.1. what are memories made of?
2.5.2. What hasn't happened in PTSD
2.5.3. What needs to happen?
2.5.4. memory dysfunction in PTSD
2.5.4.1. explicit
2.5.4.2. implicity
2.5.4.3. disruption of normal memory formation in trauma
2.6. 3. PTSD as an inappropriate fear response
2.7. from 1st group they would like
2.7.1. something on PTSD and how it effects the brain
2.7.2. information about PTSD treatments
2.8. Working on now
2.8.1. Physiology - PTSD and the Brain
2.8.1.1. PTSD as a chronic physical illness
2.8.1.1.1. see Allen (2001), Chapter 6
2.8.1.1.2. Could go over the neurological foundations of trauma reactions
2.8.1.2. Amygdala and Hippocampus
2.8.2. information about PTSD treatments
2.8.3. Follow up and feedback session
2.9. 4. PTSD - Avoidance and Grounding
2.9.1. Avoidance
2.9.1.1. What do you do to avoid
2.9.1.2. Pros of avoidance
2.9.1.3. Cons of avoidance
2.9.1.3.1. No chance to process the memory properly
2.9.2. Grounding Techniques
2.9.2.1. Rachel to prepare
2.10. 5. Physiology - PTSD and the Brain
2.11. 6. Information about PTSD treatments
2.12. 7. Review and feedback session
2.13. Background to development of PTSD
2.13.1. Teaching - brief overview
2.13.1.1. Past experiences
2.13.1.1.1. 'stress pile up'
2.13.1.1.2. Lack of strengthening early experiences
2.13.1.2. Sensitised nervous system
2.13.1.3. Trauma with links to earlier traumas
2.13.1.4. Overwhelming emotional experiences
2.13.1.4.1. Unbearably painful emotional states
2.13.1.5. Incomplete trauma memories
2.13.1.6. Attempts to emotionally cope
2.13.1.6.1. Destructive actions
2.13.1.6.2. Self destructive actions
2.13.1.6.3. Isolation
2.13.2. Exercise
2.13.2.1. re. what would be especially helpful to have later sessions on
2.14. Concentrate on particular symptoms in following sessions?
2.15. normal course of PTSD
2.15.1. peritraumatic symptoms
2.15.2. acute stress disorder
2.15.2.1. dissociative
2.15.2.2. & re-experiencing symptoms
2.15.2.3. for up to 3 months
2.15.3. PTSD
2.15.3.1. after 3 months
2.15.3.2. symptoms tend to subsist if still prominent after 3-4 months
2.15.3.3. but do continue to decline over time
2.16. Sleep disturbance
2.16.1. intrusive aspects
2.16.1.1. ie. from PTSD symptoms
2.16.2. phobic aspects
2.16.2.1. eg. anticipatory dread
2.17. Responding to PTSD experiences
2.17.1. flashbacks
2.17.1.1. aborting
2.17.1.1.1. grounding techniques
2.17.1.2. preventing
2.17.2. ? discussion of 'fear of fear' ?
2.18. ??? Could go through the various symptoms in each session ??
2.19. bereavement
2.19.1. hmm... links with
2.19.1.1. attachment theory
2.19.1.2. grieving
2.19.1.3. not directly PTSD
2.19.1.4. Though obviously often intertwined
2.20. Dissociation
2.20.1. See Allen 2001, chapter 7
2.20.2. Also the NET people and their ideas re. Freezing and dissociation
2.21. What does treatment involve?
2.22. Guilt and shame
2.22.1. Again not PTSD
2.22.2. But often intertwined
2.22.3. And definitely can be a therapy interfering factor
2.22.4. Deborah Lee and others
2.23. Post traumatic depression
2.23.1. ?? Include this ?
2.23.2. Allen 2001, chapter 9
2.24. Developing Treatment Goals
3. Points for the emotion regulation programme
3.1. Adapt attentional training from Wells
3.2. Principles of grounding
3.2.1. bringing you back to the hear and now
3.3. Grounding techniques
3.3.1. Use of stress balls
3.3.2. Awareness of current situation
3.3.3. Rachel is putting together a list of these
3.4. Mindfulness?
3.4.1. Leahy book
3.4.2. And DBT workbook
3.5. Self compassion work?
3.5.1. Leahy book
3.6. Values work??
3.7. Attentional training
3.7.1. Techniques from Wells book
3.8. Detached mindfulness
3.8.1. Techniques from Wells book
3.9. Monitoring triggers
3.10. Setting up personalised responses to difficult emotions
3.10.1. If... then statements
3.11. Katherine
3.11.1. Relaxation exercises i.e. progressive muscle relaxation and breathing
3.11.2. Self-Monitoring i.e. keeping a diary of emotions, labelling emotions
3.11.3. Self-Soothing techniques
3.11.3.1. Exercise re. techniques that work for them
3.11.4. Coping with Flashbacks and dissociation i.e. refocusing attention, finding grounding object, develop grounding phrase or position
3.12. The group as experts
3.12.1. What works for them?
3.13. There seems to be lots of good stuff in the DBT work book
4. Acknowledgements
4.1. Jon Allen
5. Ground rules for group
5.1. Respect for others in the group
5.1.1. listen to what people are saying
5.1.2. everybody's experience is valid
5.2. Commit to coming and on time
5.2.1. Less likely to be helpful otherwise
5.2.2. Respectful to others
5.2.3. Inform if not coming
5.3. Put together on flip chart
5.3.1. bring to each meeting
6. initial contact
6.1. phone
6.1.1. those who have not been asked about it
6.1.2. or have been waiting for a long time
6.2. go through care co-ordinator
7. Enfield Tasks
7.1. decide on facilitators
7.1.1. Haleh
7.1.2. Oliver
7.1.3. Ed
7.2. identify people
7.3. invite them
7.4. identify time & book room
7.5. prepare sessions
7.6. do group!!
8. Info so far
8.1. Unified Protocol
8.1.1. Does not see quite right for our client group
8.1.2. also not clear that evidence is for group format delivery
8.2. Psycho-ed stuff prepared by Katherine
8.2.1. emotions and PTSD
9. to delete
9.1. Information Meeting
9.1.1. Preparation
9.1.1.1. Flip chart
9.1.1.1.1. Kate G?
9.1.1.2. Board pens
9.1.1.3. Outcome measures
9.1.1.3.1. PCL's
9.1.1.3.2. Not for info group
9.1.1.4. Group register
9.1.1.4.1. Of all invited
9.1.1.5. Information leaflets about
9.1.1.5.1. PTSD
9.1.1.5.2. The psycho-ed group
9.1.1.6. Refreshments
9.1.1.6.1. fruit juice
9.1.1.6.2. paper cups
9.1.1.6.3. biscuits
9.1.2. Introduction
9.1.2.1. Suggested Rationale for Group
9.1.2.1.1. Something that we will be creating with them
9.1.2.1.2. Need some outcome measurement
9.1.2.2. aims of group
9.1.2.3. aims of information meeting
9.1.2.4. not a therapy group
9.1.2.5. Issues of trust
9.1.2.5.1. no need to speak if don't want to
9.1.2.5.2. Ground rules based around respect
9.1.3. Introductions to each other
9.1.3.1. just saying your name
9.1.4. ??fill in outcome form
9.1.4.1. Might be good in getting them to do something and think about what they might want
9.1.4.2. But in some ways more relevant when group proper starts
9.1.5. Fill in form re. what you would like to find out about in this meeting?
9.1.6. Ground rules
9.1.6.1. write ground rules for group on flip chart
9.1.6.2. with suggestions from group
9.1.7. Exercise about what they would like to find out about in the meeting
9.1.7.1. not Partner work
9.1.7.2. write down things they would like to find out about
9.1.7.3. Flip chart
9.1.7.4. group discussion
9.1.7.4.1. for those able to
9.1.8. What we are planning to cover in group
9.1.8.1. up on flip chart
10. Haringey Tasks
10.1. decide on facilitators
10.1.1. Katherine
10.1.2. Rachel M
10.1.3. Ed