34 The good helper
TO THE TRAINER
PART II : THE TRAINING
The good helper
Aims . To help both the trainer and the group to understand , in their own terms , what it means to be a ‘ helper ’, and what kinds of ‘ help ’ may be included . Also , to identify their own resources , and what additional skills and resources they might need .
EXERCISE
Exercise 3 . Describe the qualities of a good helper .
Draw the helper on the flip chart ( Figure 1 : The qualities of a good helper in your society and context ). Leave space to write comments .
• What are the differences between male and female helpers ?
• Use the list of questions on the facing page to explore the issues .
• Write participants ’ comments and conclusions on the flipchart .
ROLE PLAY EXERCISE
Role Play 1 . The first meeting between a Helper and a Survivor .
Show the participants how to role play by demonstrating how you might approach a survivor who is overwhelmed by her emotions . Ask another trainer or a participant to put on a scarf to play the role of Survivor . Then invite the participants to practise together in pairs with scarves , using the questions . Show them how to physically brush off their roles and return to being themselves when the role play ends . Make sure they all do this at the end of the exercise . An example of role play can be found in Section 9 of Part III .
Summing up the experiences so far
To end the session , summarise the major issues that have been touched on . Validate good things participants are already doing . Pay special attention to helping strategies that take account of culture .
Make sure the participants take away some positive feedback about their experience and their strengths . It is vital to begin the training by affirming their own knowledge . The training exists to complement and enrich the gifts and experience that helpers already have .
This exercise and the role play together should
• Help the group to understand more fully what makes a good helper .
• Throw light on : her personal and professional skills ; her character ; her ethics ; how she relates to others ; how she manages problems that she confronts in her daily work .
• Show practically how helpers assist in real life , how they calibrate distance and closeness , how they listen …
• Help the group to understand how a human rights-based approach can assist them in their work .
The introductory session should have given the group an opportunity to reflect on what goes on at the beginning of a helping relationship .
TEACHING INSTRUCTION .
After the exercise , take a short break . Let the participants stretch their bodies and walk around a little . Before you start the next session , spend some time doing a grounding and breathing exercise , to get the group back on track .