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Team and Group Dynamics

704: Child with Attention Deficit Hyperactivity Disorder (A.D.H.D.) - Team Meeting

900: Community in Crisis - Food Depot

900B: Community in Crisis - Food Depot - Focus Group


901: Therapuatic Teen Group

902: Managing a Difficult Team Member (Marie)

902B: Managing a Difficult Team Member (Jason)

903: Community Conflict and Problem Solving - Landfill Company

905: Long-Term Project Management (GUIDE)

906: Winning Credibility

907: Court-Mandated Youth Group

908: Mental Health Youth Group (3-part)


1201: RU IPE Interdisciplinary Simulation


1202: Advocating for the Patient in an Interprofessional Environment


1202B: Case Management of a Patient in an Interprofessional Environment

 

 



 

 

704: Child with Attention Deficit Hyperactivity Disorder (ADHD) - Team Meeting

This meeting between teachers and a parent is an emotional one for all because of the child’s behavioural problems.  A consultant must try to understand the positions of each person, remembering that the child’s interests are most important.

LEARNING OBJECTIVES:  listening skills, developing trust, demonstrating empathy, uncovering hidden agendas, finding collaborative solutions

SIMULATOR ROLES:     Elaine Knight, mother

                                      Miss Paris, kindergarten teacher

                                      Cathy Smith, day care worker

LEARNER ROLE: Early Childhood Education Consultant / Social Work Consultant

SETTING: Child Care Centre

INFORMATION FOR LEARNERS:  Elaine’s oldest son, Michael, has ADHD.  His teachers are frustrated that she has not made herself available to discuss his behavioural problems.  They have called this meeting, with the consultant, to assist them in coping with Michael’s challenging behaviours in their respective classrooms. They have not had a chance to discuss their concerns in depth with Elaine Knight prior to this meeting.  She does not come into the centre when he is dropped off in the morning and she usually sends a friend to pick him up at the end of the day. When she does pick him up, she is often late and has her eight-month old daughter with her so she rushes off without any interaction.

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900: Community in Crisis - Food Depot

A fiery group of neighbours disagree about whether their community should have its own food bank.  A volunteer mediator must try to make everyone feel heard, and then must consider what’s best for the whole community.

LEARNING OBJECTIVES:  setting an agenda, facilitating group discussion, mediating between parties, acknowledging underlying interests, prioritizing issues, defining next steps.

SIMULATOR ROLES:     Doug Barnes (55-70)

                                    Penny Smith (42)

                                    Nancy (28)

                                    Lars or Dolores (20's or 60's)

LEARNER ROLE: A social work student/ early childhood education consultant/ community worker/ community consultant

SETTING: Meeting room in housing co-op

INFORMATION FOR LEARNERS: As an external resource to the community, you have called a meeting to determine the needs of community members who have been obtaining food from a local food depot instead of the food bank that they are supposed to be accessing. It has been announced that the depot will be closing its doors imminently. The people who show up are all members of a housing co-op. This is the first meeting to discuss their options.

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900B: Community in Crisis - Food Depot - Focus Group    

A group of volunteers who access a local food bank have come together with a focus group facilitator to give their views on the services of the food bank: what works and what could be improved.

LEARNING OBJECTIVES:  introducing purpose of the session, establishing ground rules, asking relevant questions, soliciting input from stakeholders, concluding meeting.

SIMULATOR ROLES:     Doug Barnes (55-70)

                                    Penny Smith (42)

                                    Nancy (28)

                                    Lars or Dolores (20's or 60's)

                                    Meredith (50’s)

LEARNER ROLE: A social work student/ early childhood education consultant/ community worker/ community consultant

SETTING: Meeting room in housing co-op

INFORMATION FOR LEARNERS: As the facilitator of the focus group you will be meeting with a group of volunteers who access a local food bank and have responded to a notice posted at the food bank.  They have come to give their views on the services of the food bank: what works and what could be improved.  All of the volunteers reside in the same co-operative housing complex.  Volunteers will be asked to write comments at the beginning of the meeting regarding the services of the food bank.  You will use these comments as the basis for the focus group discussion.

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901: Therapeutic Teen Group

This scenario focuses on a group of teenagers who have experienced disrupted family lives, abuse and repressed anger. A counselor must reach these teens who have little patience for authority.

LEARNING OBJECTIVES: Agenda setting, facilitating group discussion, mediating between parties, aknowledging underlying interests, prioritizing issues, creating safe environments for discussion and defining next steps.

SIMULATOR ROLES:

Derrick: Lives at home with is mother and sister

Nella: In foster care for eight months

Sophie: Living downtown at Covenant House

Terry: A Crown Ward living in foster care for the past four years

Lureen: Living in a group home

Trevor: Currently without a home, sometimes staying with a friend.

LEARNER ROLE: Social Worker/Child Youth Worker/Counselor

SETTING: Office in a local community centre

INFORMATION FOR LEARNERS: You are a Social Worker/Child Youth Worker/Counselor working at an office in a local community centre. You have been working with a group of teenagers who have experienced disrupted family lives, abuse and repressed anger.

NOTE: This simulation can be presented as a single scenario taking place during week three of the group's meetings or it can ben done over several weeks to include meeting the group on two or three occasions (week twelve and week eighteen).

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902: Managing a Difficult Team Member

Note: Initial development of this simulation was supported by a grant from the J.W. McConnell Family Foundation

This woman has become a problem for a group project between students/employees.  Another member of the group must apply appropriate interpersonal conflict resolution strategies.  This particular student/employee really wants a good grade/recognition but doesn’t know how to get the job done without alienating everyone.

LEARNING OBJECTIVES:  asking direct and open-ended questions, providing feedback, identifying issues, managing conflict, conveying understanding, respecting diverse viewpoints

SIMULATOR ROLES:     Marie

LEARNER ROLE:          Another member of Marie’s team or Marie's team (5-6 members)

SETTING:                      Classroom or Office

INFORMATION FOR LEARNERS:  Marie thinks her group is wasting its time and she wants to do the project on her own.  The success of the assignment depends on the group’s dynamic and its ability to resolve conflict.  So the group decided that someone has to talk to her.

                        * Note:  If used in an academic setting, one third of the mark for the assignment is based on the group’s assessment of the interpersonal dynamic.

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903: Community Conflict and Problem Solving - Landfill Company

Development of this simulation was supported by a grant from the J.W. McConnell Family Foundation.

Months of mounting conflict and miscommunication between a local community organization, a landfill company and the Ontario government have reduced meetings to shouting matches.  A consultant has been hired to facilitate a resolution amongst these various stakeholders who have conflicting goals and interests.

LEARNING OBJECTIVES:  setting an agenda, facilitating group discussion, mediating between parties, acknowledging underlying interests, prioritizing issues, defining next steps.

SIMULATOR ROLES:     Representatives from three factions:

                                    Roberto and Richard:    a Community Liaison Committee (CLC)

                                    John and Cathy:            the ABC Company (landfill owner/operator)

                                    Petula and Dave:           the Ministry of the Environment

Note: this simulation can work with 4 characters – Roberto, Richard, John and Petula

           

LEARNER ROLE: Consultant hired by ABC, the Landfill Company

SETTING: Community Meeting Room at a Recreation Centre

INFORMATION FOR LEARNERS:  You have been called in to facilitate a meeting between representatives from three parties interested in the location and impact of a local landfill site. A previous public meeting dissolved into chaos and name-calling resulting in further chaos.

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905: Long-term Project Management (GUIDE)                

Group Understanding and Interaction Development

This simulation was developed in collaboration with Dr. John Enright, Aerospace Engineering, Ryerson University.

Six students meet as part of a team planning a Young Professionals Conference. To have been selected for the team is an opportunity of a lifetime as the success of the conference counts in so many ways. If problems arise, the team must resolve them.

LEARNING OBJECTIVES: listening skills, building trust, mediating, negotiating agreements, developing collaborative solutions, gaining buy-in, managing conflict; to provide a timely learning experience for learners as they prepare for team-based project work.

SIMULATOR ROLES:     Dave, a business student

                                    Stacey, a nutrition student

                                    Luke, a media arts student

LEARNERS ROLES:      Sam, speakers and workshops

                                    Pat, accommodations and transportation

                                    Chris, conference promotion

*Please note that there are detailed notes/cues to assist any learner taking on a role in the simulation.

SETTING:                      A Meeting Room

*There are 3 separate meetings as part of this simulation: scene 1 is 6 months before the conference, scene 2 is 3 months before and scene 3 is set 2 weeks before the conference.

INFORMATION FOR LEARNERS:  When joining the simulation, the learners will be asked to play

specific roles. At each place will be a name card and a brief description of issues and specific talking points that will support the learners. The learner will feel responsible for keeping the tone of the meetings professional and to solve any problems that arise.

*There is a Student Information Handout available to be distributed online or handed-out in order to prepare a class for this simulation

*The detailed simulation is available to facilitators upon request.

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906: Winning Credibility                                                         

This simulation was developed in collaboration with Dr. Patrick Neumann, Mechanical and Industrial Engineering, Ryerson University.

The new VP of Operations at Harbrace Small Engine Plant has recruited two engineers from corporate headquarters to consult with the Plant’s new Design and Operations Communications Team (DOC)

LEARNING OBJECTIVES: describe human factors in engineering processes, advocate for                                               human factors in design process, identify barriers and provide assists,                                       listen effectively, manage potential conflicts

SIMULATOR ROLES:     Leslie Barnes – HR, Health and Safety

                                    Sam Fletcher – Purchasing

                                    Chris Jones – Line Supervisor

                                    Sydney Morgan – Manager

                                    Kieran Wells – union Representative

                                    Mick Jones – Maintenance Manager

                                    Note: 3 simulators play 2 roles each                          

LEARNERS ROLES:      Consulting engineers (2 at a time)

SETTING:                      Temporary offices of DOC

INFORMATION FOR LEARNERS:  You are the engineers who have been parachuted into                                                 Harbrace Small Engine Plant with the mandate to recruit key                                                        stakeholders to the DOC through the clear communication of the role                                               that Ergonomics and Human Factors can and will play in the                                                         revitalization of Harbrace.  They must be prepared to navigate through                                                 company culture, politics, constraints and personalities.

*There is a Student Information Handout available to be distributed online or handed-out in order to prepare a class for this simulation

*The detailed simulation is available to facilitators upon request.

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907: Court-Mandated Youth Group

Developed in collaboration with Judy Finlay of the school of Child and Youth Care at Ryerson University.

This scenario focuses on a group of teenagers fulfilling court-mandated counselling to discuss their offenses and look ahead to their futures.

LEARNING OBJECTIVES: Setting an agenda, facilitating group discussion, managing group dynamics, mediating between parties, addressing individual needs and concerns, building rapport, developing goals, fostering trust, responding to non-verbal cues, maintaining professional demeanor and expanding awareness of personal biases.

SIMULATOR ROLES:

Randy Freeman

Robin Thomas

Tara Marcheck

Sandi Naismith

Elizabeth Farley

Charlie Frances

LEARNER ROLE: Child Youth Care Worker/Social Worker/Counselor

SETTING: Local attendance centre

INFORMATION FOR LEARNERS: You are the Child Youth Care Worker/Social Worker/Counselor assigned to this group. The group, which is not voluntary, has been mandated by the Ontario Court system, to attend a sixteen week counseling program for young offenders regarding substance abuse. The purpose of the program is to assist the teens in taking responsibility for their actions and to set goals and make plans for their futures. This is the fifth meeting.

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908: Mental Health Youth Group (3-part)

This simulation was developed in collaboration with Judy Finlay of the School of Child and Youth Care at Ryerson University.

This simulation takes place over 3 separate classes, simulating stages of group development.  A group of young people meet weekly at a closed meeting.  This is an involuntary, 20 week group and the meetings are Week Two, Week Eight and Week Sixteen.

LEARNING OBJECTIVES:  assisting youth in planning for the future, managing group dynamics, addressing individual needs and concerns, building rapport, responding to non-verbal cues

SIMULATOR ROLES:     Jeremy

                                    Samantha

                                    Marta

                                    Rob

                                    Sharma

                                    Charlie

LEARNER ROLE:          CYC worker

SETTING:                      Mental health care facility

INFORMATION FOR LEARNERS:  This group has been mandated by mental health counselors and parole officers to attend a 16 week, 32 hour youth mutual aid program for youth who are transitioning from high school and looking for direction in their lives. This is not a voluntary group.  The purpose of the group is to provide information about options, learn about mutual support/aid and empowerment and make some choices about their futures.

*More learner information available upon request.

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1201: RU IPE Interdisciplinary Simulation                         

This simulation was developed in collaboration with Dr. Corinne Hart and Jennifer Paterson of the Interprofessional Education Program, Faculty of Community Services, Ryerson University.

Wolcott Creek, a vibrant and diverse community, is slated for revitalization by the City of Toronto. This will entail redevelopment and reconstruction of old buildings while displacing residents, possibly a 5 –7 year project. Engaging a group of stakeholders is both necessary and challenging.

LEARNING OBJECTIVES: managing group dynamics in an Interprofessional environment, conflict management, maintaining professional demeanour, collaborative problem-solving,

SIMULATOR ROLE:       Denise Switzer – principal, Central East Technology Academy

                                    Brigitte Heen – Principal, Wolcott Creek Public School

                                    Neil Leath – Architect, Leath/Purdy Architects

                                    Frank Dupont – Developer, Dupont Corp.

                                    Claire Fisher – resident of Wolcott Creek

                                    Susan Patterson – Chair of the East Wolcott Creek Ratepayers Assn

                                    Tomas Pavich – Community Police Officer

                                    Teresa Kazan – Community Development Worker                                

LEARNER ROLE:          Facilitator appointed by CMHC (Canada Mortgage and Housing Corp) to run these initial meetings.                       

SETTING:                      Meeting room at Wolcott Creek Community Centre         

INFORMATION FOR LEARNERS:   This is the first meeting of the Vision and Planning Framework committee for the revitalization of Wolcott Creek. This framework will serve as the foundation document, recommend context for Wolcott Creek community and direct all future planning initiatives in the area. This work should be completed within the year

Note: Currently there are 8 simulator roles developed for the IPE simulation. If you request this simulation, you could request a smaller group or a specific role. The number of simulators could range from 1 to 8.

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1202: Advocating for the Patient in an Interprofessional Environment          

This simulation was developed in collaboration with Carolyn Loy and Debbie Gillis at Toronto East General Hospital and Tracey Dyer at Centennial College.

A woman with terminal cancer wants to die at home. She and/or her oldest daughter meet with the health care team to discuss her options.

LEARNING OBJECTIVES: coordinate needs of the patient and family within scope of practice of the team members, develop/practice skills necessary to be responsive to each other’s assessment, negotiate changes in the patient care plan, ensure synthesis of interdisciplinary findings, create a comprehensive and collaborative plan of care

SIMULATOR ROLE:       Mrs. Pink, and/or her daughter Sarah

LEARNER ROLES:        a mix of any of the following: RN, RPN, Social Worker, Physician,  Speech and Language Pathologist, Chaplain, Occupational Therapist, Physiotherapist, Dietician            

SETTING:                      hospital room

INFORMATION FOR LEARNERS:  Mrs. Pink was admitted to the hospital after a fall at home. She has end stage cancer and wishes to return home as soon as possible.

 *More information available for learners upon request.

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1202B: Case Management of a Patient in an Interprofessional Environment         

This simulation was developed in collaboration with Carolyn Loy and Debbie Gillis at Toronto East General Hospital and Tracey Dyer at Centennial College.

A patient with chronic COPD was discharged from the hospital 2 days ago. He is now back following an attack but wants to go home.

LEARNING OBJECTIVES: coordinate needs of the patient within scope of practice of the team members, identify and utilize overlapping scopes, increase awareness of the ways in which team members can communicate their discipline-specific perspectives clearly to others, develop/practice skills necessary to be responsive to each other’s assessment, ensure synthesis of interdisciplinary findings, create a comprehensive and collaborative plan of care

SIMULATOR ROLE:       Mr. Deck, 65

LEARNER ROLES:        a mix of any of the following: RN, RPN, Social Worker, Physician,  Occupational Therapist, Physiotherapist, Dietician, RRT Pharmacist                    

SETTING:                      hospital room

INFORMATION FOR LEARNERS:  Mr. Deck was re-admitted to the hospital only 2 days after discharge. He has a long history of COPD and suffered exacerbation. He has been non-compliant with his medications at home and not coping well living along.

*More information available for learners upon request.

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