Good afternoon
L.T.:
I would
suggest you download one of my handouts to give you some ideas as to
the way I structure an in-service like this: click on www.lifesatwitch.com
/datafiles/moduleIV.pdf to find it. This handout parallels a presentation
I offer to train people in doing a classroom in-service. While it does
not have all the details I give in person it does highlight some key
points from it. I'll clarify some of the 'cryptic' parts of the handout
for you:
-Give
the child the option to be in the room: if (s)he chooses not to be,
I typically tell him/her what I plan to do, I ask if there are any messages
in particular (s)he'd like the class to hear from him/her, and I ask
if (s)he would like to have the in-service recorded to hear later (i.e.
to prevent "what was said" anxiety from potentially worsening
problems).
-Use everyday
language: I tend not to dilute the content -- I simply use examples
and everyday scenarios anyone can understand. Tics become 'itches' which,
from there, allow you to discuss things like difficulty suppressing,
frustration from being distracted/not being able to stop, different
WAYS the itch can be scratched, etc. Obsessions become skipping CD's,
and so on.
-Empowering
classmates: I discuss how they are a special kind of bodyguard now that
they have all this knowledge, known as an "ADVOCATE", and
what that responsibility means.
-The Shame
Factor: I bring up racism and bigotry -- things that kids are well-familiar
with as bad things -- and draw parallels to teasing someone with TS.
-TSFC
resources: the Foundation has many pamphlets, pins, posters, videos
etc. that can be sent to you to complement your presentation should
you wish to contact them.
-Leave
LOTS of time for questions: at least 50% of the time you have available.
This time period can include 'brain-storming' time around classroom
strategies/demeanor i.e. "so if you see Johnny ticcing, how should
you respond?"
I hope
this helps! Best of luck to you, and thank you for playing a part in
improving TS knowledge L.T.!
Dr. Dunc.
