Promising Practices Ensuring Clients’ Retention of Information

Promising PracticesPromising Practices

Ensuring Clients’ Ensuring Clients’ Retention Retention

of Informationof Information Presenters: Presenters:

Lynde Yasui- TorontoLynde Yasui- Toronto

Joseph Oywak- KitchenerJoseph Oywak- Kitchener

Pradeep Navaratna- HamiltonPradeep Navaratna- Hamilton

Ahmed Mohammed- HamiltonAhmed Mohammed- Hamilton

MemoryMemory

Working Memory (Short term) & Working Memory (Short term) & Long Term Memory Long Term Memory

Three process involved in Three process involved in memorymemory

Encoding, Storage and Retrieval Encoding, Storage and Retrieval or Register, Retain and Recall or Register, Retain and Recall informationinformation

RetentionRetention

Retention is the proportion of Retention is the proportion of learned information that is learned information that is retained or remembered—the flip retained or remembered—the flip side of forgettingside of forgetting

Our aim is to increase retention Our aim is to increase retention and decrease forgetting and decrease forgetting

Teaching tools and Teaching tools and retentionretention

Adults remember about:Adults remember about: 20% of what they hear. 20% of what they hear.

30% of what they hear and see. 30% of what they hear and see. 50% of what they hear, see and write. 50% of what they hear, see and write. 70% of what they hear, see, write and 70% of what they hear, see, write and practice. practice. 95% of what they hear, see, write, 95% of what they hear, see, write, practice practice

and teach. and teach.

Why people forgetWhy people forget

Interference of new information Interference of new information with old information with old information

Decay of unused information Decay of unused information Long retention intervals Long retention intervals Humans forget a lot at first but Humans forget a lot at first but

over time the rate of forgetting over time the rate of forgetting decreases decreases

Why people forget-Why people forget- cont.cont.

InterferenceInterference Interference theory -- People forget Interference theory -- People forget

information because of interference from information because of interference from other learned information other learned information

Two types of interference: retroactive and Two types of interference: retroactive and proactiveproactive

Retroactive interference happens when newly Retroactive interference happens when newly learned information makes people forget old learned information makes people forget old information information

Proactive interference happens when old Proactive interference happens when old information makes people forget newly information makes people forget newly learned informationlearned information

PTSD and Learning PTSD and Learning abilitiesabilities

Some of the symptoms of Post Some of the symptoms of Post Traumatic Stress Disorder: Traumatic Stress Disorder:

- Memory loss- Memory loss - Lack of concentration- Lack of concentration - Distrust of strangers- Distrust of strangers - Fear of groups - Fear of groups - Fear of authority figures- Fear of authority figures - Anxiety- Anxiety - Depression- Depression

Resettlement Experience Resettlement Experience and Learning Abilitiesand Learning Abilities

FatigueFatigue Culture shockCulture shock AnxietyAnxiety StressStress ConfusionConfusion Jetlag ( day/night biological clock)Jetlag ( day/night biological clock) Dependency on staffDependency on staff

Methods to Improve Methods to Improve RetentionRetention

Relate…..Relate….. Visualize – Practical… Visualize – Practical… Refresh and Practice…Refresh and Practice… Teach others…Teach others…

From Theory to PracticeFrom Theory to Practice

Based on above theories, we increase Based on above theories, we increase clients’ information retention by…clients’ information retention by…

Providing a cordial, safe and a relaxed Providing a cordial, safe and a relaxed learning environment…learning environment…

Not overloading information…Not overloading information… Building on their current knowledge…Building on their current knowledge…

Retention of Retention of InformationInformationBest PracticesBest Practices

Joseph OywakJoseph OywakOrientation CoordinatorOrientation CoordinatorK-W Reception CentreK-W Reception CentreKitchener, OntarioKitchener, Ontario

I hear – I forgetI hear – I forget

I see – I rememberI see – I remember

I do – I understandI do – I understand

PreparationPreparation

Study client’s assessmentStudy client’s assessment Share experience with co- workersShare experience with co- workers Interact with clients in the houseInteract with clients in the house

““If I had eight hours to chop down a If I had eight hours to chop down a tree I’d spend six sharpening my tree I’d spend six sharpening my

axe”axe”

LincolnLincoln

Tailor Orientation According Tailor Orientation According to Client’s Needto Client’s Need

Master Resource ListMaster Resource List

Avoid handing out too many papers Avoid handing out too many papers toto

clients clients All important information on one All important information on one

pagepage Use different colors (highlighter) to Use different colors (highlighter) to

underline or circle underline or circle

Marking specific sites on the map Marking specific sites on the map attached to resource list attached to resource list

Encouraging clients to write own Encouraging clients to write own remarks in their language to remarks in their language to personalize itpersonalize it

Use of Power PointUse of Power Point

Power Point Power Point Presentation:Presentation: One slide, one ideaOne slide, one idea Simple words and short sentencesSimple words and short sentences Use only a few hundred wordsUse only a few hundred words Make sure that visual ideas are clearMake sure that visual ideas are clear

Presenting photos of actual Presenting photos of actual community landmarks that community landmarks that

clients will accessclients will access

Involving Life Skill Workers Involving Life Skill Workers and Peer Health Workerand Peer Health Worker

Homelike dwelling at Reception Homelike dwelling at Reception Centre allows for lots of hands on Centre allows for lots of hands on sessionssessions

Interacting with clients in home Interacting with clients in home environmentenvironment

Involving volunteers to Involving volunteers to accompany clients by bus to the accompany clients by bus to the

key locationskey locations

MotivationMotivation Establish the trust at the beginningEstablish the trust at the beginning

““I remember when I came to Canada”I remember when I came to Canada” Relate to clients with your own Relate to clients with your own

experienceexperience See things from their point of viewSee things from their point of view Monitor their emotional reaction all Monitor their emotional reaction all

the timethe time Be enthusiasticBe enthusiastic

InformationInformation Focus only on essential Focus only on essential

informationinformation It is not possible to remember too It is not possible to remember too

much information at oncemuch information at once Absorb feedback from client Absorb feedback from client

periodicallyperiodically Repeat points several times in Repeat points several times in

different waysdifferent ways Involve them to repeat some keyInvolve them to repeat some key

informationinformation

Complicated vocabularyComplicated vocabulary

Avoid using complicated vocabularyAvoid using complicated vocabulary

Example:Example:

The landlord will take The landlord will take legallegal action action against you if you break the leaseagainst you if you break the lease

Thank you!Thank you!

When I go and do,When I go and do,

I will understandI will understand

Joseph OywakJoseph Oywak

Best PracticesBest PracticesBy Lynde YasuiBy Lynde Yasui

COSTI Reception CentreCOSTI Reception CentreToronto, OntarioToronto, Ontario

Designing the Designing the Orientation SessionOrientation Session

RAP Orientation Delivery RAP Orientation Delivery Model * is flexibleModel * is flexible

Ongoing Client Ongoing Client Assessment/Client FeedbackAssessment/Client Feedback

Designing the Designing the Orientation SessionOrientation Session

Focus on outcome – build Focus on outcome – build sequence of information sequence of information

Creation of compatible new toolsCreation of compatible new tools

Additional Support ToolsAdditional Support Tools

BurmeseBurmese Karen/S’gaw Karen/S’gaw


Iranian/ Azari-TurkishIranian/ Azari-Turkish


IFHIFH OHIP OHIP


Powerpoint PresentationPowerpoint Presentation


Photos from Powerpoint PresentationPhotos from Powerpoint Presentation


OrganizerOrganizer

Checking Retention of Checking Retention of InformationInformation

Case Scenarios – (e.g. You are Case Scenarios – (e.g. You are given an appointment to see a given an appointment to see a dentist. What documents do you dentist. What documents do you take with you?take with you?

QuizzesQuizzes

Reinforcing InformationReinforcing Information

Key point ReviewKey point Review

On-site orientations (e.g. On-site orientations (e.g. housing)housing)

“ “hands-on” experience (e.g. hands-on” experience (e.g. visits to the pharmacy)visits to the pharmacy)

Linkage to follow-up services Linkage to follow-up services while at COSTI (e.g. Life skills, while at COSTI (e.g. Life skills, ISAP)ISAP)

Resettlement Assistance ProgramResettlement Assistance ProgramAhmed Mohammed Ahmed Mohammed

Hamilton, OntarioHamilton, Ontario

1- Entry Transitional 1- Entry Transitional PeriodPeriod

Minimum of three days Minimum of three days Introduction of the staff Introduction of the staff Safety orientation and responding Safety orientation and responding

to emergency health situations to emergency health situations Life skills: Room management and Life skills: Room management and

neighborhood tourneighborhood tour Handout agenda and planHandout agenda and plan Welcome circle and CMHOPWelcome circle and CMHOP

Entry and Exit Transitional Entry and Exit Transitional PeriodsPeriods

Refugee camp

PermanentHome

InHamilton

RAP Basic Orientations

HotelEntry Exit

RAP Basic Orientations

2- measured and 2- measured and comprehensive comprehensive

orientationorientation Give clients enough time to understand Give clients enough time to understand

what they’re learning and to think what they’re learning and to think about asking or answering questions.about asking or answering questions.

Limit the day to a max of 4 hours of in-Limit the day to a max of 4 hours of in-class orientationsclass orientations

Repeat directions, step by step, and Repeat directions, step by step, and then have clients repeat them and then have clients repeat them and demonstrate that, they know what to demonstrate that, they know what to do. do.

3- Client teaching clients3- Client teaching clients

Let clients know that one of them Let clients know that one of them will teach tomorrow.will teach tomorrow.

Have one client to teach others Have one client to teach others about one thing they have learned about one thing they have learned the day before.the day before.

Have interpretation to EnglishHave interpretation to English Let other clients ask questions and Let other clients ask questions and

evaluate the “teacher”evaluate the “teacher” Reward the “teacher”Reward the “teacher”

4- On-site orientation4- On-site orientation

Provide clients with “on-site” Provide clients with “on-site” orientations as often as possibleorientations as often as possible

Housing orientation Housing orientation Life Skills training Life Skills training

5-Exit Transitional Period5-Exit Transitional Period

Secure the house and order furniture as Secure the house and order furniture as soon as possible.soon as possible.

Have clients receive the furniture, and Have clients receive the furniture, and provide in-house Life Skills training, provide in-house Life Skills training, apartment and building management.apartment and building management.

Return clients to the hotel for Return clients to the hotel for continuing orientations.continuing orientations.

Clients visit their house everyday until Clients visit their house everyday until they finish the shopping before they they finish the shopping before they move in.move in.

6- Follow-up orientation6- Follow-up orientation

Provide this orientation every three Provide this orientation every three month for those who arrived 2-3 month for those who arrived 2-3 moths before.moths before.

Review most important part of the Review most important part of the RAP Basic Orientation Package.RAP Basic Orientation Package.

Ask and answer questions Ask and answer questions Have clients to exchange experiences Have clients to exchange experiences

and knowledge.and knowledge. Ask clients to fill-out RAP services Ask clients to fill-out RAP services

evaluation form. evaluation form.

Prepared ByPrepared By

Resettlement Assistance ProgramResettlement Assistance Program Lynde Yasui- TorontoLynde Yasui- Toronto Joseph Oywak- KitchenerJoseph Oywak- Kitchener Pradeep Navaratna- HamiltonPradeep Navaratna- Hamilton Ahmed Mohammed- HamiltonAhmed Mohammed- Hamilton

Vancouver, BCVancouver, BC Feb. 22, 2007Feb. 22, 2007

Promising Practices Ensuring Clients’ Retention of Information

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