Without a doubt, Gentle Teaching has transformed the person I am and the person (and nurse) I aspire to be. Gentle teaching isn’t a job, or just an area within COR that I happen to work in, but a lifestyle and something I plan to carry with me for the rest of my life as I have seen the difference it can make. Gentle Teaching hasn’t changed the world around me, but has taught me how to change things in myself. Simply putting it, gentle teaching has changed my life and because of it, made me a better person. It has given me a new lens to view the world, and new ways to interact with the people in it. It has given me the tools to build genuine and loving relationships with the people in my life. Gentle teaching has shown me that everyone, from the individual that I serve with COR, to my friends and family, to the patients I care for, to people I meet out in the community, all have things I can learn from them and without gentle teaching I wouldn’t have the tools to make these meaningful connections and allowing me to learn so much from others. Since working with COR I have realized that the individual I support has taught me so many things about life, about resilience, and about kindness. He has been an incredible teacher and a great example of how to be loving towards others, and how much a smile and a simple ‘hello’ to a stranger is appreciated. And as much as I hate to admit it now, something I would avoid prior to working with individual I serve.
In my journey of becoming a nurse, I have seen a lot of people, especially many nurses, that have forgotten that people deserve to be treated like exactly that, a person. Not a disease, diagnosis or disability, not a room number or the next thing on a never ending to-do list, but a person. Generally in the hospital setting a patient is probably having one of their worst days, and the simple acts of kindness, compassion and a human connection can make an incredible difference for them. Nursing is a demanding profession and it can be easy on a busy day to become overwhelmed and forget that our job is to care for our patients. It is easy to become frustrated and cold towards them and be upset that they need so much from us. Going forward in my nursing career I will always use the tools that gentle teaching has given me and incorporate them in to my nursing practice as much as any other skill or technique that I have acquired over my time as nursing student. I will always treat my patients as people first and not the issues they are dealing with. I will remember that it is the changes that I make within myself when caring for them that makes the difference. I plan to always be genuine with my patients and make the time to build unconditional relationships with them, providing an environment for them to feel safe, supported and secure with me, allowing us to work towards the goal of health and wellness together. Gentle Teaching has been an invaluable tool for me, and I am so thankful that I found this organization and discovered this way of life.
Kate, COR Support
The way I maintain a culture of gentleness at COR is simply being friends with the individuals I serve. When I am supporting, I look at myself as a guest in a friend’s house. I am not there to ‘take charge’ and tell them how they need to be living their lives. Again, I am a friend and a friend will never judge a friend’s decisions. If anything, I would suggest better choices for them just like any other friend would. For example, if one of the individuals I serve wanted to spend their entire pay check on a $200 used game system, I may suggest other options for the reason of helping them manage their money or I may ask nicely how important the game system is to them. From there, they could hopefully tell me that the game system is not important enough that they spend their entire pay check on or they may choose a cheaper option. If not, they buy the game system and we move on. At the end of the day, it is their choice and if that choice makes them happy, that is all that matters.
Gentle Teaching has inspired me to become a better person. I find myself using the Gentle Teaching philosophy in all aspects of my life, which has allowed others to feel more respected and warm when they are around me. My Mother first noticed this in me about two months after I began working for COR. She told me that I had came a long way with my personality and the way I show myself to others. Growing up, I was not the child with the best personality or the child with the most respect toward others. As I get older, I am improving in these things every day. It was nice to hear that from someone who sees me almost every day. I know that I am nowhere near perfect, but some progress is better than none. In the end, anyone can better themselves and no one is ever too old to improve.
Jason, COR Support
The nature of the job at Creative Options Regina inspires its employees to “take their work home with them”. It is my view that an ideal support at COR nourishes a culture of gentleness in all facets of their life, not just when they’re on the clock at COR. Personally, I maintain a culture of gentleness in my life by applying gentle teaching principles to everyday relationships, and by persistent self development.
I firmly believe that gentle teaching is a mindset that one sees the world through. Although I feel that the pillars of gentle teaching are innate to me, there are always ways to improve and broaden ones understanding. Reading books about neuro-science and psychology has given me a much better understanding of myself, and hence others around me. I’ve learnt that you cannot truly understand others if you do not know yourself. The nature of my degree at the U of R has also contributed to my self growth at COR. The main objective of the inclusive education classes that I have taken is to provide people with intellectual disabilities the means they need to succeed; many of these skills transfer over to my work at COR. Lastly, and most importantly, to improve my ability to create a culture of gentleness, I work on myself through introspection. For me it is as simple as writing thoughts, new knowledge, and questions down in a journal. This allows me to organize my thoughts and be able to focus on what is important when I am supporting.
As I mentioned above, to truly promote a culture of gentleness one must apply it to all relationships in their life. Naturally I apply what I have learned from gentle teaching trainings in my everyday interactions with the man I support, however, I am proud to say that I take my work home with me. I have used GT techniques to navigate my way through my relationships with family and friends. My relationship with my loved ones is one specific example where GT techniques have dramatically impacted my life. This way of life has enabled me to help a loved one through depression at a time when I was at a loss for what to do. I went from being just another person in their life, to being their mentor.
Upon doing my internship last fall at a community school, I quickly realized that the school setting was also a place where gentle teaching has great value. Being a community school, many of the students attending came from “rough homes”. My knowledge from COR enabled me to form meaningful relationships with my students. They were excited to come to school, and so was I. Being at school was home for many of the kids that I taught; I was the only stable adult in their lives. Were it not for gentle teaching I likely would have just been “another adult” to these students and squandered the opportunity to be a positive influence in their lives. Yet, with gentle teaching, I found I was being my candid self in front of the class, staying after school on my time to talk with the kids, and attending their events that they were passionate about such as sports, band and drama. I was completely invested in their lives.
The last facet of my life (and where it all started) where I promote a culture of gentleness is my relationship with the man I support. I often wonder whether he promotes a culture of gentleness in my life or I do his. Either way, I love the guy to death. He has been in my life for two years and he has become a brother to me. I’ve seen our relationship evolve from an awkward “get to know you” stage, to now, where we crack jokes and laugh our butts off. I feel like I can do and say anything at this point in the game with him. I trust him wholeheartedly and that trust is reciprocated. When he is upset I tackle his problems head on, I want him to be bigger than his fears and anxieties. I push him to be the best person that he can be. In any situation the end choice is always his; but you can bet that I’m challenging him improve the whole time. His growth in the past two years is astounding, it has been an absolute joy to watch him progress from one milestone to the next. In his life I switch between the roles of being his friend, family member, and motivator; it is a responsibility that I do not take lightly. My role in his life is ever changing as he becomes more independent, I promote a culture of gentleness in his life by actively listening and evaluating him, thereby providing the most effective support that he needs to succeed.
Creating and maintaining a culture of gentleness strictly within the individual I serve is a flawed mentality. To truly be an agent of gentleness one has to apply it to every area of their life. In doing this, I have found that each circle in my life feeds off of one another. Instead of feeling drained after a day with the students, I feel energetic and fulfilled, ready to support, and vice versa. At this point in my life I know one thing to be wholly true: My career will revolve around being in the “people business”. Gentle Teaching has proven to be a significant influence on me throughout day to day life in the early stages of my career. Without it I cannot say that I would be enjoying the successes that I am experiencing today.
Matt, COR Support
I consistently strive to build and maintain a culture of gentleness among the individuals I support and spend time with. When I am in someone’s home I try to put myself in their shoes. Who am I to come into this person’s home with demands and unrealistic expectations? Trying to be mindful of what I say/how I say it and how I present myself to the person receiving support is always at the forefront of my thoughts. By using the four tools (presence, eyes, hands, and words) positively, I continually try to build on the relationships I share with the individuals I serve.
Ensuring that person feels safe where they are and who they’re with is an important first step. Afterwards is the point at which the person can begin to be stretched and grow. Remembering that the relationship I have with the person I’m supporting is one of interdependence, allows me to teach as well as learn. This is an attitude that I attempt to maintain both within COR with the individuals being supported as well as in my other social circles.
Jordan, COR Support
Common Situations: Refusal to Participate
If the person refuses to participate,
• Make sure there is a structured flow to the day, not just the emptiness of custodial care.
• Be aware of other caregivers who might be coaxing, cajoling, or bribing the person to participate.
• Bring about minimal participation by doing activities with the person.
• Continue to dialogue.
• Emphasize valuing and elicit it during any movement toward the slightest participation.
The major challenge in this situation is to make valuing occur, even in settings that contradict it. Many caregivers work in almost hopeless situations: institutions where the mentally ill are herded like animals, nursing homes where the aged are left to fade away, homeless shelters where the poor are warehoused for an evening. Although we need to fight for social justice and establish decent places for people to live, work and play, many caregivers still need to create hope and feelings of companionship where there is none. Thus, if we work alone in a setting that seems to be the antithesis of valuing and engagement, we have a special and difficult role: to bring hope where only despair reigns.
We will often be ridiculed for our idealism and seeming naiveté. Yet we can express valuing and create feelings of companionship even in the midst of hopelessness. Our interactions are what matters. If the person in the most forsaken institutional ward runs from us and falls to the floor, we can keep on teaching the meaning of human engagement. If the person lashes out, spits, or screams at us, we can move toward him or her and continue to bring about engagement and give unconditional valuing. We are challenged to enable participation and establish feelings of solidarity regardless of the hellish reality in which we find those who are marginalized.
-John J. McGee, PhD
We need to rethink how we define “community”. People will say things like, “lets go out into the community”, when in fact we’re already IN community. We all make up the community; just being you makes you a part of it! Embrace what’s around you!
“We teach “safe” by placing almost no demands on the person except for being with the person with a sense of just “being.” It is a tremendously important for one human being to teach another it is good to be near you. Nothing more, nothing less. This act of recognizing the brokenhearted person’s existence and goodness is a most powerful teaching-learning experience. At the same time, we need to engage in nurturing and finding relevant ways to express unconditional love without pressuring the person at all. This might seem weird, but the person will learn to feel safe if we lower our demands while increasing our goodness, kindness, and expression of love. We need to avoid putting the horse before the cart. Doing things is not the primary purpose of care giving; being with one another is.
A dimension that is often hard to understand and deal with involves the emergence of self-centeredness, becoming spoiled, after a time of intense nurturing. It is natural to become self-centered as a result of constant nurturing. This creates another important care giving role. We need to slowly begin to focus on stretching the person away from self-centeredness and toward other-centeredness. This stretching process involves reminding the person that he/she is safe and loved while asking a slight degree more—waiting a moment, taking turns, sharing, and other virtues involving others and our relationships. This process is very delicate so we need to keep reminding the person of how safe and loved he/she is.
The developmental model outlined below is a good guide for us to use to understand the various dimensions of new memories that have to be taught:
• From brokenhearted and lonely, to safe and loved;
• From self-centeredness, to reaching out to others and loving expressing love to them; and,
• From dependence on us, to engagement with us and others.
Our pedagogical process starts with us encountering a brokenhearted person and bringing two simple gifts that we have repeatedly mentioned—the feeling of being safe and loved. We have nothing else to give. These are not a program, a clinical approach, or focused on outcomes. They can, if necessary, be translated into mundane outcomes, but, for the caregiver, they are gifts and these now established feelings need to begin to include being safe with a growing circle of others and becoming a meaningful part of increasing engagement.
This stretching process is a part of normal development. These include learning other moral milestones such as learning to share, a giving up, momentarily, of what is theirs; learning to wait and to take turns; wanting others to feel proud; and, learning when enough is enough—self-control. We all have to learn these milestones. Each requires a grounded stance that assumes that the brokenhearted person has learned to feel safe and loved and is ready for participation in a broader community. After these have been formed in the person’s moral memory, we can then begin focusing on strengthening self-esteem, learning that “I am good!” and self-control, learning when enough is enough!” The person’s world and responsibilities begin to expand.
After an intense dimension involved almost solely with unconditional love, it is natural to enter a phase of self-centeredness. It is then that our role evolves into carefully and delicately stretching the still fragile brokenhearted person from a state of self-centeredness to one of other-centeredness. It is a process in which the person learns that it is good to be with a small circle of others, then it is good to do things with this group, and eventually it is good to do things with a wider circle of friends, and finally it is good to do things for others. This last encompasses a high form of moral maturity.
We also begin to focus on the person’s self-esteem. This milestone emerges when others keep reminding the person, “You are so good!” This begins to occur from the very start when we are teaching that it is good to be together. What happens in this process is that the person begins to feel safe and loved from within. As this occurs, the person begins to see him/herself in a different light and forms a moral memory that says, “I am somebody because my caregivers tell me I am.” As the circle of friends grows, the person’s sense of self-worth also expands and becomes stronger.”
– John J. McGee, PhD
“In the beginning we must always be in the moment with two bits of knowledge focused on giving a feeling of being safe and loved. We should avoid lengthy case histories and cleanly typed plans. If need be, do these requirements. However, our task is to be in the moment; it is not to change anyone’s behavior, but to teach the person to feel safe with us and loved by us.
The present is a series of moments that tumble into the future. Yet, we should not worry about the future, only the present moment. The here-and-now becomes the future with each ticking second. Our encounters transpire in the moment and then transform the next moment.
Whether a mother, father, grandparent, or a person whom we are supporting, the most important variable is the moment, not the future, not a projected plan with outcomes, not behavioral change. No, it is our being present in this very moment and all the person sees, hears, touches, and feels in this mutual coming together. It is the tiniest amount of time, perhaps two or three seconds. Then, these moments are linked together with other moments and it is these moments that become new moments; it is the evolving chain of moments that creates our moral memory in us as well as a memory in the other person.
Caregiving’s simplification involves teaching caregivers to be in the moment:
- In bad moments this equates with forgiveness rather than control;
- In all the good moments this involves a series of accidental and intentional encounters throughout the day focused on safe and loved;
- The accidental encounters are merely brief moments of passing by and encompass a wave, a wink, a smile, a name, a thumbs up, maybe a hug if there is time, a whispering of “You are so good.”
- The intentional encounters are a bit more planned and involve a chunk of caregiving time—from a minute or two or a half hour or more. The time depends. It should be structured in the day with the only purpose being to give a memory that the person is safe when with us.
- The key is to stay in the moment. Joy is found in the moment.
Our task is simple, just being in the moment with the gift of helping the person to feel safe and loved:
- Not a moment before,
- Not a moment after,
- Just in the now.”
-John J. McGee, PhD