Pathways To Recovery - Facilitator Resources: Lesson Plan (16 Sessions)

Pathways to Recovery — Facilitator Resources
Lesson Plan (16 Sessions)
SESSION #1
Agenda Facilitation Notes

Welcome
1. Begin on time and welcome all participants and handout syllabus, packet Establish a warm, caring and comfortable environment with
and workbook. a smile and friendly greeting.
2. Briefly introduce yourself. Tell them a little bit about your recovery journey You might use some of the points in the “Reasons to
and why you started the group. (~2 minutes) Participate” handout to guide your story.
3. Hand out and read through “Reasons to Participate in the Pathways to Facilitator guide p. 335.
Recovery Group”
4. Review the agenda and any housekeeping details (location of restrooms, Also discuss parking, food, smoking areas, or other things
exits, water fountains, and remind them to turn off cell phones). specific to the facility.
5. Use topics in Guidelines for Facilitating a Group in the facilitator guide as a Facilitator guide p. 32-35 - Start at “Beginning the Session”
prompt to explain how sessions will be conducted. and end at “Group Support.”
Introductions
Conduct icebreaker activity.

The ice breaker activity can be anything found in multiples –
 Pass around roll of toilet paper and ask participants to “take some.”
candy, marbles, etc.
 When everyone has some of the item, ask them to share their name, what
attracted them to the class, and one fact about themselves for each piece
of paper they have taken.
Pathways Workbook
1. Hand out the workbook and give them a brief overview of the chapters and Use the Contents section in the workbook to give a brief
the idea of the “recovery journey.” Use metaphor, Road trip to describe. overview of the entire workbook.
2. Ask them to read (or you can explain) pp. iii – viii in the workbook. Read or ask for volunteers to read Preface aloud.
3. Ask for and answer any questions about the workbook. Describe “homework” as what will be covered in the next
class, which will not be more than 21 pages per week.
Participant Hopes and Contributions
 Hand out “Questions to Ask Yourself About Participating in the Group.”

Have participants complete the form and then discuss their ideas
Review and Reflection
1. Review the day’s session and ask if they have any questions. Quickly review and answer any last questions.
2. Provide the topics and reading assignment for the next session. Use the workbook to briefly describe the assigned reading
that will be covered in the next session.
3. Thank them for coming. Encourage them to “make the workbook their own.”
Reading assignment:
Read 1st chapter…..or….pages 3-13 & 18-20
SESSION #2

Welcome
1. Begin on time and welcome all participants. Introduce yourself and the Establish a warm, caring and comfortable environment with
purpose of the group to any newcomers. (Group introductions for this session a smile and friendly greeting.
will be done during the Icebreaker Activity.)
2. Review what was covered in the last session and the agenda for today. For newcomers, discuss parking, food, smoking areas, or
things specific to the facility at the break.
If you have any newcomers give them a copy of the workbook and briefly
Offer to cover what the newcomer/s missed in the last
cover housekeeping details (location of restrooms, exits, water fountains, and
session after this class or at a different time, if you are able.
a reminder to turn off cell phones).
Conduct icebreaker activity.

 Pass the container with the questions around the room, asking each Be sure to allow people to pass or choose another slip of
person to take one slip of paper. paper if they’re not willing to answer the question on the
one they first selected.
 Have each participant share their name, read the question out loud and
share their answer.
Read Recovery pledge on page 20 Offer photocopy of pledge for those interested.
1. Lead a discussion using the following questions:

 Why is this pledge important?
 What does the pledge mean to you?
 What do you need to make the pledge work for you?
 What can we do as a group to uphold this pledge?
Partnership Pact Ask for a volunteer scribe.
1. Ask a few questions to engage the group in discussion on “good groups.” Questions to engage discussion –
2. Explain the benefits of making a commitment to the group.  Were you ever in a group that didn’t work? Why didn’t
it work?
 Creating a good group takes willingness, involvement, and commitment
from each member  Were you ever in a group that worked well? What are
 Encourage a supportive and recovery-focused environment. some of the things that made a difference?
 The group can be successful if everyone is consistent with their
attendance, arrives on time, and participates actively.
Note: You can use the DBSA Guidelines for groups as a
 Sharing is more likely to occur when a positive connection is developed. starting point.
Some common items for the Pact include:
3. Review the concept of a “Partnership Pact” (below).
 What is said in the group stays with the group
The pact is the agreement made by group members to  Encourage – don’t discourage
ensure a safe, supportive, and strengths-focused group  Respect each other (define respect)
based on the individual’s unique values and needs.  Listen – everyone’s input is valuable
4. Develop or review of list of items to include in the pact that will serve as  You are responsible for your own learning
ground rules and expectations. These include:  Don’t interrupt others
 Use “I” statements when speaking
 Everyone in the group should agree with the items  If you need help or support, ask for it
 Write all the remarks on the flip chart or white board.  Everyone has a right to “pass” in discussions or readings
 Participants can add remarks at any time. Be on time and prepared for the session
What is Recovery? FG p. 49
Defining recovery is instrumental in having a shared vision throughout the modules.

1. Read pp. 3-5 and end at “What is Recovery? Then read 5-7 in the workbook. Write responses on a flipchart or white board.
2. Lead a discussion using the following questions: If helpful, categorize the responses (things that are hope-
 Have you had any experience with the Strengths approach? building, supports, etc.)
 Why is it important to focus on our strengths instead of our deficits?

 How do you feel about starting this journey?
 What do you think about what we have just read?
 How do you feel about learning these things?
 Have you tried to do any of these things in the before? Were they
successful?
 What barriers did you encounter?
 What do you think recovery is?
 What concepts do you think are common to most recovery journeys?
 What things have been helpful to you in your recovery?
Recovery Whiplash FG p. 52
Explain the concept of “recovery whiplash” and lead a discussion using the Many individuals who have actively pursued a recovery path talk
following questions: about the “whiplash” that occurs (for example, one step forward,
three steps back.) while embracing a strengths-based journey is
 How are you feeling about the idea of recovery? possible, it doesn’t mean the path is straight or without bumps and
detours. In fact, the power of the recovery journey is recognizing –
 Have you ever experienced “recovery whiplash” before? What was it like? and accepting – ALL the experiences as meaningful. Mixed
 What are ways we can support others who may be experiencing this? emotions are very common.
3. Ask them for informal feedback on how the session went. Be sure to add any relevant suggestions to your facilitator
self-evaluation form.
 What was their favorite part of the session?
 What was their least favorite part of the session?
 Are there any suggestions that could improve the group?
4. Thank them for coming. Continue to encourage them to “make the workbook their
own.”
Reading Assignments:
No reading assignment for next class
Feel free to get started on reading chapter #2
SESSION #3

Welcome
1. Begin on time and welcome all participants review last session and the agenda Establish a warm, caring and comfortable environment
for the day. with a smile and friendly greeting.
2. Review the Partnership Pact and ask if anyone has questions or comments. Add changes to the Partnership Pact and mention that you
will ask them to make a commitment to the group by
signing it at the next session.
Wellness Options Make four separate flip charts
1. Create a 4 box flipchart as shown and ask, “What treatments have you tried?” Flipchart – divide into 4 boxes under the title:
2. List responses in the appropriate boxes on the flipchart. “What treatments have you tried?”
3. Give the participants red and green markers and ask them to:
Medication Talk Therapy
 Put a green check mark next to treatments that work for them. (some options might be) (some options might be)
 Put a red check mark next to treatments that do not work for them.  Anti-depressant  Cognitive/behavioral
 Anti-psychotic  DBT
 Put no check mark next to treatments they have not tried.  Mood stabilizer  Interpersonal
 Anti-anxiety  Group therapy
4. When everyone is done, summarize treatment options and their perceived
effectiveness – based on the number and different colored check marks.
5. You might lead a discussion using the following questions:
Alternative Treatment Peer Support
 Does your current support system treat you as a partner? If not, what
might you do to challenge the relationship? (some options might be) (some options might be)
 ECT  Support group
 Acupuncture  Peer counseling
 Massage  Community integration
Barriers & Solutions Ask for a volunteer scribe
1. Create a series of 2 column flipcharts with the word Barrier at the top left. Create 2-3 flipcharts – divide in half with a line down the
center and heading “Barriers” in the left column.
 Ask, “What barriers have you faced as you’ve tried to get better?”
Only list 2-3 barriers per flipchart. Leave space between
 List responses on the left side of the flipchart under the Barriers heading.
them so you can come back and list solutions suggested by
2. After they have identified 5-6 barriers to recovery, post the flipcharts around the group in the right column.
the room and leave different colored markers with each flipchart.
Barriers Solutions
3. Ask them to divide into small groups; one in front of each flipchart.
4. Have them choose a recorder and ask them to brainstorm 2-3 possible (some options might be) (leave room to write solutions)
solutions for each barrier listed on the flipchart.  Unrealistic
expectations
5. Ask for volunteers to report the solutions from each small group.
 Stigma
(New flipchart) Barriers Solutions
 Other medical conditions (leave room to write solutions)
 Substance abuse
Hole in the Sidewalk FG-119 Change (Habit) Trash can story.
1. Read the poem on p. 281 in the workbook. Most individuals make a very distinct connection with this
poem. An effective way to present it is, as you read the
poem, take a step each time you begin with, “I walk down
 Do you connect with this poem? Why or why not? the street.” This simple action creates movement and is an
 What is it like when we “fall in a hole?” example of how things are constantly changing.
 What does the author mean by “It isn’t my fault?” This is the opportunity to
talk about the roll of, habitual victim.
 How would – or does – it feel to find a new street?
 Given what you have learned in previous sessions, can you name one or
two things that would help you find – or create -- a new street?
3. End the discussion by reading the two paragraphs at the bottom of p. 281 and
finish on p. 282 at the heading “Driving Using the Review Mirror.”
1. Review the day’s session and ask if they have any questions about the group Quickly review what was covered and answer any
or the workbook. Pass out homework assignment questions.
Reading assignment:
Read as much of chapter 2 as possible.
Start with page 27 in Chapter 2 and choose one of the following to explore:
1. Attitudes & Hope pp. 27-36
2. Courage pp. 37-42
3. Taking Risks - Behavior pp. 42-44
4. Cognition - Self-Talk pp. 45-51
5. Present Moment p. 52
Whichever area you choose….try to fill out any self-assessments and questions for that section as possible…or do
all of them in the chapter.
SESSION #4

Welcome
1. Begin on time and welcome all participants. Introduce yourself and the Establish a warm, caring and comfortable environment
purpose of the group to any newcomers. with a smile and friendly greeting.
2. Review what was covered in the last session and the agenda for today. For newcomers, discuss parking, food, smoking areas, or
things specific to the facility at the break.
If you have any newcomers give them a copy of the workbook and briefly
Offer to cover what the newcomer/s missed in the last
cover housekeeping details (location of restrooms, exits, water fountains, and
session after this class or at a different time, if you are
a reminder to turn off cell phones).
able.
Recovery Pledge
Have the group read the “Recovery Pledge” on p. 20 of the workbook. Ask for volunteers to read aloud.
Identifying the ABC’s (Attitudes, Behaviors, and Beliefs) FG p. 63
Read p. 27 and define the ABC’s of recovery. Highlight Charles Swindoll Quote on You might ask participants to get more involved by taking
same page. turns writing responses to discussion questions on a flipchart
or white board.
List the “ABCs” of recovery on a flipchart and lead a discussion using the following
questions for each (plan to spend ~5 minutes per topic).
(A) Attitudes - Hope For those who didn’t select the “Hope” section for
homework, give them a minute to fill out the Hope Self-
 How do you define hope?
Assessment on p. 30 in the workbook before beginning the
 Do you think it is important to have hope in your recovery journey? Why? discussion (optional)
 What are some of the things that may cause your hope to go up or down?
 What things help you feel more hopeful?
(A) Attitudes - Courage

 What does courage mean to you? Refer to p. 39 in the workbook. Read the poem about
 Can you think of an example of using courage to overcome a challenge? Courage by Stormie Woodward (optional)
 Is there a fear you need help facing? Is there someone who can help?
(B) Behavior - Taking Risks Refer to p. 44 in the workbook, Learn from “Wrong Turns” on
the Road to Recovery (optional)
 What does taking risks mean to you?
 Have you ever taken a “wrong turn”? What did you learn? Draw Comfort zone on flipchart to describe
Uncomfortableness of risk taking.
 What happens if you don’t take risks?
 Who or what might help you move out of your comfort zone? I have found that this is life school where every experience is
not right or wrong but the opportunity to grow and learn.
(B) Behavior - The Habit Negative Self-Talk

 How do you recognize negative self-talk? For those who didn’t select Negative Self-Talk for
 Has negative self-talk ever side-tracked your recovery journey? homework, give them a minute before starting the discussion
to fill out the Self-Talk Self-Assessment on p. 46 in the
 What do you do to stop negative self-talk?
workbook (optional)
If time allows and people want additional practice shifting negative self-talk to
Describe SPR
positive, there are two worksheets in the Facilitator Guide – pp. 346-347 that can
be given as homework.
(C) Consciousness - Present Moment & Mindfulness *Read Driving using the rearview mirror pg. 282
 Do you think more about the past, present, or future? Page 282 Refer to p. 52 in the workbook, and ask them if they ever get
 How you stay in the present moment? caught up with “could” have, “should” have, “would” have
thinking…
 What happens when you are able to stay focused on the present?
 Who or what might help you to stay in the present more often? Ask them, “So, how well does that work for you?”
Do you have a mindfulness activity you would like to share?
1. Review the day’s session and ask if they have any questions about the group Quickly review what was covered and answer any
or the workbook. questions.
Reading assignment:
Read chapter #3
Do self assessments on pages 59 and 61
Do questions on pages 68-69
Do as many questions in this chapter as possible
Read the poem by Portia Nelson on page 281 “Hole in the sidewalk” (This poem is in italics)
SESSION #5

Welcome
1. Begin on time and welcome all participants back. Maintain a warm, caring and comfortable environment. Greet people as
they arrive.
2. Check in with the participants. Start by saying your name. In a Model a brief, positive update of the week – and encourage participants to
minute or less, tell participants something positive that you also say their name and give a brief positive update.
learned or did during the past week and ask participants to do
the same.
3. Review what was covered in the last session and the agenda List agenda topics on a flipchart and point to the relevant pages in the
for today. workbook.
4. Read “Recovery Pledge” Ask for volunteers to read aloud.
5. Review the Partnership Pact. Ask if anyone has anything else Tell them signing it indicates their commitment to the guidelines, to each
to add or change. After all changes are complete, ask each of other, and to the group.
them to sign it.
What Motivates Me? FG-87
Self-Responsibility is a key in the recovery journey. Obstacles to motivation (flipchart step 3):
1. Have participants complete the self-assessment on p. 61 in the
workbook. Obstacles Solutions
2. Ask them choose a partner and share whatever they feel (some options might be) (leave room to write
comfortable sharing about what motivates them. (~ 5 minutes) solutions)
 Feeling stuck
3. List obstacles to motivation on a flipchart and ask the group to
brainstorm 2-3 solutions for each. Refer them to pp. 62-63 in  Feeling stalled
the workbook for ideas.
4. Discuss obstacles related to “Options”.  Feeling like I’m not in
the “driver seat”
 Feeling like I will just

break down again
Making a “You Turn” FG-94/95
1. Divide the group into small groups of 3-4 people and ask them Point out themes and related stories about turnaround on pp. 65-69 in the
to choose one person to record their ideas. workbook:
2. Ask the small groups to discuss the questions on pp. 68-69 in  The “eureka” or “aha” moment
the workbook. (~10 minutes)  Whatever it takes to change
 Hitting bottom
3. Ask each group to share 3-4 highlights from their discussion
 Getting angry about how we’re treated
and record their ideas on the flip chart or white board. (~ 5
 Having others depend on us
minutes)
 Learning that we can and do recover
 Do you see any similarities among the small groups?
 Why is it important to think about turnaround?
 Are there other ways to look at the experience of
turnaround?
Hole in the Sidewalk
1. Read the poem on p. 281 in the workbook. Most individuals make a very distinct connection with this poem. An
effective way to present it is, as you read the poem, take a step each
time you begin with, “I walk down the street.” This simple action creates
 Do you connect with this poem? Why or why not? movement and is an example of how things are constantly changing.
 What is it like when we “fall in a hole?”
 What does the author mean by “It isn’t my fault?”
 How would – or does – it feel to find a new street? What’s it like when you move the trash can in the kitchen?
 Given what you have learned in previous sessions, can
How long does it take you to adjust?
you name one or two things that would help you find – or
create -- a new street?
3. End the discussion by reading the two paragraphs at the
bottom of p. 281 and finish on p. 282 at the heading “Driving
Using the Review Mirror.”
Driving using the Rearview Mirror (page-282) What are some of the positive experiences, relationships, dreams,
memories you would like to reclaim and/or hold onto from earlier periods of
your life?
1. Review the day’s session and ask if they have any Quickly review and answer any last questions.
questions.
2. Provide the topics and reading assignment for the next Use the workbook to briefly describe the assigned reading that will be
session. covered in the next session.
3. Ask them for informal feedback on how the session went. Be sure to add any relevant suggestions to your facilitator self-evaluation
form.
4. Thank them for coming. Continue to encourage them to “make the workbook their own.”
Reading assignment:
Chapter 4 pp. 73-74, 76-78
Do exercise on pages 98-99
Read and do question on page 100.
Choose two of the following strengths to explore:
 Knowledge pp. 78-80
 Skills and Talents pp. 81-82
 Cultural Identity pp. 83-84
 Community Resources pp. 85-86
 Personal Qualities pp. 87-88
 Things I am Proud of pp. 89-90
SESSION #6

Welcome
1. Begin on time and welcome all participants back. Maintain a warm, caring and comfortable environment.
Greet people as they arrive.
2. Check in with the participants. Tell participants something positive you learned Model what you want the participants to do. Give a brief,
or did during the past week. Ask them to do the same. positive update of the week – then encourage participants
to also give a brief positive update.
3. Review what was covered in the last session and the agenda for today. List the agenda topics on a flipchart and refer to the
relevant sections for this session in the workbook.
4. Review the Partnership Pact. Ask if anything needs to be added or changed.
Exploring Our Strengths FG-152
1. Ask them choose a partner, read p. 73 down to “My Initial Strengths.” Explain that changing our orientation from a focus on deficits
and problems (negative) to a focus on strengths and abilities
2. Take turns answering the following questions. While one person speaks the
(positive) may take time and effort, but in the long run it
other person jots down the answers. (~5 minutes for both people to finish)
makes the recovery journey easier.
 What are some of your strengths?
 Was it easy to identify your strengths or did you have to stop and think
about it?
 How did that feel?
3. Bring the group back together and summarize p. 76 in the workbook.
4. Ask the whole group about how it feels to try to identify their “strengths.”
(Take two or three responses.)
Moving to a Strengths Orientation FG-152
1. Ask them to continue on with the same partner as the previous activity. (Optional, if time allows.)
Lead a discussion using the following questions:
2. Refer to the chart on WB p. 77. Assign 2-3 different examples to each pair.
 Do you see any common themes?
3. Ask them to discuss and list 2-3 things they might do to help change their
 What reactions did you have to the chart?
orientation. (~10 minutes)
 Are there alternative ways of identifying our
4. Ask each pair to share with the group some ways they discussed to change deficits versus our strengths?
their orientation. Record their ideas on the flipchart. (~ 5 minutes)
Group Activity – Strengths Encounter FG-154
1. Give each participant one of the Strengths Encounter cards and a check list of This activity will give group members the opportunity to
everyone in the class. ( FG – pg 360 ) share their own strengths and learn about the strengths of
others in the group.
2. Have them stand up and start with one person, show them the card and ask
them to answer 1 question in 1 minute or less. Switch roles. When done, trade
cards and check off each other’s name on their class check list.
The purpose is to give everyone a chance to explain their
3. Move to another person and repeat the process until everyone has had an strengths to each other in a comfortable and fun way. If
encounter with all the other participants in the class. Be sure to trade cards someone is struggling with answering a particular question,
after each encounter and check off each other’s name on their class check list swap cards or change the question.
so they’ll know they’ve encountered everyone.
4. Lead a group discussion using the following questions:
 How difficult was it to think of a strength you have?
 Did you remember a strength you have that you had forgotten about?
 Did you hear about a strength or skill from someone else that you
would like to hear more about?
As remaining time allows, give participants a brief opportunity to talk about the Flipchart – List the Sources of Strengths
source/s of strength they selected for their homework assignment. Ask them to
 Unique knowledge
each share:
 Skills and talent
 Why they chose that particular source of strength  Cultural identity and resources
 What they learned  Community
 Whether they have a new perspective following today’s session.  Personal qualities
 Things we are proud of
(Allow them to pass if they don’t feel comfortable sharing.)
 Perception of others
 Ask them for informal feedback on how the session went.
Be sure to add any relevant suggestions to your facilitator
 What was their favorite part of the session? self-evaluation form.
 What was their least favorite part of the session? Encourage participants to begin to celebrate their
accomplishments in this class and in their journey.
 Read p. 100 in the workbook and ask them to share anything they did or
might like to do to celebrate getting to this point in their recovery journey. This is another good way to end on an “up” note.
Alternative: Ask them to share anything new they learned or their favorite
quote from today’s chapters in the workbook – and why it is their favorite.
Reading Assignment:
Setting the Course For the Recovery Journey
1. Read Chapter 5 (pages 105-123)

2. Do exercises on page 108-109.
3. Do as many other exercises in chapter 5 as you choose.
4. Pick a quote from chapter 5 that you can relate to.
SESSION #7

Welcome
2. Check in with the participants. Be sure to say your name and tell participants Always try to model what you want the participants to do.
something positive you learned or did during the past week. Ask them to do Say your name and give a brief, positive update of the
the same. week – then encourage participants to say their name and
give a brief positive update.
4. Who did the” Ask someone to list your strengths homework assignment.”
5. Review the Partnership Pact. Read The Recovery Pledge aloud. Ask how it feels to have made this commitment.
Creating a Personal Vision FG-163
Having a personal vision is another important key in the recovery journey. For step 4, refer them to pp. 110-112 in the workbook for
1. Have participants read p. 105 in the workbook. ideas. They may also look for a quote in the workbook they
identify with.
2. Ask them to get quiet – focus on their breathing for a few minutes and close
their eyes if it feels comfortable to do that – and then recall what they wanted They will have an opportunity to share their project in the last
to do or be when they grew up. (~ 5 minutes) session of the class, if they choose.
3. Ask them to work individually or in small groups (their preference) to answer If they don’t have time to finish – or have a hard time
the questions on pp. 108-109 in the workbook. (~ 5 minutes) working on their vision creation in class, encourage them to
jot down a few ideas or sketch a few pictures and continue
4. Ask them to create something that represents their own personal vision. It can to work on it when they get home.
be written as a paragraph or poem or a drawing or a collage of pictures from
old magazines or a sculpture made of clay or play-dough. (~ 10 minutes)
Setting Goals FG-166
1. Summarize pp. 112-113 and then refer to the chart on p. 114 in the workbook. As you refer to the chart on p. 114 in the workbook, identify
the specifics of setting goals as:
2. Ask for a volunteer to share their personal vision – and work with them to
identify two or three long-range goals for accomplishing their vision. List their  Translating the dream (vision) into a direction (long-
ideas on a flipchart. If they have difficulty with this, ask the other participants term goal)
for suggestions.
 Breaking the long-term goal into specific action steps
3. Ask the volunteer to pick one long-range goal to start with. It might be the (short-term goals / objectives)
highest priority, a prerequisite for other goals, the most important to them, or
the one that can be accomplished in the least amount of time. Put a check
mark on the flipchart next to this goal. You may either demonstrate this process with someone in
the class or use an example of your own. Prepare an
4. Ask the volunteer to identify action steps that he or she could take toward
example of your own ahead of time so you are ready if you
accomplishing the goal. If the volunteer gets stuck, ask the other participants
don’t get a volunteer or prefer not to use a “live” volunteer for
for suggestions. List 3-4 ideas for action steps on the flipchart.
this.
5. Describe SMART action steps (see facilitation notes).
Define SMART action steps as:
6. Review the action steps on the list and ask the whole group to help revise the
 Specific and stated in positive terms
action steps (if necessary) into SMART action steps.
 Measurable and observable
 Attainable - a high probability of success
 Realistic - meaningful to you
 Time limited (a target date or deadline helps)
4. Read p. 277 in the workbook and ask them what they will do to celebrate their Write their ideas on a flipchart and encourage participants to
progress so far. celebrate their accomplishments.
Alternate: Ask them to share their favorite quote from today’s chapters in the
This is another good way to end on an “up” note.
workbook – and why it is their favorite.
own.”
Reading Assignment:
Read pages 127-130 and choose 1 or 2 of the following domains to focus on. If possible, be prepared to share some of what you
have learned with the group.
• Living situation pp. 131-135

• Education pp. 136-137
• Assets pp. 141-150
• Vocation pp. 151-165
• Leisure pp. 166-171
• Wellness pp. 172-179
• Intimacy pp. 180-190
• Spirituality pp. 191-204
SESSION #8

Welcome
4. Quick review of the Partnership Pact. Ask if anything needs to be added or changed
5. Read The Recovery Pledge
Exploring Our Life Domains FG-191
1. Summarize or read pp. 127-129 in the workbook (do not include the stories). Life Domains / Worksheets (list on a flipchart):
2. List the life domains from chapter 6 on a flipchart with the page number for the  Living situation pp. 133
“Exploring Strengths” worksheet for each domain.  Education pp. 138
 Ask them to work in pairs. Pass out 4-6 sheets of blank paper and a pencil  Assets pp. 148
or pen for each pair. Ask someone to go first.  Vocation pp. 163
 Have the first person choose a domain. Have the second person ask the  Leisure pp. 169
questions on the “Exploring Strengths” worksheet for that domain and  Wellness pp. 177
write the first person’s answers on a blank sheet of paper.
 Intimacy pp. 188
 If time allows, have them continue on to the “Using Your Strengths to  Spirituality pp. 202
Reach Your Goals” worksheet for that same domain.
 After 10 minutes, have them switch, even if the first person isn’t finished. If they feel satisfied that they have completed their highest
 When they are finished, have them give each other the paper with the priority life domain for homework, or don’t want to share that
answers to the questions that were written down for them. they’ve done, they can explore another life domain for this
exercise.
3. Lead a short group discussion using the following questions:

 What area of your life do you most need to work on? Why? If they have completed the worksheets as homework,
encourage them to discuss their ideas with their partner and
 Do you have any ideas to share about where you have been, where you
look for other ways they might be able to reach their goal in
are now, or where you want to be in reaching your goals?
this life domain.
Alternate: Ask them to share their favorite quote from today’s chapters in the This is another good way to end on an “up” note.
own.”
Reading Assignment:
Chapter 9 - pp. 281-282, 286-288 and 308
Please choose one of the following areas to explore, feel free to do others:
 Setting a pace for change pp. 289-290
 Self-stigma pp. 291-299
 Driving in circles pp. 299-300
 Thrown off track by symptoms pp. 300-302
 Fear of failure and fear of success pp. 302-306
 Feeling bored / not having fun pp. 306-307
 Feeling lost pp. 307
SESSION #9

Welcome
Begin on time and welcome all participants back. Maintain a warm, caring and comfortable environment.
Check in with the participants. Be sure to say your name and tell participants Always try to model what you want the participants to do.
something positive you learned or did during the past week. Ask them to do the Say your name and give a brief, positive update of the
same. week – then encourage participants to say their name and
Review the Partnership Pact. Read The Recovery Pledge aloud. Ask how it feels to have made this commitment.
Refer back to “Hole in the Sidewalk” poem FG-119
1. Re-read the poem on p. 281 in the workbook. Most individuals make a very distinct connection with this
poem. An effective way to present it is, as you read the
2. Review previous discussion using the following questions:
poem, take a step each time you begin with, “I walk down
 Do you connect with this poem? Why or why not? the street.” This simple action creates movement and is an
 What is it like when we “fall in a hole?” example of how things are constantly changing.
 What does the author mean by “It isn’t my fault?”
 How would – or does – it feel to find a new street?
 Given what you have learned in previous sessions, can you name one or
two things that would help you find – or create -- a new street?
3. End the discussion by reading the two paragraphs at the bottom of p. 281 and
finish on p. 282 at the heading “Driving Using the Review Mirror.”
Writing Our Own Story
1. Read p. 288 in the workbook, starting with “What We Want for Our Own The blank booklet can be several letter sized sheets of
paper folded and stapled along the left edge to create a
Recovery is Most Important!” simple booklet.
2. Give each person a blank “booklet”
3. Ask the participants to choose the title for “their book.” It can be an original title The purpose of this activity is for them to begin to creatively
or the title of a favorite song, poem, or even an advertising slogan. express their story and to capture some ideas that they can
use to further tell their story in a creative way.
4. Give the participants a few minutes to write a few paragraphs or draw pictures
about their story. They might include:
 What their journey has been like until now and/or a “before” self-portrait. Encourage them to take the booklet home and continue to
work on their story – to add to it as they discover new things
 What they have learned about taking back their own journey and/or a
on their journey.
“now” self-portrait.
 Their vision -- what they want most for their recovery journey -- and/or an
“after” self-portrait.
Roadblocks and Detours
1. List the topics that had been assigned for homework on a flipchart. Flipchart –
2. Ask the participants to share any feelings or insights they had about theses  Setting a pace for change p. 289
roadblocks and detours on the journey.  Self-stigma p. 291
 Driving in circles p. 299
 Thrown off track by symptoms p. 300
 Fear of failure / fear of success p. 302
 Feeling bored / not having fun p. 306
 Feeling lost p. 307
2. Ask them for informal feedback on how the session went. Add any relevant suggestions to your facilitator self-
evaluation form.
 What was their least favorite part of the session? Continue to encourage participants to celebrate their
 Are there any suggestions that could improve the group? accomplishments.
Read p. 308 in the workbook and ask them to share anything they did or might
like to do to celebrate getting to this point in their recovery journey.
Alternative: Ask them to share something new they learned or their favorite
3. Thank them for coming. Continue to encourage them to make the workbook their
own.
Reading assignment:
Read pages 217-227
Fill out “My current circle of support” on page 223 (example on page 222)
Read and fill out questions on pg 232-236 and end at “Parenting”
Read pg 244-245 “How well are we communicating” and answer question at bottom of page 245
Read pg 254 and do question at end
SESSION #10

Welcome
Begin on time and welcome all participants back. Maintain a warm, caring and comfortable environment.
Check in with the participants. Be sure to say your name and tell participants Always try to model what you want the participants to do.
something positive you learned or did during the past week. Ask them to do the Say your name and give a brief, positive update of the
same. week – then encourage participants to say their name and
Review the Partnership Pact. Read The Recovery Pledge aloud.
Our Circle of Support FG-267
1. Read the instructions for the exercise on p. 221 in the workbook. Questions from page 224 in the workbook:
2. Using the form on p. 223 (or draw one on a blank sheet), give them time to fill  Do you feel close to many people?
in as much of the support circle as they can. Provide help and ideas as  Are these relationships give and take (mutual)?
needed.
 Is your circle mainly mental health providers and/or
3. After 10 minutes, read the questions on p. 224 in the workbook. Ask them to consumers?
jot their answer to each question on their circle of support worksheet:  Does your circle include family members? Is it mostly
4. Lead a discussion with the following questions: family members?
 Is your circle very small, with few people you can really
 Are you satisfied with the current level of support?
count on?
 Do you see any patterns that have developed? For example, are your  Are there people you talk to, but no one you really feel
supporters mostly mental health care providers or consumers? Are there close to?
areas of your life where you have too few supporters?
 Are your supporters clustered in a few areas, such as
 In what areas would you like to have more supporters? work, church, or mental health programs – or do you
have supporters across many areas of your life?
 What goals can you set to increase the number of supporters in those
areas?  What do your supporters have in common?
 What unique qualities do these people posses?
Relationship Roadblocks FG-119
1. Briefly review the roadblocks listed on pp. 225-226 in the workbook. Flipchart – Relationship Roadblocks
2. Divide the participants into 5 small groups and assign one roadblock to each  The tendency to withdraw p. 225
small group; have them choose a recorder.  One-way relationships p. 225
3. Ask them to read the paragraph for each relationship roadblock and discuss  Poor self-esteem p. 226
the question at the end of that section in their small group.  Poverty p. 226
4. Come back together and ask a reporter from each small group to describe  Fear p. 226
their assigned relationship roadblock share the highlights of their discussion.
5. End the discussion by reading p. 227 ending with “Expanding Our Circle of
Support.”
6. Invite them to read the rest of Chapter 7 if they would like to expand or
improve their circle of support.
3. Read p. 254 in the workbook and ask them to share anything they did -- or Continue to encourage participants to celebrate their
might like to do -- to celebrate getting to this point in their recovery journey. accomplishments.
Alternate: Ask them to share something new they learned or their favorite
own” and remind them to bring their workbooks to the next
5. Provide the topics and reading assignment for the next session
class.
Reading assignment:
Read pages 259-277
Go to page 266 and using the domains listed try to pick out a vision in an area that is very important to you.
Using the chart on page 274, try to fill in as much as you can.
State your “vision” and your “long term goal”
Try to fill in as many “short term action steps” as possible.
Include who is responsible and what date to accomplish each step by.
This is a great exercise if we want to accomplish any kind of goal as it gives us a roadmap and helps make us responsible by
stating who is responsible as well as giving ourselves deadlines which help avoid procrastination.
SESSION #11

Welcome
Suggestions for Making the Plan a Success FG-235
1. Read the introduction on p. 259, up to the heading, “What Will Make Our List all of the suggestions with corresponding page numbers
Personal Recovery Plan a Success?” on a flipchart at the front of the room.
2. Briefly go over each of the six suggestions on pp. 259-265.  Don’t try to Change Every Part of Life at Once
– p. 259
 Have all six suggestions listed on a single flipchart.
 Set Priorities and Make Difficult Choices
 Write a different suggestion at the top of six different flipchart pages and
– p. 259
post them around the room.
 Big Sudden Changes vs. Small Steps Over Time – p.
 Give each participant a colored marker.
262
3. Ask the participants to go around the room to each flipchart page and write a
comment about each suggestion.  Line Up Supports – p. 263
 Set a Comfortable Pace – p. 264
Each comment could include:
 Making a Habit Takes Energy and Time – p. 265
 A specific idea, tip, or resource
Also list one suggestion at the top of six individual flipchart
 Something they have learned in previous sessions
pages -- posted around the room.
 A favorite line from a song, poem, or quote
 A doodle or drawing
 A question
4. Encourage them to add something to each suggestion and to pair up if they
feel more comfortable working with someone else – to share ideas.
5. When everyone is done, ask for a volunteer for each flipchart to read through
the comments. As each volunteer finishes, ask the group:
 Do you have any questions about the ideas that were shared?
 Can you identify at least one comment you can use in your own life?
6. When the comments on all of the flipcharts have been read through, finish by
thanking the participants for sharing their ideas.
Steps 1-5: Identifying a Goal and Steps FG-238
1. Briefly review the life domains listed on p. 266 in the workbook. Flipchart – Life Domains p. 266
2. Ask the participants to review steps 1 and 2 on p. 266 and choose one life  Housing
domain to work on for this session.  Education
 Assets
3. Ask the participants to review steps 3 and 4 on p. 267 and write down the top
 Vocation
priority goal, long term goal, and steps to work on for that domain.
 Leisure
4. Ask the participants to review step 5 on p. 268 and write down resources and  Health
supports that will be needed to make the steps happen.  Sexuality
 Spirituality
 For those who completed these steps as homework, ask them to choose
 Social Supports
another life domain and/or high priority goal to work on.
 Another option for those who have completed these steps as homework is
to ask them to pair up with and help someone who is just getting started.
Reviewing Sample Plans FG-241
1. Read pp. 268-269 in the workbook and review Jim’s plan on p. 269. Jim has designed his plan based on firm decisions already
made. He uses his plan to focus on his vision of becoming
2. Read p. 272 in the workbook and review Pam’s plan on p. 273.
an artist.
3. Lead a brief discussion using the following questions:
Pam has designed her plan based on her desire to explore
 What are some differences in the approaches Jim and Pam took to her vision of having companionship. By comparing her plan
develop their plans? with Jim’s, the group will now have a few different options for
how they might use the plan to reach their goals.
 Based on these sample plans, have any of your goals or steps changed?
 Before you write your own plan, do you have any questions?
Creating Your Personal Recovery Plan FG-241
1. Tell them that this session is planned for learning “how” to complete a plan, not Give members the option of working individually or with a
necessarily to complete one today. partner who can help them fill in the elements of the plan
while they describe their vision, long-term goal, steps, and
2. Ask them to turn to p. 274 in the workbook.
supporters.
3. Using the information they listed on pp. 266-268, ask them to work individually
or with a partner to fill in their vision, a long-term goal, at least 2-3 steps, and
the supporters who will be responsible to help. Always be sensitive to the needs of individuals who might
want more privacy while working on their plan. Allow them to
4. If someone is struggling with a part of the plan, offer to help – ask them if they
pass on any offers for help.
would like to work with a partner – or see if they would be willing to share their
struggle with the whole group for help.
Getting the Rubber on the Road FG-242
1. Read p. 276 in the workbook and then have them to turn back to p. 274 in They can list possible roadblocks and barriers in the
the workbook. comments column of the plan.
2. Ask them to list one possible roadblock or barrier that could prevent them
from completing one of the steps. They can also list possible solutions to roadblocks and
barriers in the comments column.
3. Ask them to think of ways to overcome the roadblock or barrier.
If the group is engaged to brainstorm solutions, write the

4. If someone is stuck, ask if they would be willing to share their roadblock or ideas on a flipchart and give the flipchart page to the person
barrier with the whole group for help in brainstorming solutions. at the end of the session.
Alternate: Ask them to share their favorite quote from today’s chapters in the
own.”
Reading Assignment :
Read pp. 313-315, 319-321 and do self-assessment on page 321
Stop on page 321…The rest of the chapter we will be covering in the next session…
SESSION #12

Welcome
Tune Ups and Rest Stops FG-291
1. Read p. 313 in the workbook. End at “AHHHH…Letting Go.” On a flipchart, list:

2. List the rest stops and travel tips that are covered in Chapter 10 on a flipchart Rest stops
with their corresponding pages.
 Stress reduction p. 313
3. Ask the participants to choose a partner. Assign one rest stop or travel tip to  Breath work p. 316
each pair. (If the group is small, assign two to each pair.)  Muscle relaxation p. 318
 Enjoying the moment p. 324
4. Have them review the corresponding pages and answer the questions in the
workbook. For sections without questions, ask them to discuss whether they Travel tips
think these techniques or tips are / would be effective for them.
 Stay flexible p. 329
5. Ask for volunteers to briefly report anything new that they learned and whether  Embrace change p. 330
they would recommend the rest stop or travel tip to others.  Don’t give up p. 331
 Don’t compare your journey to others p. 332
6. Finish this activity by asking the group the following questions:
 Don’t travel alone p. 332
 How do these rest stops and travel tips apply to your everyday life?  Celebrate every step of the way p. 333
 Are there other tips you have found helpful that you would recommend?
Finding Balance FG-294, “Finding Balance” Handout FG-374
1. Read the directions on p. 322 in the workbook down to the first question. The pie chart can be divided and labeled using:
2. Give them the “Finding Balance” handout or a piece of blank paper. Ask them  Work
to list the activities they do in a typical week and the amount of time they  Education
spend on each.  Home
 Social
3. Draw a large circle on a flipchart and demonstrate how to divide the pie chart
 Wellness
in to sections that represent the amount of time spent on each activity.
 Recreation
4. Label the activities. Refer to the list in the facilitator notes.  Spirituality
 Intimacy
5. Ask them to draw a pie chart for questions at the bottom of p. 322.
 Sleeping
6. Have them draw another pie chart, based on the answers to the questions, to
This is especially effective if each section of the pie can be
represent the way they would prefer to spend their time in a typical week on
done in a different color or format.
their current activities.
For many people, this exercise is a good visual reminder of
7. Ask them to answer the questions at the bottom of p. 323. See if they want to what they may be lacking in their lives.
make any changes to their Personal Recovery Plan.
For others, the ability to see how much time is devoted to
certain activities is an ideal motivator for change.
2. Provide the topics and reading assignment for the next session: Describe the assigned reading that will be covered in the
next session.
4. Ask them to share their favorite rest stop, travel tip, or strategy to enjoy the Write their ideas on a flipchart and encourage participants to
journey. find new ways to enjoy the journey.
own.”
Reading Assignment:
Read up to top of page 355
And read pp. 337, 367-370 and choose 1 or 2 of the following.
a. Creative potential pp. 337-346
b. Attitude of gratitude pp. 346-355
c. Meditation and visualization pp. 355-357
d. Physical pp. 358
e. Affirmations pp. 358-364
f. Humor pp. 365-366
SESSION #13

Welcome
4. Read Recovery Pledge p.20 Ask if anything needs to be added or changed.
Finding Balance FG-294, “Finding Balance” Handout FG-374
1. Read the directions on p. 322 in the workbook down to the first question. The pie chart can be divided and labeled using:
2. Give them the “Finding Balance” handout or a piece of blank paper. Ask them  Work
to list the activities they do in a typical week and the amount of time they  Education
spend on each.  Home
 Social
3. Draw a large circle on a flipchart and demonstrate how to divide the pie chart
 Wellness
in to sections that represent the amount of time spent on each activity.
 Recreation
4. Label the activities. Refer to the list in the facilitator notes.  Spirituality
 Intimacy
5. Ask them to draw a pie chart for their current activities and then answer the
 Sleeping
questions at the bottom of p. 322.
This is especially effective if each section of the pie can be
6. Have them draw another pie chart, based on the answers to the questions, to done in a different color or format.
represent the way they would prefer to spend their time in a typical week.
For many people, this exercise is a good visual reminder of
7. Ask them to answer the questions at the bottom of p. 323. See if they want to
make any changes to their Personal Recovery Plan. what they may be lacking in their lives.
For others, the ability to see how much time is devoted to
certain activities is an ideal motivator for change.
Ways to Enjoy the Journey FG-241
1. Read p. 337 in the workbook. End at “Supercharging Strategy #1.” On a flipchart, list the strategies and page numbers:
 List the strategies that are covered in Chapter 11 on a flipchart with their  Creative potential p. 344
corresponding pages.  Attitude of gratitude p. 352
 Meditation and visualization p. 356-357
 List each strategy at the top of a flipchart page and post them around the
 Physical exercise p. 358
room.
 Affirmations p. 360-362
2. Ask the participants to form a small group in front of each flipchart page. Make  Humor p. 365
sure each strategy has at least two people. Ask the small groups to choose
one person to record their ideas on the flipchart.
3. Have the small groups review the corresponding pages for their selected
strategy and answer the questions in the workbook or share what they
completed for homework. For sections without questions, ask them to discuss
whether these strategies are / would be effective for them.
4. Ask for reporters to briefly share anything new that they learned and whether
they would include this strategy in their Personal Recovery Plan.
5. Finish this activity by asking the group the following questions:
 How do these strategies apply to your everyday life?
 Are there other strategies you have found helpful and would recommend?
2. Provide the topics for the next session.
Alternate: Ask them to share something new they learned or their favorite This is another good way to end on an “up” note.
own.”
No reading assignment
SESSION #14

Welcome
1. Begin on time and welcome all participants back. Maintain a warm, caring and comfortable environment. Greet
people as they arrive.
2. Check in with the participants. Tell participants something positive you Model what you want the participants to do. Give a brief,
learned or did during the past week. Ask them to do the same. positive update of the week – then encourage participants to
also give a brief positive update.
3. Review what was covered in the last session and the agenda for today. List the agenda topics on a flipchart and refer to the relevant
sections for this session in the workbook.
Celebrate Every Accomplishment FG-247
1. Read p. 367 in the workbook to the first question. Here are some ideas for a “last class” celebration from other
Pathways to Recovery groups:
2. Ask them how they will celebrate the next steps in their recovery journeys.
(List ideas on a flipchart.) Some ideas to get started:  Have a pizza party or potluck dinner
 Coordinate a craft or activity day
 Make a creative card and mail it to ourselves
 Get a movie and a pizza
 Create an accomplishment board to post things that make us feel good.
 Have lunch or dinner in a restaurant
 Listen to favorite music or watch a favorite movie
 Spend a day at the park (picnic, nature walk)
 Look at photos of family and friends
 Attend a free concert
 Start a celebration journal or scrapbook for accomplishments
 Take a special hike
3. Ask them what they might do to celebrate the accomplishments of others.  Volunteer in the community together
(List ideas on a flipchart.) Some ideas to get started:
 Create an achievement award
 Write a personal note
 Give flowers
 Hang a banner
 Hold a lunch or party to honor the person
 Create your own award
4. Take this opportunity to discuss how they would like to celebrate the
completion of the class in the last session. Each group is different and will
come up with unique ideas that will fit the members of the group.
1. Provide the topics and reading assignment for the next session. Describe the assigned reading that will be covered in the next
session.
2. Ask them for informal feedback on how the session went. Be sure to add any relevant suggestions to your facilitator self-
evaluation form.
own.”
Reading assignment:
Read Chapter 12 pp. 375-395
SESSION #15

Welcome
Recovery Pledge FG-331
1. As a group, read A Recovery Pledge on p. 20 in the workbook.

One idea for recognition of their accomplishment is to give
2. Lead a discussion using the following questions: each participant a framed copy of A Recovery Pledge or a
quote or verse the group found particularly important -- along
 Is this pledge still important to you?
with a personalized certificate of accomplishment.
 Does it mean anything different to you now?
 What will you do to uphold this pledge when the group is over?
Telling Our Stories
nd
1. Read the 2 paragraph on p. 375 in the workbook. Model telling a brief part of your recovery story – keep it to 5
minutes or less.
2. Select a question on p. 389 in the workbook.
Encourage participants to keep it brief and stay focused on
3. Tell a brief part of your recovery story to answer the question.
answering the question.
4. Invite each participant to choose a question on p. 389 in the workbook and
share a part of their own recovery stories. (Allow them to pass.)
Alternate: Ask them to share something new they learned or their favorite This is another good way to end on an “up” note.
own.”
No reading assignment
SESSION #16

Welcome
4. Review the Partnership Pact.
Recovery Pledge FG-331
1. As a group, read A Recovery Pledge on p. 20 in the workbook.

One idea for recognition of their accomplishment is to give
2. Lead a discussion using the following questions: each participant a framed copy of A Recovery Pledge or a
quote or verse the group found particularly important -- along
 Is this pledge still important to you?
with a personalized certificate of accomplishment.
 Does it mean anything different to you now?
 What will you do to uphold this pledge when the group is over?
The Ongoing Journey FG-318
1. Read p. 394 in the workbook to the end of the poem.

Following the poem, you may choose to also read
2. Ask the group for final thoughts and comments. p. 395 from the shaded paragraph to the end.
Celebration of Accomplishments
1. Conduct the celebration activities. Recognize each individual and their specific
accomplishments during the session.
2. Encourage the group members to stay in touch with each other and to
participate in other recovery-based activities, like DBSA support groups.
3. Hand out a final evaluation and ask them to fill one out to help you improve Evaluation form
future classes.
4. Thank each group member for participating. Hand out certificates of accomplishment and finish the group
with whatever feels natural to the group.

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Pathways to Recovery — Facilitator Resources

Lesson Plan (16 Sessions)

Agenda Facilitation Notes

Conduct icebreaker activity.

Participant Hopes and Contributions

 Hand out “Questions to Ask Yourself About Participating in the Group.”

Review and Reflection

Agenda Facilitation Notes

Conduct icebreaker activity.

1. Lead a discussion using the following questions:

Defining recovery is instrumental in having a shared vision throughout the modules.

 Why is it important to focus on our strengths instead of our deficits?

Review and Reflection

Agenda Facilitation Notes

Wellness Options Make four separate flip charts

(New flipchart) Barriers Solutions

 Other medical conditions (leave room to write solutions)

Hole in the Sidewalk FG-119 Change (Habit) Trash can story.

Review and Reflection

Agenda Facilitation Notes

Identifying the ABC’s (Attitudes, Behaviors, and Beliefs) FG p. 63

(A) Attitudes - Courage

(B) Behavior - The Habit Negative Self-Talk

Review and Reflection

Agenda Facilitation Notes

4. Read “Recovery Pledge” Ask for volunteers to read aloud.

 Feeling like I will just

Making a “You Turn” FG-94/95

Hole in the Sidewalk

Review and Reflection

Agenda Facilitation Notes

4. Review the Partnership Pact. Ask if anything needs to be added or changed.

Exploring Our Strengths FG-152

Group Activity – Strengths Encounter FG-154

1. Read Chapter 5 (pages 105-123)

Agenda Facilitation Notes

Creating a Personal Vision FG-163

Review and Reflection

• Living situation pp. 131-135

Agenda Facilitation Notes

Exploring Our Life Domains FG-191

3. Lead a short group discussion using the following questions:

Review and Reflection

Agenda Facilitation Notes

Refer back to “Hole in the Sidewalk” poem FG-119

Writing Our Own Story

Roadblocks and Detours

Agenda Facilitation Notes

Review the Partnership Pact. Read The Recovery Pledge aloud.

Our Circle of Support FG-267

Review and Reflection

Agenda Facilitation Notes

4. Review the Partnership Pact. Ask if anything needs to be added or changed.

Suggestions for Making the Plan a Success FG-235

Steps 1-5: Identifying a Goal and Steps FG-238

Creating Your Personal Recovery Plan FG-241

Getting the Rubber on the Road FG-242

If the group is engaged to brainstorm solutions, write the

Review and Reflection