Site: Agency: Leader 1: Leader 2: Observer Initials: DSMP: Session 1 Observation Date: Scheduled Start Time: Scheduled End Time: Actual Start Time: Actual End Time: Observation Summary Concerns Identified Concerns Identified Environment: Leaders: Site: Materials: Content: Recommended Observed Class Length: 2:15-2:30 Class Size: 10 to 16 Key Concern Summary Summary of content not covered and/or charts not used: Other Comments: Environment E.1 All participants can see what is being presented? E.2 All participants can hear what is being presented? E.3 There is adequate lighting for participants to read materials at their seats? E.4 Room temperature is comfortable (based on observer's best judgment)? E.5 Room is set up appropriately for group interaction? E.6 Distractions (noise, person passing through), if any, do not interrupt flow of session? Leaders L.1 Leaders are prepared to start the class on time? L.2 Two leaders are present? L.3 At the beginning of the session, leaders verify with participants that they can see and hear? L.4 Leaders maintained good eye contact with the group and body language demonstrated that they were L.5 Leaders actively encourage but do not force participation? L.6 Leaders record attendance? L.7 During action planning leaders ensure that individual action plans are focused specific activity, times per L.8 Leaders do not add content not included in the manual? L.9 Leaders keep participants on topic? L.10 Leaders follow brainstorming guidelines as instructed in the manual? Site S.1 The site, including bathrooms, is handicap accessible? S.2 The room where the class is held is handicap accessible? S.3 The room is ready for class to begin when the class is scheduled to start? S.4 Class instruction is not interrupted by site staff? Materials M.1 Charts are clear, legible, and used appropriately? M.2 outside educational materials are introduced as part of the program? M.3 A copy of Living a Healthy Life with Chronic Conditions is available for each participant? M.4 Additional flip charts or boards are available and used for recording brainstorming? M.5 Charts 3, 6, 8 and 9 are posted?
Content CT.1 The information is presented in the order laid out in the Leader s Manual? 1.1 Introduction (30 min) CT.2 Name tags are given to participants? CT.3 Leaders model group introductions? CT.4 Group introductions are conducted? CT.5 Problems caused by diabetes/chronic conditions are written on Chart 1 (used to record conditions described by participants? 1.2 Workshop overview and responsibilities (10 min) CT.6 Chart 2 or handout, Workshop Overview, is discussed? CT.7 Chart 3, Guidelines, is discussed? 1.3 What is diabetes (15 min) CT.8 Leaders give What is diabetes? lecturette? CT.9 The table showing the 2 types of diabetes in Living a Healthy Life with Chronic Conditions is referenced? CT.10 Chart 4, Self-Management Tasks, is discussed? Break (20 min) 1.4 Monitoring (25 min) Duration: CT.11 Leaders give diabetes monitoring lecturette? CT.12 Chart 5, Blood Sugar Levels, is discussed? CT.13 Leaders introduce and describe brainstorming technique? CT.14 Question "What things make your blood sugar go up?" is brainstormed? CT.15 Question "What things make your blood sugar go down?" is brainstormed? CT.16 Question "What are some things we can do to help keep our blood sugar in balance?" is brainstormed? CT.17 Chart 6, Diabetes Self-Management Tool Box, is introduced and discussed? 1.5 Introduction to Healthy Eating (15 min) CT.18 Leaders give healthy eating lecturette? CT.19 Chart 7, Healthy Eating Means..., is discussed? 1.6 Introduction to Action Plans (30 min) CT.20 Leaders give lecturette on goal setting? CT.21 Chart 8, Parts of an Action Plan, is discussed? CT.22 Both leaders model weekly action plan presentations? CT.23 Participants practice making an action plan with a partner in the group? CT.24 Participants present their action plans? 1.8 Closing (5 min) CT.25 Leaders remind participants to keep track of action plans during the week? CT.26 Leaders remind participants to keep track of what and when they eat for two days next week? CT.27 Leaders advise participants that they will be calling each participant during the week? CT.28 Leaders introduce topics for next workshop session: more about healthy eating, problem solving, and
Site: Agency: Leader 1: Leader 2: Observer Initials: DSMP: Session 2 Observation Date: Scheduled Start Time: Scheduled End Time: Actual Start Time: Actual End Time: Observation Summary Concerns Identified Concerns Identified Environment: Leaders: Site: Materials: Content: Recommended Observed Class Length: 2:15-2:30 Class Size: 10 to 16 Key Concern Summary Summary of content not covered and/or charts not used: Other Comments: Environment E.1 All participants can see what is being presented? E.2 All participants can hear what is being presented? E.3 There is adequate lighting for participants to read materials at their seats? E.4 Room temperature is comfortable (based on observer's best judgment)? E.5 Room is set up appropriately for group interaction? E.6 Distractions (noise, person passing through), if any, do not interrupt flow of session? Leaders L.1 Leaders are prepared to start the class on time? L.2 Two leaders are present? L.3 At the beginning of the session, leaders verify with participants that they can see and hear? L.4 Leaders maintained good eye contact with the group and body language demonstrated that they were L.5 Leaders actively encourage but do not force participation? L.6 Leaders record attendance? L.7 During action planning leaders ensure that individual action plans are focused specific activity, times per L.8 Leaders do not add content not included in the manual? L.9 Leaders keep participants on topic? L.10 Leaders follow brainstorming guidelines as instructed in the manual? Site S.1 The site, including bathrooms, is handicap accessible? S.2 The room where the class is held is handicap accessible? S.3 The room is ready for class to begin when the class is scheduled to start? S.4 Class instruction is not interrupted by site staff? Materials M.1 Charts are clear, legible, and used appropriately? M.2 outside educational materials are introduced as part of the program? M.3 A copy of Living a Healthy Life with Chronic Conditions is available for each participant? M.4 Additional flip charts or boards are available and used for recording brainstorming? M.5 Charts 3, 6, 8 and 9 are posted?
Content CT.1 The information is presented in the order laid out in the Leader s Manual? CT.2 Name tags are given to participants? CT.3 Charts 3, 6, 8 and 9 are posted where participants can see throughout the session? 1.1 Feedback/Problem-Solving (30 min) CT.4 Instructors model action plan feedback? CT.5 Participants provide action plan feedback? CT.6 Problem-solving steps are introduced (Chart 9)? CT.7 Problem-solving is practiced for one or two participants who are unable to accomplish action plan? CT.8 Lessons from monitoring glucose the previous week are discussed? (Mark "yes" as long as question is 1.2 Formula for a healthy eating plan (40 min) CT.9 Chart 7, Healthy Eating Means, is reviewed? CT.10 Instructors give lecturette on proteins, fats, and carbohydrates? CT.11 Question What are examples of sugary and starchy foods? is brainstormed? CT.12 Instructors give lecturette on simple facts about carbohydrates? CT.13 Instructors review pages 186-192 in Living a Healthy Life with Chronic Conditions book? CT.14 Instructors explain how to use the food guide for the upcoming exercise? CT.15 Instructors have group practice using the food guide on pages 186-192 in Living a Healthy Life with CT.16 Instructors provide written examples of calculations on a flip chart or board? CT.17 Instructors ask for a show of hands to confirm that participants understand how to calculate? CT.18 Instructors introduce and discuss guidelines for a healthy meal (Chart 10)? CT.19 Instructors review Chart 11, Practice in Menu Planning, AND introduce group exercise? CT.20 Participants complete the menu planning exercise? CT.21 Chart 12, The Plate Method, is discussed? Break (20 min) 1.3 Preventing Low Blood Sugar (30 min) Duration: CT.22 Instructors ask the group What do exercise, food, not eating, diabetes medication, stress, and alcohol do to blood sugar and review correct answers? CT.23 Chart 13, Causes of Low Blood Sugar, is discussed? CT.24 Question What are the signs or symptoms of low blood sugar or What do you feel like when your CT.25 Chart 14, Steps for Treating Low Blood Sugar, is discussed? CT.26 Chart 15, Call for Medical Help When, is discussed? 1.4 Making an Action Plan (25 min) CT.27 Both instructors model weekly action plan presentations? CT.28 Participants present their weekly action plans? 1.5 Closing (5 min) CT.29 Instructors ask participants to choose a buddy other than the person they came with to call during the CT.30 Instructors remind participants to keep track of action plans during the week? CT.31 Instructors remind participants to keep track of what and when they eat for two days next week? CT.32 Instructors introduce topics for next workshop session: preventing complications, low-fat menus,
Site: Agency: Leader 1: Leader 2: Observer Initials: DSMP: Session 3 Observation Date: Scheduled Start Time: Scheduled End Time: Actual Start Time: Actual End Time: Observation Summary Concerns Identified Concerns Identified Environment: Leaders: Site: Materials: Content: Recommended Observed Class Length: 2:15-2:30 Class Size: 10 to 16 Key Concern Summary Summary of content not covered and/or charts not used: Other Comments: Environment E.1 All participants can see what is being presented? E.2 All participants can hear what is being presented? E.3 There is adequate lighting for participants to read materials at their seats? E.4 Room temperature is comfortable (based on observer's best judgment)? E.5 Room is set up appropriately for group interaction? E.6 Distractions (noise, person passing through), if any, do not interrupt flow of session? Leaders L.1 Leaders are prepared to start the class on time? L.2 Two leaders are present? L.3 At the beginning of the session, leaders verify with participants that they can see and hear? L.4 Leaders maintained good eye contact with the group and body language demonstrated that they were L.5 Leaders actively encourage but do not force participation? L.6 Leaders record attendance? L.7 During action planning leaders ensure that individual action plans are focused specific activity, times per L.8 Leaders do not add content not included in the manual? L.9 Leaders keep participants on topic? L.10 Leaders follow brainstorming guidelines as instructed in the manual? Site S.1 The site, including bathrooms, is handicap accessible? S.2 The room where the class is held is handicap accessible? S.3 The room is ready for class to begin when the class is scheduled to start? S.4 Class instruction is not interrupted by site staff? Materials M.1 Charts are clear, legible, and used appropriately? M.2 outside educational materials are introduced as part of the program? M.3 A copy of Living a Healthy Life with Chronic Conditions is available for each participant? M.4 Additional flip charts or boards are available and used for recording brainstorming? M.5 Charts 3, 6, 8 and 9 are posted?
Content CT.1 The information is presented in the order laid out in the Leader s Manual? CT.2 Name tags are given to participants? CT.3 Charts 3, 6, 8 and 9 are posted where participants can see throughout the session? 1.1 Feedback/Problem-Solving (20 min) CT.4 Instructors model action plan feedback? CT.5 Participants provide action plan feedback? CT.6 Participants are reminded about problem-solving steps (Chart 9)? CT.7 Problem-solving is practiced for one or two participants who are unable to accomplish action plan? (Write 1.2 Preventing or Delaying Complications (15 min) CT.8 Question What are some complications of diabetes? is brainstormed? CT.9 Instructors refer to Chart 6, Diabetes Self-Management Tool Box, as including many ways to prevent or CT.10 Instructors give lecturette on types of tests that people with diabetes need on a regular basis? 1.3 Planning Low Fat Meals (20 min) CT.11 Question Why is it important to reduce fat? is brainstormed? CT.12 Instructors give lecturette on types of fat and importance of weight loss? CT.13 Question, What are some ways we can reduce the amount of fat we eat? is brainstormed? CT.14 Instructors ask participants to think about how they will reduce the amount of fact they eat this week? Break (15 min) 1.4 Introduction to Physical Activity and Exercise (20 min) Duration: CT.15 Question Why is physical activity (or exercise) important? is brainstormed? CT.16 Chart 16, Three Kinds of Physical Activities, is reviewed? CT.17 Chart 17, Physical Activity Program Goals, is reviewed? CT.18 Instructors give lecturette on how to know if you ve done too much exercise? CT.19 Chart 18, Tips for Physical Activity and Exercise, is reviewed? 1.5 Dealing With Stress (20 min) CT.20 Instructors refer to stress management in Chart 6, Diabetes Self-Management Tool Box? CT.21 Question How do you know when you are feeling stressed? or What are some signs of stress? is CT.22 Question What can you do to deal with stress or How do you help yourself when you are feeling 1.6 Muscle Relaxation (15 min) CT.23 Instructors introduce the progressive muscle relaxation concept? CT.24 Instructors play relaxation tape or read relaxation script? CT.25 Instructors remind participants to try technique several times before deciding whether they like it or not? 1.7 Making an Action Plan (20 min) CT.26 Both instructors model weekly action plan presentations? CT.27 Participants present their weekly action plans? 1.8 Closing (5 min) CT.28 Instructors ask participants to choose a buddy other than the person they came with to call during the CT.29 Instructors remind participants to keep track of physical activity during the week? CT.30 Instructors remind participants to consider ways they can reduce fat in their meals? CT.31 Instructors ask participants to bring two food labels of items they eat to the class next week? CT.32 Instructors introduce topics for next workshop session: dealing with difficult emotions, reading nutrition
Site: Agency: Leader 1: Leader 2: Observer Initials: DSMP: Session 4 Observation Date: Scheduled Start Time: Scheduled End Time: Actual Start Time: Actual End Time: Observation Summary Concerns Identified Concerns Identified Environment: Leaders: Site: Materials: Content: Recommended Observed Class Length: 2:15-2:30 Class Size: 10 to 16 Key Concern Summary Summary of content not covered and/or charts not used: Other Comments: Environment E.1 All participants can see what is being presented? E.2 All participants can hear what is being presented? E.3 There is adequate lighting for participants to read materials at their seats? E.4 Room temperature is comfortable (based on observer's best judgment)? E.5 Room is set up appropriately for group interaction? E.6 Distractions (noise, person passing through), if any, do not interrupt flow of session? Leaders L.1 Leaders are prepared to start the class on time? L.2 Two leaders are present? L.3 At the beginning of the session, leaders verify with participants that they can see and hear? L.4 Leaders maintained good eye contact with the group and body language demonstrated that they were L.5 Leaders actively encourage but do not force participation? L.6 Leaders record attendance? L.7 During action planning leaders ensure that individual action plans are focused specific activity, times per L.8 Leaders do not add content not included in the manual? L.9 Leaders keep participants on topic? L.10 Leaders follow brainstorming guidelines as instructed in the manual? Site S.1 The site, including bathrooms, is handicap accessible? S.2 The room where the class is held is handicap accessible? S.3 The room is ready for class to begin when the class is scheduled to start? S.4 Class instruction is not interrupted by site staff? Materials M.1 Charts are clear, legible, and used appropriately? M.2 outside educational materials are introduced as part of the program? M.3 A copy of Living a Healthy Life with Chronic Conditions is available for each participant? M.4 Additional flip charts or boards are available and used for recording brainstorming? M.5 Charts 3, 6, 8 and 9 are posted?
Content CT.1 The information is presented in the order laid out in the Leader s Manual? CT.2 Name tags are given to participants? CT.3 Charts 3, 6, 8 and 9 are posted where participants can see throughout the session? 1.1 Feedback/Problem-Solving (20 min) CT.4 Instructors model action plan feedback? CT.5 Participants provide action plan feedback? CT.6 Participants are reminded about problem-solving steps (Chart 9)? CT.7 Problem-solving is practiced for one or two participants who are unable to accomplish action plan? (Write 1.2 Dealing With Difficult Emotions (30 min) CT.8 Instructors refer to dealing with difficult emotions on Chart 6, Diabetes Self-Management Tool Box? CT.9 Instructors give lecturette about difficult emotions and the problems they may cause? CT.10 Instructors give instructions for group exercise on difficult emotions and what causes them? CT.11 Participants work in pairs to explore difficult emotions and what causes them? CT.12 Participants report to group regarding difficult emotions and causes identified by partner in the exercise? CT.13 Question What are some ways to deal with difficult emotions like frustration, anger, and fear? is Break (20 min) 1.3 Reading Nutrition Labels (25 min) Duration: CT.14 Instructors refer to healthy eating on Chart 6, Diabetes Self-Management Tool Box? CT.15 Instructors refer participants to sample nutrition label on page 184 of the Living a Healthy Life book, CT.16 Instructors conduct group exercise practicing reading labels that participants brought in from home? CT.17 Question What have you learned from this exercise? is brainstormed? CT.18 Instructors ask participants to practice reading labels during the week and to be prepared to share 1.4 Endurance Activities: How Much is Enough (20 min) CT.19 Instructors refer to exercise in Chart 6, Diabetes Self-Management Tool Box? CT.20 Chart 19, Moderate Endurance Activity, is discussed? CT.21 Chart 20, Be FIT, is discussed? CT.22 Chart 21, Monitoring Exercise Intensity, is discussed? CT.23 One instructor models marching and the other models seated conducting while participants march or CT.24 Instructors ask participants to rate their exertion level from 0 to 10 and have a few volunteers report their CT.25 Instructors give lecturette on how to monitor fitness? CT.26 Instructors ask participants to keep track of physical activities they do each day during the next week and 1.5 Guided Imagery (15 min) CT.27 Instructors refer to stress management in Chart 6, Diabetes Self-Management Tool Box? CT.28 Instructors introduce guided imagery technique? CT.29 Instructors describe belly breathing and lead the group in silent practice? CT.30 Instructors advise participants not to participate in the activity if it makes them uncomfortable or CT.31 Instructors lead guided imagery using the leader s CD or the script in the leader s manual? 1.6 Making an Action Plan (15 min) CT.32 Both instructors model weekly action plan presentations? CT.33 Participants present their weekly action plans? 1.7 Closing (5 min) CT.34 Instructors ask participants to choose a buddy other than the person they came with to call during the CT.35 Instructors remind participants to practice reading food labels during the week? CT.36 Instructors remind participants to begin monitoring their fitness using methods discussed in the class? CT.37 Instructors introduce topics for next workshop session: depression, positive thinking, communication
Site: Agency: Leader 1: Leader 2: Observer Initials: DSMP: Session 5 Observation Date: Scheduled Start Time: Scheduled End Time: Actual Start Time: Actual End Time: Observation Summary Concerns Identified Concerns Identified Environment: Leaders: Site: Materials: Content: Recommended Observed Class Length: 2:15-2:30 Class Size: 10 to 16 Key Concern Summary Summary of content not covered and/or charts not used: Other Comments: Environment E.1 All participants can see what is being presented? E.2 All participants can hear what is being presented? E.3 There is adequate lighting for participants to read materials at their seats? E.4 Room temperature is comfortable (based on observer's best judgment)? E.5 Room is set up appropriately for group interaction? E.6 Distractions (noise, person passing through), if any, do not interrupt flow of session? Leaders L.1 Leaders are prepared to start the class on time? L.2 Two leaders are present? L.3 At the beginning of the session, leaders verify with participants that they can see and hear? L.4 Leaders maintained good eye contact with the group and body language demonstrated that they were present and L.5 Leaders actively encourage but do not force participation? L.6 Leaders record attendance? L.7 During action planning leaders ensure that individual action plans are focused specific activity, times per day/week, L.8 Leaders do not add content not included in the manual? L.9 Leaders keep participants on topic? L.10 Leaders follow brainstorming guidelines as instructed in the manual? Site S.1 The site, including bathrooms, is handicap accessible? S.2 The room where the class is held is handicap accessible? S.3 The room is ready for class to begin when the class is scheduled to start? S.4 Class instruction is not interrupted by site staff? Materials M.1 Charts are clear, legible, and used appropriately? M.2 outside educational materials are introduced as part of the program? M.3 A copy of Living a Healthy Life with Chronic Conditions is available for each participant? M.4 Additional flip charts or boards are available and used for recording brainstorming? M.5 Charts 3, 6, 8 and 9 are posted?
Content CT.1 The information is presented in the order laid out in the Leader s Manual? CT.2 Name tags are given to participants? CT.3 Charts 3, 6, 8 and 9 are posted where participants can see throughout the session? 1.1 Feedback/Problem-Solving (20 min) CT.4 Instructors model action plan feedback? CT.5 Participants provide action plan feedback? CT.6 Participants are reminded about problem-solving steps (Chart 9)? CT.7 Problem-solving is practiced for one or two participants who are unable to accomplish action plan? (Write N/A if all 1.2 Depression Management (15 min) CT.8 Instructors refer to dealing with difficult emotions on Chart 6, Diabetes Self-Management Tool Box? CT.9 Instructors give lecturette about depression? CT.10 Question What are some things people might do to feel better when they are feeling down, blue, unhappy, or CT.11 Instructors describe what to do when depression is severe and requires professional treatment? 1.3 Positive Thinking (25 min) CT.12 Instructors give examples of the same message presented in a negative and a positive way? CT.13 Instructors ask participants for examples of negative things they say about themselves or hear others say about CT.14 Instructors ask participants to give some suggestions for changing or replacing negative statements recorded with CT.15 Chart 22, Steps Toward Positive Thinking, is discussed? CT.16 Instructor gives summary lecturette about changing negative thoughts to positive ones? Break (20 min) 1.4 Communication Skills (30 min) Duration: CT.17 Instructors refer to communication skills on Chart 6, Diabetes Self-Management Tool Box? CT.16 Instructors introduce concepts of I messages and you messages? CT.17 Instructors role play a scripted example of I messages and you messages? CT.18 Instructors ask participants to identify differences they noticed between the two role play dialogues? CT.19 Instructors give an example of a conversation between two friends and ask participants to decide if there is a CT.20 Instructors give second example of the same conversation and discuss how this one differs from the first? CT.21 Chart 23, Communication Skills, is reviewed? 1.5 Medication Usage (20 min) CT.21 Instructors refer to medication in Chart 6, Diabetes Self-Management Tool Box? CT.22 Chart 24, Purposes of Medication, is discussed? CT.23 Instructors give lecturette on types of diabetes medications? CT.24 Chart 25, Medication Effects, is discussed? CT.25 Chart 26, Medication Responsibilities, is discussed? CT.26 Question What are some ways to remember to take medication? is brainstormed? CT.27 Instructors ask participants to complete a personal medication list for homework and describe information that should 1.6 Making an Action Plan (15 min) CT.28 Both instructors model weekly action plan presentations? CT.29 Participants present their weekly action plans? 1.7 Closing (5 min) CT.30 Instructors ask participants to choose buddy other than the person they came with to call during the week? CT.31 Instructors ask participants to email/write a letter to their healthcare provider about what they accomplished during CT.32 Instructors provide address of Stanford Patient Education Research Center to participants so they can send CT.33 Instructors remind participants to pay attention to the types of thoughts they have about themselves and to try to CT.34 Instructors remind participants to create or update their medication lists? CT.35 Instructors introduce topics for next workshop session: strategies for sick days, foot care, working with your health
Site: Agency: Leader 1: Leader 2: Observer Initials: DSMP: Session 6 Observation Date: Scheduled Start Time: Scheduled End Time: Actual Start Time: Actual End Time: Observation Summary Concerns Identified Concerns Identified Environment: Leaders: Site: Materials: Content: Recommended Observed Class Length: 2:15-2:30 Class Size: 10 to 16 Key Concern Summary Summary of content not covered and/or charts not used: Other Comments: Environment E.1 All participants can see what is being presented? E.2 All participants can hear what is being presented? E.3 There is adequate lighting for participants to read materials at their seats? E.4 Room temperature is comfortable (based on observer's best judgment)? E.5 Room is set up appropriately for group interaction? E.6 Distractions (noise, person passing through), if any, do not interrupt flow of session? Leaders L.1 Leaders are prepared to start the class on time? L.2 Two leaders are present? L.3 At the beginning of the session, leaders verify with participants that they can see and hear? L.4 Leaders maintained good eye contact with the group and body language demonstrated that they were present and engaged? L.5 Leaders actively encourage but do not force participation? L.6 Leaders record attendance? L.7 During action planning leaders ensure that individual action plans are focused specific activity, times per day/week, confidence level? L.8 Leaders do not add content not included in the manual? L.9 Leaders keep participants on topic? L.10 Leaders follow brainstorming guidelines as instructed in the manual? Site S.1 The site, including bathrooms, is handicap accessible? S.2 The room where the class is held is handicap accessible? S.3 The room is ready for class to begin when the class is scheduled to start? S.4 Class instruction is not interrupted by site staff? Materials M.1 Charts are clear, legible, and used appropriately? M.2 outside educational materials are introduced as part of the program? M.3 A copy of Living a Healthy Life with Chronic Conditions is available for each participant? M.4 Additional flip charts or boards are available and used for recording brainstorming? M.5 Charts 3, 6, 8 and 9 are posted?
Content CT.1 The information is presented in the order laid out in the Leader s Manual? CT.2 Name tags are given to participants? CT.3 Charts 3, 6, 8 and 9 are posted where participants can see throughout the session? 1.1 Feedback/Problem-Solving (20 min) CT.4 Instructors model action plan feedback? CT.5 Participants provide action plan feedback? CT.6 Participants are reminded about problem-solving steps (Chart 9)? CT.7 Problem-solving is practiced for one or two participants who are unable to accomplish action plan? (Write N/A if all participants accomplished their action plans) 1.2 Strategies for Sick Days (25 min) CT.8 Chart 27, What to Do When You Are Sick?, is discussed? CT.9 Question What are the things you can do now to prepare for when you are sick? is brainstormed? 1.3 Foot Care (15 min) CT.10 Instructors give lecturette about relationship between diabetes and serious foot infections? CT.11 Chart 28, Good Foot Care Involves, is discussed? Break (20 min) NOTE: If a celebration activity is planned, this Duration: break can be shortened but should not be skipped. 1.4 Working with Your Health Care Professional and Health Care System (30 min) CT.12 Instructors refer to working with health care professionals on Chart 6, Diabetes Self-Management Tool Box? CT.13 Instructors introduce the idea that there is a difference between the health care system and health care professionals? CT.14 Question What problems do you have with your health care organization? is brainstormed? CT.15 Question What problems do you have with your health care providers? is brainstormed? CT.16 Instructors have group problem solve one or two problems from each list, reminding participants about the steps in problem solving and the importance of not evaluating ideas that people in the group suggest? CT.17 Chart 29, Take PART, is discussed? 1.5 Looking Back and Planning for the Future (30 min) CT.18 Question, What self-management techniques have you found helpful in managing your diabetes? is brainstormed? CT.19 Instructors review Chart 6? CT.20 Instructors model the next group activity: What are your goals for the next three to six months, what are some of the steps you will take to reach these goals, and what is your confidence level? CT.21 Instructors have each participant answer the question in CT.19? CT.22 Problem-solving is practiced for one to three participants who are not confident about future plan? (Leave blank if all participants have a confidence level of at least 7 regarding their future plan) CT.23 Instructors ask participants to write down one or two problems they have because of their diabetes or problems someone with diabetes might have? CT.24 Instructors revisit Chart 1 from Session 1, Problems Caused by Diabetes and compare with list created in CT.23. Differences in the lists are discussed? CT.25 Instructors ask participants to share with the group what they have accomplished in the workshop? CT.26 Instructors read short visualization script? 1.6 Closing (10 min) CT.27 Instructors remind participants to continue using actions plans? CT.28 Instructors collect last session survey from each participant? CT.29 Instructors collect workshop evaluation from each participant?