Microskills

Microskills are an array of small communication skills used in high-quality interpersonal communication. We use many of these skills all the time without even being aware of it. You have experience of using these skills as a Remote DAFNE educator and they are just as important in face-to-face DAFNE courses. Here is a recap of microskills.

Validation

Validation doesn’t necessarily mean that we agree with what someone is saying. It just means that we are deeply listening and acknowledge what they are saying and feeling. This implies that we hear and understand them and that we can see the issue from their point of view.

Active listening

Listening to verbal and non-verbal cues helps us to understand others’ experiences. So even if they come from a differing perspective, it’s about trying to be in the moment and putting yourself in their shoes.

Watch the video that follows about picking up on non-verbal cues in a face-to-face learning environment.

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Transcript

Slide 1 narration:

Face-to-face DAFNE courses allow you the opportunity to observe a wider range of non-verbal cues than those you might observe in Remote DAFNE, as people in a room together interact directly with each other. Read the room, be aware of non-verbal cues that suggest engagement such as eye contact, leaning in, looking alert; these are all signs that your session is going well. Signs of disengagement can include agitation or defensiveness, and are a signal to change the pace or use validation to show that we are listening and to acknowledge what participants are saying and feeling.

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Say less

This requires practice to not allow yourself or other group members to jump in before the person has finished what they need to say. This will allow greater understanding of what a person is trying to say and can lead to far clearer communication within the group.

For example, if someone says, ‘It’s impossible to count carbohydrate all of the time!’, it is very tempting to jump in and say, ‘Oh, it’s not too bad, we have digital scales, carb counting books, apps, etc.’

Instead, individuals would feel truly heard if you said, ‘Yes, tell me why you feel that it is impossible.’ We can help by hearing and validating these experiences and helping the group to learn from each other.

These skills are based on listening. DAFNE sessions include time to listen and value participants’ contributions.

Equalising participation

Ensure everyone has the opportunity to speak. Not everyone needs to participate at the same level, but we should at least give them the opportunity to do so. If we do not scan the room, notice and provide the space for people to participate we may be missing out on valuable contributions. In a face-to-face group it is likely that there will be more direct communication between participants, unlike Remote DAFNE, where less communication goes through the educator. It is likely that you will have less control over the conversation than in a Remote DAFNE group.

Normalising

People need to be aware that what they are feeling is normal or their experience is normal. This often helps them to say things more freely. Be careful not to take over the person’s story; for example, ‘Oh, that’s terrible, the same thing happens to me when …’

A good example could be ‘Urine infections and thrush are very common in people with high Glucose’ or ‘It’s normal to feel distressed when you are first diagnosed.’ These skills are based on valuing the contributions of the group.

All these microskills are based on developing a sense of self-awareness and awareness of others so that we can communicate effectively with others.