DELIVERABLE B4 Dissemination of Lay Support to Address Health Needs - - PDF document

DELIVERABLE B4 Dissemination of Lay Support to Address Health Needs of Patients with Serious Mental Illness PI: Patrick Corrigan, Co-PI: Sonya Ballentine Eugene Washington PCORI Engagement EADI-14251 10/1/2019 -- 11/1/2019 This is an overview of accomplishments of the written presentation skills curriculum and fidelity measure:

• 1. The presentation skills curriculum is titled, Skills For Peer Presenters.
• 2. The fidelity measures has been created based on the presentation skill curriculum.

SKILLS FOR PEER PRESENTERS

A training curriculum for peers to present “Peer Support Services to Address the Health and Wellness of People Living with Mental Health Challenges.”

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AUTHORS

Yaffa Alter Sonya Ballentine Jo Bowers Christi Collins Pamela Goodine Douglas Hulst Frederick Nardei Sang Qin Sandra Smith Ryan Tempesco Michael Weaver Patrick Corrigan

This project was made possible by Patient-Centered Outcomes Research Institute Eugene Washington Engagement Award EADI-14251

Illinois Institute of Technology

Citation: Alter, Y., Ballentine, S., Bowers, J., Collins C., Goodine, P., Hulst, D., Nardei, F., Qin, S., Smith, S., Tempesco, R., Weaver, M., & Corrigan, P. (2019). Skills for peer presenters Peer support services to address the health and wellness of people living with mental health challenges. Chicago, Illinois: Illinois Institute of Technology

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TABLE OF CONTENTS

PREFACE ................................................................................................................. 4 Section 1 .................................................................................................................... 5 Worksheet 1.1 ........................................................................................................ 6 Worksheet 1.2 ........................................................................................................ 7 Section 2 .................................................................................................................... 8 Worksheet 2.1 ........................................................................................................ 9 Worksheet 2.2 ......................................................................................................13 Section 3 ..................................................................................................................16 Section 4 ..................................................................................................................17 Worksheet 4.1 ......................................................................................................18

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PREFACE

This manual is meant to briefly assist those with lived experience in presenting materials for the PCORI Peer Support Services materials. It comprises four sections.

• 1. Is the public speaking for me?
• 2. Reviewing basic principles of delivery.
• 3. Mastering and becoming comfortable with the PowerPoint Presentation.
• 4. Putting it all together. Best practices and overall guidance.

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Section 1 Is Public Speaking for Me?

Giving speeches or presentations in public can make many people nervous. If you are one of these people, it is worthwhile to evaluate whether you want to gain skills and confidence in public speaking or decide this is not for you. In this section, we briefly review signs of anxiety and the degree which you might be stressed out when presenting in public today. You then can use this information to decide whether public speaking is something you want to invest in. Handout Worksheet 1.1. The facilitator asks group participants to define each element in the list. The facilitator then asks group participants to check off each

• f the reactions they have experienced. The facilitator discusses Worksheet 1.1.

with participants. Handout Worksheet 1.2. The facilitator instructs group participants to keep in mind the bodily reactions they checked off in worksheet 1.1. They should then complete the 20 item Public Speaking Anxiety Scale using the five-point agreement scale. Participants should then add items up and reconsider whether they want to do public speaking in this program if their score is greater than 75.

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Worksheet 1.1 How Does Your Body React When You Stand in Front of an Audience to Speak?

Check all that apply. Physiological ❏ Dry Mouth ❏ Increased heart rate ❏ Hand tremors ❏ Sweating ❏ Nausea ❏ Muscles stiffening Non-Verbal ❏ Nervous shaking ❏ Avoiding eye contact ❏ Twisting legs ❏ Repetitive behavior ❏ Over blinking or not blinking ❏ Leaning on podium Verbal ❏ Stuttering ❏ Speaking too quickly ❏ Speaking too softly ❏ Using filler words such as “like,” “um,” and “So,” etc. ❏ Inability to speak at all - freezing up ❏ Lack of change in tone and inflection

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Worksheet 1.2 How Much Public Speaking Anxiety Do You Experience?

Instructions: Personal Report of Public Speaking Anxiety. Score each item based

• n the scale below.
• 1. While preparing to give a speech, I feel tense and nervous.
• 2. My thoughts become confused and jumbled when I am giving a speech.
• 3. My hands tremble when I am giving a speech.
• 4. I get anxious if someone asks me something about my topic that I do not

know.

• 5. I perspire much before and during the speech, and worry about this being

visible.

• 6. My heart beats very fast just as I start a speech.
• 7. I experience considerable anxiety depending on the audience.
• 8. Certain parts of my body feel very tense and rigid while giving a speech.
• 9. Realizing that only a little time remains in a speech makes me very tense and

anxious. 10. I breathe faster just before starting a speech. 11. When I make a mistake while giving a speech, I find it hard to concentrate

• n the parts that follow.

12. During an important speech, I experience a feeling of helplessness building up inside me. 13. I have trouble falling asleep the night before a speech. 14. I feel anxious while waiting to give my speech. 15. While giving a speech, I get so nervous I forget facts I really know. Scoring: Add together your scores from items 1-15. Your score is ______. If your total score is greater than 60, you may ask yourself, “Do I really want to do this?”

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Section 2 Basic Principles of Presentation Delivery

There are ten fundamental principles that describe and help in effective public

• speaking. The ten principles are first reviewed in Worksheet 2.1. Participants then

have three opportunities to rate the speakers in two TED Talk and a Webinar on these principles using the Basic Principles Rating Sheet. Handout Worksheet 2.1. The facilitator reviews each principle one at a time. The facilitator encourages group participants to discuss each principle and asks for a volunteer to give an example. The facilitator demonstrates the presentation skills. Handout Worksheet 2.2. The facilitator instructs group participants to use Basic Principles Rating Sheet to evaluate the two TED Talks and one Mental Health America webinar. TED Talks:  https://www.ted.com/talks/sangu_delle_there_s_no_shame_in_taking_care_of_ your_mental_health?referrer=playlist-the_struggle_of_mental_health  https://www.ted.com/talks/brittney_cooper_the_racial_politics_of_time?referrer =playlist-the_link_between_health_and_racism Mental Health America:  https://www.youtube.com/watch?v=4O60_C1hzTI Homework: Prior to Section 3, review the presentation of Peer Support Services to Address the Health and Wellness of People Living with Serious Mental Health Challenges.

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Worksheet 2.1 Basic Principles of Delivery

Set the Stage Start smart. Your speech begins well before you ever open your mouth. Begin your speech with confidence consciously aware of the factors that create the audience’s first impression. Consider each section of the speech and how you are going to deliver.

• Before the speech: Includes your attitude about the delivery, degree of

preparation, your confidence level, and various nonverbal messages.

• Taking the stage: Includes how organized you appear, your stride, posture,

and confidence level, and even how friendly and approachable you appear.

• Establish: Stand before audience feet firmly planted, exude friendly

confidence through posture and poise, establish rapport through eye contact and calmly wait for every audience member to quiet down and “be ready” to hear your words.

• First spoken words: Know your first two lines. Project the words using

plenty of vocal variety and pauses for impact. (Be careful to not look down at your cards and break the connection with the audience.) Control the Energy Be aware of the competing energies in any given speaking environment. Speaker’s energy, audience energy and room dynamics each intersect to create a given

• dynamic. Anticipate and respond appropriately to create a conducive, receptive

environment.

• Speaker’s Energy: Convey your internal energy (e.g. excitement,

enthusiasm, passion, etc.) about the presentation and your energy outside the presentation (your health or stressors that impact your internal energy).

• Audience’s Energy: Collective energy of the group (high/low, weak/strong)

vs individual group members’ energy (negative/positive).

• Room Energy: The size, temperature, lighting and set up all influence the

feeling of the presentation. Speak Up! Engage your diaphragm to speak up. Speaking from your diaphragm ensures that your words resonate from deep within you and are fueled by your breath. Speaking

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from your throat rather than your diaphragm over time can damage your vocal

• cords. There is a direct correlation between controlling nervous energy and

speaking up. The more you speak up confidently, the more control you will exert

• ver anxiety.

Sweeten It! Take advantage of every opportunity your speech allows. Each speech contains specific opportunities to consciously engage the audience and make the content come alive. Consider how you can capitalize on every opportunity. Consider incorporating each of the senses; implement each delivery principle to the best of your ability. Most people have few opportunities to stand before an audience and create change…make the most of the opportunity; make the speech all that it can be. Power of the Pause Powerful use of silence to solicit a specific response from the audience. Four types

• f pauses are transitional, dramatic, impact, and unplanned. Often, pauses can be

planned prior to delivery.

• Transitional: Pause used to notify the audience of a change in ideas both

large (points) and small (research and connections). The length of the pause depends upon the size of the change.

• Dramatic: Pause used to add impact to an idea. It can be used to gain

attention usually for humor or to make a profound point, like asking probing questions of the audience.

• Impact: A short pause used to create emphasis and interest prior to verbally

emphasizing certain words with tone and pitch. Typically incorporated prior to numbers, conjunctions, adjectives, and pronouns a short pause is inserted before the verbal emphasis is added.

• Unplanned: Strategy a speaker incorporates in the moment to reset the focus
• r direction of the speech. The speaker stops speaking and waits long

enough to continue the speech as planned.

• Audience Regroup: Audience attention wanes of gets off-topic

responding to a disruption.

• Speaker Regroup: Speaker may get off-topic or competing thoughts

make it difficult to formulate cohesive sentences.

• Sentence Regroup: Strategy to pause long enough to identify the right

word rather than insert filler words.

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Engage, Engage, Engage Planned, thoughtful ways to keep your audience involved in your presentation. The 4 Ps for an engaging speech include:

• 1. Personal stories: Share personal stories that include details: who, what

where, why, how and how. Don’t be afraid to be vulnerable.

• 2. Probing questions: Ask probing questions that require the audience to

conjure up their own experience and connection to the context.

• 3. Props (3D): Incorporate objects that demonstrate or illustrate content from

your speech. Be creative.

• 4. Physical activities: Inject activities that require at least two audience

members to move from their seats for an onstage role-play. Use Your Space Wisely Consider your use of space and how you can use your space to solicit the best audience response. Cultural influences create a powerful response to space dynamics within each of us. Breaking cultural norms can be a very powerful way to gain the audience’s attention. Your space includes various different elements.

• Stage: The stage itself can differ greatly varying from a formal lifted stage

placing you above your audience to a less formal space in front of an

• audience. In either situation always strive to get as close to your audience as
• possible. Either bring yourself to the audience or bring members of the

audience to you physically or verbally by identifying specific audience members or targeting areas in the audience i.e. those of you in the back row.

• Podium or Lectern: A podium is a raised platform and a lectern is a slanted

high desk often used to place speaking notes during a presentation. Often

• ne out the two will be provided for your use as a speaker. Just because it is

there does not mean you are required to use it or are tied to it. The situation

• ften dictates which rules to follow. Consider whether you can step out from

behind the podium or if the situation is formal and requires you to remain in place behind the podium. Whenever you have the opportunity to shrug the podium or lectern do so as you can incorporate body language and movement and get closer to your audience.

• Audience: Just because you as the speaker are given a space in front of the

audience, doesn’t mean you can’t break free from the confines of the stage and go into the audience or incorporate other areas in the room into your

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• speech. Move among the audience members and interact with the proxemics
• f the group.
• Body Language: Never show your audience your backside. Keep your body
• pen to your audience. You can validate that your body is open to your

audience by extending your arms directly out from the angle of your shoulders—is your audience included in the embrace? At any given point and time during your speech, your arms should be able to embrace your audience, if they can’t move your body. No matter where you are, left, right,

• r center, your upper torso, and shoulders should be directed towards your

audience, never away from them. Respect Respect the time, premise for the event and the cultural influences at stake. Speaking engagements fit into events in a very specific way. First and foremost, respect the guidelines and have an awareness of where the presentation fits into the

• event. Depending upon the location and cultural nuances at play, you as the

speaker should adapt to the specific contexts of the engagement. Dance with Your Audience Be aware of how each audience member responds to each word, pause, and gesture you convey and your ability to read and respond appropriately to fulfill the ultimate purpose for the speech. Have Fun! Ability to be “in the moment” able to enjoy and actually have fun with the experience, executing each delivery principle effortlessly. Point where you are able to empower your words using the energy the anxiety creates to deliver your best speech.

• Master all the delivery principles.
• Feel the excitement you have for the well planned out activities.
• Appreciate the audience’s response to you and
• Relax in the knowledge that you have worked hard and are confident in your

ability to connect and share a message that matters with your audience. Remember that NO ONE in the audience wants to see you fail but rather is likely grateful to be listening to and learning from you.

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Worksheet 2.2 Basic Principles Rating Sheet

Please rate the speakers in the videos based on the basic principle of delivery. For each principle listed below, select the best response that characterizes how you feel about the speaker and their delivery. The scale: 1= Very Bad, 2= Bad, 3= Neutral, 4= Good, 5= Very Good

• 1. Use the scale with Delivery Principles provided below to rate the speaker in

There’s No Shame in Taking Care of Your Mental Health.

Very Bad Bad Neutral Good Very Good

• 1. Set the Stage

1 2 3 4 5

• 2. Control the Energy

1 2 3 4 5

• 3. Speak Up

1 2 3 4 5

• 4. Sweeten It

1 2 3 4 5

• 5. Power of the Pause

1 2 3 4 5

• 6. Engage

1 2 3 4 5

• 7. Use Space Wisely

1 2 3 4 5

• 8. Respect

1 2 3 4 5

• 9. Awareness of Audience

1 2 3 4 5

• 10. Have Fun

1 2 3 4 5

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• 2. Use the scale with Delivery Principles provided below to rate the speaker in

The Racial Politics of Time.

Very Bad Bad Neutral Good Very Good

• 1. Set the Stage

1 2 3 4 5

• 2. Control the Energy

1 2 3 4 5

• 3. Speak Up

1 2 3 4 5

• 4. Sweeten It

1 2 3 4 5

• 5. Power of the Pause

1 2 3 4 5

• 6. Engage

1 2 3 4 5

• 7. Use Space Wisely

1 2 3 4 5

• 8. Respect

1 2 3 4 5

• 9. Awareness of Audience

1 2 3 4 5

• 10. Have Fun

1 2 3 4 5

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• 3. Use the scale with Delivery Principles provided below to rate the speaker in

Starting and Maintaining an Effective Peer Support Group.

Very Bad Bad Neutral Good Very Good

• 1. Set the Stage

1 2 3 4 5

• 2. Control the Energy

1 2 3 4 5

• 3. Speak Up

1 2 3 4 5

• 4. Sweeten It

1 2 3 4 5

• 5. Power of the Pause

1 2 3 4 5

• 6. Engage

1 2 3 4 5

• 7. Use Space Wisely

1 2 3 4 5

• 8. Respect

1 2 3 4 5

• 9. Awareness of Audience

1 2 3 4 5

• 10. Have Fun

1 2 3 4 5

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Section 3 Mastering and Becoming Comfortable with the PowerPoint Presentation

In this section, we will learn the presentation of Peer Support Services to Address the Health and Wellness of People Living with Mental Health Challenges. The classroom should be set up with a laptop and PowerPoint projector on which the slide deck for “Peer Support Services…” is already loaded. With the first slide on the screen, the facilitator should review contents and notes for each slide. After the first review, group members will use the presentation principles and take turns to practice presentation skills with one of the five sections of the presentation. ▪ What is the concern: Health and wellness of people with serious mental challenges ▪ Peer support services as an effective solution ▪ Program development through Community-Based Participatory Research (CBPR) ▪ PCORI Research Findings ▪ Moving forward: A discussion of how peer support services might be implemented. The presenter will demonstrate skills doing the first section. What is the concern: Health and wellness people with serious mental challenges?

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Section 4 Putting it All Together

In this Section, group participants are provided the opportunity to present one of the sections outlined in the PowerPoint presentation and then self-evaluate their

• performance. The self-evaluation includes a brief action plan for moving forward.

A group participant should then deliver one of the five points of the Section 3 PowerPoint presentation and then complete Worksheet 4.1. Group participants should review Worksheet 2.1, Basic Principles of Delivery while completing the worksheet 4.1. The participant should then review the worksheet with the rest of the group. The facilitator should turn to Worksheet 4.1 and review the outlined questions with group participants. In particular, elements of the Action Plan should be discussed:  What goals might speakers pursue to further their performance in future presentations?  What specific steps might they implement to accomplish these goals?

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Worksheet 4.1 Self-Evaluation

Assess your performance on the speech you delivered by answering these questions.

• 1. How well prepared were you to deliver your speech?

฀ I read it out loud 10 times, practiced in front of a mirror, used my cell phone to see my delivery and made the appropriate adjustments to improve. ฀ I read my note cards and practiced in front of the mirror but I wish I had worked a bit more. ฀ I read my cards but could have worked to make conscious adjustments before I got in front of my audience. ฀ I read the speech once or twice. ฀ I am writing my note cards out in class.

• 2. How well did you feel that you did deliver your speech?

฀ Nailed it! I seriously ROCK! ฀ I did good, there were a few things I wish had happened more like how I practiced them. ฀ Wow… there are so many things I wanted to do that didn’t go how I planned. ฀ I could have done better, I’m so pissed! ฀ Why did I even bother to get out of bed… HELP!

• 3. Action Plan

Create a plan of action. Based on your delivery, select 3 delivery goals you intend to focus on for your next speech. Be sure to select these from your list of Delivery Principles for your next speech and explain with at least 3 specific steps for each delivery principle goal.

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# Goal Steps 1 1. 2. 3. 2 1. 2. 3. 3 1. 2. 3.

FIDELITY MEASURE for the Skills for Peer Presenters SECTION 1: IS PUBLIC SPEAKING FOR ME? Names of group facilitators: (1) (2) Date: Location: Research Assistant completing this form: Introduction 1) ______ Facilitator provided their names 2) ______ Facilitator asked participants to introduce themselves. 3) ______ Facilitator briefly summarized the PCORI dissemination project. 4) ______ Facilitator stated the overall purpose for the Skills for Peer Presenters program. 5) ______ Facilitator introduced the topic of each section of this training curriculum.

• Is the public speaking for me?
• Reviewing basic principles of delivery.
• Mastering and becoming comfortable with the PowerPoint

Presentations.

• Putting it all together. Best practices and overall guidance.

6) ______Provided Section 1 overview (“Giving speeches or presentations in public can make many people nervous. If you are one of these people, it is worthwhile to evaluate whether you want to gain skills and confidence in public speaking or decide this is not for you. In this section, we will assist you to evaluate your public speaking anxiety and let you decide whether you want to invest in becoming a peer presenter for this project. ”). 7) ______ Reviewed the signs of anxiety during public presentation. 8) ______ Discussed the degree to which participants might be stressed out when presenting in public. Worksheet 1.1., How Does Your Body React When You Stand in Front of an Audience to Speak?

9) ______Instructed participants to turn to Worksheet 1.1, How Does Your Body React When You Stand in Front of an Audience to Speak? 10) ______ Guided participants on how to use Worksheet 1.1 to recall their body reactions during past public speaking. 11) ______ Asked participants to define each element in the list.

• Physiological
• Non-Verbal
• Verbal

12) ______ Asked group participants to check off each of the reaction they have experienced. 13) ______ Discussed Worksheet 1.1 with participants. Worksheet 1.2., How Much Public Speaking Anxiety Do You Experience? 14) ______Instructed participants to turn to worksheet 1.2, How Much Public Speaking Anxiety Do You Experience? 15) ______Stated how to use Worksheet 1.2 to evaluate their level of anxiety during public speaking. 16) ______ Reminded participants to keep in mind the bodily reactions they checked off in Worksheet 1.1 while they complete the scale. 17) ______ Asked participants to add all scores to obtain a final score. 18) ______ Asked participants to share their scores if they are open to and led a discussion. 19) ______ Asked participants who have a score that is greater than 75 to reconsider their decision about becoming a peer presenter for the PCORI dissemination project. Conclusion 20) Asked participants if they have any questions or comments. 21) Asked participants if they have any concerns 22) Asked participants how they thought the session went 23) Thanked participants for contributing to the session. 24) Reminded participants of contact information in case they should have questions TOTAL FIDELITY FOR SECTIONS 1 / 24

FIDELITY MEASURE for the Skills for Peer Presenters SECTION 2: REVIEWING BASIC PRINCIPLES OF DELIVERY Names of group facilitators: (1) (2) Date: Location: Research Assistant completing this form: 1) ______Provided Section 2 overview (“In this section, we will review ten fundamental principles that describe and help in effective public speaking.”) 2) ______Informed participants the ten principles will be introduced using Worksheet 2.1. 3) ______Told participants that they will have opportunities to rate the speakers in two TED Talk and a Webinar on these principles using Worksheet 2.1., Basic Principles of Delivery. Worksheet 2.1., Basic Principles of Delivery 4) ______ Instructed participants to turn to Worksheet 2.1., Basic Principles of Delivery 5) ______Review each principle once at a time.

• Set the Stage
• Control the Energy
• Speak Up!
• Sweeten It!
• Power of the Pause
• Engage, Engage, Engage
• Use Your Space Wisely
• Respect
• Dance with Your Audience
• Have Fun!

6) ______ Encouraged participants to discuss each principle. 7) ______ Asked for a volunteer to give an example. 8) ______ Demonstrated the presentation skills.

9) ______ Stated the statement in the text box (“ Remember that NO ONE in the audience wants to see you fail but rather is likely grateful to be listening to and learning from you.”) Worksheet 2.2: Basic Principle Rating Sheet 10) ______ Instructed participants to turn to Worksheet 2.2., Basic Principles Rating Sheet. 11) ______ Told participants that they will watch two TED Talks, There’s No Shame in Taking Care of Your Mental Health, The Racial Politics of Time, and a webinar, Starting and Maintaining an Effective Peer Support Group. 12) ______ Asked participants use the rating sheet to select the best response that characterizes their evaluation of the speaker in each of the videos. 13) ______ Encouraged participants to share their responses and led a discussion. Homework 14) ______ Asked participants to review the presentation of Peer Support Services to Address the Health and Wellness of People Living with Serious Mental Health Challenges prior to Section 3. Conclusion 15) Asked participants if they have any questions or comments. 16) Asked participants if they have any concerns 17) Asked participants how they thought the session went 18) Thanked participants for contributing to the session. 19) Reminded participants of contact information in case they should have questions TOTAL FIDELITY FOR SECTIONS 2 / 19

FIDELITY MEASURE for the Skills for Peer Presenters SECTION 3: MASTERING AND BECOMING COMFORTABLE WITH THE POWERPOINT PRESENTATION Names of group facilitators: (1) (2) Date: Location: Research Assistant completing this form: 1) ______ Set up the classroom with a laptop and Powerpoint projector on which the slide deck for “Peer Support Services..” is already loaded. 2) ______ If training is conducted virtually, have the Powerpoint slide ready to share using Share-Screen feature. 3) ______ Provided Section 3 overview (“In this section, we will learn the presentation of Peer Support Services to Address the Health and Wellness of People Living with Mental Health Challenges.”) 4) ______ Shared the slides. 5) ______ Reviewed the contents and notes for each slide. 6) ______ Asked participants to used the presentation principles and take turns to practice presentation skills with one of the five sections of the presentation.

• What is the concern: Health and wellness of people with serious mental challenges
• Peer support services as an effective solution
• Program development through Community-Based Participatory Research (CBPR)
• PCORI Research Findings
• Moving forward: A discussion of how peer support services might be implemented.

7) ______ Demonstrated skills by doing the first section, What is the concern: Health and wellness people with serious mental challenges? Conclusion 8) Asked participants if they have any questions or comments. 9) Asked participants if they have any concerns 10) Asked participants how they thought the session went

11) Thanked participants for contributing to the session. 12) Reminded participants of contact information in case they should have questions TOTAL FIDELITY FOR SECTIONS 3 / 12

FIDELITY MEASURE for the Skills for Peer Presenters SECTION 4: PUTTING IT ALL TOGETHER. BEST PRACTICES AND OVERALL GUIDANCE Names of group facilitators: (1) (2) Date: Location: Research Assistant completing this form: 1) Provided Section 4 overview (“In this section, you are provided the opportunity to present one of the sections in the powerpoints outlined in the Powerpoint presentation and self evaluate your performance.”) 2) Told participants that they will present their selected section one at a time and complete Worksheet 4.1., Self-Evaluation immediately after the presentation. 3) Invited participants to present their selected sections one at a time. Worksheet 4.1: Self-Evaluation 4) Aksed participants to complete their evaluation immediately after their presentation. 5) Reminded participants to review worksheet 2.1., Basic Principles of Delivery while completing the worksheet 4.1. Self-Evluation 6) Discussed their answers to the two questions in Worksheet 4.1 with the rest of the group.

• “How well prepared were you to deliver your speech?”
• “ How well did you feel that you deliver your speech?”

7) Guided participants to create an action plan by asking them the following two questions.

• “What goals might you pursue to further your performance in future presentations?”
• “What specific steps might you implement to accomplish these goals?”

8) Aksed participants to select three delivery goals they intend to focus on their next speeches. 9) Ensured participants’ goals to align with the Delivery Principles.

10) Asked participants to identify at least three specific steps for each delivery principle goals. Conclusion 11) Asked participants if they have any questions or comments. 12) Asked participants if they have any concerns 13) Asked participants how they thought the session went 14) Thanked participants for contributing to the session. 15) Reminded participants of contact information in case they should have questions TOTAL FIDELITY FOR SECTIONS 4 / 1