ACT Facilitators are professionals with a minimum of an associate degree — but a bachelor’s degree is preferred — in fields such as education, social work, counseling, psychology, healthcare, nursing and early education, among others.
- Be the program’s voice within their organizations.
- Involve their organizations and get their support to include the ACT program in their portfolio of activities for families.
- Organize and conduct the ACT program nine sessions/classes for groups of parents and caregivers of young children.
- Attend the ACT facilitator two-day workshop.
- Secure organizational and financial support to organize and conduct the program groups.
- Coordinate marketing and recruitment of participants.
- Work on a plan that includes registration, logistics, incentives for parents, materials, certificates.
- Get familiarized with the program curriculum and materials.
- Have a plan to help participants complete the program.
Training and certification of ACT facilitators are the responsibility of the ACT coordinators/master trainers –and their organizations. The two-day in-person training workshop is offered in many parts of the United States and overseas.
It is conducted by a certified ACT coordinator/master trainer. The workshop prepares professionals to conduct the ACT program curriculum to groups of parents and caregivers of young children in their communities.
The ACT facilitator training workshop incorporates adult learning theory and an interactive, experiential format to engage professionals in learning and practicing the content and concepts of the program 9-session curriculum. The workshop includes thorough review of the program materials, and simulation of activities outlined in the curriculum, which participants will use with future groups of parents. Participants are evaluated before and after the training.
Training requirements include:
- A minimum of an associate’s degree but a bachelor’s degree is preferred.
- A letter demonstrating organizational support to implement the program.
- A curriculum vita or resume.
- Previous experience conducting classes for groups of adults and class management skills.
- General knowledge of child development, adult learning and program evaluation.
- Involvement with promotion/organization of family-focused programs and activities.
- Proven ability to gather support for projects.
- Good communication skills.
The two-day workshop curriculum includes the following topics:
- The ACT Activity Checklist form: where it is and how to use it, where to send it.
- Instructions to be shared with ACT Facilitators about adaptation: What is adaptation? What can be adapted? When? Why? What additional materials can be added?
- Strategies to recruit parents and utilize marketing materials.
- Steps to organizing the program groups.
- Follow up plan for parents: process, materials, frequency.
11. Certification Process and Technical Assistance: Review certification process and opportunities for TA and support from coordinators/master trainers and ACT program national office: webinars, phone calls, meetings.
In order to be certified as ACT facilitator, professionals need to:
- Facilitate or co-facilitate one group of parents within one year of the initial training.
- Provide digital recording, audio or visual of activities in the manual Session 6 (Discipline and Parenting Styles) to the coordinator/master trainer that conducted the training for review. He or she will then award the “ACT Certified Facilitator” certificate.
- Submit annual action pan to the ACT coordinator/master trainer.
- Submit data related to activities conducted during the year after the training to APA Violence Prevention Office. Access the questionnaire.
- Submit qualitative report of activities conducted during the year after the training to APA Violence Prevention Office. Access the questionnaire.
A closing activity is good because it:
- Reminds participants of learning objectives.
- Summarizes main ideas and knowledge learned.
- Helps participants to leave with a sense of accomplishment.
Create a jingle
Organize participants in groups and ask each group to create a jingle based on a popular tune or song. The purpose is to sell an idea or concept they learned in the workshop. Each group should have a name and perform for the whole group.
Give each participant a sheet of paper and ask each to create an airplane. Then on it write an idea of what he/she will do first related to the ACT program. Then throw the airplane. The person who catches the airplane will write a new idea of what to do first with ACT and throw the airplane. The person who catches the airplane will write for the third time a new idea of what to do first with the program. Ask each participant to read out loud what is written on the last airplane caught. Each participant takes home his/her last airplane.
What have we learned?
Each participant will write three statements about what they have learned in three different Post-its. Have Post-its on three flipcharts in disorganized way on each one. Organize participants in three groups and ask each group to go to a flip chart and organize the Post-its on some order and read aloud the statements.
Network of Opportunities
Get all participants in a circle. Throw a small ball and the person who catches it says what knowledge learned she/he will share in the workplace. Do this a few times or to everyone depending on the number of participants. This will help participants think about contributions to his or her work environment by applying the knowledge and skills learned at the workshop.
- Stay in touch with the ACT Master Trainer/Coordinator who trained you.
- Stay in touch with the ACT program national office at the APA Violence Prevention Office by contacting the ACT program national director, Julia Silva.
- Contact the office anytime you need the free program materials.