Developing Relationship with Senior

You will discuss topics with the resident that will be primarily determined by the resident and his or her interests and motivation. You will need to discover if the resident is more interested in Email or the Internet or games, etc.

Remember many of the seniors will not have been involved with computers before so you must proceed very slowly and cautiously, unless the senior asks you to do differently.

Information that you must provide the resident with is as follows:

That you are a volunteer with a special interest in computers

That you will only be able to visit on certain days

That you hope you will learn a lot about the resident (history,
    etc) and that you hope they will share some of their
    knowledge with you

That you hope to be able to help the resident learn to have fun
    on the computer

You do not have to talk about these items in any given order; just proceed in a natural conversation noting the above areas as the opportunity to do so arises.

Pace your time in such a way that you are going at the same “speed” that the resident is learning or interested. Provide information that is matched to the senior’s ability and interest. Recognize that everyone has a different level and ability to retain information.

Just as with any student, you will have to repeat information many times and you will gently and on an ad hoc basis, review or restate information. (repeat information as is needed) You must never show dismay, frustration or impatience at any inability by the senior to remember. Just repeat the information, keeping it simple and to the point.

You might use the approach of
1) telling them what you are going to show them,
2) showing them, and
3) telling them what you have showed them. It may be necessary
    to repeat this information a number of times.

Recognize that you may discover that the resident is having a bad day and does not really want to learn about the computer at this time. They may be too tired or irritated or feeling down. You may just end up sitting and talking to them and that is okay. If the senior indicates that they do not want to visit, then you cheerfully say: that’s okay, I will come back on _________ and then write them a short note stating which day you will be back. Remember to let your Volunteer Coordinator know that you did not stay that day.

Recognize that the resident may have a preferred time of day to learn and that their care needs will likely occur at certain times. You will have to try to accommodate this.

Realize that there may be some days when the resident just wants to talk or to watch you on the computer. That’s okay.

Know that in explaining how to use the computer, you will have to use simple and plain language. Avoid using computer terminology to explain something unless the senior already has some of the language.Develop a language or use of words that the senior understands and stick to it. Write it down and leave it with the senior. Keep a copy for yourself because it may be misplaced between visits.

Be creative in explaining the steps involved to the resident. Have the senior define or develop a term for the mouse or the icon and use that description from then on with the resident. Use metaphors and analogies. For example:

When you press the mouse once while the arrow is pointing at
    the little file folder, the mouse sends a messenger to the
    computer to open the file cabinet and get ready to have a
    specific file selected.

Realize that the frustration levels of the resident will vary with
    each task and be prepared to gently encourage but not to
    pressure.

Realize that the senior has the right to decide whether to
    discontinue the session at any time or to discontinue their
    involvement in the program at any time. There is not to be any
    pressure or persuasion applied for them to continue.

Be aware that you may not have success at facilitating the
    process of learning the computer but in all likelihood your
    relationship with the resident is an important one and they will
    have gained a great deal from the relationship. DO NOT BE
    HARD ON YOURSELF if the resident decides to discontinue.
    Ask to volunteer with another resident.

Make sure that you use the supervision of the Volunteer
    Coordinator appropriately. If you have concerns about the
    senior and the project, you must talk to the Volunteer
    Coordinator about this as soon as possible. Such concerns
    as is this project too taxing for the resident, does the resident
    speak as though they are not enjoying the project.

DOCUMENTATION

You may need to complete paper work for this project, check with the Volunteer Coordinator about this.

Secondary school students who wish to use this volunteer time as their community work will have to document their hours on a special form. They will need to sign in and out and they will get a designated staff member to sign off for their time.

FIRST MEETING WITH THE RESIDENT

You will be introduced by the Volunteer Coordinator

The Volunteer Coordinator will explain your involvement in the project

The resident will have already met with the Volunteer Coordinator and will be aware of the project

The resident will have consented and is interested

You will re-explain your involvement with the project if required.

During your first discussion with the resident, you will listen for (not question about) clues to things that the resident might be interested in following on the computer. Such items might be:

Desire to contact a family member

Hobbies or interests, such as genealogy, gardening, music,
    art,history, war time stories, architecture, etc.

Special skills the resident has or had in the past

Previous job / career / occupation

You should observe and be aware of the following physical characteristics of the resident when starting the first session with the computer:

Vision

Hearing

Manual

Dexterity

Seating needs

Arm Dexterity

General comfort

You should pay attention to how the resident might prefer to learn. It is important to discover how the resident wants to gain new information and skills. Some might prefer:

Print material or instructions so they can read along or read
    later

Verbal instructions to listen to before they try on their own

Verbal instructions + watching what you do before they try on
    their own

Print + Verbal + Watching before they try on their own

A combination of above + questions from the resident to
    promote understanding

Just to watch what you do before they try on their own

To experiment and try things with your role to gently guide and
    correct as needed Or any combination of the above.

Use the information you gather about their preferences to give you clues as how to best keep the resident interested and comfortable with what they are learning.