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Unit 4-Helping Theories, Models, and Process

Person-centered theory developed by Carl Rogers focuses on understanding the client from their perspective without judgment. The counselor's role is to reflect back the client's responses in a caring way to help them access their own inner resources. For growth to occur, the counselor must demonstrate genuineness, acceptance, and empathy. Rogers believed people have an innate tendency toward self-actualization when in a supportive environment that provides unconditional positive regard.

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0% found this document useful (0 votes)
70 views125 pages

Unit 4-Helping Theories, Models, and Process

Person-centered theory developed by Carl Rogers focuses on understanding the client from their perspective without judgment. The counselor's role is to reflect back the client's responses in a caring way to help them access their own inner resources. For growth to occur, the counselor must demonstrate genuineness, acceptance, and empathy. Rogers believed people have an innate tendency toward self-actualization when in a supportive environment that provides unconditional positive regard.

Uploaded by

marceila suzie
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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KMU 1013 HELPING

RELATIONSHIPS

“What happened in the past that was painful has a great deal to do with
what we are today, but revisiting this painful past can contribute little or
nothing to what we need to do now. William Glasser
Read more at:
http://www.brainyquote.com/quotes/authors/w/william_glasser.html
UNIT 4A:
HELPING THEORIES
PERSON-CENTERED THEORY
by Carl Rogers
Person-Centered Theory

• Introduced by Carl Rogers

• First called nondirective therapy, later client-centered


therapy and currently person centered therapy

• Emphasizing understanding and caring rather than


diagnosis, advice, and persuasion.
Person-Centered Theory

• The job of a counsellor is to reflect the counsellee’s


responses back to him and thus set up catalytic atmosphere
of acceptance.

• Such an environment is supposed to allow the client to get


in touch with the innate resources within himself or herself
for successfully dealing with life and developing self-
esteem.
Person-Centered Theory

• Therapist must be genuine, in that their words,


nonverbal behavior, and feelings agree with each other.

• Rogers applies the core concept of genuineness,


acceptance and empathy to a variety of human
behaviors.
The Three Natural Tendencies

• Actualizing tendency – our tendency to move towards


self actualization

• Directional tendency – our tendency to move in the


direction towards growth

• Formation tendency – our tendency to grow to our best


limits with the resources we have.
Person-Centered Theory

• "The organism has one basic tendency and striving -


to actualize, maintain and enhance the experiencing
organism" (Rogers, 1951)

• Rogers thought of people as forward moving, which


meant he placed a great deal of his theory of the self
emphasized on the notion of Self-actualization
Person-Centered Theory

• Self-actualization is looking at the world in a holistic way,


for allowing a person to reach their full potential without
any attachment to success or reward.

• Self-actualization is NOT a person's trait, it is a whole


description of a person. A person who has achieved self-
actualization is able to sort out their own personal
problems, using their own beliefs. The concept of
actualization involves the tendency of a person to grow.
The Views of Human Behavior

Human are rational, good and capable


of assuming responsibility for
themselves

People are constructive, cooperative,


trustworthy, realistic and social

This is a “self” theory

Based on a belief that people act in


accordance with their “self-concept”
• Self-concept comprises the individual’s
perceptions of himself or herself based
on interaction.

• The phenomenal field is the individual’s


The major
reality & consists of his or her self-
person-centered
concept & perceptions of his or her
constructs:
world.

• Individuals behave in whatever ways will


enhance their self-concept.
• Problems arise out of in-congruencies
between the individual’s self-concept
and life experiences that become
threatening and cause the individual to
The major use defense such as denial or distortion
person-centered of experiences. These in-congruencies
constructs: lead to disorganization and pain.

• Only by receiving unconditional positive


regard (acceptance)
The humanistic approach states that the self is composed
of concepts unique to ourselves
The self-concept includes three components:

1. Self worth (or self-esteem) – what we


think about ourselves. Rogers believed
feelings of self-worth developed in early
childhood and were formed from the
interaction of the child with the mother and
father
The self-concept includes three components (cont):

2. Self-image – How we see ourselves,


which is important to good psychological
health. Self-image includes the influence of
our body image on inner personality. At a
simple level, we might perceive ourselves
as a good or bad person, beautiful or ugly.
Self-image has an affect on how a person
thinks feels and behaves in the world
The self-concept includes three components (cont):

3. Ideal self – This is the person who we


would like to be. It consists of our goals and
ambitions in life, and is dynamic – i.e.
forever changing.
The ideal self in childhood is not the ideal
self in our teens or late twenties etc.
• Carl Rogers (1951) viewed the child as
having two basic needs: positive regard
from other people and self-worth.
SELF WORTH • How we think about ourselves, our
& POSITIVE feelings of self-worth are of fundamental
REGARD: importance both to psychological health
and to the likelihood that we can achieve
goals and ambitions in life and achieve
self-actualization.
• Self-worth may be seen as a continuum
from very high to very low. For Carl
Rogers (1959) a person who has high
self-worth, that is, has confidence and
positive feelings about him or her self,
SELF WORTH faces challenges in life, accepts failure
& POSITIVE and unhappiness at times, and is open
REGARD with people.
(cont.):
• A person with low self-worth may avoid
challenges in life, not accept that life
can be painful and unhappy at times, and
will be defensive and guarded with other
people.
• Rogers believed feelings of self-worth developed
in early childhood and were formed from the
interaction of the child with the mother and
father. As a child grows older, interactions with
significant others will affect feelings of self-
SELF WORTH worth.
& POSITIVE
• Rogers believed that we need to be regarded
REGARD positively by others; we need to feel valued,
(cont.): respected, treated with affection and loved.
Positive regard is to do with how other people
evaluate and judge us in social interaction.
Rogers made a distinction between unconditional
positive regard and conditional positive regard.
• Unconditional positive regard is where parents,
significant others (and the humanist therapist)
accepts and loves the person for what he or she is.
Positive regard is not withdrawn if the person does
SELF WORTH something wrong or makes a mistake. The
& POSITIVE consequences of unconditional positive regard are
REGARD that the person feels free to try things out and
(cont.): make mistakes, even though this may lead to
getting it worse at times. People who are able to
self-actualize are more likely to have received
unconditional positive regard from others, especially
their parents in childhood.
• Conditional positive regard is where positive
regard, praise and approval, depend upon the
child, for example, behaving in ways that the
SELF WORTH parents think correct. Hence the child is not
loved for the person he or she is, but on
& POSITIVE
condition that he or she behaves only in ways
REGARD approved by the parent(s). At the extreme, a
(cont.): person who constantly seeks approval from
other people is likely only to have
experienced conditional positive regard as a
child.
Empathy, Congruency and Unconditional Positive Regard
Empathy

Refers to the counsellors’ ability to feel with the client and convey this
understanding back to the client. When the client perceives the
counsellor as being understanding and appreciative of his or her
predicament, then only will the client proceed with his or her self-
exploration.

Foundation of person-centered therapy is the creation of an empathic


relationship between therapist and client that will encourage the client’s
self-exploration and experience of spontaneity, genuineness, and here-
and-now feelings.

Empathy is also about listening carefully to the client’s issues. By


listening, counselor helps the client to identify their real problem, and this
increase their level of self understanding.
Unconditional Positive Regard or acceptance

The counsellor must have no conditions of acceptance but must accept


and appreciate the client as is (Rogers, 1957). Hurtful, painful, bizzare
and unusual feelings as well as good feelings, are to be accepted by the
counsellor. Acceptance does not mean agreement with the client but
rather refers to caring for the person as a separate individual. By
appreciating clients for being themselves, the counsellor makes no
judgement of the person’s positive or negative qualities.

Clients indirectly will learn to be caring towards themselves and this


help them to accept themselves unconditionally. Accepting self
unconditionally will reduce the focus on ideal self and increase attention
to real self.
• Respect
– Respect of Positive Regard where the client will feel safe when the
counsellor genuinely and positively accepts the client as a person
regardless of what the client is telling the counsellor. Such positive
regard will make the client feel valued regardless of how bad or
negative his or her self is.

• Congruency
– Congruency refers to the counsellor’s genuine behavior and non-
verbal language that is free from pretension.
– Congruence helps the client to realize that counselor is also human
and facing life problems. This will develop client’s confidence to
overcome his own problem.
Incongruent vs. Congruent
Incongruent vs. Congruent (cont.)

• A person’s ideal self may not be consistent with what actually


happens in life and experiences of the person. Hence, a
difference may exist between a person’s ideal self and actual
experience. This is called incongruence.

• Where a person’s ideal self and actual experience are


consistent or very similar, a state of congruence exists.
Incongruent vs. Congruent (cont.)

• The development of congruence is dependent on


unconditional positive regard. Carl Rogers believed that for a
person to achieve self-actualization they must be in a state of
congruence.

• According to Rogers, we want to feel, experience and behave


in ways which are consistent with our self-image and which
reflect what we would like to be like, our ideal-self.
Incongruent vs. Congruent (cont.)

• The closer our self-image and ideal-self are to each other,


the more consistent or congruent we are and the higher our
sense of self-worth. A person is said to be in a state of
incongruence if some of the totality of their experience is
unacceptable to them and is denied or distorted in the self-
image.
The person-centered helper uses:
- minimal leads such as: “Mm-hmm”, “I see”, and
“Yes” (connoting acceptance);

- reflection (a verbal statement mirroring the client’s


statement);

- summarization (which synthesis a number of the


client’s statements)

- confrontation (a verbal statement that non-


judgmentally challenges a client’s statement).
REALITY THERAPY BY WILLIAM GLASSER
WILLIAM GLASSER
• Born in Cleveland, Ohio in 1925, William Glasser was educated at
Case Western Reserve University where he received his BS (1945)
and MA (1948) in Clinical Psychology and his M. D. (1953) in
Psychiatry.
• Dr. Glasser has written twenty-one books, most published by
HarperCollins, including his best selling Reality Therapy (1965),
Schools Without Failure (1969), Positive Addiction (1976), The
Quality School (1990), The Quality School Teacher (1993), and
Choice Theory in the Classroom (1998).
• In the last five years, he has written Choice Theory (1998),
Counseling with Choice Theory (2001) (paperback edition of
Reality Therapy in Action published in 2000), What is This Thing
Called Love? (2000), Getting Together and Staying Together
(2000), Every Student Can Succeed32(2000), Fibromyalgia (2001),
Parents and Teens (2002), and Warning: Psychiatry Can Be
Hazardous to Your Mental Health (2003).
WILLIAM GLASSER

• "… it is what you choose to do in a relationship, not what


others choose to do, that is the heart of reality therapy.”

• (William Glasser)
Robert E. Wubbolding

• Robert E. Wubbolding, EdD, internationally known


teacher, author and practitioner of Reality Therapy
has taught Choice Theory and Reality Therapy in the
United States, Europe, Asia, and the Middle East.
• His professional goal has been to make Reality
Therapy respectable, respected, practical, cross-
cultural, and universally applicable.
• To achieve this goal, he has sought to strengthen the
delivery system, publish chapters, articles, and
books, taught Choice Theory and Reality Therapy in
many countries, and developed Reality Therapy as
the WDEP system
CHOICE THEORY & REALITY THERAPY

Choice

Taking
Responsibility Control
YOU

My Quality Behavior
World
Reality
THEORY OF REALITY THERAPY

• Reality therapy puts the responsibility of choosing goals and


following through with them on clients.

• A good relationship with clients ensures that clients see that


therapists are there to help them make changes which will
make positive improvements in their lives.

• Techniques are directed toward changing behaviors and


focusing on strengths and accomplishments.
GOALS OF REALITY THERAPY

• The basic goal of reality therapy is to help individuals meet


their psychological needs for belonging, power, freedom, and
fun.

• These goals are met in such a way that they do not infringe on
the needs of others.

• The focus is on responsibility and choices.


BELONGING/ LOVE

• Belonging/love. Love means: commitment. It is seen


through your willingness to share your Quality World
(see "Quality World" section). The test to determine
the strength of your need for love and belonging is to
ask yourself this question: Compared to my family
and friends, to what extent will I give love as opposed
to take love? The more you will give love, the higher
your need for it.
• (Rapport, 2007)
POWER

• Power means: to feel important, recognized, respect-


ed, accomplished being heard. An individual's need
for power often spawns him or her to use external
control. The test to determine the strength of your
need for power is to ask yourself this question: Do I
always want to have my own way, to have the last
word, to own people, and to be seen as right in most
of the things one do and say? The more you answer
yes, the greater your need for power.
• (Rapport, 2007)
FREEDOM

• Freedom means: to live your life as you choose. The


test to determine the strength of your need for
freedom is to ask yourself this question: Does
following rules, conforming, staying in one place,
and staying in one group bother me?
(Rapport, 2007)
FUN

• Fun means: to laugh and learn. The test to assess the


strength of your need for fun is to ask yourself this
question: To what extent do I laugh with others and
desire to learn? The more you laugh and desire to
learn, the greater your need for fun.
• (Rapport, 2007)
SURVIVAL

• Survival: refers to taking care of oneself by eating,


drinking, seeking shelter, and resisting illness.
• (Sharf, 2004)
BEHAVIOR

• For Glasser, behavior is how we act to deal with ourselves and


the world around us.

• Individuals respond in very creative ways, sometimes very


positive such as through music or art, and sometimes in
negative ways such as through suicide or murder.
TOTAL BEHAVIOUR

• Refers to four components in reality therapy:

Doing, thinking, feeling, and physiology.


Doing:

• These are active behaviors… such as walking,


talking, writing, or eating.
Thinking:

• Voluntary and involuntary thoughts, including


daydreams and night dreams, make up this aspect of
total behavior.
Feelings:

• Included are emotions such as happiness, sadness,


anger, etc.
Physiology:

• Voluntary and involuntary mechanisms such as


sweating, fight or flight stress responses, immune
responses, etc. make up this aspect of total behavior.

• For Glasser, the key to changing behavior is in changing


our doing, in particular, and also our thinking. These
will bring about emotional and physiological changes.
CHOOSING BEHAVIOR

• Why would someone choose to be depress, to be anxious, or


otherwise to be miserable?
– 1. By choosing to depress or anxietize, individuals can
keep angering under control.
– 2. People may choose to depress or anxietize to get others
to help them.
– 3. Choosing pain and misery can excuse an individual’s
unwillingness to do something more effective.
– 4. Choosing to depress or anxietize can help individuals
gain power or control over others.
CHOOSING BEHAVIOR

• Glasser sees hallucinations, delusions, and/or active


behaviors as creative ones. These are behaviors that
individuals choose (without awareness) to deal with
various aspects of their lives.
Problems with Relationship
Seven Deadly Habits
• 1.Criticizing
• 2.Blaming
• 3.Complaining
• 4.Nagging
• 5.Threatening
• 6.Punishing
• 7.Bribing, rewarding to control
• People use the Seven Deadly Habits because they
want to take control of situations. Why? It is faster
than using the Seven Caring Habits, but using the
Seven Deadly Habits will diminish the value of the
relationship over time.
 Seven Caring Habits
• 1.Supporting
• 2.Encouraging
• 3.Listening
• 4.Accepting
• 5.Trusting
• 6.Respecting
• 7.Negotiating differences
GOALS OF REALITY THERAPY

• The general goal of reality therapy is to help


individuals meet their psychological needs for
belonging, power, freedom, and fun in responsible
and satisfying ways. The counselor works with the
client to asses how well these needs are being met
and what changes should take place to meet them.
• (Sharf, 2004)
GOALS OF REALITY THERAPY (cont.)

• The counselor ascertains how realistic the wants of


clients are and whether their behavior (doing,
thinking, feeling and physiology) is helping them
realize their wants. Clients, not counselors, determine
what they want, although counselors help clients
assess their total behaviors and needs and develop
ways to meet them.
• (Sharf, 2004)
Simple Steps to Help Using WDEP
• W Wants
– The client’s goal
– what do you actually want ? What would you be doing if
you were living as you want to?
• D Doing and Direction
– What have you done so far to achieve your wants?
– What are you currently doing?
– Where do you want to go?
• E Evaluation
– Does your present behavior have a reasonable chance of
getting you what you want?
• P Planning – “SAMIC3”
Planning For Change
• S Simple - Easy to understand, specific and
concrete
• A Attainable - Within the capacities and
motivation of the client
• M Measurable - Are the changes observable and
helpful?
• I Immediate and Involved - What can be done
today? What can you do?
• C Controlled- Can you do this by yourself or will
you be dependent on others? Can you do this
on a continuous basis?
KMU 1013 HELPING
RELATIONSHIPS
““Most people do not listen with the intent to understand; they listen with the intent
to reply.”

― Stephen R. Covey, 
The 7 Habits of Highly Effective People: Powerful Lessons in Personal Change
UNIT 4B:
HELPING THEORIES, MODELS & PROCESS
Dasie Model

64
DASIE Model
It is a systematic five-stage model or framework or
set of guidelines for helper choices to manage
problems.

The use of acronym is deliberate; it is intended to


assist beginning helping service trainees to remember
the five stages when faced with the anxiety of
working with clients for the first time.
DASIE Model (CONT.)

DASIE is not only a five-stage model for managing


problems.

The model also assumes that where possible helpers


work with underlying skills weaknesses that
predispose and position helpee for further problems
DASIE Model Stages

Stage 1: Develop the relationship, identify and clarify problem

Stage 2: Assess problem and redefine in skills terms

Stage 3: State working goals and plan interventions


DASIE Model Stages (cont.)

Stage 4: Intervene to develop self-helping skills

Stage 5: End and consolidate self-helping skills


DASIE Model Overview

Life skills helping has preventive and development as


well as problem management goals

Being an educational approach, life skills helping


lends itself to both individual and group training
interventions
DASIE Model
As far as possible, in addition to managing presenting
problems, life skills helpers assist clients to alter
underlying patterns of problematic skills

Many problems occur in repetitive cycles

For example, individuals may not only require


assistance in finding employment, but also in
identifying and developing job-seeking skills for
future use
Gerard Egan Skilled Helper Model
• Essential Therapeutic Orientations
• The Egan Skilled Helper approach encourages clients to
become active interpreters of the world, giving meanings to
actions, events and situations, facing and overcoming
challenges, exploring problem issues, seeking new
opportunities and establishing goals.
• The Skilled Helper aims to help their clients develop the skills
and the knowledge necessary to solve both their current
problems issues and ones that may arise in the future.
• The Skilled Helper facilitates the client by helping them to
formulate a plan of action, helping them accept their
responsibility for becoming a more effective person and
helping them to develop their own inner resources.
Gerard Egan’s Skilled Helper Model (cont.)
• The Skilled Helper also helps their client to transfer newly
acquired skills and knowledge to fresh situations, facilitates them
in establishing appropriate and realistic goals (that match their
problem-solving skills), encourages them to become self-directive
and develop the skills of problem-solving, helps them to build on
their inner strengths and to utilize external resources and support
groups, helps them realize their potential and facilitates them in
developing goals which are specific, measurable, achievable,
realistic, ethical and reasonable.

• The Skilled Helper remains in a state of external sensory


awareness and retains an awareness of their client's non-verbal
communications.
Exploring Skills
(Egan Stage I - Exploration
• Exploring the client's existing situation
• The purpose of Stage I is to build a nonthreatening counselling
relationship and help the client explore their situation and then
focus on chosen issues.
• Stage I exploring skills include:
• Open-ended questions
• Silence
• Focusing
• Empathy
• Paraphrasing & Reflecting Meaning
• Paraphrasing & Reflecting Feeling
• Structuring
• Summarising
Egan Stage II – What do I want instead?
• Helping the client establish aims and goals

• The purpose of Stage II is to help facilitate the client in


developing a more in-depth and objective understanding of
their situation. This stage is enacted as the Skilled Helper
assists the client in exploring options and possible goals. The
Skilled Helper establishes what the client really wants and
needs and the client is encouraged to consider new
possibilities and perspectives, choosing ones that are realistic,
consistent with their values and for which there are adequate
incentives.
• Stage II understanding skills include:

• Recognising patterns & themes


• Alternate frames of reference
• Self-disclosure
• Immediacy
• Challenging
• Timing & pacing
• Advanced empathy
(Egan Stage III – How will I get there?

• Help the client to develop strategies


• Stage III skills are assist clients to take appropriate action by
defining goals, changing ways of relating and working through
issues using problem solving or decision making methods,
while providing support and encouragement.
• Stage III skills help the client to cope with current problems
and assist in the learning of new skills that will enable them to
live more effectively in the future.
• Action is based on exploration and understanding gained by
using stage I & II skills.
• Stage III action skills include:

• Divergent thinking
• Goal setting
• Decision making
• Problem solving
• Program choice
• Evaluate knowledge of resources
• Using knowledge of how behavior is changed
• Using knowledge of how useful behavior is
maintained
• Teaching skills & promoting learning skills
Evaluation stage
• In addition to Explore, Understand & Act skills
evaluation of the therapy process is also important. It
can take place at the end of each session as a
summarization, whenever appropriate. It helps the
client understand what ground they have gone over,
helps them perceive progress they have made and
inspires them with understanding on how they want
to move forwards.
The Helping Process
The helping process takes place in a relationship

1) The helping relationship is dynamic, meaning


that it is constantly changing at verbal and
nonverbal levels.

• 2) The relationship is the principal process


vehicle for both helper and helpee to express
and fulfill their needs.
• 3) The relationship is the primary means for
meshing helpee problems with helper
expertise.

• 4) Relationship emphasizes the “affective”


mode, because relationship is commonly
defined as the inferred emotional quality of
the interaction.
Stages in the Helping Process
1)Entry: Preparing the helpee and opening the relationship.

2)Clarification: Stating the problem or concern and reasons for seeking


help.

3)Structure: Formulating the contract and the structure.

4)Relationship: Building the helping relationship.

5)Exploration: Exploring problems, formulating goals, planning strategies,


gathering facts, expressing deeper feelings, learning new skills.

(Brammer, 2003)
Stages in the Helping Process
Stages in the Helping Process
• 6) Consolidation: Exploring alternatives, working
through feelings, practicing new skills.
• 7) Planning: Developing a plan of action using
strategies to resolve conflicts, reducing painful
feelings, and consolidating and generalizing new skills
or behaviors to continue self-directed activities.
• 8) Termination: Evaluating outcomes and terminating
the relationship.

(Brammer, 2003)
HELPER AS
FACILITATOR
1. Helper Empathy

• Empathy is the principal route to understand helpees


and allowing them to feel understood.
• The word empathy derives from the German word
Einfuhlung, meaning “feeling into”.
• Helpers tend to “feel into” helpees’ feeling
experiences as they talk.
• Helpers enter the internal frame of reference by
listening attentively and asking themselves several
questions.
EMPATHIC LISTENING

• Empathic listening is listening at its deepest level.


When we listen emphatically, we try to step out of
our own perspective, not only understanding what the
person is saying and feeling, but empathizing with it.
Empathic listening requires listening non-
judgementally.

• (Collins, 2009)
EMPATHIC LISTENING (cont.)

• Non-judgementally listening does not mean that we


agree with what a person is saying, only that we are
willing to step out of ourselves long enough to see
how the person views what he or she is saying.
• (Collins, 2009)
Nurses empathy helps patients recover well

“When empathy “But when empathy


was present from was missing, patients
nurses it had such felt fear, anxiety and
a positive impact sometimes anger
and left patients toward the nurses
feeling more safe who they thought
and secure” did not understand
their situation ”

Nursing Standards (2007)


2. Helper Warmth & Caring

• Warmth is a condition of friendliness and


considerateness manifested by smiling, eye
contact and nonverbal attending behaviors.

• Caring is a term closely related to warmth,


showing compassion and genuine concern
about the welfare of the helpee.
3. Helper Positive Regard & Respect

• Respect the helpee Helper:


individuality and worth as “I neither approve nor
persons. disapprove of what you are
saying. I want you to express
• yourself freely, and I will
It says to helpees that they are respect your right to feel as you
free to be themselves and that please and to act as you feel. I
they will be respected for it. want you to become you most
real and effective self.
Furthermore, I want to respect
you as a person.”
4. Communication Competence

• Helping is so dependent on clear communication.

• Awareness of the cultural basis is important.

• E.g: Direct and prolonged eye contact in some


culture is consider rude, and a comfortable distance
between helper and helpee is different between
culture.
FIVE BASIC TYPES OF LISTENING
NON LISTENING - SELECTIVE LISTENING – refers to
the receiver may be hearing the receiver’s screening certain types
but is not paying of messages or information and paying
conscious attention to what is attention to others. Focusing on facts
being said. rather than feelings.

Indications of nonlistening SELF-FOCUSED LISTENING –


are inappropriate responses, concentrates on the perspective of the
interruptions, or no response. listener. It involves judging,
interpreting, and experiencing the
information as it impacts the listener.
PRETEND LISTENING –
looks like listening (i.e., eye EMPATHIC LISTENING – hearing the
contact, open body posture, message and accurately understanding
nodding), but the receiver is the sender’s perspective. Empathy
actually nonlistening, is means understanding the experience
thinking about something of the other person, in terms of that
else. person’s thoughts, feelings, and/or
behaviors
BASIC COUNSELING SKILLS

ATTENDING BEHAVIOR
CLOSE AND OPEN-ENDED QUESTIONS
ENCOURAGERS
PARAPHRASE
SUMMARY
REFLECTION
CONFRONTATION
ATTENDING BEHAVIOR

SOLER (Egan, 1998)


Square
Open
Lean
Eye
Relaxed
Square
• Face the helpee squarely. Ensure the bodily orientation you adopt
convey the messages that you are involved with the client. Your
body should be turned towards the person you are talking to,
ensuring that whatever position you adopt is not threatening.

Open
• Adopt an open posture. An open
posture generally seen as non-
defensive; conversely; crossed arms
and legs signify a lesser degree of
involvement.
Lean
• People naturally lean forward when
engaged in conversation and a slight
inclination toward a person is often a
sign of interest in the person and what
they have to say. Effective helpers must
learn to move back and forth naturally
according to what is happening in the
dialogue. The body should be flexible
and responsive to enhance
communication with a client.
Eye
• Maintain eye contact. It is different
from staring and is another way of
saying, “ I want to hear what you have to
say”.

Relax
• Try to be relax and show your confident. Be
comfortable with your body as a way of expressing one’s
self and making contact with others.
ATTENDING BEHAVIOR
• Attending is the behavioral aspect of building
rapport. When a counsellor first meets with a client,
they must indicate to the client that they are interested
in listening to them and helping them.

• Through attending, the counsellor is able to


encourage the client to talk and open up about their
issues.
CLOSE AND
OPEN-ENDED QUESTIONS

Helpers use questions to ask


people to expand on points,
start conversations, obtain
specific illustrations, check
perceptions and obtain
information.
OPEN-ENDED QUESTIONS

Questions that helpee cannot easily answer


with “Yes,”, “No,” or one- or two-word responses

• Tell me about your family while you were growing up


• Why is that important to you?
• How did you feel when that happened?
• What did you do when she said that?
• What are your reasons for saying that?
Open-ended questions
1H4W
• “How” questions tend to invite the client to talk about their
feelings.
• “What” questions more often lead to the emergence of facts.
• “When” questions bring about information regarding timing of
the problem, and this can include events and information
preceding or following the event.
• “Where” questions reveal the environment, situation or place
that the event took place, and
• “Why” questions usually give the counsellor information
regarding the reasons of the event or information leading up to
the event.
Purposes of Open-Ended Questions:

 To begin an interview

 To encourage helpee elaboration

 To elicit specific examples

 To motivate helpee to communicate


CLOSED-ENDED QUESTIONS

Questions that the other can easily answer with a


“Yes,” “No,” or one- or two-word responses

• “Are you going to have the test done?”


• “Do you smoke often?”
• “Do you exercise?”
• “Do you like your course?”
Purposes of Closed-Ended Questions:

• To obtain specific information

• To narrow the topic of discussion

• To interrupt an over talkative client/ helpee


Closed vs.
Open-Ended Question
C:Do you get along with your parents?
C:Are you scared?
O:What is your relationship with your
O:How do you feel? parents like?

C: Are you concerned about what you will do if the test results are
positive?

O: What do you think you might do if the test results are positive?

C: Is your relationship with your husband a good one?

O: Tell me about your relationship with your husband.


ENCOURAGERS
Encouragers are a variety of verbal and non-verbal ways of
prompting clients to continue talking.
Types of encouragers include:
• 1. Non-verbal minimal responses such as a nod of the head or
positive facial expressions
• 2. Verbal minimal responses such as "Uh-huh" and "I hear
what you're saying"
• 3. Brief invitations to continue such as "Tell me more"
Encouragers simply encourage the client to keep talking. For a
counsellor to have more influence on the direction of client
progress they would need to make use of other techniques.
PARAPHRASE

Paraphrasing is a method of
restating the helpee’s basic
message in similar, but usually
fewer words.

The main purpose is for helpers to test their


understanding of what the helpee has said. A
second purpose is to communicate to helpees
that you are trying to understand their basic
message.
Helpee: Helper:
I really think he is a very nice You, like him very much,
guy; he’s so thoughtful, sensitive then.
and kind. He’s fun to go out
with.
Helper:
Helpee:
You appreciate your wife’s
attentiveness; but I detect in
I really love my wife. She does many
your tone resentment over
things for me constantly. She looks
the constant attention she is
after my clothes, and she keeps track
showing.
of where I am all the time because she
says she’s worried about me.
Purposes of Paraphrasing

• To convey that you are understanding him/her

• Help the client by simplifying and focusing and what they


said.
• May encourage the client to elaborate
• Provide a check on the accuracy of your perceptions

110
SUMMARY

Summarizing skills include


attention to what the helpee
says (content), how it is said
(feelings), it involves tying
together into one statement
several ideas and feelings at
the end of a discussion
or the end of an interview.
TYPES OF SUMMARIES

There are three common types of summaries:


• (1) „Focusing summaries are often used at the beginning of
the session to pull together prior information the client has
given and to provide a focus to the session
• (2) „Signal summaries are used to “signal” to the client that
you have captured the essence of their topic and that the
session can move on to the next area of concern
• „(3) Planning summaries help to provide closure and are used
to recap the progress, plans, and any
recommendations/agreements made
Purposes of a Summary

• To tie together multiple elements of client/ helpee messages


• To identify a common theme or pattern
• To interrupt excessive rambling
• To start a session

• To end a session
• To review progress

• To serve as a transition when changing topics


Examples: Summarizing
• 1- To begin a session- “Let’s see, last time we talked about your
feelings towards your close friend……..you told me that you wanted
to meet her…Then, how did that go?

• 2- Midway in the interview- “ So far I have seen that the plan did
not work well. But you able to called her. You plan to continue
unaccomplished plan next weeks. Is that about it?

• 3- At the end of session: In this session, we have reviewed your


feelings toward your close friend. Some of the following were
discussed throughout the session: First…..Second….. Third……
Does that sum it up?
REFLECTION

Reflecting is one way of


expressing to helpees that we
are in their frame of reference.
Skillful use of reflecting
depends on the helper’s ability
to identify feelings and cues for
feelings, from body cues as
well as words.
REFLECTION
• „The reflecting skills represent a set of
interventions used to help stimulate clients’
exploration of their thoughts and feelings
related to the presenting problems.

• „These skills will also stimulate a deeper


understanding of the problem so that the client
can examine the issues more objectively.
REFLECTION OF FEELINGS
• Reflecting feelings can promote the development
of accurate empathy and help to create a safe
environment for the client.

• „To reflect feelings one must be able to


recognize and put words to those feeling states
observed in the client.
When reflecting feelings to your client:

• „Use an appropriate introductory phrase (e.g., sounds like...., you


feel...., it seems...etc)
• „Add a feeling word or emotional label to the stem
• „Add a context or brief paraphrase to anchor or broaden the reflection
• „Pay attention to the tense (present tense reflections can often be more
powerful)
• „Do not repeat the client’s exact words
• Reflect mixed emotions
• „Check out the accuracy of the reflection of feeling with the client
„To aid in identifying a client’s feelings:
• „Pay attention to the affective component of the client’s
communication
• „Pay attention to the client’s behavior (e.g., posture, tone of
voice, facial expression)
• „Use a broad range of words to correctly identify the client’s
emotions
• „Silently name the client’s feeling(s) to yourself
Helpee:

So many things are going on right now,


Helper:
another hectic semester will start end
of this month, a lot of assignment for
my You’re feeling pretty
overwhelmed
Diploma course , and my child’s sick. I
by all the things that are
find myself
running around trying to take care of going on right now.
everything. I’m not sure I can take it
anymore.
Purposes of a Reflection

Helps clients/ helpee:


• feel understood

• express more feelings


• manage feelings
CONFRONTATION
• Confrontation as a counselling skill is an attempt by the counsellor to
gently bring about awareness in the client of something that may they
may have overlooked or avoided.

• During the counselling process there are four (4) discrepancies which the
client could display.

• The discrepancy can be between:


• Thoughts and feelings
• Thoughts and actions
• Feelings and actions or
• A combination of thoughts, feelings and actions.
CONFRONTATION

• This is a standard and useful format for the actual


confrontation. Of course, you may also use variations such as:
• “You say … but you do …,” or
• “Your words say … but your actions say ….”
• E.g. “Your words say you would like to spend more time with
your sister, but your actions say that it’s not a priority for
you.”
Helping relationship will help individual to
motivate themselves and deal with stressful
situations. Helping relationship is important
interventions for individual’s growth.

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