Term
Listen carefully – seek to
understand
n
Ask questions to clarify
information
n
Don’t become emotional /
defensive |
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Definition
| guidelines for receiving feedback |
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| The behaviors, thoughts, and feelings need to have been made explicit and clear through attending behavior, client observation and the basic listening sequence. |
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| describe illicit meanings |
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initiating session
gathering data
mutual goal setting
work
terminating |
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| list 5 stages of interviewer structure |
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| Rapport, structuring and multicultural considerations |
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Drawing out stories, concerns, problems, or issues.
Listening to the client’s story
Positive asset search
Multicultural considerations |
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| What does the client want to happen? |
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| experiencing the client’s world as if you were the client. It requires attending skills and using the important key words of the client, but distilling and shortening the main ideas. |
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| responding to the client as a worthy human being |
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| helps the client feel safe and encourages openness; |
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| define respect and warmth |
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| being specific rather than vague in interviewing statements consititutes concreteness |
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| being in the moment with the client |
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| suspend your own opinions and attitudes and assume value neutrality |
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| define non judgemental attitude |
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| opposite of inconfruity and discrepance; interviewer in congruent with the client and authentic in their relationship |
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| define authenticity and congruence |
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| supportive challenge in which you note incongruities and discrepancies and then feed back or paraphrase those discrepances to the client |
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| Provides the client with an alternative frame of reference from which to view life situations and generate new stories. |
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| define interpretion/refrain |
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| Enables the client to look at the possible results of alternative actions. |
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| describe logical consequences |
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| Requires you, the interviewer, to share your won story, thoughts, or experiences briefly. Used carefully, this may build a sense of equality in the session and encourage client trust and openness. |
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| Provides accurate data on how the client is seen by others and/or the interviewer. |
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| Complex of skills presents new information and ideas to the client. Career information, teaching about sexuality, results of test scores are some examples. |
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| describe information/ advice/ opinion/ instruction/suggestions |
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| Leads the client to follow strategies and actions suggested by the interviewer, which may help in restorying or in taking concrete action on issues and problems. This is a central skill of cognitive-behavioral therapy and assertiveness training. |
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| describe Directive influencing skills |
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Term
listening
influencing
oberserving clients reaction |
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| Use attending, observation and listening skills to determine the client’s definition and view of the world. |
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Definition
these skills are best used after you understand client impressions and representations of their experience.
Interpretation, self-disclosure, feedback statement |
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| The most powerful self-disclosures are made in the what tense? |
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| being oneself in the relationship, not hiding behind the mask of professionalism |
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| oberserving client reaction |
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| If client’s verbal or nonverbal behavior becomes discrepant, return to the use of listening skills. |
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| focusing and open and closed questions |
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| describe moderate triad of skills |
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| they are broad and require more than one or two word responses |
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| describe openended questions |
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| enables a counsellor to direct client’s conversational flow into certain areas |
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Note taking depends on situation.
Inform client and ask for permission to record the session
Let client know that they can see notes if they would like
Do not record anything in the notes that you would feel uncomfortable sharing with the client. |
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Definition
| considerations while note taking |
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| assessing client cultural background and flexing microskill application to achieve specific results; and recognizing that the result achieved from use of specific microskills may vary widely among clients from different cultures |
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Definition
| define cultural intentionality |
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| inability to reconcile discrepancies and incongruity, they feel they have either no choices or a limited #, or that issues conflict and creates entropy |
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A struggle often unconscious resulting from athe opposition Of mutually exclusive impulses ,desires, and tendencies |
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| struggle between a person and an outside force |
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Step 1: Identify the conflict; note mixed messages, and incongruity
Step 2: Point out issues of incongruity and work to resolve them
Step 3: Evaluate the change |
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| what are the 3 steps in confrontation |
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| skill that enables multiple telling of the story and will help you and clients think of new possibilities for restorying. |
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| If the client is talking about smoothly about something, the self-disclosure is not necessary. |
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| make the client in charge, focus on strengths, concrete and specific, nonjudgemental, precise, look how it is received |
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| concerned with finding the deeply held thoughts and feelings (meanings) underlying life experience. |
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| where the counsellor begins the counselling session by focusing totally on the personal aspects of the client; |
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| Attention is given to the reason why the client sought counselling. |
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| define main theme or problem focus |
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| as no problem is truly isolated, the client will often speak of friends’, colleagues, extended family members and other individuals that are somehow connected with the reason for the client seeking counselling. |
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| concerns siblings, parents, children |
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| concerned with how the client reacts to the counsellor, because this could be an indication of how the client develops in relation to other people |
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| where the counsellor may disclose information about themselves |
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| counsellor will understand how a client is influenced by the community/ies in which they grew up, but this can be extended to other issues such as gender, race, ethnicity, religion, socio-economic status to gain a greater understanding of the person the client is today. |
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| define cultural/environment/ context focus |
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| leads to internal feelings of incongruity |
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| manifest itself through problems with others |
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| what is central to all stages/dimensions. |
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| anticipate the consequences of skill or strategy usage and, if the prediction fails, you can flex intentionally and use another skill or strategy |
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Definition
| intentional competance is reached when you can... |
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| sensorimotor emotional style |
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| Clients express their emotions very openly through their behaviors and actions |
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This style clearly names the different types of emotions that a client may be experiencing.
For example, you feel ___ when you get poor grades |
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| abstract formal-operational emotional style |
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Client more abstract in the reflection of emotions, which allows them to not experience different emotions.
Clients are able to verbally express emotions without truly showing them |
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| Abstract Dialectic/Systemic Emotional Style |
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Definition
Clients who are skilled at expressing themselves emotionally and they also express different feelings depending on the context of the situation.
Therefore, they express different emotions to the same event based on the context of the situation. |
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| feeling like or sharing in anothers feelings |
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| what does xyz mean to you |
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Definition
1. key factsw and thoughts around the situation
2. central emotions and feelings
3. overall summary of the issue |
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| interviewer responses add something beyond what the client has said |
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| interviewer responses sometimes give back to the client less than what the client says and perhaps even distort what has been said |
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Definition
initiating the session
what would you like to talk about today? |
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gathering data
draw out stories and concers |
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mutual goal setting
what do you want to happen? |
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working
what are we going to do about it |
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terminating
will you do it? |
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| tool to examine the effect microskills and confrontation have on client verbalizations immediately in the interview |
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Definition
denial
partial examination
acceptance and recognition but no change
generation of a new solution
transendence |
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| can be facilitatied by using listening skills, confrontation, and the 5 stage interview model |
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| art of encouraging the client to find the new on her or his own through your in depth listeing for deeper issues and visions |
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| art of supplying the client with new perspectives words, and ideas that can be used to create the new |
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| focuses on the content and clarifies what has been communicated |
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| identify the key emotions of a client and feed them back to clarify affective experience; aimed at assisiting others to sense and experience the most basic part of themselves; how they really feel about another person or life experience |
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| sad, mad, glad, scared, surprise, disgust |
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| support your client with individually and culturally appropriate visuals, vocal quality, verbal tracking, and body language |
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| help the client move beyond their issue |
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Definition
| your role as a couselor is to... |
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| basic to helping clients restory their lives |
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Definition
| An understanding of confrontation is |
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| to internal or external conflict |
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| Clients often become stuck due |
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fritz perlis
intentionality |
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| Stuckness is a word that was coined by and opposite of |
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| Questioning and elaboration can be a useful approach to |
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| Direct challenge can be a powerful and helpful |
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| one final issue for you to consider in confrontation |
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| Denial, Anger, Bargaining, Depression, Acceptance |
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| Clients often are highly resistant |
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| dangerous and potentially destructive to the client. |
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| Sharing your honest thoughts with a client on very sensitive issues is often |
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| helping clients make their own decisions |
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| Counseling is not teaching clients how to live or what to believe. It is for |
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| speaking out for your clients; working in the school, community, or larger setting to help clients; and also working for social chang |
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| cloes to core experiencing |
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meaning
behavior
thoughts
feelings |
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Definition
center
outside top
outside right
outside left |
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| Effective listening provides the |
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| Influencing skills most useful when |
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| discussion of a topic and then to close this discussion when appropriate. |
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Definition
| Task of counselor is often to |
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| tells you when to change focus. |
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| Timing and how you use skills are most important. |
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| the counselor takes a more direct approach in helping client reframe the issue. |
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| elf-disclosure should not take the sfocus away from |
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| Warnings are one way to tell someone about |
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| tend to reduce risk taking and produce conformity. |
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| interviewer may suggest specific tasks for the client to try during the week |
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| client can practice the new behavior in a role-play with the couselor |
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| ask the client to imagine the future event and what they specifically need to do to manage the situation more effectively. |
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| client may keep journal of number of times certain behavior occur and telll counselor |
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| ask client to return periodically, and provide social and emotional support during hard times |
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| Confrontational effectiveness |
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| can be measured by placing the client’s response (denial, acceptance, and so on) along the continuum of the Conflict Impact Scale |
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