Transcript Chapter Seven Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. The Helping Process.

Chapter Seven
Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc.
The Helping Process
Goal-oriented
Time bound
Concept of authority
Client is the focus
Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc.
Helping Relationships
Preparation: (the physical setting)
– A desk between the helper and client can be
seen as symbol of authority and negatively
impact an interview
– Having a client facing a window could create
a distraction
– The setting should provide a sense of
confidentiality
– How will the helper handle required paper
work
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Stages of the Helping Process
Preparation (other considerations)
– How will the required (somewhat extensive)
paper work be handled
– What can the helper know about the client
prior to the interview
Access whatever information is available
This could determine how to approach the client
– Be sure enough uninterrupted time is set
aside for the interview
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Stages of the Helping Process
Client arrival
– Greeting the client with a smile, handshake,
and introduction can create a climate of
respect and acceptance
– Use “ice breakers” or “door opener” to allow
the client to become accustom to the setting
and helper (i.e. “Did you have any trouble
finding the office?” or “Parking is sometimes a
problem here. I hope you didn’t have any
trouble.”)
Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc.
Stages of the Helping Process
Client arrival
– Time constrains will require a transition to the
purpose of the interview
– Examples: “Let’s talk about why you’re here.”
or “Tell me what’s going on.” or something
similar
– The client can share the problem and the
helper can provide information about the
agency
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Stages of the Helping Process
Problem exploration
– Remember the different perspective
discussed in Chapter 5 (Developmental;
Situational; Human Needs; Social Change;
Environmental)
– Remember the need to deal with the whole
person
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Stages of the Helping Process
Intervention
– The current status of the client’s problem is
addressed
– The client’s aspirations and desires are
discussed
– The client’s personal and social resources are
discussed
– Depending on the helper’s expertise, referrals
can be made at this point
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Stages of the Helping Process
Intervention
– Each intervention strategy used should
support the client’s strengths
– Each intervention strategy should also
empower the client to negotiate his or her own
environment
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Stages of the Helping Process
Termination
– In the best case scenario occurs when the
client’s needs are met and both helper and
client are satisfied
– However, some terminations are not so
positive
– The helping process could be interrupted or
terminated by any number of less desirable
occurrences
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Stages of the Helping Process
Communication is the foundation of all
interpersonal relationships. When the
receiver interprets the message the way
the sender intended, effective
communication has occurred. The
following elements are important
considerations:
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Nonverbal messages
Verbal messages
Listening
Responding
Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc.
Helping Skills
Nonverbal messages involve a
person’s body language
– Posture
– Tone of voice
– Gestures
– Eye contact
– Facial expressions
– Touch
– Proximity
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Nonverbal messages
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65% of meaning of message
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Rubbing nose = Puzzlement
Retracting shoulders = Repressed Anger
Shrugging shoulders = Indifference
Arms and Legs crossed = Withdrawal
Clasping arms = Protection
Leaning forward = Interest
Leaning back, arms uncrossed = open
Leaning back, arms crossed = closed
ambiguous
Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc.
Nonverbal messages
Cognitive
–The facts of a message that
reflect the thought processes
–This is the who, what, where,
when, and why of the message
–It is realm in which we are most
comfortable
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Verbal Messages
Affective
– This is the feeling or emotional part
of the message
– Clients may not be aware of just how
the feel
– Clients may be uncomfortable
discussing this aspect of a message
– Feelings may be expressed
indirectly
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Verbal Messages
Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc.
Responsive or active listening
– The element requires the helper to attend
to both verbal and non-verbal messages
– This means that the helper pays attention
to both what is being said and what is not
being said
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Listening
S-O-L-E-R
– Face the client Squarely
– Adopt an Open posture
– Lean toward the other person
– Maintain Eye contact
– Try to be Relaxed
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Listening
Attending behavior
– Maintain eye contact: in other words, look
at the person you are communicating with
– Pay attention to vocal qualities: tone and
rate of speech indicate the degree of your
interest
– Verbal tracking: Stick with the client’s
subject matter
– Attentive and authentic body language is
an important clue to the client
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Listening
Remember, this is not a casual
conversation but a goal-directed
exchange
Paraphrase
– Restate the clients message using
different but equal words
– You can also clarify here as well: “I’m not
sure I understand what you mean by…”
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Responding
Asking questions (closed ended)
– Most of us know how to ask questions
because it is a normal part of everyday
communication
– The need to cover the who, what, where
why, and how are natural objectives
– However, if questions are asked in a
typical manner the answers will be short
and usually lead to another question
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Responding
Question
– Closed ended questions are necessary at
times but they can lead to this type of
interview
– A great deal of time will be spent by the
client answering questions
– And the interview may ultimately seem
more like an interrogation rather than a
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Responding
Asking question (open ended)
– Open ended questions allow (require) the
client to provide more information with a
single answer
– For example: “What was the last grade
completed in school.” will get a single number
response
– “Tell me about your school experiences.” will
get a more information rich response
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Responding
Begin interview
Ask for specific information
Seek clarification
Elicit examples of behavior
Focus attention
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When to question
Groups are natural. Human beings
are social, interactive beings
– Groups can come together as a result of
similar problems or experiences
– Grief groups, victims of similar crimes,
children of alcoholics, etc.
– Working with groups is clearly an aspect
of human services
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Characteristics of Groups
A group is two or more people who
interact with each other with a degree
of frequency
– The have discussions, share resources,
give and receive help and influence others
– Sharing common goals and values is a
second characteristic
– Groups are cohesive and can resemble a
family unit
– Groups develop dynamics unique to that
group (roles, social structure, influence)
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Characteristics of Groups
Self-help groups
– Alcoholics Anonymous is a classic example of
this type of group
– Members share experiences
– They have a common goal
– The group interaction is the foundation of this
type of helping technique
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Characteristics of Groups
Specialty Groups
– Task or work groups that form to accomplish
a specific task
– Planning groups
– Community organizations
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Characteristics of Groups
Guidance/Psycho-educational groups
– Information is shared in these groups
– Health issues (AIDS groups)
– Bereavement (Grief groups)
– Divorce (Support groups)
– The goal is to prevent the development of
psychological disturbances
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Characteristics of Groups
Counseling/interpersonal problem solving
– The focus is the resolution of problems group
members face
– Anxiety, relationship difficulties, etc.
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Characteristics of Groups
Culturally different
– The key to working with clients who are
culturally different is awareness of and
sensitivity to those differences
– Culture shapes body language
– Eye contact
– Hand gestures
– Slang terms
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Challenging Clients
Reluctant/resistant
– Reluctant clients may be embarrassed or
angry that they are there for help; it may be
as the result of a court order
– Resistant clients can become so at any point
in the helping process; the client may begin
to feel threatened by the topics associated
with the helping process
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Challenging Clients
Reluctant/resistant
– First: recognizing and accepting the
antagonism may defuse the situation
– Second: Asking for the client’s perception of
the problem can communicate support for
the client’s feelings
– Third: Asking the client what he/she wants
to happen in the situation creates a sense of
control
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Challenging Clients
Silent
– Silence can have many meanings; the
helper must evaluate the cause and respond
– The client may simply be waiting for
direction from the helper
– The client may be taking time to consider
what has already occurred
– It may also be a form of resistance and will
need to be addressed as such
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Challenging Clients
Unmotivated
– Clients may be simply be going through the
motions because they are required to do so
and have no intention of engaging the
process
– Many of the strategies previously mentioned
can be employed but ultimately, if a client
does not want to engage the process they will
not
Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc.
Challenging Clients
Overly Demanding
– Clients can monopolize a helper’s time with
phone calls, multiple appointments, calling the
helper at home
– Set reasonable limits on the client use of
resources
– Be sure the helper is not encouraging the
needy response
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Challenging Clients
Definition of crisis
Developmental vs. Situational
Definition of crisis intervention
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Crisis intervention
Reaction to a traumatic event
Problem solving fails
Attempts at resolution fail
Tension and anxiety become
unbearable
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Phases of a crisis
Establish relationship
Referral for needed services
Activation of social network
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Helper’s Role
Assess
Plan
Implement
Resolve
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Steps in Crisis Intervention
Specific outcome
Time limited
Client strengths
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Resolution-focused Brief Therapy