Find study materials for any course. Check these out:
Browse by school
Make your own
To login with Google, please enable popups
To login with Google, please enable popups
Don’t have an account?
To signup with Google, please enable popups
To signup with Google, please enable popups
Sign up withor
writing down your answer to a question with the stem why do people and then follow up wth more why questions
best conditions for change
-1) to indicate how the client’s beh affects the helper (ex. Say you want to be assertive but acting passive)
-2) to evaluate a client’s progress toward the goals (ex. As I see you’re successful in…)
-3) to supply a client with info based on the helper’s observations (ex. Notice u never seem talk to your father)
1) Use I messages—I conveys that the helper is expressing his or her own perspective
2) Do not give people feedback on their personality traits
3) be specific, concrete and nonjudgmental
4) Ask permission before giving feedback
5) Sometimes feedback about touchy subjects is accepted more easily if it is offered tentatively. You do not have to dilute the feedback rather find an acceptable route to get the client to think about what is being reported
6) Give only one or two pieces of feedback at a time
7) Do not forget to give feedback that emphasizes the client’s strengths.
8) Use an open question to determine whether feedback was received and how it was accepted
STEP 1: Understand the issue and listen carefully. Timing is right
STEP 2: present the challenge in a way that the client will most likely accept it. open questions n reflection of feelings
STEP 3: Observe the client’s response to the confrontation
STEP 4: Follow up the confrontation by rephrasing or retreating. additional exploration
relationship immediacy, challenging irrational beliefs and humour. More advanced skills
1) The helper uses the word I in the statement to indicate that this is the helper’s perspective
2) The helper describes the client’s behaviour or the helping relationship issue in non-judgmental terms
3) The helper expresses their feelings in a way that does not overload or burden the client
Immediacy statements by the helper should have three characteristics
1) Shoulding and musting
3) Low frustration tolerance
5) Overgeneralizing—always or never attitudes
-list of irrational beliefs adapted from Ellis and Velten(5)
training tool to help you gauge the client’s reaction to a confrontation
-can make you aware of how the client is reacting to your confrontation; can react to a confrontation in three basic ways
1) A client may deny that a discrepancy exists: discredit the helper to change the topic to seek support elsewhere or falsely accept the confrontation.
2) The client may choose to accept one part or aspect of the confrontation as being true while rejecting another part. Helper might be inaccurate; encouraged to focus the discussion on the areas of agreement
3) The client appears to fully accept the confrontation and agrees to try to change his behavior to resolve the inconsistency that has been pointed out
Three levels of acceptance on the CAS are
for the client to write down everything that they consider to be a conflict in life
-helper then guides the discussion of these issues in the past, present and future and helps the client explore the issues collaboratively. Identify key themes in the client’s life that come from this discussion. Finally client and helper identify a plan to solve the dilemmas
-Special knowledge and training in the specific issue the client is facing.
-Firsthand experience helping many people deal with the particular issue
-Understanding that the helpers experience are not the same as the clients
-Outline risks as well as opportunities
-Thorough understanding of client’s history
-Ability to see advice as a two-way interaction between the helper and client
-the client seems to be dependent on others to make decisions
-When the client has not heeded advice prev
-when the client is asking for assurance on issues with unpredictable outcomes
-when the purpose of obtaining advice is to influence another person
-When the client has info avai and is capable of solving the problem w.o advice
-When the advice conflicts w a client’s basic values, upbringing or culture
1) no ideas generated are evaluated. They are simply brought before the group and recorded
2) freewheeling: is encouraged. The wilder the ideas the better so limits of creativity can be reached
3) quantity of ideas is more important than the quality. Large pool of ideas is needed as a source of good solutions. Small ideas can be used to provoke larger ideas4) hitchhiking encouraged.
Step 1: Challenging Assumptions and Asking the Right Question
-first step is to ask the right questions. This can be determined by asking what is to be achieved in the end. What is the goal?
Step 2: Generating Ideas
-helper insisted they generate 10 ideas;quantity is better
Step 3: Evaluating and Selecting a Solution-settled on 4/5 suggestions to implement the best fit; therapeutic relationship is enhanced and the client’s confidence and sense of hope is increased
Step 1: the helper listens to the clients problem and then previews and explains the concept of alternative interpretation
Step 2: The helper asks the client to make a list of three or four other interpretations that fit the facts at least as well as the catastrophic conclusion of the clientStep 3: The helper assigns a homework task of developing three or four alternative explanations to the first interpretation of any disturbing event that occurs between sessions. The only requirement for the alternatives is that they have as much likelihood of being true as the first impression.
1) restate the goals 2) indicate what progress has been made during the week (outside of session) that was relevant to the goal and the results of any homework assignments 3) include any new info or relevant events that occurred this week, 4) state what was talked about in the session that relates to the goal and 5) specify what plans have been made for the coming week and next sessions as they relate to the goal
when the client and counselor both regularly record their ideas about progress. There are things that should be left out of case notes for example do not include your personal reflections or reactions to the client
Brief symptom inventory for adult and youth two versions
Two well established paper and pencil instruments used to identify global change used every four weeks
Subjective units of discomfort scale
Ask clients on a scale of 1-10 how uncomfortably they currently feel. Helper might also ask about beh in frequency intensity or duration
Goal attainment scaling
Demonstrated accountability but it's best use may ve that it can provide helpful info to client and Counselor about the progress
Means looking at the effectiveness of an entire program rather than the outcom s of a particular student couple or family
Is a term helpers use to denote the period of time when client and helper negotiate the end of helping relationship
Not helping them meet their goals. Dissatisfaction with helper or process. Travel or financial constraints. Mismatch.
Why clients might leave
Ways of preventing clients from terminating prematurely
1)avoid delay in cing clients 2)make contracts4 small goal 3)don't make clients c many ppl4) orientation 5)reminders to motivate for attendance 6)if terminate find out why 7)make easy to return again8)provide safe environment 9)treatment plan
Attain goals. Counseling for long time. Not made progress. Signs they can handle on own.
How the tell whether termination is needed
Maholich n Turner 5 questions a helper might consider in order to assess a clients readiness for termination
1)is presentproblem under control 2)reduced the initial level of distress by better coping skills 3)has client achieved greater self awareness n better relationships 4)are life n work more enjoyable 5)does client now feel capable of living w.o therap
How to help deal w loss of termination
1)bring up early 2)see as opportunity to put learning in practice 3)specify #of sessions early 4)fading procedure 5)help c own actions that lead success 6)play down importance 7)use reflective listening
Goodman reasons why helpers have trouble letting go
Follow up. Fading. Contacts w para prof. Self Help group. Self monitor. Self management skills. Role playing. Letter writing
How to maintain therapeutic gains and prevent relapse
1) non judgment warm caring 2) self-esteem mental healthy 3) good self-care skills 4) creative flexible smart 5)courageous
5 key elements of effective helpers
Reasons to Spend Time in the Assessment Stage
-1) trigger question in interview indicates that you need to discuss the situation w ur supervisor
-2) client is evasive or unreliable.
-3) client has a physical condition that might be causing the problem
-4) client’s problem seems to stem from the ability to remember things.
-5) when the person has difficulty reading or writing
-6) when the person seems to be functioning poorly but does not provide enough info to make a diagnosis or appears to have several disorders
-7) when you are unconvinced about a previous diagnostic label based on your experience with a client
Sign up for free and study better.
Get started today!