Running Head: ESSAY

Therapeutic Communication

by Atkins

Course

Professor

[Name of Institution]

March 8, 2019

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Table of Contents

Case Scenario- Introduction ............................................................................................................ 3

Therapeutic Communication ........................................................................................................... 4

Egan Helping Model ....................................................................................................................... 4

Carl Rogers Person-Centred Approach ........................................................................................... 5

Genuineness ................................................................................................................................ 5

Unconditional Positive Regard .................................................................................................... 6

Empathy ...................................................................................................................................... 6

Reflections on the Egan Helping Model ......................................................................................... 6

Stage 1 - What is Happening? ..................................................................................................... 6

Stage 2 - What do I need? ........................................................................................................... 7

Stage 3 - How will I get what I need? ......................................................................................... 9

Conclusion .................................................................................................................................... 11

References ..................................................................................................................................... 12

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Case Scenario- Introduction

Tony was a 19 year old lad studying at the university. He was diagnosed with
testicular cancer (seminoma, stage 2). Tony did not talk to his General Practitioner about
the symptoms he had been facing for the past six months out of embarrassment. Some of
the symptoms of testicular cancer included back pain and the formation of a painful lump
in the scrotum. He finally took the initial tests and was then admitted to the hospital for
surgery. In addition to that, his chemotherapy treatment sessions had also begun while he
was at the hospital. To preserve the fertility, Tony had a thorough discussion with the
medical team about the best options available to him.

I met Tony during his chemotherapy sessions. I saw him suffering from severe
nausea and he just could not stop puking. Later, he moved back to his parents and continues
to live with them. Considering the stage that he currently is in, his parents would not let him
move to his own place alone. Tony, in the present, is also quite worried about his sexuality
and masculinity. When I met Tony, he had been facing different stresses. First and foremost,
Tony had been really anxious during his chemotherapy sessions. He could not stop puking
and constantly seemed nervous throughout. There was a fear on his face that kept on
increasing.

I tried doing the things that would lessen or eventually subside his fears, but things
seemed to be rather odd and nothing worked initially. The stress that Tony was taking all
the time during his treatment harmed his health a lot. It was after a while that he started
coping. This means that he started becoming more accepting of the situation he had been in
and seemed more willing to cope the environment. He seemed to put in quite a lot of efforts
to manage the situation. Tony also seemed to think more rationally. Testicular cancer is
something that any individual would find difficult to accept if diagnosed with it. Since
accepting his situation seemed to get more difficult with time, he relied on rationalising it.
He gave himself some logical reasons of being in the situation that he had been in to make
it easy for himself to accept what he had to go through.

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Therapeutic Communication
The therapeutic relationship among medical attendant and patient contrasts from both
a social and a private relationship. The attendant boosts his or her correspondence aptitudes,
comprehension of human practices, and individual qualities to upgrade the patient’s
development (Beebe, et al., 2014). The focal point of the relationship is on the customer's
encounters, thoughts and sentiments. Characteristic in a therapeutic relationship is the
medical attendant's emphasis on huge individual issues presented by the patient amid the
clinical meeting (Lasley, 2017).

To build a therapeutic relationship with Tony, Tony and I would recognize the zones
that need investigation and intermittently assess the degree of progress in him. In spite of
the fact that I may accept an assortment of jobs, my relationship with Tony would be reliably
concentrated on his concern and needs (McLeod, 2011). To get into a therapeutic
relationship with Tony, I must get my necessities met outside the relationship. At the point
when I felt that I must do what Tony proposes, his necessities could be satisfactorily met
and the connection could be therapeutic (Swain & Gale, 2014).

I could use the Egan helping model and the Carl Rogers theory in this situation.
These theories are as follows:

Egan Helping Model

This is a 3-step structure offered by Egan as valuable in helping individuals take care
of issues. The objectives of utilizing the model are to help individuals to deal with their
issues in living adequately and open doors (Egan, 2013). This model is to help individuals
turn out to be better at helping themselves in their regular day to day existences.
Accordingly, there is an accentuation on strengthening. Additionally the individuals claim
plan is focal, and the model looks to move the individual towards activity prompting results
which they value (Riggall, 2016).

This model did not depend on a specific hypothesis of identity improvement, nor on a
hypothesis of the manners in which challenges create. It is a system for conceptualizing the
helping procedure, and is best utilized in chipping away at issues in the ongoing past and
the present. Likewise with any model, it gives a guide, which can be utilized in investigating.

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The Egan model can be utilized in numerous sorts of therapeutic connections, and tutoring
should be possible utilizing different models. The model can and ought to be utilized
adaptably (Egan, 2013).

The Egan show expects to enable the speaker to address 3 principle inquiries:

'What is happening?'

'What do I need?'

'In what capacity may I get to what I need?'

Carl Rogers Person-Centred Approach

Rogers alluded to this hypothesis as person-centred instead of patient-centred. This is
in order to not diminish the person's self-rule and thusly loan the customer to challenges.
The methodology along these lines is to turn people into subjects of their own treatment
(Demanchick, et al., 2003). In his hypothesis it was noticed that people are supplied with
the intensity of self-completion and through their own impression of natural assets, they can
give solution for change in their troublesome circumstances (Glauser & Bozarth, 2001).

This view as communicated by Rogers suggested that each individual tends to develop
and achieve a specific dimension of realization. He saw that so as to permit the person asses
his/her own insight, there must be a favourable atmosphere (Hill & Nakayama, 2000). Three
conditions were distinguished for this relationship to flourish positively. The first condition
is Genuineness. The second condition is Empathy. And the final condition is Unconditional
Positive Regard (Kensit, 2000).

Genuineness
The specialist is relied upon to demonstrate a genuine feeling of certifiable frame of
mind towards the customer's emotions and musings, be ready and ever present to help them
in whatever circumstance they might be (Watts, 2009). He ought to be straightforward and
debilitate the frame of mind of being the unrivalled in the circumstance (Lasley, 2017).

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Unconditional Positive Regard

As per Rogers, the specialist in this circumstance must show non-judgemental attitude
to the customer's emotions to improve his procedure of recuperation (Sully, 2010). In doing
as such, the medical attendant ought to guarantee the wellbeing and security of the person
(Kim & Kim, 2013).

Empathy
In his hypothesis, empathy alludes to the capacity of the advisor to demonstrate
positive affectability to the customer's reality. This implies his discernment towards
recuperation and furthermore convey his emotions to the customer (Sulzer, et al., 2016).
This will pass on an exceptional importance to the customer of his association with the
medical attendant. Thus, it will harden their common relationship towards the normal
restorative development (Patel, 2015).

Reflections on the Egan Helping Model

Stage 1 - What is Happening?
Stage 1 is tied in with giving a protected spot to the patient to recount their story in their
own particular manner, and to be completely heard and recognized. It is about a space where
an individual can hear and comprehend their own story (Egan, 2013). It is about tenderly
helping them lift their head to see the more extensive picture and different viewpoints, and
to discover a point from which to go ahead with expectation. The aide urges the patient to
recount their story, and by utilizing great undivided attention abilities and exhibiting the
center conditions, causes them to investigate and unfurl the story, and to reflect. For a few,
this is sufficient, for other people, it is only the start (Riggall, 2016).

Since they are in the circumstance, it very well may be troublesome for the
individual addressing see it plainly, or from various points. With the assistance of empathic
reflections and difficulties, the patient reveals vulnerable sides or holes in their discernments
and appraisal of the circumstance, of others and of themselves - their examples, the effect
of their conduct on the circumstance, their qualities (Sheldon, 2005).

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Abilities: Challenging; alternate points of view, examples and associations, shoulds

and oughts, negative self-talk, vulnerable sides (disparities, contortions, inadequate
mindfulness, things suggested, what's not said), possession, particulars, qualities.

Helpful Questions:

How would others see it/you?

Is there anything you've ignored?

What does he/she think/feel?

What might s/he state pretty much this?

Shouldn't something be said about the majority of this is an issue for you?

Some other method for taking a gander at it?

Individuals frequently feel stuck; that is the reason they need to talk. In this stage,
the assistant tries to move the patient from doubt to trust by helping them pick a zone that
they have the vitality to push ahead on, that would have any kind of effect and advantage
them.

Abilities: Facilitating focussing and organizing a territory to take a shot at.

Valuable Questions:

What in the majority of this is the most imperative?

What might be ideal to take a shot at now?

What might have the most effect?

What is reasonable?

Stage 2 - What do I need?

Individuals frequently move from issue to activity, or issue to arrangement, without
pondering what they truly need, or how their issues may be openings. Stage 2 is about this,

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about helping the speaker to open up an image of what they truly need, and how things could
be better. This stage is critical in creating vitality and expectation.

The aide causes the patient to conceptualize their optimal situation; 'in the event that
you could get up tomorrow with everything exactly how you need it, similar to your optimal
world, what might it resemble?' The speaker is urged to expand their viewpoint and be
inventive, as opposed to consider items of common sense. For certain individuals this is
frightening, for some freeing. "At first it was extremely troublesome yet sooner or later I Jet
my creative ability go and started to get truly amped up for what we could accomplish in
the office".

Aptitudes: Brainstorming, encouraging creative reasoning, for example

Amount versus Quality Anything goes - have a great time

Record thoughts verbatim, don't break down or judge

Continue provoking - 'what else?'

Try not to hustle, permit bunches of time

Helpful Questions:

What do you in a perfect world need?

What might occur?

What might you do/considering/feeling?

What might you have that you don't have now?

What might it resemble on the off chance that it were better/somewhat better?

From the innovative and visionary conceptualize, the patient plans objectives which
are explicit, quantifiable, reachable/suitable (for them, in their conditions),
reasonable (with reference to this present reality), and have a time period joined, for
example Keen objectives. Objectives which are requesting yet feasible are
propelling.

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"It feels great to be certain that I need a reasonable comprehension with my partners
about our particular guidelines and duties."

Aptitudes: encouraging choosing and reality checking as for inward and outer scene.

Valuable Questions:

What precisely is your objective?

How might you realize when you have there?

What might you be able to oversee/would you say you are probably going to
accomplish?

Which feels best for you?

Out of all that, what might be sensible?

When would you like to accomplish it by?

This stage means to test the authenticity of the objective before the individual moves
to activity, and to enable the speaker to check their promise to the objective by
assessing the expenses and advantages to them of accomplishing it. Is it justified,
despite all the trouble? "It feels dangerous however I have to determine this."

Abilities: help of investigating expenses and benefits, and checking duty to

objective.

Valuable Questions:

What will be the advantages when you accomplish this?

In what manner will it be diverse for you when you've done this?

What will be the expenses of doing this? Any weaknesses/drawbacks to doing this?

Stage 3 - How will I get what I need?

This is the 'how' organize... in what capacity will the individual move towards the
objectives they have recognized in Stage 2? It is about conceivable systems and explicit

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activities, about accomplishing something to begin, while thinking about what/who may
help and obstruct rolling out the improvement.

The patient is conceptualized techniques - 101 different ways to accomplish the

objective - again with provoking and support to think broadly. What individuals, places,
thoughts, associations could help? The point is to free up the individual to produce new and
diverse thoughts for activity, breaking out of old outlooks. "There were pearls of potential
outcomes from apparently insane thoughts".

Abilities: Facilitation of conceptualizing

Helpful Questions:

What number of various ways are there for you to do this?

Who/what may help?

What has worked previously/for other people?

Shouldn't something be said about some wild thoughts?

What from the conceptualize may be chosen as a technique that is sensible for the
speaker, in their conditions, predictable with their qualities? Force field investigation can
be utilized here to take a gander at what inward and outside elements (people and
associations) are probably going to help and thwart activity and how these can be reinforced
or debilitated separately. "I would feel good attempting to have a discussion with him about
how he sees things".

Valuable Questions:

Which of these thoughts advances most?

Which is well on the way to work for you?

Which are inside your assets/control?

The point is to enable the speaker to design the subsequent stages. The technique is
broken into nibble measure pieces of activity. Here the speaker is doing practically all the

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work, creating their activity plan. The partner works with them to transform well-meaning
plan into explicit plans with time scales. While being empowering, it's additionally essential
not to push the speaker into saying they'll get things done to satisfy the partner. "I will set
aside a few minutes together before the month's end. I will book a gathering, with the goal
that we can make certain of calm continuous time. I will compose this before Friday".

Abilities: Facilitation of activity arranging.

Helpful Questions:

What will you do first? When?

What will you do straightaway? When?

On the off chance that the end purpose of delivering an activity plan has been
achieved, the experience of giving it a shot could be the beginning stage for a follow-up
tutoring/co-coaching session. The work would begin in stage once more, recounting another
story. On the off chance that an activity plan had not been achieved, that is fine as well, and
the model can be utilized over a progression of sessions. The key in utilizing the model,
likewise with any hypothesis or model, is to keep the speakers motivation focal, the person
in the frontal area and hypothesis out of sight, and to utilize the model for the individual, as
opposed to the other way around.

Conclusion
Tony had been diagnosed with cancer and needed someone to build a therapeutic
relationship with. The medical attendant and Tony can form a therapeutic relationship through
the Egan Helping Model. The model is best suited to be used in therapeutic settings and consists
of three stages. These stages answer questions to what is happening what is needed, and what
could be done to get what is needed. Once the attendant and the patient gets past these stages, a
therapeutic relationship is formed.

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References
Beebe, S., Beebe, S. & Redmond, M., 2014. Interpersonal Communication: Relating to Others.
Harlow: Allyn and Bacon.

Demanchick, S., Cochran, N. & Cochran, J., 2003. Person-centered play therapy for adults with
developmental disabilities. International Journal Of Play Therapy , 12(1), pp. 47-65.

Egan, G., 2013. The Skilled Helper: A Client Centred Approach. 10th ed. Andover: Cengage.

Glauser, A. & Bozarth, J., 2001. Person-Centered Counseling: The Culture Within. Journal Of
Counseling & Development , 79(2), pp. 142-147.

Hill, C. & Nakayama, E., 2000. Client-centered therapy: where has it been and where is it going?
A comment on Hathaway (1948). Journal Of Clinical Psychology, 56(7), pp. 861-875.

Kensit, D., 2000. Rogerian theory: a critique of the effectiveness of pure client-centred therapy.
Counselling Psychology Quarterly, 13(4), pp. 345-351.

Kim, E. & Kim, C., 2013. Comparative effects of empathic verbal responses: Reflection versus
validation. Journal Of Counseling Psychology, 60(3), pp. 439-444.

Lasley, J., 2017. Developing Empathic Communication Skills Through Service Learning: A
Qualitative Case Study. Radiation Therapist , 26(2), pp. 106-115.

McLeod, J., 2011. Counselling Skills: A Practical Guide for Counsellors and Helping
Professionals. Maidenhead: Open University Press.

Mirhaghi, A., Sharafi, S., Bazzi, A. & Hasanzadeh, F., 2017. Therapeutic relationship: Is it still
heart of nursing?. Nursing Reports , 7(1), pp. 4-9.

Patel, B., 2015. Communicating across cultures: proceedings of a workshop to assess health
literacy andcross-cultural communication skills. Journal Of Pharmacy Practice & Research,
45(1), pp. 49-56.

Riggall, S., 2016. The sustainability of Egan’s Skilled Helper Model in students’ social work
practice. Journal Of Social Work Practice, 30(1), pp. 81-93.

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Sheldon, L., 2005. Communication in oncology care: the effectiveness of skills training
workshops for healthcare providers. Clinical Journal Of Oncology Nursing, 9(3), pp. 305-323.

Sully, P., 2010. Essential Communication Skills for Nursing and Midwifery. Edinburgh: Mosby.

Sulzer, S. et al., 2016. Improving patient-centered communication of the borderline personality

disorder diagnosis. Journal Of Mental Health , 25(1), pp. 5-9.

Swain, N. & Gale, C., 2014. A communication skills intervention for community healthcare
workers reduces perceived patient aggression: A pretest--postest study. International Journal Of
Nursing Studies, 51(9), pp. 1241-1245.

Tregoning, C., 2015. Communication skills and enhancing clinical practice through reflective
learning: a case study. British Journal Of Healthcare Assistants, 9(2), pp. 66-69.

Watts, M., 2009. Substance abuse: how the healthcare assistant can help. British Journal Of
Healthcare Assistants, 3(11), pp. 552-554.

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