This action might not be possible to undo. Are you sure you want to continue?
1. Recognize the incongruity 2. Present it to the cx
• On the one hand…
3. Evaluate the effect: how did the cx respond? (see box 9-3) Write down a challenge response for the following statements:
Cx: I have good genes…my grandma ate whatever she wanted and lived to 98…I’m not worried about my cholesterol level. Cx: No friendship is perfect. Sometimes her criticism hurts my feelings, but that’s just how she is. I’m not going to take it personally. Cx: I can always study more, but this teacher just doesn’t like me…it’s not really worth putting more time into because he’s not fair and picks on me.
1. Denial 2. Partial examination 3. Acceptance and recognition without change 4. Generation of a new solution 5. Development of new, larger, more inclusive patterns, beliefs, thoughts, behaviors
What questions/observation re: ch. 12 do you have?
How are influencing skills different than the basic listening sequence?
• • • We are adding something in. We are taking a risk. We are leading the client, rather than following.
Reflection of Meaning & Interpretation/Reframing
• • • • Identify and explore the deeper meaning Reframe to open up possibilities Identify a pattern Make connections between thoughts, feelings, behaviors and consequences
I can’t go on like this…I can’t take it anymore. He’s been my friends since 2nd grade…I can’t just stop hanging out with him! Examples from your role plays?
2. What is the meaning behind client words?
• • •
Interpretation is typically used to gain insight. How you view the world significantly impacts your use of these skills. Genuineness is important in reframing.
1. Why self disclose?
• • •
To build rapport, gain trust To normalize client experience To break through denial/defense mechanisms The client asked for information
If they asked…
2. Why did they ask?
• • • • • • To see if you’re trustworthy? To see if they’re “normal?” To distract? To know you personally? To prove you can’t help them? To problem solve?
How to answer…
3. Genuinely and honestly
• • •
Be intentional Share as much as you’re comfortable with Acknowledge client’s interest and explore the meaning of their interest Share how I feel about the request (immediacy) Notice the client reaction/response Be brief and refocus on the client
Why not answer?
• • • •
You have a current/unresolved issue The cx is easily distracted from him/herself You’re uncomfortable with it The cx wants to have a more personal relationship with you The cx may use it destructively, e.g. to invalidate you, disrupt a group dynamic, etc.
• • • • it is likely to benefit the client. you know why you are self-disclosing it helps the cx see things differently it heightens cx awareness (immediacy)
Write a true or false statement about the use of self-disclosure.
• In your dyads, you are meeting the cx for the next session. • Focus in on one or two issues • Notice statements with vague meaning. • Explore the meaning. • Use reframing or interpretation as relevant. OR • Practice using self-disclosure-client may ask for personal info or you initiate intentionally.
1. What is involved?
• Giving clear and accurate information about the client to the client. Client is in charge Positive assets/strengths Specific example In the moment/immediacy Lean Nonjudgmental
2. What works?
• • • • • •
3. Why give feedback?
• • • • • • • A reality check Challenge denial Reinforce progress Promote positive change Provide clarity of expectations 5 minute fish bowl role play Observers: look for feedback to give the client or feedback to the student counselor.
4. Quick demo
Information, Psychoeducation and Directives
1. What are these skills? Providing information, teaching skills, explaining ideas, advising, etc. 2. Use when:
• • • • • • • cx wants the info. the process of “figuring it out” isn’t important. you understand the situation/need/context. Listen and understand Be concrete and specific Check it out: What do you think about that? Observe cx’s response, including nonverbals
3. How to use effectively
An Example: Stress Management
• Effects of Stress
• Sources of Stress
• Coping Strategies
• http://students.georgiasouthern.edu/couns eling/relax/OnlineRelax07.htm
– Progressive Relaxation – Imagery