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KMU1013 HELPING RELATIONSHIP, Helper Develop (Perry;s Stages) - Coggle…
KMU1013 HELPING RELATIONSHIP
UNIT 1: INTRODUCTION TO HELPING RELATIONSHIP
: :
Benefits For The Helper
Increase positive self regards
Feels better psychologically
Feel needed and gain self worth
Increase ability to solve own problem
Characteristics of Helpers
Positive regard, patience, honesty, humility
The Helper’s Value and The Theraeutic Process
Values can influence their interventions with helpee
Helping
Developing therapeutic goal
Facilitative Aspects of Helping
Promote proactive involvement in
Learn skills needed
Assist individuals in dealing with the existential concerns
Assist individuals in making decisions
Gain insight
Assists individuals in determining goals
Provide support and relief
Personal Characteristics of effective Helpers
Open to change
Make choices that are life oriented
Respect and appreciate themselves
Authentic, sincere and honest
Have an identity
Problematic Aspects of Helping
Helpers unduly impose personal or societal values
Helpers work outside their areas of competence
Create dependency
The Counsellor as a Therapeutic Person
Has a significant effect on relationship with helpee
Can be encouraged by our way
Not hide behind the safety of our professional role
Model authenticity
An intimate form of learning
Helpee place more value
Personal and interpersonal care
Awareness of Self and Personal Values
Have an awareness and understanding of their own values, beliefs, and needs
Be aware on their own personal values and beliefs
What is helping
Does not interrupt the role and function
Have a belief belief on people worth; capable to change and acquire personal strengths and abilities.
Unit 6: Related issues in helping
Mental Health issues
A state of balance between the individual and the surrounding world, a state of harmony between oneself and others, a coexistence between the realities of the self and that of other people and that of environment (WHO,2008)
what is mental illness?
•considered a clinically significant behavioral or psychological syndrome experienced by person and marked by distress, disability or the risk of suffering disability or loss of freedom
(APA, 2000
Attributes of mental health
thinking
behavior
interpersonal relationships
emotion
self esteem
factors influencing mental health
Psychological Factors
early development
personality traits
poor parenting
Childhood trauma
Social Factors
Cultural beliefs and health practices
religious influencing
poverty and inadequate parenting
unemployment and support system(family& friends)
Biological Factors
Hormones and neurochemicals
change in brain structure
Inherited factors(genetic)
Characteristics of mentally healthy
happiness, control over behavior
appraisal of reality and effectiveness in work
a healthy self concepts, satisfying relationships
effective coping strategies
mental Health
Risk factor of mental health problem
1.individual risk factors
eg; physical health problem or disability, difficult temperament, learning problem or attention and etc
2.family risk factors
eg: Low parental attachment, poor parenting, family conflict, low educational attainment, parental alcohol or drug abuse and etc
3.community/ environmental risk factors
Eg: poverty, negative peer influences, neighborhood disorganization, poor housing, lack of employment and etc.
Protective factors for mental health
1.individual protective factors
Eg: active, easy, high intelligence, problem-solving skill and so on
3.community/environmental protective factors
Eg: •Adequate resources for child care, health care, good schools, community cohesion, stability, supportive friends or neighbors , employment opportunity and so on
2.family risk factors
Eg: competent parenting, high but realistic expectations of child, educational attainment, socioeconomic advantages , religious and etc
Enchancing mental health
A supportive social network
Good communication skills
Healthy lifestyle patterns
example of healthy risk
can stand up for something you believe in, say no to someone instead of going along
-take up a new sport, one you’ve been afraid to try.
-Call or talk to someone you have been admiring from a far.
Unhealthy risks
The kind of risk that are unhealthy are those that involve potentially dangerous consequences such as taking drug, having unprotected sex, running away from home, or defying authority just for the sake of defiance.
Healthy Risks
The kind of risk that are healthy force you to reach beyond your comfort zone to grow as a person. They can push you mentally, emotionally and spiritually.
Taking healthy risks
mental disorder
mood disorder
Bipolar disorder
major depressive disorder
dysthymic disorder
anxiety disorders
panic disorder
psychotic disorder
mental disorder and suicide
Treating mental disorder
mood disorder- relieved with any of several different types of antidepressants
Symptoms of anxiety disorders drugs or anxiolytics.
symptoms of schizophrenia and other psychotic disorders, especially delusions and hallucinations, can be treated with antipsychotics.
Workplace Issues
how to avoid stress at work?
Do physical activity, eat balance diet.
•Do not use tobacco, alcohol and other drugs.
Explore the use of meditation and other relaxation techniques
•Plan a realistic schedule for personal activities and pleasures.
workplace is typically an environment in which people with different personalities, communication styles, and worldviews interact.
Managing work related stress
•Creating a safe and healthy work environment
•Consulting about changes to job roles or workplace practices
•Minimizing unpaid overtime, sharing workloads fairly
•Taking a reasonable amount time between shifts and taking regular rest breaks
what causes stress?
•You're given too much work to do or there aren’t enough people to share the work
•haven't received enough training to do your job
working long hours, worried you’re going to lose your job
•having trouble communicating with someone you work with
special issues in workplace for women
Ginzberg (1966)-three lifestyle dimensions of women that maybe used in career counselling
Traditional (homemaker-oriented)
Transitional (more emphasis on home than on job)
Innovative (giving equal emphasis to job and home)
Betz and Fitzgerald (1987)- occupational choices for women influences by
Social class, attitudes generated by marriages
Financial resources , education level
General cultural values of past and immediate families
Spencer (1982) and Sanguiliano (1978)- suggest women have different developmental patterns
experience intense role confuse early in their development
more inhibited in their self-expression
tend to delay their career aspirations in lieu of family responsibilities
identifying women's special needs
dual roles, child care
working environment
need for leadership roles
internal restrictions
the glass ceiling
An unfair system or set of attitudes that prevents some people (such as women or people of a certain race) from getting the most powerful jobs.
special issues in workplace for men
O’Neil (1982) - Masculinity is associated
masculinity
femininity
gender role socialization
Placing achievement and success in perspective
Learning relax
Learning to recognize self –destructive behavior
Changing male roles in dual-career home
Needs of househusbands
Cultural Issues
types of cultural issues ( Colleen Reinhart,2016)
implicit discrimination
making the most of diversity
communication
generational differences
individual cultural competence (Cross, Bazron, Dennis, and Isaacs (1989)
Awareness and acceptance of differences
self awareness, dynamics of difference
Knowledge of client’s culture and
the integration of human behavior which include thoughts, communications, actions, customs beliefs, value and institution of racial, ethnic, religious or social group.
(Fadiman,1997)
Multicultural Counselling and Therapy Theory (MCT)
•Counsellor must possess and understanding of the culture and sociopolitical context of a client’s behavior before they can develop appropriate intervention strategies and use appropriate assessment instrument
•Learning occurs within a cultural context
Individualism should not determinate the mental health field (consider self-in-situation and people-in context)
•Culture should be defined inclusively and broadly
culturally effective helper
Ability to recognize which value and assumptions counsellor/helper hold regarding the desirability or undesirability of human behavior
•Awareness of the generic characteristic of counselling that cut across many school of counselling theory.
•An ability to share worldview of his or her client without negating its legitimacy.
•True eclecticism in his or her counselling/helping process.
UNIT 2:Principles of professional helping
Why Helping
to help clients manage their problems in living more effectively and develop unused or underused opportunities more fully (1998: 7).
to manage problems and develop opportunities. It is to help ‘clients become better at helping themselves in their everyday lives’ (Egan 1998: 8).
What is helping
a process whereby someone who needs help is being helped by someone who is able to help.
Professional helping is one way process unlike friendship
professional helping requires someone seeking helping, someone willing to give help and who is trained to help and settting that permits helps to be received and given in privacy
The helper assists helpee to explore feelings and reactions, gaining insight and make positive changes in his/her life
Helping Person
Parker Palmer (2000: 11) good helping is rather more than technique; it comes from the identity and integrity of the helper.
Helping Relationships
Relationship is a human being’s feeling or sense of emotional bonding with another
feel “related” when we feel at one with another (person or object) in some heartfelt way. (Perlman 1979: 23)
one of the participants intends that there should come about in one or both parties, more appreciation of, more expression of, more functional use of the latent inner resources of the individual. (Rogers 1967: 40)
Different Emphases Between Psychotheraphy, Counselling, Interviewing and coaching
Psychotherapy
More emphasis on the pathology and accurate diagnosis
interviewing
More emphasis on gaining , information may be used to help other person rather than the client
Coaching
A strong form of encouragement
Counselling
more emphasis on the therapeutic relationship and overcoming normal development
How is professional helping different from friendship?
•Friendship- based on the assumption that we are there for each other-a two-way street
•No agreement or contract for change, but instead you have an opportunity to care, show concern, and provide support
•Professional helper assists clients to deal with their issues
•have a contract to help the client make specific changes on his/her life.
Definition of helping
•develop a helping style that is comfortable and effective for him
helper
the helping person
helpee
the helped person
Characteristics of helper
1.Positive view of humankind
2.Stable and mentally healthy
3.Good self -care skills
4.Intelligent and Psychologically Minded
5.Creative
6.Courageous
Structured and Unstructured Helping
structured
Professional helper
Paraprofessional helper
Volunteers
unstructured
family
friendship
community
Helper Gain
•Helpers change in the process too
•Positive self-regard increases as a result if helping another person through giving rather than taking.
•Helping is also a process of encouraging the helpee to learn how to learn.
Increase confidence
Result Helping
Helpee is able to ventilate feelings of pain emotional disturbance, and life experiences that have affected receive support for continuous
change of acceptable behaviour and gain confidence
helpee is able to self-reflect, discover potentials and gain insight of receive feedback
make decisions and changes in life through helper facilitation
effective Helper
Personal Qualities (Hackney & Cormier (2001)
self- awareness and understanding
Good psychological health
sensitivity to understanding of racial, ethnic and cultural factors in self and others
open-mindedness
Ability to promote clients welfare, ethical behavior
therapeutic relationship
Characteristics of Therapeutic relationship
relationship is confined to the therapy sessions and not overflow to social relationship
relationship can be terminated at any time without prejudice by either party
terminantion of counselling relationship can be followed by reference
Therapeutic Factors of Helping (6 common therapeutic(Frank and Frank ,1991)
•Maintaining a strong helper/helpee relationship.
•Increasing helpee’s motivation and expectation of help
•Enhancing helpee’s sense of mystery or self-efficacy.
Providing new learning experiences.
•Providing opportunities to practice new behaviours.
Helpers self awareness and understanding
awareness of own needs
aware of motivation to help
aware of own fellings
awareness about own attitude towards self and others
awareness of own personal strength, limitations and coping skills
Cues for lying
Honest communicator
have fewer pauses when taking, speak fluently and smoothly
speak at normal rate, facial expression
gestures, less like to play with objects and use fewer gestures
steady, normal, natural gaze and eye blink normal
Ethical Issues
competence
client autonomy
confidentiality
client protection
lying communicator
pause more, thinking what story to tell, use more non fluencies aah, er, um
speak a bit faster, facial expression
phony smile, smile a bit too long, plastered on smile
UNIT 4:
Unit 4A - HELPING THEORIES
Person-Centered Theory by Carl Rogers
nonverbal behavior
The Three Natural Tendencies
Actualizing tendency
Directional tendency
Formation tendency
Emphasizing understanding and caring
The Self-concepts Components
Self-image
Ideal self
Self worth
First called nondirective therapy
The person-centered helper uses:
Reflection
Summarization
Minimal leads
Confrontation
Reality Therapy by William Glasser
Five Basic Needs
Power of respect
to feel important, recognized, respect
Freedom
to live your life as you choose
Belonging
commitment
Fun
to laugh and learn
Survival
refers to taking care of oneself by eating, drinking, seeking shelter, and resisting illness
Total Behavior
Thinking
Voluntary and involuntary thoughts
Feeling
emotions
Doing
active behaviors
emotions
Voluntary and involuntary mechanisms
Goals of Reality Therapy
responsibility and choices
to help individuals meet their psychological needs
Problems with Relationship
Seven Deadly Habits
1.Criticizing
2.Blaming
3.Complaining
4.Nagging
5.Threatening
6.Punishing
7.Bribing, rewarding to control
Seven Caring Habits
1.Supporting
2.Encouraging
3.Listening
4.Accepting
5.Trusting
6.Respecting
7.Negotiating differences
Theory of Reality Therapy
ensures that clients see that therapists are there
changing behaviors and focusing on strengths and accomplishments
choosing goals and following through
Simple Steps to Help Using WDEP
D – Doing and Direction
E – Evaluation
P – Planning
W – Wants
was educated at Case Western Reserve University
has : written twenty-one books
Planning For Change
A – Attainable
M – Measurable
I – Immediate and Involved
C - Controlled
S – Simple
Unit 4B - HELPING THEORIES, MODELS & PROCESS
DASIE Model
Dasie Model Stage
Stage 3 : State working goals and plan interventions
Stage 4 : Intervene to develop self-helping skills
Stage 2 : Assess problem and redefine in skills terms
Stage 5 : End and consolidate self helping skills
Stage 1 : Develop the relationship, identify and clarify problem
Gerard Egan Skilled Helper Model
Egan Stage I - Exploration
build a nonthreatening counselling relationship
exploring skills
Exploring the client's existing situation
Egan Stage II – What do I want instead ?
facilitate the client in developing a more in-depth and objective understanding of their situation
understanding skills
aims and goals
Essential Therapeutic Orientations
develop the skills and the knowledge
helping them to formulate a plan of action
active interpreters
helps their client to transfer newly acquired skills and knowledge to fresh situations
Egan Stage III – How will I get there?
cope with current problems and assist in the learning of new skills
action skills
take appropriate action
summarization
develop strategies
A systematic five-stage model or framework or set of guidelines for helper choices to manage problems
The Helping Process
Basic Counselling Skills
Attending Behavior
Open
Lean
Eye
Relaxed
Square
Encourages
Verbal minimal responses
Brief invitations
Non-verbal minimal responses
Five Basic Type of Listening
Selective Listening
Self-focused Listening
Pretend Listening
Empathic Listening
Nonlistening
Close and Open-Ended Questions
Open-ended questions
How, What, When, Where, Why
Purposes
To begin an interview
To encourage helpee elaboration
To elicit specific examples
To motivate helpee to communicate
Cannot easily answer
Close-ended questions
Do you, Are you·
Purposes
To narrow the topic of discussion
To interrupt an over talkative client/ helpee
To obtain specific information
Can easily answer
Helper As Facilitator
Helper Warmth & Caring
Friendliness and nonverbal attending behaviors
Welfare
Helper Positive Regard & Respect
Respect and worth as persons
Free to be themselves
Helper Empathy
Feeling experiences
Listening attentively
Principal route and feel understood
Communication Competence
Clear communication
Awareness of the cultural basis
Paraphrase
Purpose
Understanding, Focusing, Elaborate, Occuracy
Stages in the Helping Process
3- Structure
4- Relationship
2- Clarification
5- Exploration
6- Consolidation
7- Planning
1- Entry
8- Termination
Summary
Types of summaries
Signal summaries
Planning summaries
Focusing summaries
Purposes
To interrupt excessive rambling
To start and end a session
To identify a common theme or pattern
The helping relationship is dynamic, it is constantly changing at verbal and nonverbal levels
Reflection
Reflection of feelings
accurate empathy and create a safe environment
able to recognize and put words to those feeling states observed in the client
Purposes
express more feelings
manage feelings
feel understood
help stimulate clients’ exploration of their thoughts and feelings related to the presenting problems.
stimulate a deeper understanding
Unit 5:COACHING, MENTORING & MEDIATING
MENTORING
Characteristics of a Good Mentoring Relationship
Confidentiality
Self-motivation
Commitment
Mentoring Program Works
Mentee requests meeting with potential mentor
Mentee/mentor discuss goals for a mentoring relationship
Mentee identifies mentor
Types of Mentoring Relationships
Structured/Long term
Informal/Short term
Structured/Short term
Informal/Long term
Progression of Formal Relationship
Negotiating agreements
Determine what expectations are
Negotiate acceptable to both
Developing the mentee
Building the relationship
Initially small/talk
Begin with broad, open-ended questions
build comfort/trust
Eventual, personal revelation
Ending the relationship
for period of time
associated with transition in role- your mentee
clearly negotiated and defined
A mentoring program is important to
a mentor
Increases experience and skills for career development
Provides an opportunity to communicate corporate values
Represents making a difference to the organization, profession and the mentee.
a mentee
Demonstrates the employer recognition of knowledge, skills and abilities of the mentee
Increases confidence
Helps provide professional development
an organization
Promotes diversity
Improves organizational performance
Increases employee retention
Increases employee productivity
Important Characteristics in a Mentor
Coaching skills
Effective confrontation techniques
Active listening
Conflict resolution
What is Mentoring
A career development method whereby less experienced employees are matched with more experienced colleagues
A Mentor Should Avoid
Repetition of Shortcomings
Providing unsolicited advice
Criticizing
MEDIATING TO MOTIVATE
Mediation Mindset
Non-judgemental
Accepting
Objective
Listening Like a Mediator
Remain detached mentally and emotionally
Refraining from advice giving, agreeing or disagreeing
What Mediators Do
Assist parties as they clarify meaning and define issues
Problem solve through option generation
Listen and elicit information
Facilitate negotiations
Create a safe environment
Record agreements
Mediation Toolbox
Responding
To acknowledge and clarify
Bridging Differences
To promote understanding
Listening
To hear
Why Mediate ?
Confidential
Cost effective
Preserve relationship
Efficient
Reduce uncertainty
Acknowledging Skills
Acknowledge both feeling and content as appropriate
Use objective clear language
Conflict
Origins of Conflict
Four Events that precipitate interpersonal conflict
ILLEGITIMATE DEMANDS
CRITICISMS
REBUFFS
CUMULATIVE ANNOYANCES
Five Factors that favor the development of conflict
Goal-Path Uncertainty
Attribution of Cause
Goal Mutuality
Negative Feelings
Frequency of Occurrence
Consequences of Conflict
Negative Consequences
Positive Consequences
COACHING
Coaching
Non-directive and non-judgemental
Focuses on solutions
A helping skill
Advice is not given
Counselling
Non-directive
Advice is not given
Looks backwards and at the present
Not usually solutions focused
Coaching helps people to :
Solve problems
Commit to action
Clarify and identify issues
Develop skills,motivation, self-esteem and confidence
Mentoring
Specific advice (and direction) given
Focuses on solutions
Has ‘expert’ knowledge or experience
Has the ‘real answers
Principles of Coaching
Trust
Non-judgemental
Confidentiality
Belief in the coachee’s capacity
Coaching skills
Questioning
Clarifying
Listening
Reflecting
Important Beliefs About Coaching
We all have untapped potential to learn and to improve what we do
The solutions to each person’s professional challenges are to be found within the organization
Coaching Mistakes (Hahn, 2008)
Not providing a closed loop feedback solution
Mentoring during coaching time
Talking too much
Coaching time is not given priority
Failure to establish a trusting and protected environment
Why Coaching ?
Trust
Performance goes up
Agent of change
Better change of learning
The STRIDE Model
S – Strengths
T – Targets
R – Reality
I – Ideas and options
D – Decide
E – Evaluate
UNIT 3: Roles of Professional Helper
unrealistic belief Vs Reasonable expectation
Unrealistic belief: If i were effective with one client, i will be effective with every clients
Reasonable expectation: I will not be the best match for every client
3.The relativistic stages
will recognize many types responses may be appropriate, depending on circumstances and some are relatively better than others
different between professional help and friendship
professional help
one way process
Friendships
two way process
Professional helper relies on a special therapeutic relationship
the purpose of the relationship is the resolation of the client's issue
There is mutual liking or at least respect
there is a contract specifying what will be disclosed to other outside of the relationship
there is an understanding that the relationship is confined to the counselling sessions and does not overlap into the participants' personal life
contract relationship can be terminated at any time
there is a sense of teamwork as both helper and client work toward a mutually agreed-upon goal
3 type of helper
Non-professional
have some interest and attended seminar or talks on effective communication amd helping
Paraprofessional
receive more intensive training in helping on the job or at educational institutions
Professional
specialist who have undergone length training or courses at the university level and specializes in helping/counselling skills
Roadblocks to communication
Ordering, directing, commanding
Warning, threatening
moralizing, preaching
Advising, giving solutions
Judging, criticizing, blaming
understanding the stages of cultural competence
cultural destructiveness
cultural incapacity
cultural blindness
cultural competence
cultural proficiency
Diversity of clients
understanding cultural competence
ability to acknowledge cultural assumptions and bias
understanding cultural differences
Helper Develop (Perry;s Stages)
1. the dualistic or right/ wrong stage
helper's responses to a clients are right or wrong
2.the multiplistic stage
there is no one right answer at any moments in helping process