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Unit 2: Helping Relationship - Coggle Diagram
Unit 2: Helping Relationship
Perry's Stages (How a helper develop)
The dualistic or right/ wrong stage
The multiplistic stage
The relativistic stage
Expectation from helping process
unrealistic beliefs and reasonable expectations
help clients solve all their problems; make a good-sized dent in a problem / client continue to progress when the relationship end
helper fault if the client is not motivated; helper can stimulate client to change but can't force them
care about the client; must learn all the skills that a helper can
be a good helper so that client do not need a helper again; if the helping process/relationship successful, the client may consult helper again when problem similar arises
effective with every client; should be not always be the best match with every client
not competent; training and work as a helper when a helper feel incompetent
The Unique Characteristics of Therapeutic Relationship
mutual liking/ respect
purpose of relationship- resolution of the client's issues
sense of teamwork- mutually agreed
contract specifying what will be disclosed to others outside the relationship
relationship confined to counselling- does not involved personal lives
contractual relationship-can be terminated anytime
Client possible feedbacks
helper taught a technique- making lists of goal
helper showed good nonverbal-eye contact and leaning forward
helper showed good listening behaviors- remember what was said and paraphrasing
helper self-disclosed- have similar experience
helper emphasized about client choice- know ourselves better
liking personal characteristics of the helper
Helper Self-Disclosure
counselor briefly and appropriately discloses information about him/herself in a facilitative manner.
to enhance the relationship between counselor and client.
Common Mistakes
The helper’s self-disclosure is too deep
Self-disclosure is poorly timed
The helper’s self-disclosure does not match the client’s experience
Helper Improvement
The value of self-exploration
Essential that you understand your family-of-origin issues
The challenge of self-care for helpers
Cognitive Approaches to Self-Care
Identify constructive and non-constructive beliefs
Recognize the ways your thinking influences your behavior
Challenge distorted beliefs
Acquire ways to change self-defeating thinking
Control over yourself
Roadblocks to Communication
ORDERING, DIRECTING, COMMANDING
WARNING, THREATENING
MORALIZING, PREACHING
ADVISING, GIVING SOLUTIONS
JUDGING, CRITICIZING, BLAMING
Changes becomes possible
helpee realize they not facing problem alone
perceive that human suffering is universal
Understand themselves better and get a broader perspective on their lives when they realize that others believe in them
Observe others working through their problems or see models
Receive unconditional positive regard from the helper
Recognize they are recipients of love and caring from the helper(s)
Identify a close emotional bond with the helper(s)
Experiment with new behaviors and receive support and feedback
Express strong feelings in a permissive atmosphere
Admit that there is something wrong with their behavior and are willing to explore changes
Life Transitions
INFANCY: (Birth-19 months)
EARLY CHILDHOOD: (Ages 2 to 3)
PRESCHOOL AGE: (Ages 4 to 6)
MIDDLE CHILDHOOD: (Ages 7 to 12)
ADOLESCENCE: (Ages 13 to 18)
EARLY ADULTHOOD: (Ages 19 to 39)
MIDDLE ADULTHOOD: (Ages 40 to 64)
LATE ADULTHOOD: (Age 65 onward)