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Mind Mapping of Helping Relationship clipart54104, The Three Natural…

- - - - Have some interest and attended seminar or talks on effective communication and helping.
    - - specialists who have undergone lengthy training or courses at the university level and specialized in helping/counselling skills.
    - - receive more intensive training in helping on the job or at educational institutions
  - - - At least the helper conveys respect for the client’s autonomy, and the client respects the helper’s expertise
    - - the helper does not ask for or receive support from client. It is a one-way street where the helper is the giver. The helper’s own issues are dealt with outside of the client’s hour.
    - - the client can draw strength from the fact that the helper is there to provide support for change in the mutually decided direction.
    - - as the client experiences this
        safety, he, or she began to discuss deeper and deeper issues.
    - - most helpers give out a 24-hour crisis hotline number rather than their own phone number. They do not interact socially with clients when it can be avoided so that objectivity is not strained by other consideration.
    - - generally, the helper terminated the relationship when sufficient progress has been made or if the client is not making progress at all.
  - - - Recognize they may hold attitudes and beliefs that influence their perceptions of any interactions with individuals from different culture
      - Recognize the important of multicultural sensitivity/responsiveness, knowledge and understanding about ethnically and racially different individuals
    - - Capacity to increase their knowledge and understanding of cultural differences
      - Ability to acknowledge cultural assumptions and biases
      - Willingness to make change in thought and behavior to address those biases
    - - Individuals from minority groups can be significant
      - Understanding and appreciating a clients’ cultural background expand treatment/intervention opportunities
      - Enhancing the sensitivity and capacity to treat clients from other cultures improves ability to treat/assist all client
    - - Family is defined differently by different cultures
      - Some cultural groups stress respect for family
      - Eye contact varies by culture
      - Physical distance during social interaction varies by culture
      - Culture greatly influences attitudes about physical contact
      - Different cultures regulate the display of emotion differently
      - Some cultures may use different standards for loudness, speed of delivery, silence, attentiveness, and time to respond to others
    - - Ethnicity
      - Ethnic minority group
      - Diversity
      - Cultural diversity competence
      - Cultural empathy
      - Stereotype
      - Cultural diversity
      - Culture
      - Discrimination
    - - Prejudice
        
        Preconceived judgments, opinions, or assumptions from without knowledge or examination of facts about individuals
      - Race
        
        categorizing of major groups of people solely on physical features that distinguish certain groups from others
      - Ethnocentrism
        
        Attitude that beliefs, customs, or practices of one’s own ethnics group, or culture as superior
      - Multiculturalism
        
        relationship between and within two or more diverse group. Take into consideration specific values, beliefs and actions influence by client’s ethnicity, gender, religion, political views, and geographic region
    - - Stage 1 : Cultural Destructiveness
      - Stage 2 : Cultural incapacity
      - Stage 3: Cultural blindness
      - Stage 4: Cultural Pre competence
      - Stage 5: Cultural competence
        
        Cultural Competence Skills Include:
        
        • Being aware of your own culture and values
        
        • Respecting differences
        
        • Being aware of and working at controlling your own biases and how they affect interactions with others
        
        • Understanding institutional barriers that prevent some families from accessing resources
        
        • Building strong cross cultural team relationships
        
        • Advocating for individuals who are different from yourself
        
        • Using effective communication skills across differences
        
        • Mediating cross-cultural conflicts
        
        • Being flexible
        
        Don't Assume
        
        Labeling
      - Stage 6: Cultural proficiency
  - - - Smile and look interested
      - •Be patient
      - •Listen carefully and don’t interupt
    - - Recognize differences
      - Build your self-awareness
      - Describe and identify, then interpret
      - Don’t assume your interpretation is correct
      - Verbalize your own non-verbal signs
      - Share your experience honestly
      - Acknowledge any discomfort, hesitation, or concern
      - Practice politically correct communication
      - Give your time and attention when communicating
      - Don’t evaluate or judge
      - Be cautious about humor
- - - - Definition
        
        A strong relationship with the potential to make significant changes in people's daily lives
        
        Helping skill
      - Coaching's skill
        
        Listening
        
        Questioning
        
        Clarifying
        
        Reflecting
      - Model (Coaching sessions)
        
        FLOW Model
        
        :fire:Open possibilities
        
        :fire:Find the challenge
        
        :fire:Win commitment
        
        :fire:Look at reality
        
        STRIDE model
        
        :fire:Strengths
        
        :fire:Targets
        
        :fire:Reality
        
        :fire:Ideas and options
        
        :fire:Decide
        
        :fire:Evaluate
  - - - Definition
        
        strategy for career progression in which less-experienced workers are paired with much more colleagues for mentoring, either via formal or informal activities.
        
        Employees (mentees) are paired with more knowledgeable workers (mentors) in order to learn knowledge, skills, experience, guidance, and information.
      - Important of Mentoring Program
        
        ORGANIZATION
        
        :star:Increases employee retention
        
        :star:Promotes diversity
        
        :star:Improves organizational performance
        
        MENTOR
        
        :star:Provides the fulfillment and satisfaction of helping others
        
        :star:Expands effective communication skills
        
        :star:Creates a sense of team within work group
        
        MENTEES
        
        :star:Develops creative and independent thinking
        
        :star:Provides an appreciation and effective use of networking
        
        :star:Increases confidence
      - Types of Mentoring Relationships
        
        STRUCTURED
        
        Short term
        
        :star: New employees, new grad students
        
        Long term
        
        :star: Groomed to take over position, master a trade or craft
        
        INFORMAL
        
        Short term
        
        :star: Off the cuff, brief contact, strong intervention
        
        Long term
        
        :star: “friendship” mentoring, available to listen and advise
      - Characteristics/Components of a Good Mentoring Relationship
        
        :star:Genuine interest from both the mentor and the mentee.
        
        :star:Confidentiality
        
        :star:Clear, open, two-way communication.
        
        :star:Mutually established and clear goals
  - - - Definition
        
        to engage in conversation with two or more parties engaged in a dispute in order to facilitate reconciliation
      - Important of Mediate
        
        Reduce uncertainty
        
        Preserve relationship
        
        Cost effective
        
        Efficient
      - Roles of Mediator
        
        Assist parties as they clarify meaning and define issues
        
        Facilitate negotiations
        
        Create a safe environment
        
        Record agreements
      - Mediation Toolbox
        
        RESPONDING
        
        :speaking_head_in_silhouette:To acknowledge and clarify by
        
        :explode:Questioning
        
        :explode:Reframing
        
        :explode:Summarizing
        
        :explode:Reflecting
        
        :explode:Paraphrasing
        
        BRIDGING DIFFERENCES
        
        :check:To promote understanding
        
        :explode:Questioning
        
        :explode:Reframing
        
        :explode:Summarizing
        
        LISTENING
        
        :ear::skin-tone-2:To hear
        
        :explode:Content
        
        :explode:Emotions
        
        :explode:Values
- - - - requires someone seeking help
        
        someone willing to help
        
        who has received training to assist and a setting that allows assistance to be offered and received in private
    - - to assist another person
        
        A person desiring help ( a client), someone willing and able to give help (a helper) and a conductive setting (Hackney & Cormier, 2005)
  - - - persuade
      - inform
      - motivate & encourage their clients
  - - - A strong form of encouragement
      - Powerful relationship for making important change in people's lives - Kimsey-House & Sandahl, 2007)
- - - - Enable people to stay in the maladaptive situations or relationshps
      - create dependency
    - - Provide support and relief
      - Client can gain insight, such that they come to understand themselves in new ways
      - Promote proactive involvement in life
      - Learnt new skills to live effectively and reach their potential
      - Assist in making decisions about life direction
  - - - Increase ability to solve problem
      - Helping is a reciprocal process
  - - - Demands a practitioner to be an authentic
- - - - person centered therapy
    - - advice and persuasion
    - - he place a great deal of his theory of the deal emphasized on the nation of Self- actualization
        
        Self- actualization
        
        allowing a person to reach their full potentional
        
        is not a person's trait
        
        looking at the world on a holistic way
        
        able to sort out their own personal problems
        
        involses the tendency of a person to grow
  - - - what we think about ourselves
      - Positive regard
        
        how we think about ourselves, our feelings of self-worth are of fundamental importance both to psychological health
        
        cont : a person with low self-worth may avoid challenges in life
        
        we need to be regarded positively by others
        
        we need to feel valued, respected, treated with affection and love
    - - how we see ourselves, which is important to good psychological health
    - - this is the person who we would like to be
  - - - Five Basic Needs
        
        Freedom - to live your life as you choose
        
        Belonging/love - love means commitment. The more you will give love, the higher your need for it.
        
        Fun - to laugh & learn. The more you laugh and desire to learn, the greater your need for fun
        
        Survival- refers to taking care of oneself by eating, drinking, seeking, shelter & resisting illness
        
        Power - to feel important, recognized, respect, accomplished being heard. An individual's need for power often spawns him or her to use external control
      - TOTAL BEHAVIOUR
        
        Thinking - voluntary & involuntary thought, including daydreams & night dreams make up this aspect of total behavior
        
        Feelings - included are emotions such as happiness, sadness, anger,
        
        Doing - these are active behaviors such as : walking, talking, writng or eating
        
        Physiology - voluntary & involuntary mechanisms such as sweating, fight or flight stress, responses, immune responses,
        the key to changing behavior is in changing our doing in particulat & also our thinking
    - - to help individuals meet their psychological needs for belonging, power, freedom and fun
  - - - Stage 4 : Intervene to develop self-helping skills
      - Stage 5 : End & consolidate self-helping skills
  - - - Paraphrasing & Reflecting Meaning
      - Paraphrasing & Reflecting Feeling
      - Empathy
      - Structuring
      - Focusing
      - Summaring
      - Silence
      - Open-ended questions
    - - Immediacy
      - Challenging
      - Self-disclosure
      - Timing & pacing
      - Alternate frames of refrence
      - Advanced empathy
      - Recognising patterns & themes
    - - Decision making
      - Goal setting
      - Divergent thinking
      - Problem solving
      - Program choice
      - Evaluate knowledge of resources
      - Using knowledge of how behavior is changed
      - Using knowledge of how useful behavior is maintain
      - Teaching skills & promoting learning skills