C H A P T E R 7 Flashcards
Helping relationship definition
one person sets aside his or her needs to focus on the needs of another person
do not have to give advice or give opinions
bidirectional relationship
Understand and acknowledge that the participant and helper are coming from different experiences
being an advocate for the client
helping relationship characteristics
goal-oriented, time-bound, carry authority, focus on the client
stages of the helping relationship
preparation
client arrival
exploring the problem more
client and helper set goals and create intervention strategies
posiitive termination of the helping process of the client
preparation
make a physical setting
- no barriers between the client and the helper, ensure there is confidentiality, look at the room and prepare it to cultivate the relationship between client and helper
be aware on how you take notes
- notes during the meeting or not? is the laptop helping or is it hurting the relationship? when and how we complete forms? how we record information from the client? do we seem respectful or not?
client arrival
repsonsibility of the helper to break the ice
the client is here because there is a topic they want to talk about
- helpful for the helper to lead into that conversation
- client identifies what the problem is but the helper asks guiding questions to help them get there
- must be most aware of aspects of cultures in this step
provide information on what they need to know to build trust
- what is happening today? credibility? base level foundational information about the process
exploring the problem more
Client is helping us where we go in the identification process
Client and the helper setting goals and creating intervention strategies
Set goals and determine and how these goals will be reached
- Making goals achievable and breaking down the main goal
- Many strategies in the intervention framework
Very client specific and whole client care
Positive termination of the helping process of the client
Acknowledging the services were given and then goals can be reached
- The client must not feel dropped
- The client must feel they can be successful without our help
Termination is not always on the clients terms unfortunately
- Insurance
- Money
- Security
- Helper knowledge
good communication is essential
nonverbal communication
> 65% of meaning
can be ambiguous
can vary across cultures
verbal communication
spoken word
must be aware of the cultural context behind spoken word
two types:
cognitive (thought oriented)
- who what when where why
affective (feeling oriented)
- expressed directly or indirectly
Listening
responsive or active listening
attending behavior
SOLAR Listening
squarely
open posture
leaning in
eye contact and maintaining it
trying to be relaxed and not coming in with anxiety
- put ur needs aside for the client
Responding
Must be purposeful
Paraphrase when message is not clear
Must ask questions that are appropriate
Helpers use different tools to help ask questions properly
- Practicing responsible question asking and how to ask questions kindly
- When is the best time to ask certain questions
- And why are you asking that question
- Ask to benefit but be careful
Open and Close questions
- Giving the client different ways to answer so they are comfortable
informal interpreters
often more utilized
parents, children, staff etc.
not always the most reliable
- they do not have the same knowledge or understand the nuances
formal interpreters
hit or miss because they are not always available
characteristics of groups
share interactions
develop cohesiveness
acting according to roles
share common values
develop common goals
working in groups
Dynamics affect development and productivity
multicultural dimensions
- makes groups more valuable, intrinsic and create better outcomes
types of groups
self-help
task/work
education/prevention
they can all meet online or face to face
reluctant clients
do not want help, but are focred to seek it (no other option but to come)
strategies for reluctant clients
demystify the process
- explain the process over and over again
- make sure the client sees that they are not being interrogated and that they see you not as an advice giver
exhibit understanding of culture
- identify culture and experiences
-this is not an “other” situation but rather a shared understanding
Resistant Clients
seeks help, but does not follow through or participate
Resistant Clients strategies
recognize and accept antagonism
ask for clients perception of problems
ask client to be fully engaged in developing situations
change the pace of helping
- go back to the plan and regroup in order to help the client be more successful
other challenging clients
culturally different
silent
- quiet = unengaged
overly demanding
unmotivated
silent clients
Quiet = unengaged
How to respond and how to engage with the client
How to allow silence when it doesn’t hurt or impede the relationship with the client and the goals
overly demanding clients
Must have hard conversations about setting time limits
Decreasing dependency
Developing relationships that are not going to create unbounding dependence
Barriers to protect yourself too
unmotivated clients
Uncommitted to being the client in the helping process
Same strategies to use as for the reluctant client
Understand what we are working on
Culturally open and understanding
motivational interviewing
goal is to increase the clients desire for change
helper is equal partner in exchange process
focuses on clients strengths
clients retain autonomy and responsibility for choices
crisis interventions
two types of crises
- developmental
- situational = sudden, unpredictable
responding to something that is short term
short term therapy to provide immediate help
helper’s role in crisis intervention
Need to establish trust and rapport more quickly because it is a limited time process
- If you cannot do this then be quick effective and efficient on referring the client to someone else who has the capacity to help
resolution focused brief therapy
limited in time and scope
small changes that make a difference in the clients life
how to develop core functions that are usable in different situations
- fundamental and transferable skills
stages of resolution focused brief therapy
relationship building
identifying strengths and resources
establishing goals
do homework to reach these goals
