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HELPING SKILLS > Part @ > Flashcards

Part @ Flashcards

1
Q

The ingredients of a helping relationship:

A

Helpees: history of experience and their current ability to “process”-both cognitively and affectively
Helpers: bring to helping their own experiences and their “processing” skills-both cognitively and affective
The Essence of Helping: Together: interact to facilitate their mutual “processing”-exploring, understanding, acting
Pg. 27

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2
Q

The Helpee’s Contribution- Intrapersonal Processing

A

People become overwhelmed by the flood of info in their lives, feeling overwhelmed is the very reason they seek help.
Within helping, helpees “process” info. that they are unable to “process” outside of helping.

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3
Q

Helpee “processing” is a

A

personal or intrapersonal process

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4
Q

Intrapersonal processing involves a basic set of skills:

A

exploring human experience, understanding human goals, acting upon programs to achieve the goals

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5
Q

Intrapersonal processing phases:

A

exploring
understanding
acting

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6
Q

The source of every growing person’s improving repertoire of responses:

A

feedback achieved from their environment, recycles the stages or phases of exploring, understanding, and acting

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7
Q

Helping is a change in our conditioned

A

“mindset”: from the terror of dependency to the truth of interdependency; from victimization to actualization; from survival to growth; from helpee to helper

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8
Q

Attending Personally Skills:

A

Squaring, Leaning, Eye Contact

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9
Q

Attending Physical Skills:

A

Squarely, Look at the person (Don’t stare), remove personal distractors, remove environmental distractors, maintain appropriate proxemics, posture (leaning), look genuinely interested

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10
Q

Observing Skills:

A

helper’s ability to see and understand the nonverbal behavior of the helpee
Physical Energy Level
Emotional Feeling State
Intellectual Readiness

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11
Q

Observing Skills: Appearance

A

posture, body build, grooming

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12
Q

People with high energy levels can experience

A

the fullness of life

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13
Q

Richest source of information about energy level

A

is communicated by the alertness of the helpee’s posture

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14
Q

Helpers looks for same cues in helpee’s posture

A

helpee stands, sits erect, lens forward, eyes focused

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15
Q

Energy level is

A

the amount of physical effort put into purposeful tasks

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16
Q

Energy level may also be expressed

A

in body build; grooming; nonverbal expressions

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17
Q

Inference Physical Energy: Helper

A

observe grooming, body build, posture

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18
Q

Inference emotional Feeling State: Helper

A

observe body movement, posture, facial expressions

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19
Q

The richest source of data concerning helpee’s feelings

A

Facial expression

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20
Q

Inference means

A

conclusion reached on the basis of evidence and reasoning

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21
Q

A deep furrowed brow, a frown, a slouch posture can indicate

A

“down feeling”: Inference emotional feeling

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22
Q

A broad smile, raised eyebrows, eye contact can indicate

A

“up feeling’: Inference emotional feeling

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23
Q

Helpee showing signs of “up” feelings can indicate

A

readiness for help

24
Q

Listening for themes:

A

tells us what the helpees are really trying to say about themselves and their words
Common Themes; Intensity; Repetition

25
Q

Hearing: Helper

A

listening actively and hear expressions

Hear; Reflect; Listen

26
Q

Levels of Listening: Measuring our listening skills

A

High Accuracy-Verbatim recall of expression
Moderate Accuracy- Recall of gist of expression
Low Accuracy- Little or no recall of expression

27
Q

Capturing both the feeling and content

A

“You feel sad because she is gone”

28
Q

“You feel sad because he moved away”

A

“sad”-feeling; “he moved away”-content

29
Q

“Your close friend moved away and now you feel sad”

A

“Your friend moved away”- content

“sad”-feeling

30
Q

Helpees inform us of their readiness to move from exploring to understanding by

A

” I feel ____ because____.”

alert us by demonstrating their ability to communicate how they feel and reasons for their feelings

31
Q

Levels of Responding: Accuracy

A

High Responsiveness- Accurate interchangeable response to meaning ( Feeling and Content)
Moderate Responsiveness- Accurate interchangeable response to feeling
Low Responsiveness- Accurate interchangeable response to content

32
Q

Case Study-Skilled Responding

A

pg. 127-130; flying, fighting, relating

Look at case study example in book

33
Q

Helpees signal their readiness to begin understanding problems

A

Helper: “You feel _because you _”.
Helpee: “ I feel _because I _”.

34
Q

Levels of Personalizing: Personalized Responses

A

High personalizing- Accurately personalized problems, goals, and feelings incorporating helpees’ response deficits and assets
Moderate personalizing- Accurately personalized meaning incorporating personal assumptions and implications of experience
Low personalizing- Accurate responsiveness to meaning

35
Q

Purpose of Brain Preference exercise

A

the theory is based on the lateralization of brain function. The brain contains two hemispheres that each performs a number of roles. The two sides of the brain communicate with one another via corpus callosum.
NOT SURE! Couldn’t find the answer

36
Q

Carkhuff negative encounter

A

Rejection, presumed, or overt, may send the developing into a “tailspin”
May reverse the developmental or detrimental effects
Probably be disfunctional

37
Q

Carkhuff positive encounter

A

one sustained facilitative relationship by truly helpful people may reverse a lifetime of retarding relationships. pg. xxii in book

38
Q

Haptics

A

relating to sense of touch “ holding a book in your hands”

39
Q

Verbal encouragers

A

Encouragers are a variety of verbal and non-verbal ways of prompting clients to continue talking.
Types of encouragers include:
Non-verbal minimal responses such as a nod of the head or positive facial expressions
Verbal minimal responses such as “Uh-huh” and “I hear what you’re saying”
Brief invitations to continue such as “Tell me more”

40
Q

Maslow: Regression or Growth

A

Regression:Choosing safety for ourselves
Growth: taking risks

41
Q

Maslow: We should identify our defense system and

A

try to eliminate them because they drain energy from us.

42
Q

Carkhuff and Truax: Early Childhood

A

experiences have a profound effect on a persons life patterns

43
Q

Most people are functioning at

A

modest levels of health and integration.

44
Q

Basic Assumptions: Carkhuff and Truax

A

All people will be in a position needing help at sometime during their life
All people will be in a position to offer help at sometime
People functioning at high levels of health and integration will be the primary source for people functioning at low levels of health and integration.

45
Q

3 Primary areas of life where Deficits may occur and growth may move backwards or forwards

A

intellectual, psychological (Inter/ Intra), Biological/ Physical
Manage ourselves during problems
Relate to others
Spiritual

46
Q

Deficits: Distractor

A

Makes in accurate observations/ Perceptions about the environment
Never accepts blame for his/her deficits but always blames others
Is prejudicial and dislike people
Leaves environment in worse shape than it was before they entered it
Others uselessly expend energy trying to pacify or please the person
“I’m late to work because my wife didn’t get me up on time”

47
Q

Deficits: Observers

A

Demonstrates poor interpersonal growth
Jealously watch people who are personalizing their growth
Watches and Report to others about a person’s behaviors
Seldom takes responsibility for their behavior
“ I noticed that Joe’s late to work again. I was a little late but not as late as Joe”.

48
Q

Deficits: Participant

A

A person who is actively engaged in a personalized program of development because having a deficit.
“I know I have been late to work. It’s my problem. I need to come up with a solution to this problem so I won’t be late again.”

49
Q

Deficits: Contributor

A

Has demonstrated he/she is a participant
Accurately assesses and specifies another person’s deficits and assist them in choosing preferred course of action
ex: Works w/other people to help them take responsibility and overcome their lateness problem

50
Q

Deficits: Leader

A

Demonstrates the skill of a contributor
Is involved in creating and coordinating programs for human resources development
ex: manages contributors and trains them to work with participants

51
Q

Human Resource Development: HRD Model

A

It describes the direction of human growth and development
It is either forward or backward
It is behavior specific

52
Q

HRD Model: You can measure each step of a

A

person’s development

53
Q

HRD Model: It implies a person

A

is ready to learn

54
Q

Carkhuff Interpersonal Helping skills Model: Counselor

A

Counselor: Attending-Responding-Personalizing-Initiating

55
Q

Carkhuff Inter Helping Skills Model: Client

A

Client: Involvement-Exploration-Understanding-Action

56
Q

Carkhuff Inter Helping Skills Model: Feedback

A

during responding, understanding, action

HELPING SKILLS (2 decks)

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