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HELPING SKILLS > Part @ > Flashcards

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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

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A

readiness for help

24
Q

Listening for themes:

Study These Flashcards
A

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

25
Hearing: Helper
listening actively and hear expressions | Hear; Reflect; Listen
26
Levels of Listening: Measuring our listening skills
High Accuracy-Verbatim recall of expression Moderate Accuracy- Recall of gist of expression Low Accuracy- Little or no recall of expression
27
Capturing both the feeling and content
"You feel sad because she is gone"
28
"You feel sad because he moved away"
"sad"-feeling; "he moved away"-content
29
"Your close friend moved away and now you feel sad"
"Your friend moved away"- content | "sad"-feeling
30
Helpees inform us of their readiness to move from exploring to understanding by
" I feel ____ because____." | alert us by demonstrating their ability to communicate how they feel and reasons for their feelings
31
Levels of Responding: Accuracy
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
Case Study-Skilled Responding
pg. 127-130; flying, fighting, relating | Look at case study example in book
33
Helpees signal their readiness to begin understanding problems
Helper: "You feel _because you _". Helpee: " I feel _because I _".
34
Levels of Personalizing: Personalized Responses
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
Purpose of Brain Preference exercise
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
Carkhuff negative encounter
Rejection, presumed, or overt, may send the developing into a "tailspin" May reverse the developmental or detrimental effects Probably be disfunctional
37
Carkhuff positive encounter
one sustained facilitative relationship by truly helpful people may reverse a lifetime of retarding relationships. pg. xxii in book
38
Haptics
relating to sense of touch " holding a book in your hands"
39
Verbal encouragers
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
Maslow: Regression or Growth
Regression:Choosing safety for ourselves Growth: taking risks
41
Maslow: We should identify our defense system and
try to eliminate them because they drain energy from us.
42
Carkhuff and Truax: Early Childhood
experiences have a profound effect on a persons life patterns
43
Most people are functioning at
modest levels of health and integration.
44
Basic Assumptions: Carkhuff and Truax
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
3 Primary areas of life where Deficits may occur and growth may move backwards or forwards
intellectual, psychological (Inter/ Intra), Biological/ Physical Manage ourselves during problems Relate to others Spiritual
46
Deficits: Distractor
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
Deficits: Observers
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
Deficits: Participant
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
Deficits: Contributor
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
Deficits: Leader
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
Human Resource Development: HRD Model
It describes the direction of human growth and development It is either forward or backward It is behavior specific
52
HRD Model: You can measure each step of a
person's development
53
HRD Model: It implies a person
is ready to learn
54
Carkhuff Interpersonal Helping skills Model: Counselor
Counselor: Attending-Responding-Personalizing-Initiating
55
Carkhuff Inter Helping Skills Model: Client
Client: Involvement-Exploration-Understanding-Action
56
Carkhuff Inter Helping Skills Model: Feedback
during responding, understanding, action

HELPING SKILLS (2 decks)

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