Units 5 - 8 Flashcards
can be thought of as the motivation to change
initiative
what clients bring to the counselling relationship that influences how counsellor and client perceive one another; issue of first impression
client qualities
requires a specific, limited response, such as yes or no, and often begins with the word is, do, or are
closed-ended question
client is simply told what he or she is doing, e.g., being inconsistent
confrontation
personal and professional qualities that facilitate a helping relationship
counsellor qualities
dumb, unintelligent, and disadvantaged
DUDs
a counsellor’s ability to identify with and share the client’s expression of emotions, such as sadness and happiness
empathy
the degree to which a counsellor is perceived as knowledgeable and informed about his or her specialty
expertness
homely, old, unintelligent, nonverbal, and disadvantage
HOUNDs
a disguised form of advice giving
lecturing
encourages the client to expand or elaborate; typically begins with what, how, or could
open-ended question
a question that usually begins with who, what, where, or how; requires more than a one- or two-word response
probe
one who has been referred by a third party and who is frequently unmotivated to seek help
reluctant client
unwilling, unready, or opposed to change
resistant client
similar to restatement, but deals with both verbal and nonverbal expression
reflection of feelings
a simple mirror response that lets the client know that the counsellor is actively listening
restatement
acronym for five nonverbal skills involved in initial attending: Sit squarely, Open posture, Lean towards the client, Eye contact, Relax
SOLER
a joint understanding between the counsellor and client regarding the characteristics, conditions, procedures, and parameters of counselling
structure
paraphrasing a number of feelings that the client has conveyed
summary of feelings
young, attractive, verbal, intelligent, and successful
YAVIS
assess general mental ability or stable intellectual capacity for reasoning and applying knowledge
ability tests
assess learning, acquired capabilities, or developed skills; often called proficiency tests
achievement tests
concerned primarily with prediction of a person’s future performance
aptitude tests
a multifaceted and integrated process reflecting various aspects of an individual
assessment
a model that specifically describes observable behaviour
behavioural diagnostic model
a model that assesses current functioning according to terms of stage- or age-related norms
developmental diagnostic model
describes client symptoms and behaviour in terms of their adaptive functions; focuses primarily on levels and stages of present functioning
developmentally-based diagnosis
describes specific behaviours in meaningful, illustrative, and individualized language to help in both understanding the concerns to be addressed and helping the client understand self-defeating patterns
functional behavioural labelling
an attempt to develop a profile of a person’s career interest areas through a series of questions about preferences, jobs, hobbies, etc.
interest inventories
tests that do not ensure uniformity of measurement and that tend to be subjective and take a more general and diverse approach to gathering information
nonstandardized measures
use of an assessor’s eyes, ears, intuition, and all senses to observe carefully what the client is experiencing and communicating
observational assessment
designed to gather information on a person’s preferences, attitudes, personality patterns, and/or problems
personality inventories
minimizes the use of labels; emphasizes externally observable phenomena rather than their underlying nature or origin
phenomenological diagnostic model
a test administered verbally or in written form that is useful in (more) accurately determining what a person is thinking and feeling, and to what degree
rating scale
reflects not only what clients state overtly but also what they imply or state incompletely
advanced empathy
focuses on a client’s feelings
affective response
focuses on actions
behavioural response
covers the same ground or issues repeatedly
circular counselling
focuses on the client’s thoughts
cognitive response
an invitational challenge to the client to examine, modify, or control an aspect of behaviour that is currently nonexistent or improperly used
confrontation
the counsellor’s projected emotional reaction to or behaviour toward the client
countertransference
imagining the performance conditions and/or reflecting on the desired approach of a behaviour
covert rehearsal
the counsellor becomes emotionally removed from the client, projecting behaviours such as rejection or hostility
disidentification
seeing things in only one way or from only one perspective [
functional fixity
involves giving a distinct and unexpected response to a question or situation that requires both sensitivity and timing
humour
involves a counsellor’s understanding and communication of what is going on between the counsellor and client
immediacy
certain deliberate behaviours in which counsellors engage for the benefit of their clients, such as silence, acceptance, paraphrasing, and persuasion
leading
avoiding confrontation of the client’s behaviour, resulting in the counsellor’s being less effective
MUM effect
the counsellor loses his or her ability to remain emotionally distant from the client
overidentification
the client verbalizes or acts out what he or she is going to do
overt rehearsal
communicates a basic understanding of the client’s feelings and the experiences and behaviours underlying these feelings
primary empathy
changing the client’s perceptions in such a way as to offer another probable and positive viewpoint or perspective on a situation
reframing
counsellor consciously and intentionally shares information about his or her life outside of the counselling relationship with the client
self-disclosure
the client’s projection of past or present feelings, attitudes, or desires onto the counsellor
transference
client asks for more time at the end of a session and/or more sessions once the counselling goal has been reached
client resistance to termination
counsellor ends sessions due to reasons such as illness, need for referral, countertransference issues, etc
counsellor-initiated termination
counsellor has difficulty letting go once the counselling relationship has come or should come to an end
counsellor resistance to termination
a gradual decrease in the unnatural structures developed to create personal changes
fading
client learns effective coping, prevention, and problem-solving strategies, whereby the counselling relationship is no longer needed
generalization
client terminates before the agreed-upon time or against the counsellor’s recommendation
premature termination
re-examining all phases of the therapeutic process to determine whether there may be improperly defined goals or an inappropriate strategy in place
recycling
the decision to stop counselling; often associated with loss, because it signals that something is finished [
termination
