Influencing Skills. Challenges/Confrontation-3 Steps 1.Recognize the incongruity 2.Present it to the cx On the one hand… 3.Evaluate the effect: how did.

Slides:



Advertisements
Similar presentations
Question Exploration Guide
Advertisements

Therapeutic Communication The Helping Interview. Helping Relationship Characteristics Caring Caring Hopeful Hopeful Sensitive Sensitive Genuine Genuine.
Second Step Second Step is a popular SEL program for elementary school populations Second Step focuses on three skill areas: Empathy training Impulse control.
Motivational Interviewing “a therapeutic style intended to help clinicians work with patients to address the patient’s fluctuation between opposing behaviors.
Mentoring Awareness Workshop
Noemi Legaspi-Valverde. Albert Ellis Born September 27, 1913 REBT was founded in the 1950’s Believed the role of the therapist was to help clients understand.
Motivational Interviewing
The Art of Negotiation Workshop
Reflection Of Feelings: Part 1 MCFC/MHC/CC Residency 1.
Communicating and Competence. Communication Competence  Integrating the model: Awareness=Intelligence=Competence.
Chapter 12 Influencing Skills.
Preparing For Exam Weeks Strategies and Solutions Do not be anxious about anything, but in everything by prayer and supplication with thanksgiving let.
 When you are ready › The more comfortable you feel, the more likely it is they will feel uncomfortable.  Do not hurry to interact with the teacher.
USING AND PROMOTING REFLECTIVE JUDGMENT AS STUDENT LEADERS ON CAMPUS Patricia M. King, Professor Higher Education, University of Michigan.
Copyright ©2007 Brooks/Cole, a division of Thomson Learning Chapter 9 The Skills of Confrontation: Supporting While Challenging.
Chapter 12 The Counseling Interview. © 2009 The McGraw-Hill Companies, Inc. All rights reserved. Chapter Summary Preparing for the Counseling Interview.
Obtaining reliable feedback from students about teaching
Mentor Induction Career Mentor Scheme.
Skills And Techniques Core Conditions  Empathy: Understanding what the client feels and not just what you would feel if you were the client.  Genuineness:
Learning to Think Critically
Basic Counselling Skills
Advanced Counseling Skills – Part 1 MCFC/MHC/CC Residency 1.
Thinking Actively in a Social Context T A S C.
© 2011 Brooks/Cole, A Division of Cengage Learning Chapter 3 The Counseling Process We shall not cease from exploration And the end of all our exploring.
Communication Skills Anyone can hear. It is virtually automatic. Listening is another matter. It takes skill, patience, practice and conscious effort.
Chapter 6 Therapeutic Communication
Mr Jos Finer, University of St Andrews Dr Emma Compton-Daw, University of St Andrews Making the most of mentoring Briefing session for the Early Career.
The Tutoring Cycle Presented by Timothy S. Pure Learning Specialist Rutgers-Camden Learning Center.
Writing for National Board Certification
Professional Expectations Non-Standard and/or Destructive (Unacceptable) Cooperative (Acceptable) Collaborative (Most Desired) Conflict: Uses conflict.
SPED 568 Collaboration Skills in Special Education SPED 568.
Strategies to create change Skills training for CTO staff.
Colin Pritchard Driving School Customer Satisfaction Survey Results Last Updated 1 st January 2014.
July 9, 2011 Giving and receiving feedback By A.V. Vedpuriswar.
H2c, LLC All rights reserved Self-Coaching Break Creating A Happier Life View 1.Look at your life as a window and fill it in with the people and.
/0903 © 2003 Business & Legal Reports, Inc. BLR’s Human Resources Training Presentations Coaching Techniques.
Looking after yourself “Dealing with Stress and preventing Burnout”
Skills for Healthy Relationships
Teacher-Parent Conferences Valuable Strategy for Improving Academic Success Norman Public Schools October 2, 2008.
Person-Centered Therapy (Carl Rogers) Definition: “Person-centered therapy, which is also known as client-centered, non-directive, or Rogerian therapy.
Lecture 4 Community and Mental Health Nursing-NUR 472 Relationship Development and Therapeutic Communication.
INTERPERSONAL SKILLS Chapter 2
Week 7 Confrontation Summarization Focusing Info-giving.
Therapeutic Communication
Strengthening Your Interpersonal Relationships. 1. Don’t criticize, condemn, or complain about people.  There’s no faster way create resentment toward.
Communicating Effectively (1:46) Click here to launch video Click here to download print activity.
THERAPEUTIC COMMUNICATION. INTRODUCTION:- Communication refers to the reciprocal exchange of information, ideas, beliefs, attitudes between persons or.
Culture of the Helping Profession Is there one? What are the values, beliefs, expectations, ways of doing things?
Dealing with Difficult People
Communication.
/0904 © Business & Legal Reports, Inc. BLR’s Training Presentations Creative Problem-Solving.
Cognitive-Behavioral Approaches. Role playing Discuss wellness and stress management. Identify a 6 month goal; write it according to guidelines. Counselor,
Building your foundation as a helper ----Understanding yourself and interpersonal patterns.
NOTES Chapter 3 – Communication, Conflict, and Conflict Resolution.
1. Don’t criticize, condemn, or complain about people. There’s no faster way create resentment toward you than to criticize or complain about a person.
AREA REP SUPPORT SKILLS B. This training follows Skill Building A Area Reps will continue with advanced trainings Area Reps will join monthly support.
By Reg Watson. How would you define or describe a helping relationship? What are some of the key elements of a helping relationship? What is “therapeutic.
Kick Off How does the way you express emotions reflect your mental health?
INTERPERSONAL SKILL C HAPTER 3 Lecturer : Mpho Mlombo.
Interpersonal Communication
Lecture 3: Effective Communications Training
Counseling Skills.
Learning to Think Critically
Learning to Think Critically
K-3 Student Reflection and Self-Assessment
Coaching Employees for Performance and Career Development
“Let’s Talk” Lesson 10.
Learning to Think Critically
Problem Solving & Relapse Prevention
Check-in.
Presentation transcript:

Influencing Skills

Challenges/Confrontation-3 Steps 1.Recognize the incongruity 2.Present it to the cx On the one hand… 3.Evaluate the effect: how did the cx respond? (see box 9-3) Write down a challenge response for the following statements:

Some examples Cx: I have good genes…my grandma ate whatever she wanted and lived to 98…I’m not worried about my cholesterol level. Cx: No friendship is perfect. Sometimes her criticism hurts my feelings, but that’s just how she is. I’m not going to take it personally. Cx: I can always study more, but this teacher just doesn’t like me…it’s not really worth putting more time into because he’s not fair and picks on me.

The CCS 1.Denial 2.Partial examination 3.Acceptance and recognition without change 4.Generation of a new solution 5.Development of new, larger, more inclusive patterns, beliefs, thoughts, behaviors

What questions/observation re: ch. 12 do you have? How are influencing skills different than the basic listening sequence? We are adding something in. We are taking a risk. We are leading the client, rather than following.

Reflection of Meaning & Interpretation/Reframing 1.Purposes: Identify and explore the deeper meaning Reframe to open up possibilities Identify a pattern Make connections between thoughts, feelings, behaviors and consequences 2. What is the meaning behind client words? I can’t go on like this…I can’t take it anymore. He’s been my friends since 2 nd grade…I can’t just stop hanging out with him! Examples from your role plays?

3.Considerations Interpretation is typically used to gain insight. How you view the world significantly impacts your use of these skills. Genuineness is important in reframing.

Self disclosure 1.Why self disclose? To build rapport, gain trust To normalize client experience To break through denial/defense mechanisms The client asked for information

If they asked… 2. Why did they ask? To see if you’re trustworthy? To see if they’re “normal?” To distract? To know you personally? To prove you can’t help them? To problem solve?

How to answer… 3. Genuinely and honestly Be intentional Share as much as you’re comfortable with Acknowledge client’s interest and explore the meaning of their interest Share how I feel about the request (immediacy) Notice the client reaction/response Be brief and refocus on the client

Why not answer? 4. When… You have a current/unresolved issue The cx is easily distracted from him/herself You’re uncomfortable with it The cx wants to have a more personal relationship with you The cx may use it destructively, e.g. to invalidate you, disrupt a group dynamic, etc.

Counselor-initiated self-disclosure 5.When… it is likely to benefit the client. you know why you are self-disclosing it helps the cx see things differently it heightens cx awareness (immediacy) Write a true or false statement about the use of self-disclosure.

Role Playing In your dyads, you are meeting the cx for the next session. Focus in on one or two issues Notice statements with vague meaning. Explore the meaning. Use reframing or interpretation as relevant. OR Practice using self-disclosure-client may ask for personal info or you initiate intentionally.

Giving Feedback 1.What is involved? Giving clear and accurate information about the client to the client. 2.What works? Client is in charge Positive assets/strengths Specific example In the moment/immediacy Lean Nonjudgmental

3.Why give feedback? A reality check Challenge denial Reinforce progress Promote positive change Provide clarity of expectations 4.Quick demo 5 minute fish bowl role play Observers: look for feedback to give the client or feedback to the student counselor.

Information, Psychoeducation and Directives 1.What are these skills? Providing information, teaching skills, explaining ideas, advising, etc. 2.Use when: cx wants the info. the process of “figuring it out” isn’t important. you understand the situation/need/context. 3.How to use effectively Listen and understand Be concrete and specific Check it out: What do you think about that? Observe cx’s response, including nonverbals

An Example: Stress Management Effects of Stress Sources of Stress Coping Strategies

Relaxation Exercises eling/relax/OnlineRelax07.htmhttp://students.georgiasouthern.edu/couns eling/relax/OnlineRelax07.htm –Progressive Relaxation –Imagery