Section 7: Basic Counseling Skills: Teaching Clients New Skills.

Slides:



Advertisements
Similar presentations
Dr. Ramesh Mehay Course Organiser (Bradford VTS)
Advertisements

Developmentally Appropriate Practice
Mentoring Awareness Workshop
Introduction to CCC Coaching Programs. PURPOSE OF COACHING Preparing for a stretch assignment or role Transitioning into a new executive team or organization.
New Supervisor: Skills for Success
Scenario 7: Exploring restorative approaches
It is: A style of talking with people constructively about reducing their health risks and changing their behavior.
Session 5-8. Objectives for the session To revisit general themes and considerations when delivering the intervention. To consider sessions 5-8 and familiarise.
Experiential Learning Cycle
Dr Catherine Hannaway Durham University 14 th July 2011 SITUATIONAL LEADERSHIP.
Boost Your Mood Week 6 Let’s Talk Course. Week 6 Review of what we learnt over the course Action Plans and potential difficulties Possible setbacks and.
Chapter 10 Teaching and Learning Strategies
Section 29: Cognitive Behavioral Therapy III
1 Carleton RtI training session April 30, 2013 Diane Torbenson RtI Greenvale Park Elementary School
Coach others in job skills. Technical job skills refers to the talent and expertise a person possesses to perform a certain job or task.
MANAGING PERFORMANCE A business psychology perspective by Michael Wellin BA, MSc, C.Psychol.
© Careers Advisory ServicePage 1 Interview Skills Careers Advisory Service.
Improving Patient Outcomes Through Effective Teaching The Teach Back Method.
1 Section 28: Cognitive Behavioral Therapy II Treatnet Training Volume B, Module 3: Updated 10 September 2007.
Coaching Workshop.
Reflective practice Session 4 – Working together.
Getting the Job You Want
Certificate In Basic Counselling Skills For Health Professional
Uncovering Provider Needs SESSION 5. Session 5: Objectives  Learn new techniques you can use to uncover providers unmet needs  Practice using these.
NSW Centre for the Advancement of Adolescent Health Youth Friendly General Practice: Advanced Skills in Youth Health Care Unit Two – Intervention Strategies.
Assessing EM registrars’ leadership and non-technical skills.
STUDENTS COUNSELLING SERVICE Rony Jose, M Sc. (Psychological Counseling)  M Phil  Assistant Professor, counsellor St. Claret College.
1 Delivering the service step by step. 2 Step by Step You should have been able to familiarise yourself with the Operational Manual by the time you undertake.
Welcome!. How to teach what you know… Paula Williams Mike Taylor Neil Watkins.
Thinking Actively in a Social Context T A S C.
Observation System Kidderminster College June 2012.
Goal Setting The foundation of a plan for success includes goal setting and the achievement of goals.
Alpha II Learning Systems Failure Is Not An Option.
Session 1-4. Objectives for the session To highlight general themes and considerations when delivering the intervention. To consider each session in turn.
Screening and Brief Alcohol Intervention Level 1; Session 2 Training Simple Structured Advice.
Congratulations, you've landed the interview! Don't try to wing it - and remember preparation is king. The most important thing you can do leading up to.
C. N.Haigh, CEPD CHALLENGES IN SMALL GROUP TUTORIALS Non-Participating Unprepared Dominating Students Guiding – Not Giving.
/0903 © 2003 Business & Legal Reports, Inc. BLR’s Human Resources Training Presentations Coaching Techniques.
Classroom management Scenario 10: Giving praise and reward Behaviour Scenarios Resources to support Charlie Taylor’s Improving Teacher Training for Behaviour.
Let’s Talk Low Mood Week 3. Feedback from last week Increasing activity and getting a balance Obstacles Time management Monitoring Mood Life Balance Visualisation.
1 Cognitive Behavioural & Relapse Prevention Strategies Treatnet Training Volume B, Module 3: Updated 7 June 2014.
1 Staff Review and Development (SRD): For those being reviewed Jessie Monck, PPD, Human Resources Division Personal and Professional Development.
An essential part of workplace success!
What is the proper way to start? As adapted from the following websites:
Week 6 Let’s Talk Low Mood. Week 6 What have we learnt over the course? Action Plans and potential difficulties Possible setbacks and how to manage them.
Preventive Teaching Interactions Pre-Service Workshop.
How To Use Collaborative Goal Setting and Develop a Performance Feedback Process BPI Emerging Leader Series.
Dealing with Problems in Daily Life – Unit 337
Why do Discussion? One way to learn content and practice academic language is to “talk yourself into understanding”
Course design by M.E. Ellen Graber Curriculum design and EFL/ESL.
Marking and Feedback CPD Student approach to marking.
Marking and Feedback CPD Follow up to marking. Expectations and ground rules Respect the views of others Give everyone space to make a contribution All.
1 Section 30: Cognitive Behavioral Therapy IV Treatnet Training Volume B, Module 3: Updated 10 September 2007.
Developing coaching skills
Observation System Kidderminster College January 2012.
Addressing Tobacco Use in Mental Health Settings Motivational Interviewing Materials Prepared By: Center for a Tobacco-Free Finger Lakes University of.
Stages and process of counseling Peace Trust, 15-Kuruchi Road, Kulavanigarpuram, Tirunelveli , Tamilnadu, India. PH:
Rutgers, The State University of New Jersey Community Support Services Training Supervisor Series – Session 7 Zakia Clay, MSW, LCSW
Rutgers, The State University of New Jersey ICMS Training: Direct Care Series – Session 5.
Motivational Interviewing. Motivational Interviewing – MI A style of counselling that aims to facilitate patient-driven decisions to change harmful behaviour.
Brief Lifestyle Counselling. Behaviour Change  Why don’t you believe someone when they say they are never drinking again?  What behaviour change work.
EXPERT Flexible Leadership.
Section 27: Cognitive Behavioral Therapy I
IT AIN’T ROCKET SCIENCE
Coaching.
NYC Dept of Health & Mental Hygiene: Supported Education Training Initiative- Day VI: Identifying and Developing Critical Skills for School Michelle G.
Section 23: Motivational Interviewing III
Fixed and Growth Mindsets
Staff Review and Development (SRD): for all staff
Coaching.
Presentation transcript:

Section 7: Basic Counseling Skills: Teaching Clients New Skills

2 Teaching clients new skills Teaching is the clinician’s transfer of skills to the client through a series of techniques and counselling strategies.

3 Use repetition Repetition entails counsellors restating information and clients practising skills as needed for clients to master the necessary knowledge and skills to control their drug use.

4 Encourage practise Mastering a new skill requires time and practise. The learning process often requires making mistakes and being able to learn from them. It is critical that clients have the opportunity to try new approaches.

5 Clinicians should not expect a client to practise a skill or do a homework assignment without understanding why it might be helpful. Clinicians should constantly stress how important it is for clients to practise new skills outside of the counselling session and explain the reasons for it. Give a clear rationale

6 Activity 3: Script 1 “It will be important for us to talk about and work on new coping skills in our sessions, but it is even more important to put these skills into use in your daily life. It is very important that you give yourself a chance to try new skills outside our sessions so we can identify and discuss any problems you might have putting them into practise. We’ve found, too, that people who try to practise these skills tend to do better in treatment. The practise exercises I’ll be giving you at the end of each session will help you try out these skills.”

7 Activity 3: Case study Script 1 Discuss in groups the teaching strategies employed by the clinician. 10 minutes

8 Monitoring and encouraging Monitoring: to follow-up by obtaining information on the client’s attempts to practise the assignments and checking on task completion. It also entails discussing the clients’ experience with the tasks so that problems can be addressed in session. Encouraging: to reinforce further progress by providing constructive feedback that motivates the client to continue practising new skills outside of sessions.

9 Use the assignments Use the information provided by the clients in their assignments to provide constructive feedback and motivation. Focus on the client’s: Coping style Resources Strengths and weaknesses

10 Explore resistance Failure to implement skills outside of sessions may be the result of a variety of factors (e.g., feeling hopeless). By exploring the specific nature of a client’s difficulty, clinicians can help them work through it.

11 Praise approximations Counsellors should try to shape the patients’ behaviour by praising even small attempts at working on assignments, highlighting anything they reveal as helpful or interesting.

12 Activity 4: Case study Script 2 Discuss the teaching strategies employed by the counsellor in the following example: “I noticed that you did not fully complete your homework, but I am really impressed with the section that you have completed. This is great…in this section you wrote that on Monday morning you had cravings but you did not use. That is terrific! Tell me a little more about how you coped with this situation. In this other section, you wrote that you used alcohol. Tell me more about it…let’s analyse together the risk factors involved in this situation.” 10 minutes

13 Develop a plan (1) A plan for change enhances your client's self-efficacy and provides an opportunity for them to consider potential obstacles and the likely outcomes of each change strategy.

14 Develop a plan (2) Offer a menu of change options Develop a behaviour contract or a Change Plan Worksheet Reduce or eliminate barriers to action

15 Activity 5: Role-playing 30 minutes This role-play gives you and your colleague another opportunity to practise as counsellors and clients. Observe the role-playing Complete the Change Plan Worksheet form and ask each other the following questions: “When do you think is a good time to start this plan for change?” “Who can help you to take action on this plan?”