1. T H R E S A G M O D L
The skilled helper
Gerard Egan (1975)

2. How I am going to get what I want/need?
The Model
Stage 1
The Current Scenario
Stage 2
The Preferred Scenario
Stage 3
Acton
Possible Actions
The Story
Possibilities
Change Agenda
Blind Spots
Best Fit
Leverage
Commitment
Plan
How I am going to get what I want/need?
What I have/got now ?
What I want /need?
Well formed outcomes

3. Stage One Processes
To learn to manage problems clients need to understand them first ‘What’s really going on?’
This stage explores the current state of affairs; The problem situation
Blind spots; missed opportunities
LEVERAGE ; Helps clients focus on significant concerns

4. 1.1 The Story
This stage involves developing a trusting relationship with the client based on congruence, empathy and UPR
Use the counselling skills of; attending, paraphrasing, reflecting, silence, summarising and open questioning
Help the client to identify problems & resources they have

5. 1.2 Blind Spots Seeing problems & situations more objectively
Exploring any unused opportunities
Helping the client to focus on their situation
Using the communication skills, focusing skills and challenging skills:
What problems an I avoiding?
What opportunities am I ignoring
What am I overlooking or refusing to see?
How am I being dishonest with myself
What don’t I want to do?
If other’s were honest what would they tell me?
‘The skilled Helper’ (2002)

6. 1.3 Leverage
help the client to work on issues, problems choices that will make a difference (to this client – big, small, slowly or quickly, minimal impact or big payoff)
If the problem is complex where does the client begin?
The helper helps the client to see their problem in terms of; Feelings, Thoughts & Behaviours
It may mean starting on the easiest problem in order to give the client confidence to explore more difficult issues.
A Step by step approach
Perhaps dealing with a crisis situation first .

7. Stage Two Processes Help clients to identify possible goals –
‘What solutions make sense for me?’
Help clients to identify possible goals –
what do I want instead of what I currently have?
Choices & change
what do I need vs what do I want?
How much do I really want this change?
What am I willing to ‘pay’ for it?

8. 2.1 Possibilities
Help the client set a range of opportunities in order to become better choosers and make better choices – informed decision making
Is what they want achievable and realistic
If they got what they wanted how would life be different. What would it look or feel like?

9. 2.2 Change Agenda want into viable agendas for change (plans)
At this stage the helper is
Helping the client to translate what they
want into viable agendas for change (plans)
Helping to set goals in terms of clear and specific outcomes

10. Helping the client to commit to their goals
2.3 Commitment
Helping the client to commit to their goals
This is a difficult as clients/people find it difficult to commit to change
This stage can perhaps be characterised & summarised by exploring the following questions:
How much do I want this?
How hard am I willing to work to achieve it?
Am I choosing this freely – self determination & autonomy?
How much do I believe in my ability to achieve this change?
How motivated am I to succeed?
What barriers exist to me committing fully to this change?
Can I minimise these barriers?
What resources may help me?
Is this the right time to effect this change?

11. Stage Three Processes
‘How do I get what I need or want?’
Help clients to identify possible ways of getting the outcome they desire
How many ways are there of getting what I want / need?
Which of these suits me best?
What will work best in my situation, with my resources, what suits my own values best, which will have the least negative impact for others?
What kind of plan?
How do I make it all happen?

12. 3.1 Possible Actions Brainstorm strategies for action
How many ways can the client get where
they want to go?
Think creatively

13. 3.2 Best Fit
Which action best fits the client’s resources, preferences and life?
Needs to fit the client’s values
Needs to be achievable and realistic and fit in with their environment
A checks & balances approach

14. 3.3 Plan Help formulate a plan of action
Step by step plan to accomplish their goals
Which actions are priority
What is the appropriate time frame
Which steps may need further sub-steps

15. Action leading to valued outcomes
Evaluating the process
What will you do if the plan stops working? – contingency
How to avoid procrastination – what’s really stopping me?
What incentives can you identify to maintain action
How will you manage set backs
What other supports might you need once the ‘helper’ is no longer available
Do you need to develop other skills to sustain and maintain the change
Was it enough to simply explore change without taking action
Action leading to valued outcomes