1. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. The Helping Process Chapter Seven

2. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. Helping Relationships Goal-oriented Time bound Concept of authority Client is the focus

3. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. Stages of the Helping Process Preparation: (the physical setting) –A desk between the helper and client can be seen as symbol of authority and negatively impact an interview –Having a client facing a window could create a distraction –The setting should provide a sense of confidentiality –How will the helper handle required paper work

4. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. Stages of the Helping Process Preparation (other considerations) –How will the required (somewhat extensive) paper work be handled –What can the helper know about the client prior to the interview Access whatever information is available This could determine how to approach the client –Be sure enough uninterrupted time is set aside for the interview

5. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. Stages of the Helping Process Client arrival –Greeting the client with a smile, handshake, and introduction can create a climate of respect and acceptance –Use “ice breakers” or “door opener” to allow the client to become accustom to the setting and helper (i.e. “Did you have any trouble finding the office?” or “Parking is sometimes a problem here. I hope you didn’t have any trouble.”)

6. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. Stages of the Helping Process Client arrival –Time constrains will require a transition to the purpose of the interview –Examples: “Let’s talk about why you’re here.” or “Tell me what’s going on.” or something similar –The client can share the problem and the helper can provide information about the agency

7. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. Stages of the Helping Process Problem exploration –Remember the different perspective discussed in Chapter 5 (Developmental; Situational; Human Needs; Social Change; Environmental) –Remember the need to deal with the whole person

8. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. Stages of the Helping Process Intervention –The current status of the client’s problem is addressed –The client’s aspirations and desires are discussed –The client’s personal and social resources are discussed –Depending on the helper’s expertise, referrals can be made at this point

9. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. Stages of the Helping Process Intervention –Each intervention strategy used should support the client’s strengths –Each intervention strategy should also empower the client to negotiate his or her own environment

10. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. Stages of the Helping Process Termination –In the best case scenario occurs when the client’s needs are met and both helper and client are satisfied –However, some terminations are not so positive –The helping process could be interrupted or terminated by any number of less desirable occurrences

11. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. Helping Skills Communication is the foundation of all interpersonal relationships. When the receiver interprets the message the way the sender intended, effective communication has occurred. The following elements are important considerations: –Nonverbal messages –Verbal messages –Listening –Responding

12. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. Nonverbal messages Nonverbal messages involve a person’s body language –Posture –Tone of voice –Gestures –Eye contact –Facial expressions –Touch –Proximity

13. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc.

14. Nonverbal messages 65% of meaning of message –Rubbing nose = Puzzlement –Retracting shoulders = Repressed Anger –Shrugging shoulders = Indifference –Arms and Legs crossed = Withdrawal –Clasping arms = Protection –Leaning forward = Interest –Leaning back, arms uncrossed = open –Leaning back, arms crossed = closed ambiguous

15. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. Verbal Messages Cognitive –The facts of a message that reflect the thought processes –This is the who, what, where, when, and why of the message –It is realm in which we are most comfortable

16. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. Verbal Messages Affective –This is the feeling or emotional part of the message –Clients may not be aware of just how the feel –Clients may be uncomfortable discussing this aspect of a message –Feelings may be expressed indirectly

17. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc.

18. Listening Responsive or active listening –The element requires the helper to attend to both verbal and non-verbal messages –This means that the helper pays attention to both what is being said and what is not being said

19. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. Listening S-O-L-E-R –Face the client S quarely –Adopt an O pen posture –L ean toward the other person –Maintain E ye contact –Try to be R elaxed

20. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. Listening Attending behavior –Maintain eye contact: in other words, look at the person you are communicating with –Pay attention to vocal qualities: tone and rate of speech indicate the degree of your interest –Verbal tracking: Stick with the client’s subject matter –Attentive and authentic body language is an important clue to the client

21. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. Responding Remember, this is not a casual conversation but a goal-directed exchange Paraphrase –Restate the clients message using different but equal words –You can also clarify here as well: “I’m not sure I understand what you mean by…”

22. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. Responding Asking questions (closed ended) –Most of us know how to ask questions because it is a normal part of everyday communication –The need to cover the who, what, where why, and how are natural objectives –However, if questions are asked in a typical manner the answers will be short and usually lead to another question

23. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. Responding Question –Closed ended questions are necessary at times but they can lead to this type of interview –A great deal of time will be spent by the client answering questions –And the interview may ultimately seem more like an interrogation rather than a

24. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. Responding Asking question (open ended) –Open ended questions allow (require) the client to provide more information with a single answer –For example: “What was the last grade completed in school.” will get a single number response –“Tell me about your school experiences.” will get a more information rich response

25. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. When to question Begin interview Ask for specific information Seek clarification Elicit examples of behavior Focus attention

26. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. Characteristics of Groups Groups are natural. Human beings are social, interactive beings –Groups can come together as a result of similar problems or experiences –Grief groups, victims of similar crimes, children of alcoholics, etc. –Working with groups is clearly an aspect of human services

27. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. Characteristics of Groups A group is two or more people who interact with each other with a degree of frequency –The have discussions, share resources, give and receive help and influence others –Sharing common goals and values is a second characteristic –Groups are cohesive and can resemble a family unit –Groups develop dynamics unique to that group (roles, social structure, influence)

28. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. Characteristics of Groups Self-help groups –Alcoholics Anonymous is a classic example of this type of group –Members share experiences –They have a common goal –The group interaction is the foundation of this type of helping technique

29. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. Characteristics of Groups Specialty Groups –Task or work groups that form to accomplish a specific task –Planning groups –Community organizations

30. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. Characteristics of Groups Guidance/Psycho-educational groups –Information is shared in these groups –Health issues (AIDS groups) –Bereavement (Grief groups) –Divorce (Support groups) –The goal is to prevent the development of psychological disturbances

31. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. Characteristics of Groups Counseling/interpersonal problem solving –The focus is the resolution of problems group members face –Anxiety, relationship difficulties, etc.

32. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. Challenging Clients Culturally different –The key to working with clients who are culturally different is awareness of and sensitivity to those differences –Culture shapes body language –Eye contact –Hand gestures –Slang terms

33. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. Challenging Clients Reluctant/resistant –Reluctant clients may be embarrassed or angry that they are there for help; it may be as the result of a court order –Resistant clients can become so at any point in the helping process; the client may begin to feel threatened by the topics associated with the helping process

34. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. Challenging Clients Reluctant/resistant –First: recognizing and accepting the antagonism may defuse the situation –Second: Asking for the client’s perception of the problem can communicate support for the client’s feelings –Third: Asking the client what he/she wants to happen in the situation creates a sense of control

35. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. Challenging Clients Silent –Silence can have many meanings; the helper must evaluate the cause and respond –The client may simply be waiting for direction from the helper –The client may be taking time to consider what has already occurred –It may also be a form of resistance and will need to be addressed as such

36. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. Challenging Clients Unmotivated –Clients may be simply be going through the motions because they are required to do so and have no intention of engaging the process –Many of the strategies previously mentioned can be employed but ultimately, if a client does not want to engage the process they will not

37. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. Challenging Clients Overly Demanding –Clients can monopolize a helper’s time with phone calls, multiple appointments, calling the helper at home –Set reasonable limits on the client use of resources –Be sure the helper is not encouraging the needy response

38. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. Crisis intervention Definition of crisis Developmental vs. Situational Definition of crisis intervention

39. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. Phases of a crisis Reaction to a traumatic event Problem solving fails Attempts at resolution fail Tension and anxiety become unbearable

40. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. Helper’s Role Establish relationship Referral for needed services Activation of social network

41. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. Steps in Crisis Intervention AssessPlanImplementResolve

42. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. Resolution-focused Brief Therapy Specific outcome Time limited Client strengths