1. Reflecting feelings
1.1. identifying and reflecting feelings
1.2. Dimensions of reflection of feeling
1.2.1. 1. Sentence stem. Choose a sentence stem such as “I hear you are feeling . . .,” 2. Feeling label. Add an emotional word or feeling label to the stem 3. Context or brief paraphrase. You may add a brief paraphrase to broaden the reflection of feelings 4.Checkout.
1.3. Styles of expressing emotion
1.3.1. Sensorimotor
1.3.2. Concrete
1.3.3. Formal - operational
1.3.4. Dialectic/systemic
2. 5 stage counselling session
2.1. 1. Empathic relationship - Initiate the session, develop rapport and structuring.
2.2. 2. Story and strengths focuses on gathering data. Draw out stories, concerns, and strengths.
2.3. 3. Goals - establishes goals in a collaborative way.
2.4. 4. Re-story - working with the client to explore alternatives, confronting client incongruities and conflict, and rewriting the client’s narrative.
2.5. 5. Action - collaborating with the client to take steps toward achieving desired outcomes and achieving change.
3. Focusing
3.1. Focusing is a form of selective attention that enables multiple views of client stories
3.2. Focusing enables
3.2.1. Multiple views and perspectives
3.2.2. New possibilities
3.2.3. Reframing concerns
3.3. Ways of focusing
3.3.1. Focus on client
3.3.2. Focus on main theme or problem
3.3.3. Focus on others
3.3.4. Focus on family
3.3.5. Focus on mutuality - mutual understanding between client and counsellor, working on a summary and working relationship which includes building trust and empathy
3.3.6. Focus on counsellor like self-disclosure and focuses on the “I” statements.
3.3.7. Focus on Cultural/Environmental/ Contextual issues such as gender, caste, class, education, neighbourhood, weather, politics
4. Reflection of meaning
4.1. Reflection of meaning is concerned with finding the deeply held thoughts and feelings (meanings) underlying life experience.
4.2. 2 step process
4.2.1. Eliciting meaning
4.2.2. Reflecting meaning through paraphrase
5. Empathic confrontation
5.1. Gentle skill that involves listening to the client carefully and respectfully, and then seeking to help the client examine self or situation more fully
5.2. Confrontation is not “going against” the client, but rather it is “going with” the client
5.3. How to confront empathetically
5.3.1. Step 1- Listen and identify conflict in client’s mixed messages, discrepancy and incongruity
5.3.2. Step 2- Point out and clarify issues of incongruity and work to resolve them
5.3.3. Step 3- Evaluate the change
6. Self disclosure and feedback
6.1. Self disclosure is sharing your own personal experience related to what the client has said and often starts with an “I” statement. statement. It can also be sharing your own thoughts and feelings concerning what the client is experiencing in the immediate moment, in the here and now.
6.1.1. 4 dimensions - Listen, "I" statements, Share and describe your thoughts, feelings and behaviour briefly and use appropriate immediacy and tense
6.1.2. Structure
6.1.2.1. 1. Use personal pronouns 2. Use a verb for content or feeling 3. Use an object with adverb or adjective decriptor 4. Express your feelings appropriately
6.2. Feedback presents clients with clear, nonjudgmental information (and sometimes even opinions) on client thoughts, feelings, and behaviors, either in the past or in the here and now.
6.2.1. Guidelines
6.2.1.1. 1. The client should be in charge. 2. Focus on strengths. 3. Be concrete and specific. 4. Be nonjudgmental. 5. As appropriate, provide here-and-now feedback. 6. Keep feedback lean and precise. 7. Check out how your feedback was received.
7. Skills integration
7.1. Integrate the microskills into a well-formed interview and generalize the skills to situations beyond the training session or classroom
7.2. Skill integration combines the microskills, stages of the interview, and your natural expertise into the interview or counseling session.
8. Ethics and multicultural competance
8.1. 5 major ethics
8.1.1. Autonomy
8.1.2. Beneficence
8.1.3. Justice
8.1.4. Informed consent
8.1.5. Competence
8.2. Awareness of our clients’ multicultural background enables us to understand their uniqueness more fully
8.2.1. RESPECTFUL MODEL
9. Attending and empathy skills
9.1. Attending behaviour
9.1.1. 3V’s + B
9.1.1.1. Visual- patterns of eye contact
9.1.1.2. Vocal quality - tone and speech rate
9.1.1.3. Verbal tracking
9.1.1.3.1. Role of selective attention, value of redirecting attention, usefulness of silence and talk time
9.1.1.4. Body language/ facial expression - attentive and authentic
9.2. Empathy - understanding the client from their perspective
9.2.1. Carkhuff scale of empathy
9.2.1.1. Basic empathy
9.2.1.2. Subtractive empathy
9.2.1.3. Additive empathy
9.2.2. 5 levels of empathy
10. Observation skills
10.1. Observing attending patterns of the client
10.1.1. Non verbal behaviour
10.1.1.1. Facial expressions, body language, aculturation issues
10.1.2. Verbal behaviour
10.1.2.1. Keywords, patterns of selective attention, abstraction vs concreteness, “I” and “other” statements
10.1.3. Discrepancies, mixed messages and conflict
10.1.3.1. Conflicts internal to client
10.1.3.2. Conflict between client and external world
10.1.3.3. Discrepancies in goals
10.1.3.4. Discrepancies between client and counsellor
11. Questions
11.1. 2 major styles of questioning
11.1.1. Open ended questions- defy a brief response. Open-ended questions usually start with what, how, why, or could/would.
11.1.2. Close ended questions - allow you to get specifics and typically have extremely brief responses. Close-ended questions frequently start with is, are, or do.
11.2. Potential difficulties with questions
11.2.1. Bombardment
11.2.2. Multiple questions
11.2.3. Questions as atatements
11.2.4. Why questions
11.3. ABC model
11.3.1. 1. Antecedent: Draw out the linear sequence of the story: “What happened first? What happened next? What was the result?” 2. Behavior: Focus on observable concrete actions: “What did the other person say? 3. Consequence: Help clients see the result of an event: “What happened afterward?
12. Active listening
12.1. Encouraging - Encourage with short responses that help the client keep talking. These may be verbal or nonverbal
12.2. Paraphrasing
12.2.1. 4 dimensions
12.2.1.1. 1. A sentence stem sometimes using the client’s name. 2. The key words used by the client to describe the situation or person. 3. The essence of what the client has said in briefer and clearer form. 4. A checkout for accuracy.
12.3. Summarising - Summarize client comments and integrate thoughts, emotions, and behaviors.
13. Interpretation and reframe
13.1. Provides the client with an alternative frame of reference from which to view life situations and generate new stories.
13.2. Another view point from Counsellor’s life experience or from a Psychological/Counselling Theory
14. Logical consequences and psychoeducation
14.1. Logical consequences is a gentle skill used to help people sort through issues when a decision needs to be made. The focus is on potential outcomes, and the task is to assist clients to foresee consequences as they review alternatives for action.
14.1.1. Steps of logical consequences
14.1.1.1. 1. Active listening 2. Questioning and brainstorming 3. Facilitate positive and negative consequences of a decision in a non- judgmental manner. 4. Summarize the positives and negatives. 5. Let the client decide what action to take.