You will be conducting a counseling session with a movie/TV character First, select a TV show/movie that contains a character that exists in a setting that is similar to the futur
You will be conducting a counseling session with a movie/TV character
- First, select a TV show/movie that contains a character that exists in a setting that is similar to the future setting where you would like to provide counseling services. For example, if you are a CMHC student interested in a setting working with Veterans, you could select a movie like Saving Private Ryan and speak with Captain John. If you were a School Counseling student interested in a high school setting, you could select a movie like "The Breakfast Club" and talk with John.
- Second, for 5-10 minutes have a practice session with the character. Select one of the existential humanistic theories that we cover this week (Gestalt, Person Centered, Existential, Acceptance and Commitment Therapy…etc.) to guide your session as well as the counseling skills you select for use and how you use them. You may use the “basic counseling skills guide” attached below in addition to any skills and/or techniques that might be discussed in the text, specific to the approach.
- Third, write about your experience:
- Identify the show/movie and character while providing enough background information to set the scene.
- Provide an 8×8 (or longer) practice dialogue (8 counselor statements and 8 character statements).
- Identify the existential humanistic approach that you used to guide your session and explain how the approach helped guide your session. Support with reference/s.
- What did you avoid saying and why? Support with reference/s.
- TIP: Consider using each of the four above writing prompts to organize your post with level one headings.
***Post Requirements
Attached are instructions and examples of what the discussion should look like.***
***I am an Certified Mental Heath Certificate (CMHC) student and I want to work in the mental health setting. Try to find a movie surrounded around mental health.
Introduction
Since we are in CNDV 5311, you will be learning about counseling theories. In part, theories help to guide how we use our counseling skills. You may have notice that between your assignment and discussion boards, there are a handful of time when you will be create a practice dialogue to demonstrate use of the theory to guide your work with a client or student.
Although you will take the CNDV 5310 Skills class next semester, we would still like to provide you with some BASIC counseling skills so that you can begin the process now of allowing your theoretical approach to guide the use of your skills. Think of the theory as the blue print to design a building and the skills as your building materials.
Non-Helpful Interview Behavior
Gladding (2013) explains that when building a relationship, counselors must know what, and what not, they should do. He explains four major actions that block communication and that should be avoided:
1. Advice giving: advice denies a client the right to work through personal thoughts, feelings, and relationships about a subject and curtails the ability to learn decision-making.
2. Lecturing: lecturing is actually preaching and is a disguised form of giving advice, setting up a power struggle in the relationship. The example Gladding (2013) gives is, if a sexually active girl is told, “don’t get involved with boys anymore,” she might just do the opposite to assert her independence.
Additionally, counselors are actually lecturing when they say more than three consecutive sentences in a row. Let the client lead.
3. Excessive questioning: it is a common mistake by beginning counselors. You should instead provide statements, observations, and encouragers and a “few questions” and only when needed. Avoid asking more than two questions in a row and use open-ended questions as often as possible.
4. Storytelling: Your stories might often not benefit a client. Use stories if you are trying to make a metaphoric point, or to help clients think about their own situation. Otherwise, stories only bring attention to the counselor and tend to allow a shift in roles.
Encouragers – Encouragers are a variety of verbal and non-verbal ways of prompting clients to continue talking.
A. The skill implemented effectively encourages or discourages a client’s communication with the counselor or therapist. Minimal simply means “few” interruptions or influence. It is knowing exactly “where” to place your comments, so that the client’s thoughts are continuously expressed. It is believed that too few may give the impression of being aloof or disengaged, and too many may create an impatient feel in the session. Common examples are um-hm, hmm, I see, certainly, I get that or I understand, or please clarify.
Types of encouragers include:
1. Non-verbal minimal responses such as a nod of the head or positive facial expressions
2. Verbal minimal responses such as “Uh-huh” and “I hear what you’re saying”
3. Brief invitations to continue such as “Tell me more”
Encouragers simply encourage the client to keep talking. For a counselor to have more influence on the direction of client progress they would need to make use of other techniques.
http://www.counselingconnection.com/index.php/2009/07/21/encouragers-paraphrasing-and-summarising/
Open-ended questions
' Open-Ended Questions
Questions that clients cannot easily answer with “Yes,”, “No,” or one- or two-word responses
· “What is important to you?”
· How did you feel when that happened?”
· “What did you do when she said that?”
· “What are your reasons for saying that?”
Purposes of Open-Ended Questions:
To begin an interview
To encourage client elaboration
To elicit specific examples
To motivate clients to communicate
Closed-Ended Questions
Questions that the other can easily answer with a “Yes,” “No,” or one- or two-word responses
“Are you going to have the test done?”
“Did you drink before you got into the car?”
“Do you drink often?”
“Do you exercise?”
“Do you like your job?”
Purposes of Closed-Ended Questions:
To obtain specific information
To identify parameters of a problem or issue
To narrow the topic of discussion
To interrupt an over-talkative client
Closed vs. Open-Ended Question
Examples
C: Are you scared?
O: How do you feel?
C: Are you concerned about what you will do if the test results are positive?
O: What do you think you might do if the test results are positive?
C: Is your relationship with your husband a good one?
O: Tell me about your relationship with your husband.
Minimal Interrogation
· In short, avoid grilling a client with too many questions
· Use reflections, ask open ended question when appropriate, be cautious of your frequency of questions, use indirect leads
Alternatives to Questions
· Accurate paraphrases of content/message/feeling amongst many other counseling skills. See the attached document to this power point
· Furthering response statement
· Further Response Breadth: Direct leads: general
· “Tell me more about your mother” “Tell me about what lead you to being a counselor?”
· Further Response Depth: Direct lead: More specific request
· “Tell me more about that fight with your mother” “Give me an example of the last time you had a fight of your mother” “ Tell me more about that defining moment that lead you to becoming a counselor”
Restatement of Content
Description
· Mirroring back what you heard a client say in your own words
· This skills is the beginning step toward your client feeling like you understand their statements/situation/problem.
· Careful not to state it as a question (by the inflection in your voice) as requiring a yes/no answer.
· Try not to make it a perception check. Careful not to do too early before you have a large enough chunk of information to paraphrase.
· Uses denotative language- noting specifics rather than using vague descriptors such as “stuff” “things”
· Give the paraphrase while looking at the person, try not to list off bullet items, be genuine, try not to add in or distort anything.
· Reflecting does not involve you asking questions, introducing a new topic or leading the conversation in another direction. Speakers are helped through reflecting as it not only allows them to feel understood, but it also gives them the opportunity to focus their ideas. This in turn helps them to direct their thoughts and further encourages them to continue speaking.
Purposes of Paraphrasing/Restating Content
· To show the speaker that you are trying to perceive the world as they see it and that you are doing your best to understand their messages.
· Help the client by simplifying, focusing and crystallizing what they said
· May encourage the client to elaborate
· Provide a check on the accuracy of your perceptions
· To allow the speaker to 'hear' their own thoughts and to focus on what they say and feel.
Steps
· Identify the content part of the message
· Use a Stem to begin the restatement: Some lead-in to your paraphrase
· “What your saying is” , “What I am hearing is” , “What your telling me is”
· Translate the key content into your own words
· Tip: When done properly, paraphrasing acts as a cue to the client that you understand what they said, and most often, the client will proceed to elaborate further or even correct you if they feel you didn’t get it completely right. In the occasion which you are corrected, follow up with a brief paraphrase of their corrective statement. “I see, your not necessarily concerned about _______, but more so with__________”
Example
· CL: “I finally figured out that after 10 years, I can’t stay in this relationship with my husband anymore. I have been try know this for some time now, but every time I am ready to tell him I freeze. He is just going to be so upset and so angry.
· CO: “It sounds like you haven’t found the right way to tell your husband you want to end the relationship because of his possible reaction.
Stems
I’m noticing
It seems like
It appears as though
Sounds like you feel
From my perspective
As I see it
I hear you saying
I hear
Something tells you
You’re telling me that
You feel
From my standpoint
I sense that
I'm sensing
I have the feeling that
I sense that you’re feeling
I see what you mean
It looks like
Sounds like
As I hear it
Looks like you’re
Client Name, you appear
Restatement of Feeling
Description
A skilled listener will be able to reflect a speaker's feelings from body cues (non-verbal) as well as verbal messages. It is sometimes not appropriate to ask such direct questions as “How does that make you feel?” Strong emotions such as love and hate are easy to identify, whereas feelings such as affection, guilt and confusion are much subtle. The listener must have the ability to identify such feelings both from the words and the non-verbal cues, for example body language, tone of voice, etc.
As well as considering which emotions the speaker is feeling, the listener needs to reflect the degree of intensity of these emotions. For example:
|
Intensity |
Emotion |
|
|
“You feel |
a little bit |
sad/angry?” |
|
“You feel |
quite |
helpless/depressed?” |
|
“You feel |
very |
stressed?” |
|
“You feel |
extremely |
embarrassed?” |
Next, see the attached document for a feelings chart. I found this chart online about when I was a graduate student in my theories class and it helped me as I learned to develop my feelings words vocabulary. It is not perfect, but it is a great starting point. I would encourage you to also add to the chart and keep it for your records.
The feelings chart provides a language for counselors to identify feelings by the type of feelings as well as the intensity of a feelings. For example, if a client has recently lost a loved one and they decide to give you a glimpse into their inner world as they describe their feelings, it is important for the counselor to create a safe space within the session. Part of creating that space can be done by accurately identifying the appropriate type of feelings and intensity of the feeling. For example, there is a difference between saying "you're feeling heartbroken and alone" vs. "I'm sensing you're feeling pretty bad right now". Neither statement is better than the other in and of itself (standing alone). However, within the context of the session, one of these statements may be more appropriate than the other. When thinking about how to put concepts like empathy into practice, part of demonstrating empathy is accurately identifying the type of emotion, intensity of emotion, and utilizing both your verbal (what you're saying and how you are saying it…vocal tone) and non-verbal (your facial expression and body gestures) cues.
Purposes of Paraphrasing/Restating Content
· To show the speaker that you are trying to perceive the world as they see it and that you are doing your best to understand their feelings.
· RF is a beginning step toward demonstrating empathy
· Help the client by simplifying, focusing and crystallizing what they said
· May encourage the client to elaborate
· To allow the speaker to 'hear' their own thoughts and to focus on what they say and feel.
Steps
· Identify the content and feelings part of the message
· Use a Stem to begin the restatement: Some lead-in to your paraphrase
· “What your feeling is” , “What your telling me is your feeling…” “ your feeling”
· Identify the feelings type and feeling intensity of feeling
· Tip: When done properly, paraphrasing acts as a cue to the client that you understand what they said, and most often, the client will proceed to elaborate further or even correct you if they feel you didn’t get it completely right. In the occasion which you are corrected, follow up with a brief paraphrase of their corrective statement. “I see, your not necessarily concerned about _______, but more so with__________”
Example
Reflecting needs to combine content and feeling to truly reflect the meaning of what the speaker has said. For example:
· CL: “I just don't understand my boss. One minute he says one thing and the next minute he says the opposite.”
· CO: “You feel very confused by him?”
· CL: I am still in disbelief that I didn’t get into Harvard, that was my dream, my entire family went to school there, I was supposed to go there too like them.
· CO: You’re feeling heartbroken that you won’t be following in the footsteps of your family
Reflecting meaning allows the listener to reflect the speaker's experiences and emotional response to those experiences. It links the content and feeling components of what the speaker has said.
Summarization
· A collection of two or more paraphrases or reflections that condenses the client’s messages or the session
· Covers more material
· Covers a longer period of client’s discussion
Purposes of a Summary
To tie together multiple elements of client messages
To identify a common theme or pattern
To interrupt excessive rambling
To start a session
To end a session
To pace a session
To review progress
To serve as a transition when changing topics
Steps in a Summary
Example- Client, a young girl
At the beginning of the session:
· “I don’t understand why my parents can’t live together anymore. I’m not blaming anybody, but it just feels very confusing to me.” [Said in a low, soft voice with lowered, moist eyes]
Near the middle of the same session:
· “I wish they could keep it together. I guess I feel like they can’t because they fight about me so much. Maybe I’m the reason they don’t want to live together anymore.”
1) Recall key content and affect messages
Key content
· wants parents to stay together
Key affect:
· feels sad, upset, responsible
Identify patterns or themes
· She is the one who feels responsible for her parents’ break-up
2) Use an appropriate sentence stem and verbalize the summarization response
e.g., “I sense,” or “You are feeling”
3) Summarize
e.g., “Earlier today you indicated you didn’t feel like blaming anyone for what’s happening to your parents. Now I’m sensing that you are feeling like you are responsible for their break-up
4) Assess the effectiveness of your summarization
Practice: A 30-year-old man who has been blaming himself for his wife’s unhappiness: I really feel guilty about marrying her in the first place. It wasn’t really for love. It was just a convenient thing to do. I feel like I’ve messed up her life really badly. I also feel obliged to her. [Said in low, soft voice tone with lowered eyes]
Practice: A 27-year-old woman who has continually focused on her relationships with men and her needs for excitement and stability: First session: I’ve been dating lots and lots of men for the last few years. Most of them have been married. That’s great because there are no demands on me. [Bright eyes, facial animation, high-pitched voice]. Ø Fourth session: It doesn’t feel so good anymore. It’s not so much fun. Now I guess I miss having some commitment and stability in my life. [Soft voice, lowered eyes].
Additional Skills
|
Site Skills |
|||
|
Skill |
Description |
Example |
|
|
IL |
Indirect lead |
Open ended questions used to initiate the beginning process of a session or the beginning of the counseling experience (depends on your variation of the statement. Utilized to control the process of therapy and move quickly into working interactions where the client has control over content, style, and sequence. Careful not to engage in small talk |
“Tell me more” “give me a specific example” “tell me some things about you” “give me some background on you” “what brings you to counseling” “ where are you at now” “what’s happening for you today” “Pleases expand on that a little” “I want to make sure I fully understand, could you elaborate “ IF a client asks you to specify your questions, make a statement allowing for the client to still responded openly. “you decide” “whatever is happening with you” OR consider even using a multiple-choice lead “maybe something like your family background, what your doing now, relationships your in…” Not: “ soooo…. Tell me about you”, “ what brings you here ”, “ can you tell me what’s going on with you” |
|
PC |
Paraphrase content |
Mirroring back what you heard a client say. A statement in your own words of what the client just said. No need to repeat them work for word; the same content said more briefly and precise. (This is the beginning step toward your client feeling like you understand their statements/situation/problem) Careful not to state it as a question (by the inflection in your voice) as requiring a yes/no answer. Try not to make it a perception check. Careful not to do too early before you have a large enough chunk of information to paraphrase. Uses denotative language- noting specifics Give the paraphrase while looking at the person, try not to list off bullet items, be genuine, try not to add in or distort anything. |
Some lead-in to your paraphrase “What yoursaying is” “What I am hearing is” “What your telling me is” “To make sure I understand…” “followed with the paraphrase” . See Gerber for Full Examples. Tip: When done properly, paraphrasing acts as a cue to the client that you understand what they said, and most often, the client will proceed to elaborate further or even correct you if they feel you didn’t get it completely right. In the occasion which you are corrected, follow up with a brief paraphrase of their corrective statement. “I see, your not necessarily concerned about _______, but more so with__________” Careful not to add inflection at the end that makes it a question Avoid: “you’ve got a lotta stuff going on” too connotative |
|
St |
Structure of Content |
Is essential a paraphrase of content in which you give it back to the client in an organized manor. SC is the process of separating sometimes scattered client productions in the various focuses of time, degree of generality, others, and self. 3 types: Topic- Starting with the major idea in the clients descriptions. Chronological- Arranged a clients scattered content chronologically Parallel- When there are two sides of a coin, polarities. You arrange the content based upon these polarities. |
Counselor: you job is to organize this content in a way conducive to it being processed with the client Example Topic: “You have many stressors in your life right now: A,B and C.” Example Chronological: “Alright, you woke up this morning, and this happened then this, and then that.” Example Parallel: “Part of you misses your old job, but the other part likes the pay of the new job.” |
|
TS |
Traffic Signs |
Utilizing vague key words and phrases to go to a deeper level in the funnel. The counselor can simply pick out the phrase and repeat it back. Client-“ I might tell john that I want to break up tonight” Counselor- “Might” |
Examples: Qualifiers- but, sort of, used to, a little, maybe, pretty much, sometimes, might, not really. Generalizes– it, they, people, that stuff Hiders- (in others- we, you, people do, everybody);(in time- I was, Isused to, someday, I will);(in blaming- because of him, if it hadn’t of been, it wasn’t my fault, I would be ok if) </p Collepals.com Plagiarism Free Papers Are you looking for custom essay writing service or even dissertation writing services? Just request for our write my paper service, and we'll match you with the best essay writer in your subject! With an exceptional team of professional academic experts in a wide range of subjects, we can guarantee you an unrivaled quality of custom-written papers. Get ZERO PLAGIARISM, HUMAN WRITTEN ESSAYS Why Hire Collepals.com writers to do your paper? Quality- We are experienced and have access to ample research materials. We write plagiarism Free Content Confidential- We never share or sell your personal information to third parties. Support-Chat with us today! We are always waiting to answer all your questions.  All Rights Reserved Terms and Conditions |