The Skilled Helper Ch. 1-14

The Skilled HelperChapter OneThe Ingredients of Successful Helping

Gerald EganJulie Trytek Vague Fall 2014

Who is a helper????

Consider this

Why do people seekor are sent to gethelp?What are the principal goals of the helping process?

Problem situations not being handled wellNot living as fully as one mightMixture

Problem SituationsCrises, troubles, doubts, difficulties, frustrations, concerns (examples)Causes emotional turmoilNo clear-cut solutionsFear of lack of resourcesAre opportunities for learning

We do NOT solve problems! We simply assist in helping the troubled person manage them more effectively!

Remember..

Problems are opportunities for learning!

Old School VS New SchoolTraditional PsychologyPathologyWeaknessDamageLooks at what is wrongProblem focusedDependencePositive PsychologyStrengths Looks at what is rightTaps into unused resourcesSolution focused Empowerment = independence

An effective helper doesnt FIX the client or their life and prescribe a solution. They dont solve or manage clients problems. An effective helper enables the client to design and redesign their life by helping them choose the solutions that will best fit them.

Look for.

Strengths ValuesBeliefsResilience

Three Principal Outcome-Focused Goals of Helping

Life-enhancing outcomes for the clientLearning how to help oneselfDeveloping a prevention mentality

Goal OneAutonomyConstructive change leading to life-enhancing resultsDefine successLeads to identifiable positive outcomesGrowthTaking charge of oneself rather than trying to change external

Goal TwoLife skillsEmpowermentClient becomes more effective problem situation managerClient seeks out opportunitiesMore responsible agents of change

Goal Three

Ability to anticipate problem situationsRelapse prevention planStay a step ahead

Ingredients of Successful HelpingThe client and the contextual factors of the clients lifeWhat the client brings to the table (e.g. issues, concerns, strengths, emotional state, values, etc.)key factors [see page 15]The person of the therapistWhat the therapist brings to the table (e.g. interpersonal skills, understanding, collaboration, hope, etc.) [see page 16]

Ingredients of Successful HelpingThe helping relationshipCollaborativeMy belief is this is most important!Communication skills at the service of dialogueHeart of any relationshipAttending, listening, understanding, respondingModeling communicationclients dont always have the skills

Ingredients of Successful HelpingTwo-way feedback between client and helperA. Helps monitor progress toward life-enhancing client outcomes and degree to which therapy sessions are contributing to these outcomes How are we doing?What is going right?What mistakes are we making?How can we make these sessions more productive?What do we need to do to improve our collaboration?The treatment approach and its methods and techniquesA. Most important is to work collaboratively with clients

Ingredients of Successful HelpingProblem management: A human universal and a common factorA. Standard Problem-Management Frameworka) Whats going on?b) What does a better future look like?c) How do I get there?d) How do I make it all happen?

Ingredients of Successful HelpingDecision making: A psychological universal and a common factorOptionsStepsIdentify problem and gather information, analysis, make a choice, follow through (action), re-analysisThe beliefs-values-norms-ethics-morality factors that drive human behavior

The Skilled HelperChapter TwoThe Helping Relationship and the Values That Drive It

Gerald EganJulie Trytek Vague Fall 2014

The Helping RelationshipWhat relationships do we have in our lives?Importance of therapeutic relationshipUnconditional positive regard, accurate empathy, genuineness (who said this?)Interpersonal dynamicsTransferenceCountertransference

Not too much focus on the relationship!

Can distract from real work to be done. See relationship as a means to an end.

Also, remember that relationship is collaborative. Its a partnership.

Relationship is a Forum for RelearningDemonstrating caring and trust so client can learn to do this for themselvesChallenging clientsArena for experimenting with different behaviorsModeling behavior and communication

Be flexible! Different strokes for different folks! What are your clients needs??? What does this look like in a therapeutic relationship?

ValuesEthical codesOwn set of values that make sense to youEspoused vs values-in-useGuide decision makingWhat values should drive helping?

RespectEmpathyProactive appreciation of diversitySocial-responsibility (empowerment-focused value)Bias for action

Respect: What to and not to do???Do no harmDo not rush to judgmentCompetent and committedGenuineClear you are for the clientAssume clients goodwillKeep clients agenda in focus

Empathy

What is empathy?Example: client whose boyfriend oded

Empathy.the observed experiences of others come to affect our own thoughts and feelings in a caring fashion. Empathy entails the ability to step outside oneself emotionally and to be able to suppress temporarily ones own perspective on events to take anothers. (Hosking & Walsh, 2005)

Empathy as Radical CommitmentUnderstanding each client from their point of view together with the feelings surrounding this point of view and to effectively communicate understandingUnderstand individuals in and through the context of their livesUnderstand dissonance between clients point of view and reality

Appreciation of DiversityAwareness of ones own culture, biases, valuesRemain teachable and let our clients teach usSensitivity to differencesUse diversity-sensitive interventionsBeware intimate self-disclosure (some more open than others)Shame Culture as it applies to this client with this set of problems

CompetenciesAware of own cultureAware of personal-culture biases you haveAware of similarities and differences from clientUnderstand individual values, beliefs, worldviews of clientClient dynamic makeupAware of sociopolitical influences on groups and individualsNonbiased treatment interventionsAssess your cultural competenceWestern psychological theory may not fit other culturesBasics of family structure and gender rolesUnderstanding of views and dealing with illness and mental illness and seeking helpEstablish rapport and convey empathy in culturally sensitive wayAppreciate differences in interaction stylesWhich issues are culture-specific and which are universal

Work with your clients the way they are, but dont apologize for who you are!

Self-responsibility as an Empowerment-Focused ValueHelp clients to discover, acquire, develop, use power they haveSocial-influence

Norms for Empowerment and Self-responsibilityClients can change if they chooseClients are not victims/helplessDont be fooled by appearanceShare helping process with clientHelp client see sessions as work sessionsRole of coach or consultantHelping is natural, two-way influence processFocus on learning instead of helpingDont see clients as overly fragile

A Bias for Action as an Outcome-Focused ValueBehavioral activationIncrease in activity and resulting contact with positive consequencesClient moves into action (ex: depression)Emphasize personal agencyDiscretionary vs nondiscretionary change

Shadow-side realities in the helping relationshipHelpers and clients flawsPositive and negative feelings toward one anotherUnrealistic expectationsIncompetent helpersUnderestimating severity of clients problemsUse of poor techniquesOld school vs new school

The Skilled HelperChapter ThreeEmpathic Presence: Tuning In and ListeningGerard Egan

Julie Trytek Vague, LCPC, CADC

4 Requirements for True DialogueTurn taking80/20ConnectingWhat you say to what I sayRequires ACTIVE listeningRespond to what you think the speaker meansMutual influencingSocial-influenceOpen-mindednessCocreating outcomesChange though effective dialogue (MI)Maintains autonomy

Empathic PresenceIntensity of presencePresence is comfortingNonverbal clues and observationsCommunicates emotions, etc.Can differ from culture to cultureFace and body extremely communicativeEven if silent, atmosphere can be full of messagesSee page 75 for examplesShows quality of presenceBe mindful of your own NV and check in with yourself to see what emotions you are experiencing as a result of what the client is sharingYou cant fake genuineness!See box 3.1 for qs to ask yourself

SOLERSquarely Open postureLean in toward speaker when appropriateEye contactRelaxed

Active ListeningListen actively!Listen accurately!Listen for meaning!Zero in on key messages!

Forms of Poor ListeningNonlisteningNot engagedAllowing mind to wander without being mindful of bringing oneself back to the momentPartial listeningMissing essential partsTape-recorder listeningRepeat like a robot!RehearsingDistracts from what speaker is sayingPause and process before responding

Empathic ListeningDriven by value of empathyAttending, observing and listeningFocused listeningExperiences, thoughts, behaviors, and feelingsWhining does little to solve anything!Respect negative experiences but help to move beyondListen for patternsThinking, behaviorFind POVs that are relevantListen for intentions, proposals, plansChange talkListening to decisionsCommitment talkListening for STRENGTHS, OPPORTUNITIES, RESOURCES!!!Listen for nonverbal but with cautioninterpretations not always right

Narrative TherapyFocus on clients understanding of their storyCan help to:Put untold aspects of clients past into the life narrativeEmotionally enter and reauthorConstruct new meanings in old stories or find new meanings in stories that emerge during therapyIdentify themes

Thoughtful Search for MeaningUnderstand client through contextIdentify key messages and feelingsHear the slant/spinperceptions are sometimes distortedMuse on whats missing

Listening to Our Own Internal Conversation and OurselvesHappens all the time!Nonverbal behavior, feelings and emotionsCan be distracting or helpfulUncertaintiesHow we are affected by clientMistakesOwn emotions

Listening to ClientWhats important to themExpectationsResourcesDegree of collaborationStruggle with obstaclesAbility to express concernsReactions to helpersWillingness/hesitation to be the drivers seatOutcomes desiredEmotionsUncertainties and hesitationsContextual factors that affect their problems

Listen and HearWhats working/what isnt workingQuality of collaborationBumps in road and how they are handledClients communication skillsProgress toward outcomes and quality of sessionsClient level of commitment Decision-making style of client and if they understand consequences of decisionsBeliefs, values, norms, ethical/moral issues

Shadow Side of Listening: Forms of Distorted ListeningFiltered listeningcan lead to biasEvaluative listeningjudgmentStereotype-based listeningFact-centered and not person-centered listeningSympathetic listeningInterrupting

The Skilled HelperChapter FourEmpathic Responding: Working at Mutual UnderstandingGerard Egan

Julie Trytek Vague, LCPC, CADC

Responding SkillsSharing understandingChecking indid I hear that right?Probe for claritySummarizing Facilitating client self-challenge

Empathic RespondingSharing nonjudgmental understanding of the thoughts and emotions our clients experienceWhose POV?

3 Dimensions of Responding SkillsPerceptivenessKnow-howAssertiveness

Perceptiveness Basic intelligenceSocial intelligenceExperience reflecting on your experienceDeveloping wisdomListening carefullyPart of social-emotional maturityNo such thing as perfect accuracy

Know-howHow to deliver the messageAbility to deliver the message

Assertiveness Willingness to deliver the message

Responding With EmpathyHow do I put this into words????Basic formulaYou feel [insert emotion] because [insert correct experiences, thoughts and behaviors that give rise to the feelings]

Guidelines to Accurate Responding of Feelings, Emotions, MoodsEmotionsright family and intensityDifferentiate between expressed and discussed feelingsNonverbalDuh!Cultural sensitivity in naming emotions but dont tiptoe!Variety is the spice of life!Single words, phrases, implied in behavioral statements, implied in experiencesDont over/underemphasize feelings, emotions, moods

Responding Accurately to Key Experiences, Thoughts, and Behaviors The becauseindication of the experiences, thoughts, behaviors that underlie the clients feelings

Principles and Guidelines to Become Competent and Confident in Empathic RespondingUse empathy throughout (SPIRIT!)Recognize the problem but look for the opportunitiesEvaluate optionslook around!ClarificationLook for the lessons in failures!

Empathy.Helps build relationshipsConversational lubricantPerception-checkingUnderstandingSupportMore participationBuilds trustCan lead to stronger interventionsself-challengeStimulates movementHelps explore obstacles

Core MessagesWhat is key? Important?Can lead to client sorting out what isnt clearSometimes parse out experiences or actions or feelingsAlso look at contexteverything!

Tactics Give yourself time to thinkUse short responsesRemain yourself but adjust accordingly (emotion and relationship)

Shadow SideNo responseDistracting QsClichsinsensitivityInterpretationsAdviceParrotingAgreement and sympathyPity, compassion, commiseration, condolenceFaking itbe genuine and let your client know you are lost

2014 Brooks/Cole, a division of Cengage Learning Chapter 5The Art of Probing and Summarizing

2014 Brooks/Cole, a division of Cengage Learning

NudgingInfluence without robbing of autonomyChoice architectshelper guides in organizing context in which client makes decisionsUse of model, methods, and skills as nudges.Altering behavior in predictable way without forbidding any optionsUse empathic responses and selective respondingLeads to further exploration (broader and deeper)Doesnt pin client downNudges have gentle powerLeads to collaboration rather than blocking itClient is at center of decision makingUse of probing and summarizing2014 Brooks/Cole, a division of Cengage Learning


Prompts and ProbesPrompts and probes are verbal and sometimes nonverbal tactics for helping clients talk more freely and concretely about any issue at any stage of the helping process.2014 Brooks/Cole, a division of Cengage Learning


PromptsPrompts are brief verbal or nonverbal interventions designed to let clients know that you are with them to encourage them to talk further.

Examples? 2014 Brooks/Cole, a division of Cengage Learning


2014 Brooks/Cole, a division of Cengage Learning Verbal and Nonverbal Prompts

Vocal and Verbal PromptsExamples: intentional use of responses such as um, uh-huh, sure, yes, I see, ah, okay, and oh

Nonverbal PromptsExamples: bodily movements, gestures, nods, eye movementSpecific examples.


ProbesProbes help clients name, take notice of, explore, clarify, or further define any issue at any stage of the helping process. They are designed to provide clarity and to move things forward.2014 Brooks/Cole, a division of Cengage Learning


2014 Brooks/Cole, a division of Cengage Learning Different Forms of ProbesStatement indicating the need for further clarityIm not sure I understandIts still not clear to me whether you want to ____or ____.Requests: direct requests for further information or more clarityTell me what you mean.Should not sound like commandQuestions: perhaps the most common type of probeUse more open-ended questionsFormula: 2:1Dont ask too many: question and answer trapSingle words or phrases used as questions or requestsEx: Hate or Move forward to


2014 Brooks/Cole, a division of Cengage Learning Guidelines For Using ProbesUse ongoing feedbackProgress toward and achievement of outcomesQuality of sessionsTo help clients engage as fully as possible in therapeutic dialogueLack of communication skillsTo help client achieve concreteness and clarityClearer statement of experience and behaviorClearer statement of whats going on in clients headFuller description of intensity of feelings and emotionsTo clarify clients POV, intentions, proposals, decisionsEx: to explore implications of decisionsEx: asking for what client is trying to accomplishProbing done in the spirit of empathyMix it up!statements, open-ended questions, prompts, requests (too many questions feels like interrogation!)


2014 Brooks/Cole, a division of Cengage Learning Guidelines For Using ProbesTo help clients fill in missing pieces of the pictureSometimes helps client to see their own roleSpecific thoughts, experiences, behaviors, feelingsEx: Im still not sure what it is she does that makes you angryEx: And when she does this what is your response or reaction?To help clients get a balanced view of problem situations and opportunitiesReframewhat good can come out of the situationRethinking and learning that is incentive for constructive changeTo help clients move into more beneficial stages of the helping processBrainstorm possibilities; setting goals; formulating actions strategies; discussing obstacles to action; reviewing actions takenTo challenge clients and help them challenge themselvesDemand to respond, reflect, review, reevaluate


2014 Brooks/Cole, a division of Cengage Learning The Relationship Between Sharing Empathic Responses and Using Probes: GuidelinesUse a mix of probes and empathy to help clients clarify and come to grips with concerns, deal with blind spots, set goals, make plans and get things doneNo perfect formula for right mix!!!depends on client, client needs, problem situation, possible opportunities, stage of helping processBasic guideline: Probeclient responserespond with empathyBe hesitant to follow one probe with another


SummarizingThe ability to summarize and to help clients summarize the main points of a helping interchange or session is a skill that can be used to provide both focus and challenge.2014 Brooks/Cole, a division of Cengage Learning


2014 Brooks/Cole, a division of Cengage Learning The Art of Summarizing: Providing Focus and DirectionGoals that can be achieved by judicious use of summarizing:warming up the clientfocusing scattered thoughts and feelingsbringing the discussion of a particular theme to a closeprompting the client to explore a theme more thoroughlySource: Brammer, 1973


2014 Brooks/Cole, a division of Cengage Learning Times When Summaries Can Be Particularly UsefulAt the beginning of a new sessionsummarize from last sessionprevents clients from repeating what has been said beforeProvides jumping-off pointShows you were listening last sessionGives opportunity to modify or add to what was saidDuring a session that is going nowhere (gives focus)to help clients go more deeply into their stories, focus on possibilities and goals, or discuss strategies that will help them get what they need or wantEx: page 151Whining doesnt lead to effective outcomes!When the client needs a new perspectivebringing scattered elements together may help the client see the bigger pictureEx:151-152


Getting Client to Provide SummaryClient pulls together major pointsClient owns the helping processHelps client to move onHelper should provide clients help to stich summary together2014 Brooks/Cole, a division of Cengage Learning


2014 Brooks/Cole, a division of Cengage Learning The Shadow Side of Communication Skills Communication skills are necessary but not sufficientTalk with little action and few outcomes that make difference in clients livesSkills must serve both process AND outcomes of helpingThe helping relationship versus helping technologies (ex: treatment manuals)Listen and respond also through your humanity!Good bed side mannerhelps to understand what clients are going throughDeveloping proficiency in communication skillsPractice in real life conversations!


2014 Brooks/Cole, a division of Cengage Learning Evaluation Questions for the Use of Probes When using probes, how effectively do you do the following?Keep in mind the goals of probingHelp clients engage as fully as possible in the therapeutic dialogueHelp nonassertive or reluctant clients tell their stories and engage in other behaviors related to managing their problems and developing their opportunitiesHelp clients identify experiences, behaviors, and feelings that give focus to their storiesHelp clients open up new areas for discussionHelp clients explore and clarify points of view, decisions, and proposalsHelp clients be as concrete and specific as possibleHelp clients remain focused on relevant and important issuesHelp clients move on to a further stage of the helping process


2014 Brooks/Cole, a division of Cengage Learning Evaluation Questions for the Use of Probes (cont.) When using probes, how effectively do you do the following? (cont.)Use probes to provide mild challenges to clients to examine the way they think, behave, and act, both within helping sessions and in their daily livesMake sure that probing is done in the spirit of empathyUse a mix of statements, open-ended questions, prompts, and requests, not questions aloneFollow up a successful probe with an empathic highlight rather than another probeUse whatever judicious mixture of highlights and probing is needed to help clients clarify problems, identify blind spots, develop new scenarios, search for action strategies, formulate plans, and review outcomes of action


2014 Brooks/Cole, a division of Cengage Learning Chapter 6Facilitating Client Self-Challenge: From New Perspectives to New Behavior


2014 Brooks/Cole, a division of Cengage Learning Self-Challenge: The Basic ConceptEffective helping = support + challengeNeed to have both otherwise harsh and unjustified or empty and counterproductiveHelp client engage in SELF-challenge while highlighting and promoting self-responsibility and self-determinationCertain patterns of congruency and discrepancy between client and counselor facilitate change. Congruency = enhancement of therapeutic relationshipDiscrepancy = facilitation of change(Trevino, 1996, p. 203)Challenge rather than confrontation Sometime helpers have to say difficult things to their clientsdo so with nonjudgmental language


2014 Brooks/Cole, a division of Cengage Learning The Goals of ChallengingGoal of helping = life-enhancing and problem-managing outcomesGoal of challenging = help clients reality test and take what they learn from doing so in creating more meaningful life and thus better futureThis includes changing ways of thinking, expressing emotions and reacting and acting that keep client stuckmissed opportunitiesCollaboration with client to help them: find possibilities in their problemsdiscover unused resources, both internal and externalinvest these resources in the problems and opportunities of their livesspell out possibilities for a better futurefind ways of making that future realitycommit themselves to the actions needed to make it all happen


Self-challenge.

can involve self-criticism OR self-enhancement.2014 Brooks/Cole, a division of Cengage Learning


Main Targets of Self-ChallengeSelf-defeating MindsetsPermanent states of mindAssumptions, attitudes, beliefs, values, bias, convictions, norms, outlook, POV, prejudicesTend to drive behaviorSelf-limiting internal (cognitive) behaviorDaydream, pray, ruminate, believe, etcEx: wearing black insideSelf-limiting beliefs and assumptions2014 Brooks/Cole, a division of Cengage Learning


2014 Brooks/Cole, a division of Cengage Learning Self-Limiting Beliefs and AssumptionsBeing liked and lovedI must always be loved and approved of by the significant people in my life.Being competentI must always, in all situations, demonstrate competence, and I must be both talented and competent in some important area of life.Having ones own way I must have my way, and my plans must always work out.Being hurtPeople who do anything wrong, especially those who harm me, are evil and should be blamed and punished.Being danger-free If anything or any situation is dangerous in any way, I must be anxious and upset about it. I should not have to face dangerous situations.Being problemless Things should not go wrong in life and if, by chance, they do, there should be quick and easy solutions.


2014 Brooks/Cole, a division of Cengage Learning Self-Limiting Beliefs and Assumptions (cont.)Being a victimOther people and outside forces are responsible for any misery I experience. No one should ever take advantage of me.AvoidingIt is easier to avoid facing lifes difficulties than to develop self discipline; making demands of myself should not be necessary.Tyranny of the pastWhat I did in the past, and especially what happened to me in the past, determines how I act and feel today.PassivityI can be happy by avoiding, by being passive, by being uncommitted, and by just enjoying myself.When these are challenged, it is seen as catastrophic Source: Albert EllisRational-Emotive-Behavioral Therapy


Other Self-Beliefs That Make Smart People Do Stupid ThingsThe egocentrism fallacy. They think its all about them. In planning their actions, they take into account their own interests, but no one elses.The omniscience fallacy. They may indeed know a lot about something. However, they start to think they know everything about everything.The omnipotence fallacy. They think that they are all-powerfulthat they can do whatever they want.The invulnerability fallacy. They think that they can get away with whatever they dothat they will not be caught, or that even if they are, they will be able to get themselves out of any fix. (Sternberg, 2003)2014 Brooks/Cole, a division of Cengage Learning


Main Targets of Self-Challenge (cont.)Self-defeating expressions of feelings and emotionsLack of effective management of emotions in relation to reaction (bottling up emotions, flying off handle, etc)Dysfunctional external behaviorEx: sexual harassment, hogging conversations, etcAlso NOT doing something (failure to make a choice, not engaging in behaviors that would help, etc)Distorted understanding of the worldFailure to see world as it really isdenial!2014 Brooks/Cole, a division of Cengage Learning


Main Targets of Self-Challenge (cont.)Discrepancies between thinking and actingThink/feel vs saySay vs doView of self vs view other have of themAre vs what they claim they want to beStated goals vs actually accomplishedExpressed values vs actual behaviorUnused strengths and resources (internal and external)Predictable dishonesties of everyday lifeDistortions, evasions, games, tricks, smoke screens, excuses2014 Brooks/Cole, a division of Cengage Learning


Blind Spots

Prevent us from realizing or fully realizing how we are limiting ourselves. Its just part of the human condition..2014 Brooks/Cole, a division of Cengage Learning


2014 Brooks/Cole, a division of Cengage Learning Blind Spots: Degrees of AwarenessSimple unawareness Failure to think things throughStrong convictionsFailure to play the tape outSelf-deception Telling myself its okay to continue my behavior (ex: flirting)Choosing to stay in the darkBlatantly not looking; vague and evasive (ex: avoiding going to doc)Knowing, but not caring and failing to see consequences We know and dont care that what we are thinking/doing is getting us into trouble and/or keeping us stuck but we dont care We know what we need to do but act anti-Nike! (Just dont do it!)


2014 Brooks/Cole, a division of Cengage Learning Questions to Uncover Blind Spots What problems am I avoiding?What opportunities am I ignoring?Whats really going on?What am I overlooking?What do I refuse to see?What dont I want to do?What unverified assumptions am I making?What am I failing to factor in?How am I being dishonest with myself?Whats underneath the rocks?If others were honest with me, what would they tell me?


Identifying and exploring blind spots doesnt lead to change. But transforming them into new perspectives and translating new perspectives into constructive patterns of internal and external behavior does!2014 Brooks/Cole, a division of Cengage Learning


Also called.Seeing things more clearlyGetting the pictureGetting insightsSpelling out implicationsSeeing the bigger pictureSeeing things in context Getting a more objective viewInterpreting Ah-ha momentDeveloping a new outlook2014 Brooks/Cole, a division of Cengage Learning


Specific Skills for Helping Clients Challenge Their Blind Spots and Move to New PerspectivesAdvanced EmpathyResponding to messages that are more covertThis is a complex reflection! (178-182)Information SharingClear and relevant, dont let them leave with misunderstanding, be supportiveHelper Self-DisclosureAbility of helper to share constructively some of their own experiences, thoughts, behaviors, and feelings2014 Brooks/Cole, a division of Cengage Learning


Self-DisclosurePlusesSometimes appreciated by clientDown to earth and honestModeling If I can do it, you can do it too!ConsHelper seen as less well adjustedCan place further burden on clientSome clients intimacy not easy to handle2014 Brooks/Cole, a division of Cengage Learning


Self-DisclosureMake sure its appropriateIf it helps client to achieve treatment goalsDont disclose more than is necessaryMake sure its culturally appropriateBe careful of timingSelective and focusedshort and sweet!Dont disclose too often



Specific Skills for Helping Clients Challenge Their Blind Spots and Move to New Perspectives (cont.)Making Suggestions and Giving RecommendationsConfrontationMake the case for effective living rather than Do this or else!Holds client accountableMaking sure client understands consequences of their decisionsUse sparingly and carefullyAlways empathic and respectfulNOT to vent own frustrations with client!Encouragement



2014 Brooks/Cole, a division of Cengage Learning Chapter 7Helper Self-Challenge


2014 Brooks/Cole, a division of Cengage Learning Guidelines for Effective Invitations to Self-ChallengeDone in the spirit of understanding the client, caring, genuineness, and to increase clients self-responsibility and help them move into outcome-focused actionEMPATHY! EMPATHY! EMPATHY!Keep the Goals of Invitations to Client Self-Challenge in MindHelp client to develop alternative perspectives, internal behavior, and external actions to achieve outcomesDont Force Clients to Make Decisions, But Do Provide Choice Structurehelp to see things in a different light and give freedom to make decisions


Guidelines continued.Earn the Right to Invite Clients to Challenge ThemselvesDevelop solid relationshipOpen to challenge yourselfWORK ON YOUR OWN LIFE!!!Help Clients Be Specific in Their Self-ChallengesBe Tentative But Not Apologetic in the Way You Invite Clients to Self-ChallengeSelf-pity example from book



Guidelines continuedInvite Clients to Challenge Unused Strengths Rather Than WeaknessesMore difficulty to change behaviorHelp Clients Build on Their SuccessesReasonable demands while appreciating and celebrating their successesMake Sure That Invitations to Self-Challenge Respect Clients ValuesAnd use common sense!!!



Assess yourselfHow well do I do each of the following as I try to help my clients?Invite clients to challenge themselves.Earn the right to invite clients to self-challenge.Be tactful and tentative in my invitations without being insipid or apologetic.Help clients develop specific self-challenges that hit the mark and make a difference.Help clients challenge their strengths rather than their weaknesses.Make sure that self-challenge does not become self-demeaning or self-destructive.Invite clients to clarify and act on their own values.2014 Brooks/Cole, a division of Cengage Learning


Reluctance and ResistanceReluctance refers to clients' hesitancy to engage in the work demanded by the stages and steps of the helping process. Resistance refers to the push-back coming from clients when they feel they are being coerced.



Dont forget..

it takes a LOT of courage to seek help and see a helper!

Reluctance and resistance are often a normal part of the process.2014 Brooks/Cole, a division of Cengage Learning


Clients exercise reluctance in many, often covert, ways They talk about only safe or low-priority issues, seem unsure of what they want, benignly sabotage the helping process by being overly cooperative, set unrealistic goals and then use them as an excuse for not moving forward, don't work very hard at changing their behavior, and are slow to take responsibility for themselves. They tend to blame others or the social settings and systems of their lives for their troubles and play games with helpers. They dont keep appointments or engage in counseling.Clients come "armored" against change to a greater or lesser degree.



Some Reasons for Client ReluctanceFear of Intensityknow when to back off!Lack of TrustFear of DisorganizationShameThe Cost of ChangeA Loss of Hope



2014 Brooks/Cole, a division of Cengage Learning ResistanceReacting to feeling forced to do somethingReacting to perceived mistreatmentFeel cultural beliefs, values, norms are being violatedthus client fights backInvoluntary clientsExamples of types of clients: see no reason for therapy; forced by third party; fear of unknown; history of rebelliousness; goal of helper/helping system different from their own; negative attitude toward helping; see therapy as weakness; need for personal power; dislike for their helper but dont voice it; differ greatly from helperHealthy resistanceREFRAMEresistance means client is standing up for themselves and fighting back

Remember to invite rather than demand.


Ways Helpers Might Be Unhelpful with Reluctant or Resistant ClientsThey accept their guilt and try to placate the client.They become impatient and hostile and manifest these feelings either verbally or nonverbally.They do nothing in the hope that the reluctance or the resistance will disappear.They lower their expectations of themselves and proceed with the helping process, but in a halfhearted way.They try to become warmer and more accepting, hoping to win the client over by love.They blame the client and end up in a power struggle with him or her.They allow themselves to be abused by clients, playing the role of a scapegoat.They lower their expectations of what can be achieved by counseling.They hand the direction of the helping process over to the client.They give up.2014 Brooks/Cole, a division of Cengage Learning


Helpers sometimes refer to reluctant or resistant as difficult clients and may even see them as bad clients. When a therapist uses the word difficult to describe a client, what he or she really means is: I am having difficulty working with this person due to either my own emotional issues or a lack of experience working with clients like this. (Wessler, Hankin, and Stern 2001)2014 Brooks/Cole, a division of Cengage Learning


First step in working with resistance????

Roll with it!



Moving Beyond Reluctance & ResistanceDevelop productive approaches to dealing with reluctance and resistanceExplore your own reluctance and resistanceSee some reluctance and resistance as normalAccept and work with reluctance and resistance (not against)See reluctance and resistance as avoidanceExamine the quality of your interventionsAre you being too directive?Be realistic and flexibleAvoid rigid expectations of the client and yourselfEstablish a sense of fairnessCOLLABORATION!!!!Help the client search for incentives for moving beyond reluctance and resistanceEmploy reluctant and resistant clients as helpers2014 Brooks/Cole, a division of Cengage Learning


2014 Brooks/Cole, a division of Cengage Learning The Role of Negotiation in ChallengeHelping clients learn negotiating skillsPrincipled negotiation: Values fairness over winning


2014 Brooks/Cole, a division of Cengage Learning Negotiation FrameworkAvoid rigid bargaining positions

Separate the people from the issue

Focus on interests rather than positions

Search for options or solutions of mutual interest

Settle on an agreement that has some objectivity to it


The Shadow Side: Self Challenge for HelpersHow well do I do the following?Identify the games my clients attempt to play with me without becoming cynical in the process.Become comfortable with the social-influence dimension of the helping role, with the kind of intrusiveness that goes with helping.Incorporate invitations to self-challenge into my counseling style without becoming a confrontation specialist.Develop the assertiveness needed to overcome the MUM effect.Challenge the excuses I give myself for failing to invite clients to challenge themselves.Come to grips with my own imperfections and blind spots both as a helper and as a private citizen.2014 Brooks/Cole, a division of Cengage Learning


2014 Brooks/Cole, a division of Cengage Learning Chapter 8An Introduction to the Problem-Management Process


The Four Key Questions of the Problem Management Process

2014 Brooks/Cole, a division of Cengage Learning Whats going on? (Stage 1)What do I need or want? (Stage 2)How do I get what I need or want? (Stage 3)How do I make it all happen? (Action Arrow)


Problem-Management FrameworkFramework organizes ingredients of successful therapyHelps clients/therapists know where they are in helping processOwned by both client and therapist, promotes dialogue and collaborationSystematic but nonlinear; it is flexibleBoth rigorous and soft-edged



Stage IThe Current PictureHelp Clients Explore Their Concerns2014 Brooks/Cole, a division of Cengage Learning


2014 Brooks/Cole, a division of Cengage Learning The Three Tasks of Stage ITask A: The Story: Problem SituationsWhat is going on in my life?Task B: The Real Story: New PerspectivesAs I look more closely, whats really going on?What new perspectives will help?Task C: The Right Story: Key Issues to Work onWhat should I be working on?


Stage IIThe Preferred PictureHelp Clients Determine Problem-Managing Outcomes and Set Goals2014 Brooks/Cole, a division of Cengage Learning


2014 Brooks/Cole, a division of Cengage Learning The Three Tasks of Stage IITask A: PossibilitiesWhat possibilities do I have for a better future?Task B: Goals/OutcomesWhat do I really want and need?Task C: CommitmentWhat am I willing to pay for what I want?


Stage IIIHelp Clients Draw Up Plans to Accomplish Goals 2014 Brooks/Cole, a division of Cengage Learning


2014 Brooks/Cole, a division of Cengage Learning The Three Tasks of Stage IIITask A: Possible StrategiesWhat are the possible paths to my goals?Task B: Best-Fit StrategiesWhat strategy or set of strategies are best for me?Task C: Plans to Accomplish GoalsHow do I organize my strategies to accomplish my goals?


Helping is about change.Change demands effort.2014 Brooks/Cole, a division of Cengage Learning



The Action ArrowHelp Clients Make it All Happen

All three stages of the helping model sit on the action arrow

Stages of helping process are about outcomes and impact these out comes have on clients lives.


2014 Brooks/Cole, a division of Cengage Learning Flexibility in the Use of the Problem-Management ProcessClients start and proceed differentlyClients engage in each stage and step of the model differently (ex: mandated clients)Clients will often find themselves moving back and forth in the stages and tasksFlexibility is not mere randomness or chaos


2014 Brooks/Cole, a division of Cengage Learning Stages of Change and Client Readiness for ChangeCombination of Prochaska and colleagues and Yankelovich models:UnawarenessInitial awarenessHeightened awarenessPreliminary actionsUrgencySearch for remedies


2014 Brooks/Cole, a division of Cengage Learning Stages of Change and Client Readiness for Change(Continued)Estimation of costsWeighing the costsRational decisionSerious actionMaintenanceRelapse


Integrative Eclecticism: The Ongoing Search for Best PracticeClient-focused eclecticism and integrationProblem-management framework as BrowserMiningOrganizingEvaluatingIncorporatingClient as decision maker2014 Brooks/Cole, a division of Cengage Learning


Ongoing EvaluationThroughout the Helping Process, Helpers Seek Feedback from Clients and Evaluate Progress



2014 Brooks/Cole, a division of Cengage Learning The Shadow Side of Helping ModelsNo Model or FrameworkNeedless Multiplication of Helping ModelsFads and ForgetfulnessFailure to Share the Helping ModelRigid Applications of Treatment MethodsChaos in Defining CompetenceFailure to Grow with the ProfessionThe Ethics in the Training of Helpers


2014 Brooks/Cole, a division of Cengage Learning Chapter 9Stage I-A: Help Clients Tell Their Stories


Stage I is the assessment stage.2014 Brooks/Cole, a division of Cengage Learning


2014 Brooks/Cole, a division of Cengage Learning Three Tasks of Stage I:To Help Clients Understand Themselves, their Problems, and their Unused Opportunities Task A:Help clients tell their storiesProblem situationsUnused opportunitiesTask B:Help clients develop new perspectives and reframe their storiesCritical elementsBlind spotsDevelop new perspectivesReframe storyJudicious use of challenging skillsTask C:Help clients focus on issues that will make a difference in their livesWork on substantive issuesKey concerns and what will make a difference

*Remember that these tasks are not restricted to Stage I


2014 Brooks/Cole, a division of Cengage Learning The Skilled Helper Model: Stage I


The right issues and the right goals and the right plan.Right for who???Therapist can and sometimes should invite client to consider implications of the decisions they are making



2014 Brooks/Cole, a division of Cengage Learning Task 1: Help Clients Tell Their Stories: What Are My Concerns?EngagementThe sooner the betterInitial Stress ReductionHelp clients get things out on the table.Cathartic effect that leads to stress reductionDont have to carry the secret any moreEstablishing Rapport and Relationship BuildingHelping relationship develops and strengthensClarityProblem situations and unexploited opportunitiesSpecific experiences, thoughts, behaviors, emotionsthat enables them to do something about themClient ActionThe sooner the better


2014 Brooks/Cole, a division of Cengage Learning GuidelinesDifferent styles of storytellingroll with it!Start where the client startsStage I, II or III!Assess the severity of the clients problemsInconsequential to life-threateningbut also everyones problems are real to them!Client level of functioning and abilityLimits of helping Severity = Distress x Uncontrollability x FrequencyHelp clients clarify key issuesfrom general to specificHelp clients discuss the background of their concerns to provide richness, not just for the sake of lookingHelp clients talk productively about the pastTo make sense of the presentTo be reconciled to or liberated from itIn order to prepare for action in the futureNot necessarily what happened, but their thoughts, intentions, decisions, behaviors When listening, search for resources, especially unused onesHelp clients see every problem as an opportunityDrug dealer = entrepreneur!


Problem FindingYou can help clients ask:What are my concerns?Whats problematic in my life?What issues do I need to face?Whats troubling me?What would those who know me best say of me?Whats keeping me back from being what I want to be?What keeps me from doing what I want to do?What do I need to resolve?2014 Brooks/Cole, a division of Cengage Learning


Opportunity FindingHere are some questions counselors can help clients ask themselves to identify unused opportunities.What are my unused skills and/or resources?What are my natural talents?How could I use some of these to enhance my life?To what degree do I look for opportunities to help me transcend my problems?What opportunities do I let go by?What ambitions remain unfulfilled?What could I accomplish if I put my mind to it?What could I become good at if I tried?Which opportunities should I be developing?Which role models could I be emulating?2014 Brooks/Cole, a division of Cengage Learning


Incompetent helpers concentrate on clients deficits.Skilled helpers do not blind themselves to deficits, but are quick to spot clients resources used, unused, or abused.Which do you want to be????2014 Brooks/Cole, a division of Cengage Learning


2014 Brooks/Cole, a division of Cengage Learning Action Is Important Right from the Beginning The importance of being proactiveInactivity can be bad for body, mind, and spirit.Using the time between sessions productivelyWosek (2006)Have client describe what happened in sessionIs there anything client can do between sessions to move things along before next session?Review at beginning of next session what homework was done and impact it hadBetween-session assignments/homeworkResearch shows willingness to engage in homework is related to success of therapy


Guidelines for Stage IEstablish a Working AllianceHelp Clients Tell Their StoriesBuild Ongoing Client Assessment into the Helping ProcessHelp Clients Move to ActionEstablish a Feedback and Evaluation System2014 Brooks/Cole, a division of Cengage Learning


2014 Brooks/Cole, a division of Cengage Learning Chapter 10Stage I Task I-B: The Real Story and Task I-C: The Right Story


Stage I

Help clients tell their stories in a way that opens them up to doing something about them.2014 Brooks/Cole, a division of Cengage Learning


Task I-B: The Real Story

Help Clients Challenge Themselves to Participate as Fully as Possible in the Helping Process and Get the Most Out of ItInvite clients to own their own problems and unused opportunitiesInvite clients to state their problems as solvableInvite clients to explore their problem-maintenance structure.Invite clients to move on to the right stage and task of the helping process



Invite Clients to Own Their Problems and Unused OpportunitiesClients often refuse to take responsibility for their problemsBlame placed on external forces and peopleChallenge them to own the problem situationChallenge them to be responsible in seizing opportunitiesif nothing changes then nothing changes



Invite Clients to State Problems as SolvableUnsolvable Problem: In sum, my life is miserable now because of my past. My parents were indifferent to me and at times even unjustly hostile. If only they had been more loving, I wouldnt be in this mess. I am the failed product of an unhappy environment.

VS.

Solvable Problem: Over the years Ive been blaming my parents for my misery. I still spend a great deal of time feeling sorry for myself. As a result, I sit around and do nothing. I dont make friends, I dont involve myself in the community, I dont take any constructive steps to get a decent job.



Invite Clients to State Problems as Solvable

Not all problems are solvable. Sometimes clients can only be responsible for identifying ways and learning how to cope2014 Brooks/Cole, a division of Cengage Learning


Invite Clients to Explore Their Problem-Maintenance StructureLooking at barrierspersonal, social, organizational, community, politicalthat keeps them from identifying, exploring, and doing something about their problem situations and unused opportunitiesIncluding self-defeating defenses, cognitions, patters of emotional expression, self and outward-focused behavior, relationships2014 Brooks/Cole, a division of Cengage Learning


Invite Clients to Move on to the Right Stage and Task of the Helping ProcessHelp clients by:Clarifying problemsTalking about issues despite reluctance Developing new perspectivesReviewing and critiquing new possibilitiesSearching for ways to get what one wantsSpelling out specific plansPersevere in implementing plansReview what is and what isnt working



Immediacy: Dealing with Issues in the Helping Relationship Itself

Helping sessions are like interpersonal labs where key features of clients interpersonal styles show up in therapeutic relationshipGroup counseling is opportunity to learn even greater2014 Brooks/Cole, a division of Cengage Learning


Immediacy: Dealing with Issues in the Helping Relationship ItselfTwo kinds of immediacy:1. Relationship-focused immediacyHow are you and I doing?Is our relationship helping or standing in the way of progress?2. Event-focused immediacyfocus is on specific interaction or incidentWhats going on between you and me right now?2014 Brooks/Cole, a division of Cengage Learning


Situations Calling for Immediacy

When session is directionless; seems no progress is being made.When there is tension between helper and client.When trust seems to be an issue.When diversity, cultural differences, or differing interpersonal styles seem to be getting in the way.When dependency seems to be interfering.2014 Brooks/Cole, a division of Cengage Learning


The unchallenged life is not worth living.

It is not our job to make choices for our clients, but to help clients se the scene so that they can make choices.

Clients cannot make reasonable choices for a better future without first understanding the possibilities for a better future.2014 Brooks/Cole, a division of Cengage Learning


Task 1-C: The Right StoryHelp Clients Work on Issues that Will Add Value to Their LivesPrinciples for helping clients work on issues that make a difference (guidelines):Ask: Is helping called for?Crisis?help client first to manage itStart with problem that seems to be causing the client the most pain.Begin with issues client sees as important and is willing to work on.Begin with some manageable sub-problem of a larger problem situationbreak it down Move as quickly as possible to a problem that, if handled, will lead to some kind of general improvement.Focus on a problem for which the benefits will outweigh the costs.2014 Brooks/Cole, a division of Cengage Learning


Helping Clients Create Value by Working on the Right ThingsWhat problem or opportunity should I really be working on?Which issue, if faced, would make a substantial difference in my life?Which problem or opportunity has the greatest payoff value?Which issue do I have both the will and the courage to work on?Which problem, if managed, will take care of other problems?Which opportunity, if developed, will help me deal with critical problems?What is the best place for me to start?If I need to start slowly, where should I start?If I need a boost or a quick win, which problem or opportunity should I work on?



The Wider Use of I-C: Making the Right ChoicesDecision making based on clients beliefs and valuesNot only invitation to self-challengebut also a search for valueIn every stage and task collaborate with client in adding value and making a difference2014 Brooks/Cole, a division of Cengage Learning


Broad Guidelines in the Search for ValueHelp clients focus on issues that have payoff potentialMaintain sense of movement and direction in helping processAvoid unnecessarily extending problem identification and exploration stageHelp clients move to helping process stages that will provide them with the most valueRemember clients are making decisions through helping process and can, at times, benefit from your helpEncourage clients to act on what they are learning



2014 Brooks/Cole, a division of Cengage Learning Chapter 11Stage II: Designing Problem-Managing GoalsTask II-A: Possibilities for a Better Future


What out comes do I want????

Living in the problem: there is no positive future.

The future does not exist and cannot be predicted. It must be imagined and invented. (Gelatt, 1989)2014 Brooks/Cole, a division of Cengage Learning


2014 Brooks/Cole, a division of Cengage Learning The Three Tasks of Stage IITask A: Help clients discover possibilities for a better futureProblem-Managing possibilities What possibilities do I have for a better future?Task B: Help clients craft problem-managing goalsGoals, Outcomes, ImpactWhat do I really want and need?Task C: Help clients explore their commitment to goalsCommitment What am I willing to pay for what I want?


2014 Brooks/Cole, a division of Cengage Learning The Helping Model-Stage II


Goal: a desired state (an idea until accomplished)Outcome: an accomplished goalImpact: a problem-managing outcome or opportunity-developing outcome

Remember: Many clients will have tried a variety of solutions (action programs) until they find one that works.2014 Brooks/Cole, a division of Cengage Learning


2014 Brooks/Cole, a division of Cengage Learning The Psychology of HopeThe Nature of Hope Hope is the process of thinking about ones goals; having the will, desire, or motivation to move toward these goals; and thinking about the strategies for accomplishing ones goals. Hope also has emotional meaning.

High Hopes The goal is clear, the sense of agency (or urgency) is high, and the client is realistic in planning the pathways to the goal. Both a sense of agency and some clarity around pathways are required. People with higher hope have a greater number of goals, have more difficult goals, have success at achieving their goals, perceive their goals as challenges, have greater happiness and less distress, have superior coping skills, recover better from physical injury, and report less burnout at work, to name but a few advantages.


Stages II and III are ways of nurturing hope.

As helpers, we at times have to provide the hope that clients lack.

Can you identify a time where you felt hopeless? What helped you to move through you lack of hope?2014 Brooks/Cole, a division of Cengage Learning


Task II-AHelping Clients Discover Possibilities for a Better FutureGoal is to help clients develop a sense of direction by exploring possibilities for a better futureWhat would it look like if..?Helps to get out of the problem-and-misery mindset and develop a sense of hopeCan also help to see problems and unused opportunities more clearly2014 Brooks/Cole, a division of Cengage Learning


2014 Brooks/Cole, a division of Cengage Learning Skills for Identifying Possibilities for a Better FutureFocusing on Possible SelvesCreativity and helpingDivergent thinkingBrainstormingFuture-oriented probesExemplars and role models as a source of possibilities


Possible SelvesHelp clients get unstuck from the limits they or others place on them.Ex: drug addict to college studentEx: gang member to legally productive member of societyEx: Physically disabled and not walking to running a marathon2014 Brooks/Cole, a division of Cengage Learning


2014 Brooks/Cole, a division of Cengage Learning Tapping CreativityAll people can be creative!

Creativity comes from various sources: DreamingOriginatinggenerating new ideasVaryinghow to take something that already exists and use creativity to make it better/differentAdaptingoverview of methods others have used to turn possibilities into realities

How are you most creative? Where does your creativity come from?


2014 Brooks/Cole, a division of Cengage Learning Barriers to CreativityFearFixed habitsclients may have self-defeating habits or patterns of behavior that may be deeply ingrained.Dependence on authorityclients may come to helpers looking for the right answers, or be quite counterdependent and fight efforts to be helpedPerfectionismcan accept only ideal or perfect solutions.Problems with social networksbeing different sets clients apart when they want to belong.


Divergent ThinkingAssumes there is always more than one answerLateral thinking (De Bono, 1992)Related to curiosityMore than one way to manage a problem or develop an opportunity2014 Brooks/Cole, a division of Cengage Learning


2014 Brooks/Cole, a division of Cengage Learning Brainstorming: A Tool for Divergent ThinkingSuspend your own judgment, and help clients suspend theirs.Encourage clients to come up with a wide range of possibilities.Help clients use one idea to stimulate others.Help clients let themselves go and develop some wild possibilities.


2014 Brooks/Cole, a division of Cengage Learning Future-oriented ProbesWhat would this problem situation look like if you were managing it better?What changes in your present lifestyle would make sense?What would you be doing differently with the people in your life?What patterns of behavior would be in place that are not currently in place?What current patterns of behavior would be eliminated? What would you have that you dont have now? What accomplishments would be in place that are not in place now?What would this opportunity look like if you developed it?


Exemplars and Role ModelsSome clients can see future possibilities better when they see them embodied in othersCan name what client wants more specificallyCan be ANYONEfamily, friends, associates, books, television, etc.Choose dimensions of others that are relevantTranslate what they see into realistic possibilities for themselvesWhat does that remind you of???? What about your own experiences???



2014 Brooks/Cole, a division of Cengage Learning Questions for Exploring PossibilitiesHelp clients ask themselves these kinds of questions:What are my most critical needs and wants?What are some possibilities for a better future?What outcomes or accomplishments would take care of my most pressing problems?What would my life look like if I were to develop a couple of key opportunities?What should my life look like a year from now?What should I put in place that is currently not in place?What are some wild possibilities for making my life better


2014 Brooks/Cole, a division of Cengage Learning Helper Self-Evaluation QuestionsTo what degree am I an imaginative person?In what ways can I apply the concept of possible selves to myself?What problems do I experience as I try to help clients use their imaginations?Against the background of problem situations and unused opportunities, how well do I help clients focus on what they want?To what degree do I prize divergent thinking and creativity in myself and others?How effectively do I use empathic highlights, a variety of probes, and challenge to help clients brainstorm what they want?Besides direct questions and other probes, what kinds of strategies do I use to help clients brainstorm what they want?How effectively do I help clients identify models and exemplars that can help them clarify what they want?How well do I help clients act on what they are learning?


2014 Brooks/Cole, a division of Cengage Learning Chapter 12Stage II Task II- B: Goals, Outcomes, Impact Task II-C: Commitment


The Power of Goal SettingHelps to focus attentionMobilize energy and direct effortProvide incentives to search for strategies to accomplish themClear and specific goals help increase persistencework harder and longer2014 Brooks/Cole, a division of Cengage Learning


Task II-BGoals, Outcomes, Impact: Helping Clients Move from Possibilities to Choices2014 Brooks/Cole, a division of Cengage Learning


Flexible Guidelines in Helping Clients Set Goals for ThemselvesGoals need to be:Stated as outcomesSpecificSubstantive and challengingWill have significant contribution toward managing problem situation or developing opportunityVenturesome and prudentRealisticincluding resourcesSustainableFlexibleCongruent with ones valuesSet in reasonable time frame2014 Brooks/Cole, a division of Cengage Learning


2014 Brooks/Cole, a division of Cengage Learning Flexible Guidelines in Helping Clients Set Goals for ThemselvesHelp clients:describe the future they want in outcome or accomplishment languagemove from broad aims to clear and specific goalsestablish goals that make a differenceformulate realistic goalsset goals that are prudentset goals that can be sustainedchoose goals that have some flexibilitychoose goals consistent with their valuesestablish realistic time frames for accomplishing goals


Example of Moving from Good Intentions to Specific GoalsGood intention: We want to straighten out our marriage. Broad aim: We want to handle our decisions about finances in a much moreconstructive way. Specific goal. Wed like to reduce the number of fights we have and beginmaking mutual decisions about money.2014 Brooks/Cole, a division of Cengage Learning


By setting clear, specific goals the client will be able to measure progress toward that goal. It is difficult to measure progress and accomplishment if goals are stated too broadly. 2014 Brooks/Cole, a division of Cengage Learning


Realistic Timeframes for Achieving GoalsImmediate outcomes are changes in attitudes and behaviors evident in the helping sessions themselves.

Intermediate outcomes are changes in attitudes and behaviors that lead to further change.

Final outcomes refer to the completion of the overall program for constructive change



Questions for Choosing and Shaping GoalsHelp clients ask themselves these kinds of questions to shape their goals:Is the goal stated in outcome or results language?Is the goal specific enough to drive behavior? How will I know when I have accomplished it?If I accomplish this goal, will it make a difference? Will it really help manage the problems and opportunities I have identified?Does this goal have bite while remaining prudent?Is it realistic? Is it doable?Can I sustain this goal over the long haul?Does this goal have some flexibility?Is this goal in keeping with my values?Have I set a realistic time frame for the accomplishment of the goal?2014 Brooks/Cole, a division of Cengage Learning


What Kind of Change Do Clients Need and How Much?Help clients distinguish needs from wantssometimes they coincide, sometimes they dontHelp clients consider adaptive goalsSometimes it is more reasonable to choose a satisfactory alternative than to continue searching for the absolute best. (Wheeler and Janis, 1980)time, energy, expense outweigh the improvement in the choicechoosing strategic self-limitationclient is reluctant and/or resistant to change due to risk, effort, uncertainty2014 Brooks/Cole, a division of Cengage Learning


What Kind of Change Do Clients Need and How Much?Coping as an important goal positive reappraisalreframe problem-focused copingbit by bit as they ariseinfusing ordinary events with positive meaningex: dinner with a friendWhat do you do to cope?????Second-order change goalsgood or real changeDeals with causes rather than symptomsResolves the problemMAJOR change



Task II-C: Help Clients Commit ThemselvesWhat Am I Willing to Pay For What I Want?Questions to answer through Task II-CWhy should I pursue this goal?Is it worth it?Is this where I want to invest my limited resources of time, money, and energy?What competes for my attention?What are the incentives for pursuing this agenda?How strong are competing agendas?2014 Brooks/Cole, a division of Cengage Learning


Help Clients Commit to a Better FutureEconomics: Help clients set goals that are worth more than they costIncentives: Help clients set appealing goalsaccomplishing offers a promise of rewardOwnership: Help clients embrace and own the goals they set Obstacles: Help clients deal with competing agendas2014 Brooks/Cole, a division of Cengage Learning


Questions for Evaluating Clients Commitment to Goals (Part 1)What is my state of readiness for change in this area at this time?How badly do I want what I say I want?How hard am I willing to work?To what degree am I choosing this goal freely?How highly do I rate the personal appeal of this goal?How do I know I have the courage to work on this?Whats pushing me to choose this goal?What incentives do I have for pursuing this change agenda?What rewards can I expect if I work on this agenda?If this goal is in any way being imposed by others, what am I doing to make it my own?2014 Brooks/Cole, a division of Cengage Learning


Questions for Evaluating Clients Commitment to Goals (Part 2)What difficulties am I experiencing in committing myself to this goal?In what way is it possible that my commitment is not a true commitment?What can I do to get rid of the disincentives and overcome the obstacles?What can I do to increase my commitment?In what ways can the goal be reformulated to make it more appealing?To what degree is the timing for pursuing this goal poor?What do I have to do to stay committed?What resources can help me? What kind of support do I need?2014 Brooks/Cole, a division of Cengage Learning


Helping Develop Self-EfficacySkills: Make sure clients have skills needed for tasks.Corrective feedback: Based on deficiencies in performance not personality. Positive feedback: Make it as specific as corrective feedback.Success as reinforcer: Invite clients to challenge themselves to engage in actions that produce positive results.Also look for small successes and help client to see them too!2014 Brooks/Cole, a division of Cengage Learning


Helping Develop Self-EfficacyModels: Help clients increase self-efficacy by learning from others.Providing encouragement: Support clients self-efficacy beliefs without being patronizing. (ex: I have all the faith in the world.)Reducing fear and anxiety: Help clients overcome fears.



Stage II: Trigger for ActionAction can be triggered by:Developing possibilities for a better future

Shaping goals

C. Search for incentives for commitment2014 Brooks/Cole, a division of Cengage Learning


2014 Brooks/Cole, a division of Cengage Learning The Shadow Side of Goal SettingNot trained in helping client develop realistic life-enhancing goalsSome clients see goal setting as very rational, perhaps too rational. Both helpers and clients may object to this overly rational approach.Goal setting means moving from safe harbor to discussing problem situations and exploring the possible roots of those problems in the past, and move into the uncharted waters of the future. Clients who set goals and commit themselves to them move beyond the victim-of-my-problems gamesome like to stay here! Poor me, poor me, pour me another drink!


The Shadow Side of Goal SettingGoal setting involves placing demands on themselves, making decisions, committing themselves, and moving to action.Goals hem clients in If I do _____ then I cant do ______.Even good solutions create new problems.Post-decisional depression. Some clients move into action too quickly.



2014 Brooks/Cole, a division of Cengage Learning Chapter 13Stage III: Planning The Way Forward:


Stage IIIStage III is about the activities or the work needed to produce outcomes.It is about implementation intentions and implementation itself.2014 Brooks/Cole, a division of Cengage Learning


2014 Brooks/Cole, a division of Cengage Learning Tasks of Stage III:Task A: Help clients develop possible strategies for accomplishing their goals. Possible StrategiesTask B: Help clients choose strategies that are effective, efficient, and tailored to their preferences and resources. Best-fit StrategiesTask C: Help clients turn strategies into a realistic plan. Plans


Stage III: Task AHelp Clients Develop Strategies for Accomplishing Strategies for Accomplishing Their GoalsUse brainstorming to stimulate clients thinking.Use frameworks for stimulating clients thinking about strategiesUsing probes and prompts to identify resources needed and availableHelp clients find social support in their efforts to change.Help clients determine the kind of working knowledge and skills they will need to move forward.Help clients link possible strategies to action.2014 Brooks/Cole, a division of Cengage Learning


2014 Brooks/Cole, a division of Cengage Learning Frameworks for Stimulating Clients Thinking about StrategiesIndividuals. What individuals might help clients achieve their goals?Models and exemplars. Who is presently doing what the client wants to do?Communities. What communities of people are there through which clients might identify strategies for implementing their goals?Places. Are there particular places that might help?Things. What things exist that can help clients achieve their goals?Organizations. What organizations might help clients achieve their goals?Programs. Are there any ready-made programs for people in the clients position?


2014 Brooks/Cole, a division of Cengage Learning Questions for Developing StrategiesNow that I know what I want, what do I need to do?Now that I know my destination, what are the different routes for getting there?What actions will get me to where I want to go?Now that I know the gaps between what I have and what I want and need, what do I need to do to bridge those gaps?How many ways are there to accomplish my goals?How do I get started?What can I do right away?What do I need to do later?


Stage III, Task BHelping clients choose strategies that best fit their situation.

It is useless to have clients brainstorm if they dont know what to do with all the action strategies they generate.2014 Brooks/Cole, a division of Cengage Learning


2014 Brooks/Cole, a division of Cengage Learning Criteria for Choosing Goal-Accomplishing StrategiesSpecific strategies

Effective strategieswill actually help achieve the goal

Realistic strategieswithin ones resources, are under ones control, unencumbered by obstacles

Strategies in keeping with clients values


Sample, Then Choose

Some clients will find it easier to choose strategies when they first sample some of the possibilities.



2014 Brooks/Cole, a division of Cengage Learning Questions for Best-Fit StrategiesWhich strategies will be most useful in helping me get what I need and want?Which strategies are best for this situation?Which strategies best fit my resources?Which strategies will be most economic in the use of resources?Which strategies are most powerful?Which strategies best fit my preferred way of acting?Which strategies best fit my values?Which strategies will have the fewest unwanted consequences?


2014 Brooks/Cole, a division of Cengage Learning The Balance-Sheet Method for Choosing Strategies

What are the benefits of choosing this strategy? for myself? for significant others?To what degree are these benefits acceptable? to me? to significant others?In what ways are these benefits unacceptable? to me? to significant others?

What are the costs of choosing this strategy? for myself? for significant others?To what degree are these costs acceptable? to me? to significant others?In what ways are these costs unacceptable? to me? to significant others?


Keys to SuccessHelp Clients Link Best-Fit Strategies to Action

All strategies should lead to action

When they dont, reevaluate the process



2014 Brooks/Cole, a division of Cengage Learning The Shadow Side of Developing and Selecting StrategiesWishful thinking. Clients choose a course of action that might (they hope) lead to the accomplishment of a goal regardless of risk, cost, or probability.Playing it safe. The client chooses only safe courses of action, ones that have little risk and a high degree of probability of producing at least limited success.Avoiding the worst outcome. Clients choose means that are likely to help them avoid the worst possible result.Striking a balance. In the ideal case, clients choose strategies for achieving goals that balance risks against the probability of success.


Stage III, Task CAfter identifying and choosing strategies to accomplish goals, clients need to organize these strategies into a plan. In this task, counselors help clients come up with the plan itself: the sequence of actionswhat should I do first, second, and third?that will get them what they want, their goals.2014 Brooks/Cole, a division of Cengage Learning


2014 Brooks/Cole, a division of Cengage Learning How Plans Add Value to Clients Change ProgramsPlans help clients develop needed discipline.Plans keep clients from being overwhelmed.Formulating plans helps clients search for more useful ways of accomplishing goals -- that is, even better strategies.Plans provide an opportunity to evaluate the realism and adequacy of goals. Plans make clients aware of the resources they will need to implement their strategies. Formulating plans helps clients uncover unanticipated obstacles to the accomplishment of goals.


2014 Brooks/Cole, a division of Cengage Learning Shaping the PlanWhat are the concrete things that need to be done to accomplish the goal or the subgoal?In what sequence should these be done? What should be done first, what second, what third?What is the time frame? What should be done today, what tomorrow, what next month?


2014 Brooks/Cole, a division of Cengage Learning Questions for PlanningWhich sequence of actions will get me to my goal?

Which actions are most critical?

How important is the order in which these actions take place?

What is the best time frame for each action?

Which step of the program needs substeps?

How can I build informality and flexibility into my plan?

How do I gather the resources, including social support, needed to implement the plan?


2014 Brooks/Cole, a division of Cengage Learning Principles for Constructive-Change Process

Build a planning mentality into the helping process right from the start.Ex: What kinds of things have you done so far to try to cope with the problem?

Adapt the constructive change process to the style of the client.Flexibility is key

Devise a plan for the client and then help the client tailor it to his or her needs.

Tailor ready-made programs to clients needs.

Help clients develop contingency plans. One or more back up goals


Ready-Made ProgramsGeneral well-being programs: nutrition, exercise, and stress reduction

Evidence-based treatments and treatment manuals

What are the pros and cons of ready-made programs?



2014 Brooks/Cole, a division of Cengage Learning Chapter 14Implementation: Making It All Happen


ImplementationThe Action Arrow of the helping model highlights the difference between planning and action. Stages I, II, III, and their nine tasks all revolve around planning for change, not change itself.2014 Brooks/Cole, a division of Cengage Learning


2014 Brooks/Cole, a division of Cengage Learning In a book called True Success, Tom Morris (1994) lays down the conditions for achieving success. They include: determining what you want that is, a goal or a set of goals "powerfully imagined"focus and concentration in preparation and planningthe confidence or belief in oneself to see the goal through (self-efficacy)a commitment of emotional energybeing consistent, stubborn, and persistent in the pursuit of the goalthe kind of integrity that inspires trust and gets people pulling for youa capacity to enjoy the process of getting there

The role of the counselor is to help clients engage in all these internal and external behaviors in the interest of goal accomplishment.


What gets in the way????Low initial commitmentWeak self-efficacyPoor outcome expectationsUse of self-punishment rather than self-rewardDepressive thinkingFailure to cope with emotional stressLack of consistent self-monitoringFailure to use effective habit-change techniquesGiving in to social pressureFailure to cope with initial relapsePaying attention to wrong things (e.g. focusing on difficulty of the change process rather than the attractiveness of the outcome)



Helping Clients Move From Planning Into ActionA strategy is a practical plan to accomplish some objective. Tactics is the art of adapting a plan to the immediate situation. This includes being able to change the plan on the spot to handle unforeseen complications.Logistics is the art of being able to provide the resources needed for the implementation of a plan in a timely way.



2014 Brooks/Cole, a division of Cengage Learning Principles of Effective ImplementationHelp clients overcome procrastinationHelp clients avoid imprudent actionHelp clients identify possible obstacles to and resources for implementing plansHelp clients find incentives and the rewards for sustained actionhas to outweigh incentives and rewards of NOT engaging in changeHelp clients develop actionfocused selfcontractsincluding enlisting the support of others!Public commitment workssharing it makes it easier to move forward and harder to give up!


2014 Brooks/Cole, a division o

The Skilled Helper Ch. 1-14

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