1 / 18

Influencing Skills

Influencing Skills. Challenges/Confrontation-3 Steps. Recognize the incongruity Present it to the cx On the one hand… Evaluate the effect: how did the cx respond? (see box 9-3) Write down a challenge response for the following statements:. Some examples.

nikki
Télécharger la présentation

Influencing Skills

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Influencing Skills

  2. Challenges/Confrontation-3 Steps • Recognize the incongruity • Present it to the cx • On the one hand… • Evaluate the effect: how did the cx respond? (see box 9-3) Write down a challenge response for the following statements:

  3. Some examples Cx: I have good genes…my grandma ate whatever she wanted and lived to 98…I’m not worried about my cholesterol level. Cx: No friendship is perfect. Sometimes her criticism hurts my feelings, but that’s just how she is. I’m not going to take it personally. Cx: I can always study more, but this teacher just doesn’t like me…it’s not really worth putting more time into because he’s not fair and picks on me.

  4. The CCS • Denial • Partial examination • Acceptance and recognition without change • Generation of a new solution • Development of new, larger, more inclusive patterns, beliefs, thoughts, behaviors

  5. What questions/observation re: ch. 12 do you have? How are influencing skills different than the basic listening sequence? • We are adding something in. • We are taking a risk. • We are leading the client, rather than following.

  6. Reflection of Meaning & Interpretation/Reframing • Purposes: • Identify and explore the deeper meaning • Reframe to open up possibilities • Identify a pattern • Make connections between thoughts, feelings, behaviors and consequences 2. What is the meaning behind client words? • I can’t go on like this…I can’t take it anymore. • He’s been my friends since 2nd grade…I can’t just stop hanging out with him! • Examples from your role plays?

  7. Considerations • Interpretation is typically used to gain insight. • How you view the world significantly impacts your use of these skills. • Genuineness is important in reframing.

  8. Self disclosure • Why self disclose? • To build rapport, gain trust • To normalize client experience • To break through denial/defense mechanisms • The client asked for information

  9. If they asked… 2. Why did they ask? • To see if you’re trustworthy? • To see if they’re “normal?” • To distract? • To know you personally? • To prove you can’t help them? • To problem solve?

  10. How to answer… 3. Genuinely and honestly • Be intentional • Share as much as you’re comfortable with • Acknowledge client’s interest and explore the meaning of their interest • Share how I feel about the request (immediacy) • Notice the client reaction/response • Be brief and refocus on the client

  11. Why not answer? 4. When… • You have a current/unresolved issue • The cx is easily distracted from him/herself • You’re uncomfortable with it • The cx wants to have a more personal relationship with you • The cx may use it destructively, e.g. to invalidate you, disrupt a group dynamic, etc.

  12. Counselor-initiated self-disclosure • When… • it is likely to benefit the client. • you know why you are self-disclosing • it helps the cx see things differently • it heightens cx awareness (immediacy) Write a true or false statement about the use of self-disclosure.

  13. Role Playing • In your dyads, you are meeting the cx for the next session. • Focus in on one or two issues • Notice statements with vague meaning. • Explore the meaning. • Use reframing or interpretation as relevant. OR • Practice using self-disclosure-client may ask for personal info or you initiate intentionally.

  14. Giving Feedback • What is involved? • Giving clear and accurate information about the client to the client. • What works? • Client is in charge • Positive assets/strengths • Specific example • In the moment/immediacy • Lean • Nonjudgmental

  15. Why give feedback? • A reality check • Challenge denial • Reinforce progress • Promote positive change • Provide clarity of expectations • Quick demo • 5 minute fish bowl role play • Observers: look for feedback to give the client or feedback to the student counselor.

  16. Information, Psychoeducation and Directives • What are these skills? Providing information, teaching skills, explaining ideas, advising, etc. • Use when: • cx wants the info. • the process of “figuring it out” isn’t important. • you understand the situation/need/context. • How to use effectively • Listen and understand • Be concrete and specific • Check it out: What do you think about that? • Observe cx’s response, including nonverbals

  17. An Example: Stress Management • Effects of Stress • Sources of Stress • Coping Strategies

  18. Relaxation Exercises • http://students.georgiasouthern.edu/counseling/relax/OnlineRelax07.htm • Progressive Relaxation • Imagery

More Related