She stopped merely resenting them and did something about it. The second outcome was a pattern of assertiveness, however tentative in the beginning, that took the place of a pattern of passivity. When her assertive stands were successful, her rights became established, her social relationships improved, and her confidence in herself increased, thus further altering the original self-defeating pattern. This was a third set of outcomes. This constituted a fourth set of outcomes.
The activities in which she engaged, either within the helping sessions or in her day-to-day life, were valuable because they led to these valued outcomes. She needed to focus on and work toward outcomes that made a difference in her life. Goal Two: Learning how to help oneself. Help clients become better at helping themselves in their everyday lives. Clients often are poor problem solvers, or whatever problem-solving ability they have tends to disappear in times of crisis or personal challenge.
What G. Miller, Galanter, and Pribram said many years ago is, unfortunately, probably just as true today. Then circumstances conspire against us and we find ourselves caught failing where we must succeed—where we cannot withdraw from the field, or lower our self-imposed standards, or ask for help, or throw a tantrum. Then we may begin to suspect that we face a problem… An ordinary person almost never approaches a problem systematically and exhaustively unless he or she has been specifically educated to do so.
It is no wonder, then, that clients—often poor problem solvers to begin with— often struggle when crises arise. If the second goal of the helping process is to be achieved—that is, if clients are to go away better able to manage their problems in living more effectively and develop opportunities on their own—then helpers need to impart the working knowledge and skills clients need to move forward.
That is, helping at its best provides clients with tools to become more effective self-helpers. Therefore, although this book is about a process helpers can use to help clients, more fundamentally it is about a problem- management and opportunity-development process that clients can use to help themselves. Goal Three: Developing a prevention mentality. Help clients develop an action-oriented prevention mentality in their lives. Just as doctors want their patients to learn how to prevent illness through good nutrition and healthy activities, just as dentists want their patients to engage in effective oral hygiene and healthy eating to prevent tooth decay, so skilled helpers want to see their clients anticipate problem situations rather than merely manage them, however successfully, once they have arisen.
In marriage and other relationships the economics of prevention are extraordinary. In health care every pound, euro, rand or dollar spent in prevention saves, by some estimates, ten in cure. People who develop good nutrition and exercise habits not only avoid a host of physical complaints but also enjoy energy levels that can be poured into other life- enhancing activities.
But prevention is fundamentally problematic. If we get sick, we can see, touch, and sometimes literally taste cure. But the benefits of prevention are often invisible.
The very materiality of cure makes it more attractive, or at least more noticeable, than prevention. Prevention is invaluable, but we must help clients work at making it attractive for themselves. Counselling provides an opportunity for helping clients embark on the prevention path. Take the case of South African couple Kagiso and Baruti. Four years into their marriage they found themselves sitting unhappily with a marriage counsellor, pointing fingers at each other. With the help of the counsellor they began, painfully, to come to grips with problems dealing with financial decisions, sexual relations, and child rearing three children.
For instance, Kagiso noticed that Baruti was rather generous in buying small things for himself, but expressed mild resentment when she did the same. But she said nothing. But he said nothing. And the number of crunches had begun to grow. The original pinch-crunch model is from Sherwood and Glidewell but an Internet search will reveal a number of variations of this very useful prevention-focused conflict-management model.
The counsellor helped clients do three things. First, he helped them diffuse and manage their most acute problem situation which dealt with child care. Second, he not only taught them the rudiments of the problem-management and opportunity-development approach to counselling he was using the one that is described and illustrated in this book , but helped them use this process to manage some of the financial problems they faced.
They used the model to deal with financial problems. In talking with them separately, he discovered that they both had a reasonably solid set of communication skills. But, strangely enough, they did not use these skills when talking with each other.
He showed them how they could use their communication skills to defuse the pinches that creep into relationships.
He made them aware that negotiating is not restricted to country-to-country relationships or to what opposing political parties do as a last resort.
In fact, fair- minded negotiation is part of everyday communal living. The counsellor introduced the clients to resources which they then used. Success is defined as life-enhancing outcomes for clients.
While naming and describing each ingredient is important, these ingredients are interactive and dynamic in actual helping encounters. In practise they overlap. The purpose of this book is to bring them alive through descriptions, examples, and discussions. What Miller, Hubble, Duncan, and Wampold say of the common factors is true of the set of ingredients outlined here. I set out the reasoning behind my inclusions and let you and the profession itself be my judge.
But that is currently the nature of the helping industry. The social sciences deal with human behaviour which is often messy, disordered, and difficult to predict.
And so debate, sometimes acrimonious, is part and parcel of the helping professions. There will always be a degree of uncertainty about the findings of the social sciences. Indeed the place of uncertainty in the helping profession is discussed later in this chapter. Actually, we have already seen the first ingredient, the life-enhancing outcomes clients seek.
All of these ingredients, separately or in combination, are useful to the degree that they contribute to life- enhancing outcomes for the client.
The pages of this book are filled with examples of life-enhancing outcomes. So we turn our attention to the ingredients that both individually and collectively lead to or produce these outcomes. Each ingredient will be described here and then explored and illustrated throughout this book.
David, a British soldier, was a veteran of two wars. His first stint was in Iraq, his second in Afghanistan. His tour in Afghanistan ended abruptly after his squad was ambushed near the Pakistani border. Two of his best friends were killed. David escaped with relatively minor injuries. Minor physical injuries, that is. When he first returned to base he seemed to be all right but about a month later the dam broke. Not only did the full range of post-traumatic stress disorder PTSD symptoms flood through him off and on—nightmares, flashbacks, bouts of anxiety and depression, irritability, insomnia, social avoidance, trouble concentrating, feeling emotionally numb—but he also began ruminating and agonising over his pre-military life, especially poor decisions he had made.
For instance, after secondary school he decided to join the army instead of going to university. Early on he was told that all of this was probably only temporary. But that was not the case. An honourable discharge was arranged. Some grew worse. For instance, he began thinking that he could have done something to prevent the deaths of his friends and this increased the burden of guilt. While he did not entertain suicidal thoughts, he did wonder about servicemen who had taken their own lives.
How bad could things get? He knew that he could never take his own life, but he began to understand why people do take their lives. What he saw ahead of him was a life of misery. So David and Laura, who works in a mental health clinic associated with a Christian hospital near where David lives, become client and helper. We will continue to review and expand this case as we explore and explain the key ingredients of successful helping.
However, much of therapy research has focused on the model or method of treatment. What clients themselves bring to the party, however substantial, has been shortchanged. What do clients bring to the helping encounter? They arrive with their version of humanity in all its simplicity and all its complexity. Here are some of the things clients bring with them, in no particular order: l The problem situations, issues, concerns, in various degrees of severity, for which they are seeking help.
Since people are complex, it is important for helpers to identify factors that are key for each client. Or even better, it is important for clients, often with the help of a therapist, to discover the key factors that have an impact on their problem situations. So David needs a therapist who can help him give his best to the therapeutic process. Therefore, for the reasons outlined by Duncan and Sparks , if there are any heroes an over-used and misused word in the therapeutic endeavour, they are the clients rather than the therapists.
David is responsible for life- enhancing change. His helper is a catalyst for that change. There are no ready-made answers. It is a slow process of rediscovery, where denial or flight from the inward turmoil is the antithesis of self-healing. We go that road alone. We may be helped but we cannot be pushed or misdirected. We each have the power within us to re-humanise ourselves.
We are our own self-healers. The person of the therapist A great deal of research focuses on different kinds of client problems and different kinds of treatment for these problems. It is the stuff of abnormal psychology. But, strange to say, over the years relatively little research has been done on the key capabilities and characteristics of the therapist Beutler et al.
But we do know some key things. We know that the person of the therapist is more important than the method of treatment Crits-Christoph et al. But the real question is: What makes some better than others? Wampold , in a review of what research does say about therapists, comes up with a list of characteristics which I have adapted.
An effective therapist: l Has a solid set of interpersonal skills and through them expresses acceptance, warmth, and empathy. These are discussed and illustrated in Part II. I believe this person can help me. More will be said about helper self-disclosure in Part II. Understands the best the helping industry has to offer and makes it available to the client.
What kind of therapist would I want? So I tell you that I have chosen Laura, a counsellor I know. I have chosen Laura because she understands and can deal competently with all the factors being outlined and illustrated here as key ingredients in successful helping. However, she works with me in adapting these ingredients to my needs rather than to her theories.
She has no preset formula. She is smart and she is competent, but she does not shove either her intelligence nor her competence down my throat. She is a pro but wears her professionalism lightly. Her professional skills are there to serve me. For her, helping is not just a job. She respects me and is street smart. She has excellent communication skills, including the ability to help me communicate when my own communication skills fail me.
The values that drive her behaviour emerge in the way she conducts herself, but she takes pains to understand my values and to help me see how they drive my behaviour. She neither cudgels nor coddles me. But she does invite me to explore the unintended consequences of both my past decisions and the ones I am about to make. I like her invitational stance, knowing that I want a catalyst, not an advice-giver.
The problem- management framework outlined in this book floats seamlessly in the background. We collaborate. We are a team, a unit. She is not afraid of work and assumes that I am willing to work at managing my problems. She is not an heroic figure. Sometimes she makes mistakes, but she readily admits them and works with me in reversing them.
Right from the beginning she points out how important it is to establish a good working relationship. She explains the value of feedback. At the end of each session we evaluate what we have accomplished. What went right? What went wrong? How can we do better? At the beginning of each session we review what kind of progress I have made in managing my problem situation or some aspect of it. For us, feedback is a two-way street. The work we are engaged in is about life-enhancing outcomes.
If I seem lax, she invites me to review my commitment. This is not her demand but rather my need. We explore the incentives I have for creating a better life for myself. We talk about obstacles that stand in the way of a better life or obstacles that I put in the way. We are honest with each other. This is the kind of therapist I would like. Others would rather have a different mix of ingredients. But the principle remains: within reason, work with the client to tailor the ingredients of therapy to his or her needs and preferences.
As we shall see throughout this book, this does not mean indulging the client. They found satisfaction in deepening their sense of themselves, their clients, the profession, and the world. Therapists-to-be have much to mull over as they choose the helping professions. Furthermore, while the therapist can do a great deal to see that this happens, it will not happen unless clients do their part.
So it is up to the client and the therapist in their dialogue to orchestrate the mix of ingredients that best leads to targeted life-enhancing outcomes. Instead of a list of findings, here is how these findings might influence Laura directly and David indirectly.
Laura says to herself:. David and I should make building and focusing our relationship a top priority. I have to make sure that David understands the problem-management approach I will be taking. I have to do my best in helping him see its value and buy into it. I have to be open to adapting my approach to his needs and do so without compromising my professional standards.
David and I own it together. I have to make sure that David, if he so chooses, has a say in everything. Any therapeutic approach or programme will lose its power if the relationship is poor. We both need to understand, at some level of consciousness, that the relationship pervades every aspect of the treatment. My skills come to life only through the relationship. David is not an anaesthetised patient undergoing an appendectomy where skills and techniques are of paramount importance.
I deliver my skills and techniques through the relationship. So I cannot take even a PTSD treatment programme that has been demonstrated to be effective and apply it like a technician, even a skilled technician. So there are many things I need to do to make this relationship work, especially understanding David from his point of view, even when I think that he might profit from challenging his point of view.
And there are things I must avoid such as hostile interchanges, critical comments, rejection, and blame. I must continually remind myself that no one formula fits every client. I have had some clients who felt short-changed when I failed to challenge them. Other clients have resented even tactful invitations on my part to self-challenge.
Everything I do must help David become a partner. The members of the Task Force also issued a caution. So Laura needs to remain flexible and take her cues from David. Given its importance, the helping relationship is addressed in greater detail in Chapter 2. Communication skills at the service of dialogue At the heart of any relationship is communication. Helpers need a range of communication skills to become collaborators with their clients.
The chapters in Part II outline and illustrate such skills as attending, listening, understanding what clients are saying about themselves, responding to clients with understanding, helping clients explore their concerns more fully, helping them stay focused, and helping clients develop new perspectives on their problem situations and unused opportunities.
Interpersonal communication competence means not only being good at the individual communication skills outlined in Part II of this book but also marshalling them at the service of dialogue.
The elements of dialogue are addressed in Part II of this book. It would be helpful if clients had the communication skills outlined in Part II and the ability to weave them into constructive dialogues with their helpers. This is often not the case. What do helpers do when their clients are poor communicators? They use their communication skills to help clients engage in dialogue.
And they do this without ever becoming condescending. Precisely how to do this will be explained and illustrated in Part II. Two-way feedback between client and helper Feedback is a critical factor in the helping dialogue Miller, Duncan et al. In therapy, two things need to be monitored carefully and continually—progress toward life-enhancing client outcomes and the degree to which therapy sessions are contributing to these outcomes.
As to the sessions themselves, these are the kinds of questions that need to be asked. 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? Overall, what does progress look like? What progress am I making in terms to getting to the heart of the problem situation? To what degree do I understand what the resolution of the problem situation should look like?
What are my goals? How can I clarify these goals? What actions must I take to achieve these goals? How do I start moving in the right direction? What obstacles am I running into, and how am I dealing with them?
What do I need to do to persist in achieving the life-enhancing outcomes I say I want? These two kinds of feedback have been studied thoroughly Duncan, ; Lambert, a, b and Duncan and his colleagues have developed and researched a simple feedback system based on two brief surveys, one given at the beginning of each session and the other administered toward the end of each session.
The first survey asks the clients to rate themselves in four broad categories—personal well-being; how things are going with family and other close relationships; how things are going with work, school, and other relationships such as friends; and an overall category called a general sense of well-being. The second survey, scored toward the end of each session, deals with within-session satisfaction.
At one point during the first session Laura explains the importance of feedback to David and then goes on to describe the survey system outlined above and suggests that they use it. So she shares what she thinks are the highlights of the session and does so in such a tentative way that David adds a few comments of his own. She does, however, make another suggestion, one that had proved useful in other cases. For David this would be another voice, another relationship that could well be, not therapy, but therapeutic.
David says that he will think about it. But it remains an option. At the beginning of each session Laura explores with David his sense of the progress toward problem- managing outcomes or the lack thereof he is making and what they both need to do to facilitate progress. We invite you to be a partner in your care. It helps. What about feedback from the helper to the client? For instance, should helpers provide feedback to their clients with respect to the quality of their collaboration in the helping sessions or with respect to their between-session behaviour?
Feedback in this sense is a form of challenge to the client. Is challenge or even an invitation to self-challenge a form of criticism? I deal with challenge or invitations to self-challenge more fully in Part II.
Helping, I will say there, is inescapably a form of social influence. In my view, clients who are never invited to challenge themselves are being shortchanged. The treatment approach and its methods and techniques There are dozens by some counts, hundreds of different approaches to helping. Which one is the right one? To answer that question, consider the following situation. There are ten therapists. Each of these helpers espouses one of the following approaches to therapy: behaviour therapy, rational-emotive-behaviour therapy, narrative therapy, emotion-focused therapy, reality therapy, person-centred therapy, brief dynamic therapy, cognitive behavioural therapy, existential-humanistic therapy, relational-cultural therapy.
Each of the ten therapists has ten clients. Each set of ten clients has more or less the same mix of problem situations with a similar range of degrees of severity. That is, the ten groups are comparable. What these therapists have in common, however, is that all ten are equally successful, that is, all hundred clients are successful in managing, within reason, the problem situations of their lives.
All the therapeutic encounters lead to life- enhancing outcomes for the clients. If this is the case, then it cannot be said that the principal vehicle of success was the treatment approach because there were ten different approaches.
Although the research says that it is not the treatment method that is the main driver of success Wampold, a, b , this does not mean that it is not important.
The therapist must believe in the model and be both skilled and comfortable in its use. The client in his or her own way must see the approach as reasonable and collaborate with the therapist in its execution. But execution involves all the ingredients of successful therapy. Take David. Tailoring is essential because clients with PTSD symptoms are not homogeneous. Each client is different. Problem management: A human universal and a common factor What treatment approach is highlighted in this book?
The answer is simple: an approach which is embedded in every other approach, an approach with which clients are already familiar, and an approach that can be used as a tool to borrow helpful treatments from any other approach. Sounds too good to be true. So let me explain. What changes would help manage my problem situation and develop unused opportunities? If you are a person who believes better presentation skills are must, then these templates of PPT like Communication Skills P.
PDF is a hugely popular format for documents simply because it is independent of the hardware or application used to create that file. This means it can be viewed across multiple devices, regardless of the underlying operating system. PDFs are extremely useful files but, sometimes, the need arises to edit or deliver the content in them in a Microsoft Word file format. Here's a quick look at how this can be done.
As a busy manager, you need solutions to everyday work problems fast. The Little Book of Big Management Theories gives you access to the very best theories and models that every manager should know and be able to use. Cutting through the waffle and hype, McGrath and Bates concentrate on the theories that really matter to managers day-to-day.
Each theory is covered in two pages — telling you what it is, how to use it and the questions you should be asking — so you can immediately apply your new knowledge in the real world. The Little Book of Big Management Theories will ensure you can: Quickly resolve a wide range of practical management problems Be a better, more decisive manager who gets the job done Better motivate and influence your staff, colleagues and stakeholders Improve your standing and demonstrate that you are ready for promotion All you need to know and how to apply it — in a nutshell.
Now in its second edition, this adaption for Europe, Middle East and Africa of Gerard Egan's The Skilled Helper: A Client-Centred Approach teaches students a proven step-by-step counselling process to enable them to become confident and competent helpers. Internationally recognised for its emphasis on the collaborative nature of the therapist-client relationship and the vital importance of a client-centred approach, the text offers a practical three-stage model which encourages a problem-managing and opportunity-developing approach to helping clients.
The book integrates the most relevant aspects of different theoretical orientations humanistic, cognitive, behavioural, and solution-focused into a pragmatic approach to helping. If you don't want to study counseling formally but do want to understand the basics thoroughly enough to be an effective everyday counselor, this is where you start.
Step by step, we show you how to become a skilled helper in all the roles you play in life, personal and professional. The book draws on the work of Professor Gerard Egan, whose approach has been followed by trained counselors and therapists around the world for well over 40 years. We've distilled these time-tested principles and practices to their essence but without compromising on their authenticity.
Simplified, yes, but never simplistic. The book introduces a fresh and easy-to-follow way of looking at the helping process, breaking it down into a series of nine conversations that each represent a critical step on a logical journey from problem to some life-enhancing outcome. This flexible, all-purpose approach is independent of any psychological theory and makes sense to everyone, regardless of background.
In short, it feels natural, and with practice becomes second nature, providing you with a framework for helping yourself as well as others deal with the challenges of living. The book integrates the most relevant aspects of different theoretical orientations humanistic, cognitive, behavioural, and solution-focused into a pragmatic approach to helping. This quintessential book for helpers is internationally recognized for its successful problem-management approach to effective helping.
Emphasizing the collaborative nature of the therapist-client relationship and using a practical, three-stage model that drives client problem-managing and opportunity-developing action, Egan leads readers step by step through the counseling process, while giving them a feeling for the complexity inherent in any helping relationship.
As readers master the various steps of the helping model, they are able to improve their competence and confidence measurably.
The skilled helper model of counselling is hugely influential in the helping professions. Egan's Skilled Helper Model brings a number of new and challenging perspectives to bear on Egan's work and makes a major contribution to the development of this problem-management and opportunity-development approach to helping. Val Wosket draws on over twenty years experience of counselling, training and supervising to provide a clear exposition of the model and situate it in contemporary counselling practice.
Numerous case studies are provided throughout, along with contributions from experienced practitioners, illustrating how the model can be applied in a variety of clinical settings and with a range of counselling issues. Egan's Skilled Helper Model builds on and extends the aims of Egan's original work, covering key topics, including: Developing a client-responsive approach that places the therapeutic relationship at the heart of the model Applying the skilled helper model in research, training and supervision Translating the model into more accessible and adaptable language This book provides an invaluable resource for trainees, trainers, supervisors and experienced practitioners wishing to update their knowledge of the model.
It will also be of great interest to anyone in the helping professions looking for a pragmatic integrative framework that is adaptable to a diverse range of client issues and contexts. As a busy manager, you need solutions to everyday work problems fast. The Little Book of Big Management Theories gives you access to the very best theories and models that every manager should know and be able to use.
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