1 Counselling Micro Skills Chapter 1 - Introduction In this course you will briefly consider the core communication skills of counselling: those fundamental skills that alone or together can help a client to access their deepest thoughts or clarify their future dreams. The skills we will examine here are attending skills, basic questioning skills, confrontation, focusing, reflection of meaning and influencing skills. Many will be familiar with the skills-development-matrix advocated by the Gordon Training International Institute in California which illustrates the learning stages of skill development in four phases: 1. unconscious incompetence, 2: conscious incompetence, 3: conscious competence and 4: unconscious competence. Conscious-Competence Model Source: Gordon Training International, California, USA To illustrate this concept let s consider the apprentice carpenter, Stan. When Stan begins his apprenticeship all he knows is that he loves working with wood. He saws, chisels and carves pieces of wood to create basic sculptures and amateur pieces of furniture. At this stage, Stan is unaware of the enormous learning curve he is about to embark on (i.e. he is unconscious of what he needs to learn). As he begins his study and watches some of the experienced carpenters work, he begins to realise how much he has to learn to become a master of his trade. Stan is now conscious of his incompetence. Further, as Stan progresses through his apprenticeship he begins to gain new skills (he must concentrate on holding the wood and the tools at certain angles to bring about the result he wants). This, at first, takes enormous concentration but he is gaining confidence. Stan is now conscious of how skilled he is becoming.
2 Finally, Stan completes his apprenticeship and goes on to open his own business. In a few years, he is making wonderful pieces of furniture, hardly thinking about what he has to do to bring about the exquisite results he produces. Stan is now unconsciously competent. He simply does his work, barely paying attention to the process (sometimes signing along to the radio in the background). He no longer has to concentrate on every stage of his work. In the same way, professionals build their skills in communication by progressing through these stages. Professionals who are finding the use of micro skills awkward or difficult are likely to be in the consciously incompetent stage. Professionals who are using the skills effectively but feel a little unnatural or awkward, are likely to be consciously competent. And Professionals who have learnt the skills thoroughly and are no longer immediately aware that they are using the skills are unconsciously competent. It can be reassuring to know that you will progress through the skill-development matrix. It is only a matter of time and practice before you master the skills and they become second nature to you. SUMMARY OF COUNSELLING SKILLS Micro-skill Purpose When it s used Examples Attending Behaviour Attending behaviours encourage clients to talk and show that the counsellor is interested in what s being said. Throughout entire counselling interview. Particularly important in the initial stages of establishing rapport. Attentive body language (eye contact, leaning forward slightly, encouraging gestures) Questioning Responding Noting and Reflecting Client Observation Effective questioning helps guide the counselling conversation and may assist in enriching the client s story. Accurate Responding allows the counsellor to confirm with the client that they are being heard correctly. Noting and reflecting is used to bring out underlying feelings. Skilled client observation allows the counsellor to identify discrepancies or incongruities in the client s or their own communication. Questioning is useful in the information gathering stage of the interview. It can however be an important skill to use throughout the entire process. Responding is useful throughout all stages of a counselling interview. It helps the counsellor to clarify and encourage clients stories. Noting and reflecting can assist in adding the emotional dimension to the client s story, so is often used in the interview stages of gathering information and exploring alternatives. Observation is a skill that is utilised throughout the entire counselling interview. What would you like to talk about today? When does the problem occur? Let me see if I ve got this right. You want to go back to full time study but are worried about your financial commitments? You feel disappointed because your mother didn t call you on your birthday. Observing body language, tone of voice and facial expressions.
3 Confrontation Focusing Influencing Confrontation is a skill that can assist clients to increase their selfawareness. It can be used to highlight discrepancies that clients have previously been unaware of. Focusing enables a counsellor to direct client s conversational flow into certain areas. Influencing may facilitate change in the way a client chooses to think or act. Confrontation is often used when the counsellor observes mixed messages or incongruities in the client s words, behaviours, feelings or thoughts. Confrontation should only be used after rapport has been developed between client and counsellor. Focusing is a skill that is relevant to all stages of a counselling interview. This skill however should be used sparingly. Influencing is generally used when the client is exploring alternative ways of thinking or behaving. You say you would like to do further study but you haven t contacted the training institution. After noticing that a client has mentioned very little about his family, the counsellor, (believing the family is relevant) directs the conversation toward the client s family. A young person has just started taking drugs. The counsellor discusses the possible long and short term consequences of his/her actions. Chapter 2 Attending Behaviour Attending is the behavioural aspect of building rapport. When a counsellor first meets with a client, they must indicate to the client that they are interested in listening to them and helping them. Through attending, the counsellor is able to encourage the client to talk and open up about their issues. Eye contact is important and polite (in Western society) when speaking or listening to another person. This does not mean that the counsellor stares at the client, but maintains normal eye contact to show genuine interest in what the client is saying. Geldard and Geldard (2001) suggest that to assist clients to relax, counsellors can include in their repertoire, the matching of non-verbal behaviour. This skill can take a little time to learn effectively, but it begins with the counsellor sitting in the same position as the client. For example, if at first the client is sitting on the edge of her chair with her arms outstretched resting on her knees the counsellor can reflect or mirror this position. As the client speaks more, the counsellor can either lean forward, to indicate empathy and understanding, or slowly slide back into the chair to take up a more relaxed sitting position. If the rapport has begun to be built between client and counsellor, the client is likely to follow suit. This will reduce the anxiety levels for the client. Counselling consists mainly of listening and talking, but sometimes the use of silence can have profound effects on the client in the counselling session. When we first begin as counsellors, sometimes silence can be awkward and we rush to fill the gaps, but as our experience grows, we become more comfortable with the concept of simply being with the client.
4 Chapter 3 - Questioning Questions during the counselling session can help to open up new areas for discussion. They can assist to pinpoint an issue and they can assist to clarify information that at first may seem ambiguous to the counsellor. Questions that invite clients to think or recall information can aid in a client s journey of self-exploration. Counsellors should be knowledgeable about the different types of questioning techniques, including the appropriate use of them and likely results. It is also important to be aware and cautious of overquestioning. Asking too many questions sends a message to the client that the counsellor is in control and may even set up a situation in which the client feels the counsellor has all the answers. In determining effective questioning techniques it is important to consider the nature of the client, their ongoing relationship with the counsellor and the issue/s at hand. There are two main types of questions used in counselling: (1) Open and (2) Closed. Open questions Open questions are those that cannot be answered in a few words, they encourage the client to speak and offer an opportunity for the counsellor to gather information about the client and their concerns. Typically open questions begin with: what, why, how or could. For example: 1. What has brought you here today? 2. Why do you think that? 3. How did you come to consider this? 4. Could you tell me what brings you here today? How questions tend to invite the client to talk about their feelings. What questions more often lead to the emergence of facts. When questions bring about information regarding timing of the problem, and this can include events and information preceding or following the event. Where questions reveal the environment, situation or place that the event took place, and Why questions usually give the counsellor information regarding the reasons of the event or information leading up to the event. How? What? When? Most often enables talk about feelings and/or process. Most often lead to facts and information. Most often brings out the timing of the problem, including what preceded and followed it. Where? Most often enables discussion about the environment and situations. Why? Most often brings out reasons. It should be noted that care must be taken by the counsellor when asking why questions. Why questions can provoke feelings of defensiveness in clients and may encourage clients to feel as though they need to justify themselves in some way.
5 Questioning As with all professions it is important to evaluate your performance as a counsellor. No one is perfect. No one gets it right 100% of the time. Most people are hesitant to objectively look at their performance. However, in counselling, as in many other professions, it is important to be able to critically evaluate how you performed. In this way you can identify any areas that may require change. There are a number of strategies that can be implemented to assist you in monitoring and/or improving the way you conduct your counselling sessions. Here are a few examples: Self evaluation This is the process of reflecting on your own skills, your professional strengths and limitations. Awareness in these areas will enable you to choose professional development or training activities to fill any identified skill or knowledge gaps. Self-awareness of this nature will also enable you to identify clients that are beyond your scope of expertise and will ensure that you refer responsibly. Client feedback Providing client with the opportunity to review the counselling process can be tremendously beneficial for both counsellor and client alike. Not only does it acknowledge the client s opinion as valid and valued, it also provides an opportunity for the counsellor to evaluate his or her current approach and adjust or continue accordingly. Peer review Peer review enables counsellors to come together and discuss individual cases, ethical dilemmas and brainstorm intervention options. It is a process that can increase counsellor accountability and improve the quality of service offered to clients (please ensure confidentiality policies are appropriately upheld). Professional supervision Supervision is an integral part of counselling practice. Within supervision, counsellors can enhance their skill and knowledge base, ensure responsible and ethical practice and monitor their self-care and professional competence. Supervision acts as a mechanism to ensure that a counsellor s approach is aligned with professional standards and reflects the requirements of the industry. This importance of continually reviewing and updating your skills cannot be over-emphasised. Counsellors would, ideally, use all of the strategies listed above to ensure that they maintain a professional and ethical approach to their work. Closed questions Closed questions are questions that can be answered with a minimal response (often as little as yes or no ). They can help the counsellor to focus the client or gain very specific information. Such questions begin with: is, are or do.
6 For example: Is that your coat? Are you living alone? Do you enjoy your job? While questioning techniques can be used positively to draw out and clarify issues relevant to the counselling session, there is also the very real danger of over-using questions or using questioning techniques that can have a negative impact on the session. The wrong types of questioning techniques, at the wrong time, in the hands of an unskilled interviewer or counsellor, can cause unnecessary discomfort and confusion to the client. Ivey & Ivey (2003) describe the following five problem questioning techniques. FIVE PROBLEM QUESTIONING TECHNIQUES 1. Bombardment/grilling This occurs when counsellors get caught into a pattern of asking too many questions one after the other. In doing this, the counsellor is always deciding which issue should be discussed next. 2. Multiple questions This occurs when counsellors ask several questions at once. For example Please tell me about yourself - how old are you, where were you born, do you have any children and what do you do for a living? 3. Questions as statements This occurs when counsellors use questions as a way to sell their own points of view. For example, Don t you think it would be helpful if you studied more? What do you think of trying relaxation exercises instead of what you are doing now? 4. Questions and cultural differences This is where a counsellor needs to be aware of any cultural influences that may make asking questions inappropriate for clients from a specific culture. For example the rapid-fire North American questioning style is often received less favourably by other cultures. 5. Why questions This is where the counsellor asks too many why questions. For example Why did you do that? Observation skills By accurately observing non-verbal behaviour, a counsellor can gauge the affect her/his words and actions have upon the client. For example, when a client enters into the office of the counsellor, the counsellor can gain some indication of how the client is feeling about the session (are they reticent, comfortable, awkward?) by the way the client walks in, takes their seat, and greets the counsellor. If a client is resentful about the counselling session taking place, they may keep their eyes lowered, seem dismissive of the counsellor and sit in a closed position, not encouraging communication.
7 A counsellor can also gauge the effectiveness of their words by carefully observing the facial expression and eye contact of a client. If a counsellor asks a question that the client may find embarrassing to answer, the client may lower their eyes, or their head, or look away. This will tell the counsellor that the client might be uncomfortable with that statement or question. Chapter 4 - Encouragers, paraphrasing and summarising A counsellor can encourage a client to continue to talk, open up more freely and explore issues in greater depth by providing accurate responses through encouraging, paraphrasing and summarising. Responding in this way informs the client that the counsellor has accurately heard what they have been saying. Encouragers, paraphrases and summaries are basic to helping a client feel understood. Encouragers, also known as intentional listening, involve fully attending to the client, thus allowing them to explore their feelings and thoughts more completely. Paraphrasing and summarising are more active ways of communicating to the client that they have been listened to. Summarising is particularly useful to help clients organise their thinking. The diagram below shows how encouragers, paraphrases and summaries are on different points of a continuum, each building on more of the information provided by the client to accurately assess issues and events. Counsellor skills Encouragers Encouragers are a variety of verbal and non-verbal ways of prompting clients to continue talking. Types of encouragers include: 1. Non-verbal minimal responses such as a nod of the head or positive facial expressions 2. Verbal minimal responses such as "Uh-huh" and "I hear what you're saying" 3. Brief invitations to continue such as "Tell me more" Encouragers simply encourage the client to keep talking. For a counsellor to have more influence on the direction of client progress they would need to make use of other techniques.
8 Paraphrases To paraphrase, the counsellor chooses the most important details of what the client has just said and reflects them back to the client. Paraphrases can be just a few words or one or two brief sentences. Paraphrasing is not a matter of simply repeating or parroting what the client has stated. Rather it is capturing the essence of what the client is saying, through rephrasing. When the counsellor has captured what the client is saying, often the client will say, That s right or offer some other form of confirmation. Example: I have just broken up with Jason. The way he was treating me was just too much to bear. Every time I tried to touch on the subject with him he would just clam up. I feel so much better now. Paraphrase: You feel much better after breaking up with Jason. Summaries Summaries are brief statements of longer excerpts from the counselling session. In summarising, the counsellor attends to verbal and non-verbal comments from the client over a period of time, and then pulls together key parts of the extended communication, restating them for the client as accurately as possible. A check-out, phrased at the end of the summary, is an important component of the statement, enabling a check of the accuracy of the counsellor s response. Summaries are similar to paraphrasing, except they are used less frequently and encompass more information. Reflection of feeling Reflection of feeling, as the name suggests, is similar to paraphrasing except this skill concentrates upon capturing the emotional tones and phrases. This brings about clarification of feelings and emotions and allows the counsellor to empathise with how the client may be feeling and/or how the client was affected by the event. With an accurate understanding of a client s feelings through reflection of feeling, the counsellor is often able to appreciate how an event or issue may be affecting the client. For example, when listening to a client, a counsellor could reflect on the feeling by saying that experience saddened you.
9 Chapter 5 - Confrontation, focusing and reflection of meaning Generally speaking the term confrontation means challenging another person over a discrepancy or disagreement. However, confrontation as a counselling skill is an attempt by the counsellor to gently bring about awareness in the client of something that may they may have overlooked or avoided. There are three steps to confrontation in counselling. The first step involves the identification of mixed or incongruent messages (expressed through the client s words or non-verbals). The second step requires the counsellor to bring about awareness of these incongruities and assist the client to work through these. Finally, step three involves evaluating the effectiveness of the intervention evidenced by the client s change and growth. During the counselling process there are four (4) discrepancies which the client could display. The discrepancy can be between: Thoughts and feelings Thoughts and actions Feelings and actions or A combination of thoughts, feelings and actions. Having identified a discrepancy, the counsellor highlights this to the client, using a confrontation statement such as: On the one hand, but on the other hand. This is a standard and useful format for the actual confrontation. Of course, you may also use variations such as: You say but you do, or Your words say but your actions say. E.g. Your words say you would like to spend more time with your sister, but your actions say that it s not a priority for you. Focusing Ivey and Ivey (2003) have identified seven areas a counsellor can focus on in the counselling session to bring about broader perspectives and potential solutions. The first is Individual focus, where the counsellor begins the counselling session by focusing totally on the personal aspects of the client; the demographics, history, and the reasons why counselling is sought, from the client. The counsellor will often use the client s name, to help bring about total focus on that client. For example, Joan, tell me a little about yourself. Joan, are you the oldest daughter in the family? The second is; Main theme or problems focus. Attention is given to the reason why the client sought counselling. Other focus, as no problem is truly isolated, the client will often speak of friends, colleagues, extended family members and other individuals that are somehow connected with the reason for the client seeking counselling.
10 Family focus, concerns siblings, parents, children. Flexibility is required in the definition of Family, as it can have different meanings to different people, i.e. traditional, single parent, nuclear and/or can include extended family members, or very close friends who are given family titles such as Aunt or Uncle. Mutuality focus is concerned with how the client reacts to the counsellor, because this could be an indication of how the client develops in relation to other people. It attempts to put the counsellor and client on an equal level, with the counsellor asking: How can we work together? How would you like me to help with this situation at this point? Interviewer focus is where the counsellor may disclose information about themselves. Finally, Cultural/environmental/context focus. The counsellor will understand how a client is influenced by the community/i.es. in which they grew up, but this can be extended to other issues such as gender, race, ethnicity, religion, socio-economic status to gain a greater understanding of the person the client is today. Reflection of meaning Reflection of meaning refers to the deeply held thoughts and meanings underlying life experiences. For the counsellor who uses reflection of meaning in their work, they will find that clients will search more deeply into the aspects of their own life experiences. For example, imagine two individuals who take a holiday on an island resort: the same island, the same resort, the same time of year. One of them enthusiastically expresses the wonders of the sunsets, walks along the beach and leisurely life style. While the other complains about the heat, sunburn and boredom they experienced. This example illustrates how the same event can have a totally different meaning to the different individuals experiencing the event. Hence, the skill of reflection of meaning is to assist clients to explore their values and goals in life, by understanding the deeper aspects of their experiences. Chapter 6 - Influencing skills and strategies Influencing is part of all counselling. Even if the counsellor only used attending skills to actively listen to the client, being genuinely heard by another person can influence a person s behaviour. Influencing skills take a more direct approach to client change, with specific alternatives for actions that can promote change quicker and in some cases be more permanent. The influencing skills briefly examined here are interpretation/reframing and information giving. Interpretation/reframing Through interpretation/reframing, the client is encouraged to perceive their experience in a more positive fashion. The counsellor encourages this shift by offering alternative ways of viewing their experience.
11 For example, a client who is upset about having to move away from home is likely to be focusing on the loss of her support network and the familiarity of her community. The counsellor, while acknowledging the client s loss, could reframe the event to be perceived as an opportunity to experience new places, people and things: an opportunity for growth. Interpretation/reframing encourage the client to view life situations from an alternative frame of reference. This strategy does not change the facts of a situation, nor does it trivialise the hurt or pain the client may be experiencing. Information giving Information giving involves providing the client with factual information that may assist them in some way (such as details of a community support group or accommodation option). Sometimes clients are not sure where to start to look for the information they need, so counsellors can help their clients find that starting point. POINTS TO REMEMBER ABOUT INFORMATION GIVING 1. When giving information: a. Provide data or facts relevant to the client s needs. b. Ensure that the client is receptive to the information. c. Be direct, clear, specific, concise and concrete. d. Break the information into units that the client can utilize. 2. After giving information: a. Check that the client has attended to the data and facts provided. b. Evaluate for distortions and use other interviewing skills to correct them. 3. Use information giving: a. To orient clients to the interviewing process. b. To provide instructions or directions. c. To present feedback. d. To provide alternative perspectives. e. To direct clients to other resources. Source: Evans, D. R., Hearn, M. T., Uhlemann, M. R. & Ivey, A. E. (1998). Essential interviewing: a programmed approach to effective communication (5th ed.).pacific Grove, CA: Brooks/Cole (p ). References Evans, D. R., Hearn, M. T., Uhlemann, M. R. & Ivey, A. E. (1998). Essential interviewing: a programmed approach to effective communication (5th ed.).pacific Grove, CA: Brooks/Cole. Geldard, D., & Geldard, K. (2001). Basic personal counselling: A training manual for counsellors. Frenchs Forest, NSW: Pearson Education Australia. Ivey, A., & Ivey M. (2003). Intentional interviewing and counselling: Facilitating client development in a multicultural society. California, USA: Brooks/Cole Thomson Learning. Copyrights Counselling Academy
Report 1 AIPC s Counsellor Skills Series Verbal & Non-Verbal Communication Skills Counselling Microskills An Overview Focusing Encouragers, Paraphrasing and Summarising Questioning Confrontation Reflection
P r o v i d i n g q u a l i t y f e e d b a c k a g o o d p r a c t i c e g u i d e Table of Contents Page Introduction... 3 Key Feedback Principles... 4 Types of Feedback... 5 Positive Feedback... 5 Developmental
Chapter 3 - Basic Attending and Rick Grieve, Ph.D. PSY 442 Western Kentucky University Attending Behavior Positive Attending Behavior Negative Attending Behavior Individual and Cultural Differences Positive
EMPLOYEE JOB IMPROVEMENT PLANS This Employee Job Improvement Plan designed by Kielley Management Consultants achieves results because: it is simple and understandable it keeps supervisors and employees
The Coaching Workshop: How to communicate and motivate in a coaching style David A. Kahn, MS, LPC, LPCS The Counseling Center of Florence, LLC 323 South McQueen Street Florence, South Carolina, 29501 (843)
Module 9 Building Communication Skills Essential Ideas to Convey To apply a facilitative approach to supervision, supervisors have to approach the people they manage in a different way, by using certain
Benefits of this chapter Many think that negotiation is reserved for high-powered executives or lawyers sitting in the board room figuring out what big decision to make next. But the truth is, professionals
Verbal Communication II Course Health Science Unit II Communication Essential Question How does the communication process affect health care delivery? TEKS 130.204 (c) 2A, 2B, 3B, 3C Prior Student Learning
Guide To Patient Counselling page - 1 - GUIDE TO PATIENT COUNSELLING Communication is the transfer of information meaningful to those involved. It is the process in which messages are generated and sent
ASSERTIVENESS TRAINING: HOW TO BECOME MORE ASSERTIVE IN ORDER TO MAXIMIZE THE CHANCE OF GETTING WHAT YOU WANT WHAT IS ASSERTIVENESS? There are three basic interpersonal styles that we can use when interacting
INSIGHT: Alcohol and Other Drug Training and Education Unit Induction Module 3 Micro-counselling Skills 2013 Published by InSight: Alcohol and Other Drug Education and Training Unit, Metro North Mental
Responding to a Disappointing Performance Review Overview When your manager reviews your work and finds it wanting. Receiving a disappointing review First steps: Take notes and ask for clarification Gather
A WorkLife4You Guide Communication Skills for Healthy Relationships Communication is vital in creating and maintaining a relationship, whether it be an intimate relationship such as with a partner, child,
Providing Quality Customer Service What is Customer Service? For all school district employees to provide the best customer service possible, we must first understand customer service. There are many acceptable
Communicating Effectively with Aboriginal and Torres Strait Islander people The information provided below is a guide to understanding and applying appropriate communication techniques when working with
KIRKLAND MITCHELL What are Observation skills Kirkland Mitchell 10/25/2010 What are observation skills? Observation skills are when you observe your own behavior and clients behavior, anticipate individual
reflect prepare impress succeed reflect prepare reflect prepare impress succeed refl BY GENE SPANNEUT Gene Spanneut firstname.lastname@example.org Spanneut is an assistant professor of educational administration
TASK I: Communication and Cultural Competence Module A: Customer Service California WIC Training Manual 6/1/2010 Task I/Module A Page i TABLE OF CONTENTS OVERVIEW..... 1 What Is Customer Service?......
BUSINESS ETIQUETTE QUIZ 1. What is one of the problems in business today that result from poor listening skills? a. Broken relationships b. Short term memory c. All of the above 2. You re attending a conference
13. 3and Creating mutual trust respect Organisations that thrive are those where the company culture promotes mutual trust and respect of colleagues, and this is as true in PR as it is elsewhere. In this
In general, people want to feel that they have been treated fairly and feel that they have been understood and respected, regardless of what is being communicated. The ability to listen respectfully can
A MyPerformance Guide to Performance Conversations brought to you by the BC Public Service Agency contents Elements of a Conversation Preparing for the Conversation Clear on Intent/Topic for Discussion
Behaviourally Based Questions Index 1 HOW TO WRITE BEHAVIOURALLY BASED QUESTIONS Page 2 2 SAMPLE BEHAVIOURAL QUESTIONS Page 3 3 SAMPLE BEHAVIOURALLY BASED QUESTIONS FROM RIGHT JOB, RIGHT PERSON! CAPABILITY
Sample Process Recording - First Year MSW Student Agency: Surgical Floor, City Hospital Client System: Harold Harper, age 68, retired widower Date: November 18, 20xx Presenting Issues: Cardiologist observed
W A S H I N G T O N S T A T E D E P A R T M E N T O F H E A L T H W I C P R O G R A M Customer Service Training - 1 - This institution is an equal opportunity provider. Washington WIC Nutrition Program
Chapter 2 Customer Service Skills for User Support Agents A GUIDE TO COMPUTER USER SUPPORT FOR HELP DESK AND SUPPORT SPECIALISTS FIFTH EDITION BY FRED BEISSE Chapter Objectives The importance of communication
Customer Service and Communication Bringing service to the next level 1 Park Authority Philosophy & Goals Before focusing on customer service, it is first important to understand and reinforce the Park
HLTEN502B Apply effective communication skills in nursing practice Release: 1 HLTEN502B Apply effective communication skills in nursing practice Modification History Not Applicable Unit Descriptor Descriptor
University of St. Thomas Career Development Center Streaming Audio 4 Sections Interviewing Script Preparing for Interviews Hello, my name is Jessica and I work in Human Resources for Target Corporation.
Goal Setting Your role as the coach is to develop and maintain an effective coaching plan with the client. You are there to Brainstorm with the client to define actions that will enable the client to demonstrate,
Form 6.1: Self-Assessment of Counseling Performance Skills Purposes: To provide the trainee with an opportunity to review levels of competency in the performance skill areas of basic helping skills and
Counseling Antisocial Clients: A Microskills Approach By Norma Gluckstern-Packard and Ralph Packard Produced by Microtraining Associates, Inc. Introduction to the Video Purpose: The purpose of this video
MEDICAL ASSISTANT : COMMUNICATION WITH PATIENTS. The most important abilities of a CMA are: the ability to Communicate effectively, with professionalism and diplomacy to all types of patients. Recognize
This work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ Star
LaGuardia Community College Department of Human Resources CUSTOMER SERVICE COMMUNICATION SKILLS INTERPERSONAL SKILLS E-MAIL & TELEPHONE TECHNIQUES 1 This Workshop Provides Strategies to: Deliver quality
Unit 3 Effective Communication in Health and Social Care Learning aims In this unit you will: investigate different forms of communication. investigate barriers to communication in health and social care.
North Dakota Human Resource Management Services Performance Evaluation Performance Evaluation is a multi-purpose tool used to: Measure actual performance against expected performance Provide an opportunity
SIS30310 : Certificate III in Fitness Notebook SISFFIT301A Provide fitness orientation and health screening 1 SISFFIT301A :Provide fitness orientation and health screening Client orientation, induction
Office of the Commissioner for Public Employment COUNSELLING for better work performance Northern Territory Government Contents Introduction Performance Management Page 1 Feedback Page 4 Moving from feedback
Brain Injury: Stages of Recovery Recovery after brain injury is a process that occurs in stages. Some people move quickly through the stages, while others make slow, but steady gains. The Rancho Los Amigos'
What Can Help Improve Social Interaction and Development? Supporting social interaction is an important piece of the student s educational plan, as increasing social interaction and competency are vital
Social Security Disability Resources For Self Advocacy Introduction This guide is intended to help people with multiple sclerosis (MS) advocate effectively to obtain the Social Security Disability Insurance
TECHNIQUES OF THERAPEUTIC COMMUNICATION 1. Using Broad Opening Statements The use of a broad opening statement allows the patient to set the direction of the conversation. Such questions as Is there something
Practical Requirements Platform Presentation Tips The following information is provided to help platform presenters prepare and deliver their presentation. Platform presentation sessions provide oral accounts
PROCESS RECORDING Process recording is a tool used by the student, the field instructor, and the faculty advisor to examine the dynamics of a particular interaction in time. The process recording is an
Coaching: bringing out the best Opinion piece Philip Brew Coaching: bringing out the best Philip Brew 1/6 Organisations need fully functioning human beings In today s demanding and complex environments,
Effective Interviewing Skills The Key to Maximizing Your Job Interview Workshop Outcomes Knowledge of: Types of interviews Interview preparation steps and tips Stages of an interview Common and illegal
Guide to Phone Coaching Using MML Skills Tools & Tips by Don and Alex Flecky Skills Intigration Specialists This packet describes skills coaching by phone, offers guidance, and provides several documents
FAMILY SUPPORT NETWORK RESOURCE PACK REFLECTIVE EXERCISES & TOP TIPS for Peer Led Family Support Groups April 2010 Introduction This resource pack is for members of family support groups and family support
MINUTE TAKING All material copyright of Lindsay Wright This pack is for sample purposes only, and not for re-use 1 Minute Taking Sample Programme OBJECTIVES As a result of the programme participants should
Communication Skills Breege Smithers Practice Educator Aim of Session To develop an understanding of the processes and skills that are involved in effective communication with patients and clients. Objectives
Harmony Education Center National School Reform Faculty www.nsrfharmony.org Consultancy Protocol Overview The Consultancy Protocol was developed by Gene Thompson-Grove as part of the Coalition of Essential
Department of Social Work Standards of Professional and Ethical Behavior The Department of Social Work at the Metropolitan State University of Denver is mandated by the Council on Social Work Education
Transitioning into a Supervisory Position The scope of responsibility and work tasks for new supervisors may feel overwhelming. Adding to this is the fact that new supervisors are still in a process of
Guide to Reference Checking Resource Information for Classified Supervisors and Managers Published by The Personnel Commission Table of Contents Page Introduction............................................................
Lincoln Park Public Schools School Social Worker School Social Worker: Evaluator: Date: DOMAIN: Planning and Preparing for Student Learning Social worker displays little Social worker displays foundational
Performance Management WORKSHOP HANDOUTS Facilitated by: Tara Kemes, Vantage Point Knowledge Philanthropist June 2013 Page 1 of 16 Handout 1 Performance Management System Overview What is performance management?
Moderating Usability Tests Principles & Practices for Interacting Joe Dumas and Beth Loring Morgan Kaufmann, 2008 ISBN 978-0-12-373933-9 Introduction Getting Started 10 Golden Rules Initial Contacts Interacting
CONDUCTING AN INTERVIEW Use this sheet to help you: identify the interview style to suit your research purposes plan the interview keep your interviewee (and yourself!) at ease avoid common interviewing
Adult Education Advising Guidelines Adapted for Hopelink Adult Education purposes from the University of Maine Advisor s Handbook Introduction Good advising is more than meeting with students once a quarter.
0 3 Months Your baby was born relationship ready and in her first three months of life is actively trying to make sense of her world. Before she can even speak, your baby is communicating with her facial
LSI YW00 Youth Work National Occupational Standards Introduction Youth Work National Occupational Standards Introduction Contents: Suite Overview...2 Glossary......8 Functional Map.11 List of Standards..15
Professional Communication Skills: How to successfully interview on the phone 1. 2. 3. 4. The basics: why do employers use phone interviews? What are the pros and cons of phone interviews? How do you prepare
WILLIAM PATERSON UNIVERSITY COLLEGE OF EDUCATION DEPARTMENT OF SPECIAL EDUCATION AND COUNSELING PROFESSIONAL COUNSELING PROGRAM SCHOOL COUNSELING CONCENTRATION PRACTICUM/INTERNSHIP HANDBOOK Prepared April,
PERFORMANCE DEVELOPMENT PROGRAM Document Number SOP2009-056 File No. 08/470-02 (D009/8429) Date issued 16 September 2009 Author Branch Director Workforce Unit Branch contact Strategic Projects Coordinator
About IFAPA The Iowa Foster and Adoptive Parents Association (IFAPA) is a non profit organization serving as a resource to foster, adoptive and kinship families in Iowa. Membership with IFAPA is free for
Quality Care: Foster Care Training - Orientation Trainer s Notes Time Resources Method of delivery Learning outcomes Assessment 3 hours Handouts Paper/felt pens Lecture, activity. This module can be presented
Lesson 2: Team-Building and Communication Skills Introduction In Lesson 1 of Module D, students examined the characteristics of effective teams and the development stages that teams go through from Forming
As the face of the credit union, you must keep in mind the needs of the members at all times. The United States is facing a crisis of confidence in all financial institutions. As a credit union employee
Effective teaching and classroom management is about whole child - and whole school development for knowledge, skills and human values During the past years as an outcome of the UN Study on Violence against
U N I V E R S I T Y C A R E E R S E R V I C E S PREPARING FOR THE INTERVIEW THE INTERVIEW The interview is an opportunity to demonstrate to an employer why you are the best fit for the position. Essentially,
It s important to look past the disability and treat me as a real person. Communicating with people with a disability This communication booklet has been developed in recognition of the fact that how we
Workforce Development Pathway 8 Supervision, Mentoring & Coaching A recovery-oriented service allows the opportunity for staff to explore and learn directly from the wisdom and experience of others. What
Scripts for Recruiters Companion Script Guide for The New Recruiters Tool Kit www.greatrecruitertraining.com Copyright 2010 Scott Love 1 How to Use This Guide Use this companion script guide while watching
Your guide to anxiety treatment after a motor vehicle accident November 2003 ISBN 1 876958 16 2 Published by the Motor Accidents Authority of NSW Level 22, 580 George Street, Sydney 2000 Phone: 1300 137
A. Domains of Learning Chapter 2. Applying Principles of Adult Learning Three domains of learning are blended into most learning activities. The cognitive domain includes knowledge and thinking. The affective
Relationship Counselling Neil Harris CCAA Seminar 2010 email@example.com Ju.firstname.lastname@example.org Lambert s (2009) research presentation at the PACFA conference confirmed that therapy is considered a legitimate