Counseling Skills

Front 1

Rationale for goal setting

Back 1

Setting a date for termination of the relationship motivates the helper and client to work quickly to solve problems.

Front 2

Timing and Setting Goals

Back 2

It is the third stage of the process. So it must be after establishing a relationship and conducting a thorough assessment. It can be done prematurely.

Front 3

Who owns the problem?

Back 3

The one or ones who are emotionally upset by the problem.

Front 4

Constructive Goal Setting

Back 4

Small
Specific
Observe/Measureable
Achievable
Positive
Goals should be important to the client
Goals should be realistic

Front 5

Problems with advice giving

Back 5

- If it works, the client has built more faith in the helper instead of themselves.
- If it doesn’t work, the client can blame the helper and does not have to take responsibility for what happens in their own life.
- Presumes the client is incapable.
- Feeds the counselor’s ego.

Front 6

Developing Alternative Interpretation

Back 6

1. The helper listens to the client's problem and then previews and explains the concept of alternate interpretation.
2. The helper asks the client to make a list of 3 or 4 other interpretations that fit the facts at least as well as the catastrophic conclusion of the client.
3. The helper assigns a homework task of developing 3 or 4 alternate explanations to the first interpretation of any disturbing event that occurs between sessions. The helper does not try to sell any particular interpretation, but is trying to loosen up the client's automatic, catastrophizing response.

Front 7

6 Curative Factors of the REPLAN system

Back 7

R = Maintaining a strong helper/client relationship
E = enhancing efficacy and self‐esteem
P = Practicing new behaviors
L = Lowering and raising emotional arousal
A = Activating client expectations, hope, and motivation
N = Providing new learning experiences

Front 8

2 Key Aspects of self-esteem

Back 8

Efficacy and Self-Worth

Front 9

Sources of Low Self-Esteem

Back 9

Irrational Beliefs
Body image

Front 10

Methods for Developing Self-Esteem

Back 10

One way to increase self-esteem is to ask clients to pay more attention to their strengths and abilities. (CBC)
Reflect on accomplishments with client.

Silencing the internal critic
Countering requires developing a self-statement that is incompatible with the critical thought.
Role-playing
Assertiveness training
Homework
Bibliotherapy
Aides
Journaling and record keeping

Front 11

Defense Mechanisms and their Functions

Back 11

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Front 12

Teaching Assertiveness Techniques

Back 12

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Front 13

Countering Technique Training

Back 13

1. Do a brief assessment
2. Identify the negative thought pattern and core beliefs.
3. Identify effective counters
4. Test counters and modify them
5. Practice and Report

Front 14

Techniques for imaginal rehearsal and problems/precautions

Back 14

1. Stating the thought
2. Creating a startling interruption 3. Substituting a new thought

Front 15

Phases of role-playing

Back 15

1. Warm-up
2. Action
3. Sharing and analysis.

Front 16

Precautions/Problems with Role-Playing

Back 16

1. Stage fright (lack of warm-up, lack of confidence)

2.Unprepared for the strength of emotion that is sometimes evoked.

3. Sometimes have trouble thinking in dramatic terms.

Front 17

Problems and Precautions with Homework

Back 17

1. Homework assignments with a high probability of success should be chosen.
2. They should be tailored individually for the client.
3. Practicing regularly is important.
4. It should be simple and fit easily into the life of the client.
5. As the client progresses, homework should increase in difficulty or discomfort.

Front 18

Benefits of Meditation

Back 18

It stops the constant chattering of the mind and eliminates the mental images that produce anxiety. It produces good feelings and thoughts. It produces optimism and fearlessness. Also alertness.

Front 19

Ways in which arousal and expression and emotion facilitate change

Back 19

Stimulating emotional arousal of the client and encouraging emotional expression by the client.
Cathartic events
Stimulus techniques- music, art, film
Creative arts- dance, drawing, writing, sculpting, puppets, etc.

Front 20

Steps in increasing emotional awareness

Back 20

Lowering and raising emotional arousal

2. Activating expectations hope and motivation

3. And providing new learning experiences.

Lowering and raising emotional arousal
A. Some c need help getting in touch with their emotions, and others need help escalating

Meditation:
A. May be one of most effective ways for decreasing anxiety

B. Actually produces positive states of happiness, alertness, improved concentration, fearlessness, joy, optimism

C. Has been used to treat substance abuse

D. Stops the constant chattering of the mind en eliminates mental images that produce anxiety.

Mantra, a mental device that is an effective way of reducing the stressful thoughts coming from the mind.
Raising emotional arousal:
Relief from emotional suffering can be obtained by releasing pools of stored emotions that are held in the unconscious.
Katharsis, greek, indicates a purging or purification experienced after the expression of emotions.

Front 21

Relaxation training and anxiety management

Back 21

Meditation, Mantra

Front 22

Jerome Frank on the demoralization process

Back 22

A state of mind characterized by one or more of the following: subjective incompetence, loss of self‐esteem, alienation, hopelessness, or helplessness.

Front 23

Precursors assessment form

Back 23

Precontemplation
Contemplation
Preparation
Action
Maintenance

Front 24

Resistance and its causes

Back 24

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Front 25

DeShazer on stages of motivation of change

Back 25

Model divides clients into three categories:
Visitors
Complainants
Customers
Must evaluate what stage clients are in so you begin working in the same place instead of the helper trying to drag the client along.

Front 26

Use of interpretation

Back 26

One of the oldest techniques. It is controversial, as it puts the client in the role of the helper.
Once the helper explains the reason for the problem, a client develops insight and is then presumably better able to change.

Front 27

New learning experiences

Back 27

Methods commonly used:
1. Interpretation
2. Modeling as new learning
3. Metaphors and stories
4. Exposure to avoided stimuli
5. Humor
6. Linguistic changes
7. Change questions
8. Direct instruction

Front 28

Problems of Reframing

Back 28

1. It is impossible to identify all the aspects that might be important to the client.
2. Poor timed reframing can sometimes be worse than none at all.

Front 29

Termination strategies and preparation

Back 29

Follow-up
Booster sessions
Fading
Contact with paraprofessionals
Self-help groups
Self-monitoring activities
Self-management skills
Role-playing
Letter writing

1. bring termination up early
2. help the client think of termination as an opportunity to put new learning into practice
3. specify the number of counseling sessions at the very beginning, so both helper and client are prepared for termination
4. use a fading procedure; that is, space appointments over increasing lengths of time
5. help the client to see his or her own actions tha tled to success an dthat they have personal resources to deal with future issues
6. play down the importance of termination; play up the sense of accomplishment and the value of independence
7. Use reflective listening to allow the client to express feelings of loss.

Front 30

Bridging the stresses of ministry article and boundaries

Back 30

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Front 31

9 stages of competency-based counseling: Thomas and Cockburn

Back 31

1. Joining
2. Choosing a direction/creating a goal
3. Problem definition
4. Using presuppositional or future‐oriented questions
5. Exceptions (when is the problem different/not a problem)
6. Questions that highlight pre‐session change.
7. Exeption‐finding questions: enhancing existing and past successes
8. Making sense of the exceptions
9. Keeping change going

Front 32

Encouraging Behaviors

Back 32

1. Acknowledging the client's efforts and improvement
2. Concentrating on the client's present capacities, possibilities, and conditions rather than on past failures.
3. focusing on the client's strengths
4. showing faith in the client's competency and capabilities
5. showing an interest in the progress and welfare of the client
6. focusing on those things that interest or excite the client
7. asking the client to evaluate his or her own performance rather than comparing it with another standard
8. showing respect for the client and the client's individuality and uniqueness
9. becoming involved with the client through honest self‐disclosure
10. offering assistance as an equal partner in the counseling process
11. using humor
12. providing accurate feedback on deeds rather than on personality
13. confronting discouraging beliefs
14. lending enthusiasm and asking for commitment toward goals.