Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

The Helping ProcessThe Helping Process

Chapter SevenChapter Seven

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

Helping RelationshipsHelping Relationships

Goal-orientedGoal-oriented

Time boundTime bound

Concept of authorityConcept of authority

Client is the focusClient is the focus

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

Stages of the Helping ProcessStages of the Helping Process

Preparation: (the physical setting)Preparation: (the physical setting)– A desk between the helper and client can be A desk between the helper and client can be

seen as symbol of authority and negatively seen as symbol of authority and negatively impact an interviewimpact an interview

– Having a client facing a window could create Having a client facing a window could create a distractiona distraction

– The setting should provide a sense of The setting should provide a sense of confidentialityconfidentiality

– How will the helper handle required paper How will the helper handle required paper workwork

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

Stages of the Helping ProcessStages of the Helping Process

Preparation (other considerations)Preparation (other considerations)– How will the required (somewhat extensive) How will the required (somewhat extensive)

paper work be handledpaper work be handled– What can the helper know about the client What can the helper know about the client

prior to the interviewprior to the interviewAccess whatever information is availableAccess whatever information is available

This could determine how to approach the clientThis could determine how to approach the client

– Be sure enough uninterrupted time is set Be sure enough uninterrupted time is set aside for the interviewaside for the interview

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

Stages of the Helping ProcessStages of the Helping Process

Client arrivalClient arrival– Greeting the client with a smile, handshake, Greeting the client with a smile, handshake,

and introduction can create a climate of and introduction can create a climate of respect and acceptancerespect and acceptance

– Use “ice breakers” or “door opener” to allow Use “ice breakers” or “door opener” to allow the client to become accustom to the setting the client to become accustom to the setting and helper (i.e. “Did you have any trouble and helper (i.e. “Did you have any trouble finding the office?” or “Parking is sometimes a finding the office?” or “Parking is sometimes a problem here. I hope you didn’t have any problem here. I hope you didn’t have any trouble.”)trouble.”)

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

Stages of the Helping ProcessStages of the Helping Process

Client arrivalClient arrival– Time constrains will require a transition to the Time constrains will require a transition to the

purpose of the interviewpurpose of the interview– Examples: “Let’s talk about why you’re here.” Examples: “Let’s talk about why you’re here.”

or “Tell me what’s going on.” or something or “Tell me what’s going on.” or something similarsimilar

– The client can share the problem and the The client can share the problem and the helper can provide information about the helper can provide information about the agencyagency

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

Stages of the Helping ProcessStages of the Helping Process

Problem explorationProblem exploration– Remember the different perspective Remember the different perspective

discussed in Chapter 5 (Developmental; discussed in Chapter 5 (Developmental; Situational; Human Needs; Social Change; Situational; Human Needs; Social Change; Environmental)Environmental)

– Remember the need to deal with the whole Remember the need to deal with the whole personperson

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

Stages of the Helping ProcessStages of the Helping Process

InterventionIntervention– The current status of the client’s problem is The current status of the client’s problem is

addressedaddressed– The client’s aspirations and desires are The client’s aspirations and desires are

discusseddiscussed– The client’s personal and social resources are The client’s personal and social resources are

discusseddiscussed– Depending on the helper’s expertise, referrals Depending on the helper’s expertise, referrals

can be made at this pointcan be made at this point

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

Stages of the Helping ProcessStages of the Helping Process

InterventionIntervention– Each intervention strategy used should Each intervention strategy used should

support the client’s strengthssupport the client’s strengths– Each intervention strategy should also Each intervention strategy should also

empower the client to negotiate his or her own empower the client to negotiate his or her own environmentenvironment

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

Stages of the Helping ProcessStages of the Helping Process

TerminationTermination– In the best case scenario occurs when the In the best case scenario occurs when the

client’s needs are met and both helper and client’s needs are met and both helper and client are satisfiedclient are satisfied

– However, some terminations are not so However, some terminations are not so positivepositive

– The helping process could be interrupted or The helping process could be interrupted or terminated by any number of less desirable terminated by any number of less desirable occurrencesoccurrences

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

Helping SkillsHelping Skills

Communication is the foundation of all Communication is the foundation of all interpersonal relationships. When the interpersonal relationships. When the receiver interprets the message the way receiver interprets the message the way the sender intended, effective the sender intended, effective communication has occurred. The following communication has occurred. The following elements are important considerations:elements are important considerations:– Nonverbal messagesNonverbal messages– Verbal messagesVerbal messages– ListeningListening– RespondingResponding

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

Nonverbal messagesNonverbal messages

Nonverbal messages involve a Nonverbal messages involve a person’s body languageperson’s body language– PosturePosture– Tone of voiceTone of voice– GesturesGestures– Eye contactEye contact– Facial expressionsFacial expressions– TouchTouch– ProximityProximity

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

Nonverbal messagesNonverbal messages

65% of meaning of message65% of meaning of message– Rubbing nose = PuzzlementRubbing nose = Puzzlement– Retracting shoulders = Repressed AngerRetracting shoulders = Repressed Anger– Shrugging shoulders = IndifferenceShrugging shoulders = Indifference– Arms and Legs crossed = WithdrawalArms and Legs crossed = Withdrawal– Clasping arms = ProtectionClasping arms = Protection– Leaning forward = InterestLeaning forward = Interest– Leaning back, arms uncrossed = openLeaning back, arms uncrossed = open– Leaning back, arms crossed = closedLeaning back, arms crossed = closed

ambiguousambiguous

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

Verbal MessagesVerbal Messages

CognitiveCognitive–The facts of a message that The facts of a message that

reflect the thought processesreflect the thought processes

–This is the who, what, where, This is the who, what, where, when, and why of the messagewhen, and why of the message

–It is realm in which we are most It is realm in which we are most comfortablecomfortable

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

Verbal MessagesVerbal Messages

AffectiveAffective– This is the feeling or emotional part This is the feeling or emotional part

of the messageof the message– Clients may not be aware of just how Clients may not be aware of just how

the feelthe feel– Clients may be uncomfortable Clients may be uncomfortable

discussing this aspect of a messagediscussing this aspect of a message– Feelings may be expressed indirectlyFeelings may be expressed indirectly

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

ListeningListening

Responsive or active listeningResponsive or active listening– The element requires the helper to attend The element requires the helper to attend

to both verbal and non-verbal messagesto both verbal and non-verbal messages– This means that the helper pays attention This means that the helper pays attention

to both what is being said and what is not to both what is being said and what is not being saidbeing said

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

ListeningListening

S-O-L-E-RS-O-L-E-R– Face the client Face the client SSquarelyquarely

– Adopt an Adopt an OOpen posturepen posture

– LLean towardean toward the other person the other person

– Maintain Maintain EEye contactye contact

– Try to be Try to be RRelaxedelaxed

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

ListeningListening

Attending behaviorAttending behavior– Maintain eye contact: in other words, look Maintain eye contact: in other words, look

at the person you are communicating withat the person you are communicating with– Pay attention to vocal qualities: tone and Pay attention to vocal qualities: tone and

rate of speech indicate the degree of your rate of speech indicate the degree of your interestinterest

– Verbal tracking: Stick with the client’s Verbal tracking: Stick with the client’s subject mattersubject matter

– Attentive and authentic body language is Attentive and authentic body language is an important clue to the clientan important clue to the client

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

RespondingResponding

Remember, this is not a casual Remember, this is not a casual conversation but a goal-directed conversation but a goal-directed exchangeexchange

ParaphraseParaphrase– Restate the clients message using Restate the clients message using

different but equal wordsdifferent but equal words– You can also clarify here as well: “I’m not You can also clarify here as well: “I’m not

sure I understand what you mean by…”sure I understand what you mean by…”

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

RespondingResponding

Asking questions (closed ended)Asking questions (closed ended)– Most of us know how to ask questions Most of us know how to ask questions

because it is a normal part of everyday because it is a normal part of everyday communicationcommunication

– The need to cover the The need to cover the who, what, where who, what, where why, and howwhy, and how are natural objectives are natural objectives

– However, if questions are asked in a However, if questions are asked in a typical manner the answers will be short typical manner the answers will be short and usually lead to another questionand usually lead to another question

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

RespondingResponding

QuestionQuestion– Closed ended questions are necessary at Closed ended questions are necessary at

times but they can lead to this type of times but they can lead to this type of interviewinterview

– A great deal of time will be spent by the A great deal of time will be spent by the client answering questionsclient answering questions

– And the interview may ultimately seem And the interview may ultimately seem more like an interrogation rather than a more like an interrogation rather than a

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

RespondingResponding

Asking question (open ended)Asking question (open ended)– Open ended questions allow (require) the Open ended questions allow (require) the

client to provide more information with a client to provide more information with a single answersingle answer

– For example: “What was the last grade For example: “What was the last grade completed in school.” will get a single number completed in school.” will get a single number responseresponse

– ““Tell me about your school experiences.” will Tell me about your school experiences.” will get a more information rich responseget a more information rich response

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

When to questionWhen to question

Begin interviewBegin interview

Ask for specific informationAsk for specific information

Seek clarificationSeek clarification

Elicit examples of behaviorElicit examples of behavior

Focus attentionFocus attention

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

Characteristics of GroupsCharacteristics of Groups

Groups are natural. Human beings Groups are natural. Human beings are social, interactive beingsare social, interactive beings– Groups can come together as a result of Groups can come together as a result of

similar problems or experiencessimilar problems or experiences– Grief groups, victims of similar crimes, Grief groups, victims of similar crimes,

children of alcoholics, etc.children of alcoholics, etc.– Working with groups is clearly an aspect Working with groups is clearly an aspect

of human servicesof human services

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

Characteristics of GroupsCharacteristics of GroupsA group is two or more people who A group is two or more people who interact with each other with a degree interact with each other with a degree of frequencyof frequency– The have discussions, share resources, The have discussions, share resources,

give and receive help and influence othersgive and receive help and influence others– Sharing Sharing common goals and valuescommon goals and values is a is a

second characteristicsecond characteristic– Groups are Groups are cohesivecohesive and can resemble a and can resemble a

family unitfamily unit– Groups develop dynamics unique to that Groups develop dynamics unique to that

group (roles, social structure, influence)group (roles, social structure, influence)

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

Characteristics of GroupsCharacteristics of Groups

Self-help groupsSelf-help groups– Alcoholics Anonymous is a classic example of Alcoholics Anonymous is a classic example of

this type of groupthis type of group– Members share experiencesMembers share experiences– They have a common goalThey have a common goal– The group interaction is the foundation of this The group interaction is the foundation of this

type of helping techniquetype of helping technique

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

Characteristics of GroupsCharacteristics of Groups

Specialty GroupsSpecialty Groups– Task or work groups that form to accomplish Task or work groups that form to accomplish

a specific taska specific task– Planning groupsPlanning groups– Community organizationsCommunity organizations

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

Characteristics of GroupsCharacteristics of Groups

Guidance/Psycho-educational groupsGuidance/Psycho-educational groups– Information is shared in these groupsInformation is shared in these groups– Health issues (AIDS groups)Health issues (AIDS groups)– Bereavement (Grief groups)Bereavement (Grief groups)– Divorce (Support groups)Divorce (Support groups)– The goal is to prevent the development of The goal is to prevent the development of

psychological disturbancespsychological disturbances

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

Characteristics of GroupsCharacteristics of Groups

Counseling/interpersonal problem solvingCounseling/interpersonal problem solving– The focus is the resolution of problems group The focus is the resolution of problems group

members facemembers face– Anxiety, relationship difficulties, etc.Anxiety, relationship difficulties, etc.

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

Challenging ClientsChallenging Clients

Culturally differentCulturally different– The key to working with clients who are The key to working with clients who are

culturally different is awareness of and culturally different is awareness of and sensitivity to those differencessensitivity to those differences

– Culture shapes body languageCulture shapes body language– Eye contactEye contact– Hand gesturesHand gestures– Slang termsSlang terms

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

Challenging ClientsChallenging Clients

Reluctant/resistantReluctant/resistant– Reluctant clients may be embarrassed or Reluctant clients may be embarrassed or

angry that they are there for help; it may be angry that they are there for help; it may be as the result of a court orderas the result of a court order

– Resistant clients can become so at any point Resistant clients can become so at any point in the helping process; the client may begin in the helping process; the client may begin to feel threatened by the topics associated to feel threatened by the topics associated with the helping processwith the helping process

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

Challenging ClientsChallenging Clients

Reluctant/resistantReluctant/resistant– First: recognizing and accepting the First: recognizing and accepting the

antagonism may defuse the situationantagonism may defuse the situation– Second: Asking for the client’s perception of Second: Asking for the client’s perception of

the problem can communicate support for the problem can communicate support for the client’s feelingsthe client’s feelings

– Third: Asking the client what he/she wants Third: Asking the client what he/she wants to happen in the situation creates a sense of to happen in the situation creates a sense of controlcontrol

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

Challenging ClientsChallenging Clients

SilentSilent– Silence can have many meanings; the Silence can have many meanings; the

helper must evaluate the cause and respondhelper must evaluate the cause and respond– The client may simply be waiting for The client may simply be waiting for

direction from the helperdirection from the helper– The client may be taking time to consider The client may be taking time to consider

what has already occurredwhat has already occurred– It may also be a form of resistance and will It may also be a form of resistance and will

need to be addressed as suchneed to be addressed as such

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

Challenging ClientsChallenging Clients

UnmotivatedUnmotivated– Clients may be simply be going through the Clients may be simply be going through the

motions because they are required to do so motions because they are required to do so and have no intention of engaging the and have no intention of engaging the processprocess

– Many of the strategies previously mentioned Many of the strategies previously mentioned can be employed but ultimately, if a client can be employed but ultimately, if a client does not want to engage the process they will does not want to engage the process they will notnot

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

Challenging ClientsChallenging Clients

Overly DemandingOverly Demanding– Clients can monopolize a helper’s time with Clients can monopolize a helper’s time with

phone calls, multiple appointments, calling the phone calls, multiple appointments, calling the helper at homehelper at home

– Set reasonable limits on the client use of Set reasonable limits on the client use of resourcesresources

– Be sure the helper is not encouraging the Be sure the helper is not encouraging the needy responseneedy response

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

Crisis interventionCrisis intervention

Definition of crisisDefinition of crisis

Developmental vs. SituationalDevelopmental vs. Situational

Definition of crisis interventionDefinition of crisis intervention

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

Phases of a crisisPhases of a crisis

Reaction to a traumatic eventReaction to a traumatic event

Problem solving failsProblem solving fails

Attempts at resolution failAttempts at resolution fail

Tension and anxiety become Tension and anxiety become unbearableunbearable

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

Helper’s RoleHelper’s Role

Establish relationshipEstablish relationship

Referral for needed servicesReferral for needed services

Activation of social networkActivation of social network

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

Steps in Crisis InterventionSteps in Crisis Intervention

AssessAssess

PlanPlan

ImplementImplement

ResolveResolve

Copyright ©

2012 Brooks/C

ole, a division of Cengage Learning, Inc.

Resolution-focused Brief TherapyResolution-focused Brief Therapy

Specific outcomeSpecific outcome

Time limitedTime limited

Client strengthsClient strengths