HELPING AND HUMAN RELATIONSHIPS THEORY.docx

7/25/2019 HELPING AND HUMAN RELATIONSHIPS THEORY.docx

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HELPING AND HUMAN RELATIONSHIPS THEORY

ROBERT R. CARKHUFF

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Introduction

%hen adults ha&e 'ea(hed )ull *atu'it+, the+ (an (o**uni(ate )ull+, the+ ha&e satis)ied thei'

needs )o' )ullness in all aspe(ts o) li)e and -e(o*e )ull pe'sons. The+ a'e now p'epa'ed to helpothe's to a(hie&e thei' own le&els o) wholeness. The+ will not onl+ (o**uni(ate )ull+ with

othe's st'uggling to g'ow and de&elop, the+ will also tea(h the othe's the s/ills the+ need to g'ow

and de&elop the*sel&es. The+ will -e(o*e the *odels and the agents )o' the g'owth o) othe's.The+ will gi&e thei' li&es *eaning th'ough thei' p'odu(ti&it+ in li&ing, lea'ning and wo'/ing

a'enas. The+ will ('eate new li)e th'ough thei' helping s/ills. The (+(le o) li)e (ontinues.

Helping

Helping is a p'o(ess leading to new -eha&io' )o' the pe'son -eing helped . An e))e(ti&e helpe' is

initiall+ nou'ishing o' 'esponsi&e. This nou'ish*ent p'epa'es the pe'son -eing helped )o' the*o'e di'e(tion)ul o' initiati&e -eha&io' o) the helpe'. 0hild'en as the+ -e(o*e (apa-le o) -oth

nou'ishing and di'e(tion)ul -eha&io', the+ assu*e the *antle o) adulthood and late' pe'haps

pa'enthood.

The+ (an a(t (onst'u(ti&el+ in the li&es o) thei' own and othe's thus we (all the* )ull+ adults o'the+ a'e now helpe's )o' the+ a'e (apa-le o) helping othe's as well as the*sel&es. Pe'sons who

a'e )ull+ ali&e help othe' pe'sons to -e(o*e )ull+ ali&e. Responsi&e and initiati&e -eha&iou's a'e

the -asi( di*ensions o) helping and de&elop*ent.

Potentiall+ all 'elationships a'e helping 'elationships. It depends upon the helping s/ills one has,the e))e(ts o) s/ills depend upon how we se1uen(e the*. Thus helping in 'eal sense is a

de&elop*ental p'o(ess li/e (hild 'ea'ing. E))e(ti&e pa'enting in&ol&es -oth 'esponsi&e and

initiati&e s/ills. Helpe's who a'e )ull+ 'esponsi&e and )ull+ initiati&e tea(h thei' helpees to -e)ull+ 'esponsi&e and )ull+ initiati&e.

Human Relationships

Hu*an Relationships *a+ -e )a(ilitati&e o' 'eta'ding e))e(ts. Li/e a *a''iage, the (onse1uen(es

o) all hu*an 'elationships *a+ -e )o' -ette' o' )o' wo'se. 0onse1uen(es *a+ -e (onst'u(ti&e o'

dest'u(ti&e, *a+ p'odu(e pe'sons and non pe'sons2 health (a'e p'o&ide'"patient2 e*plo+ee"e*plo+e' et(. The e))e(ts *a+ -e positi&e o' negati&e o' an+ o) the deg'ees in -etween these

e3t'e*es. The e))e(ts a'e seen in ph+si(al, e*otional and intelle(tual )un(tioning. %ith

)a(ilitati&e agents the 'e(ipients *a+ -e ph+si(all+ ene'geti(, e*otionall+ e3pansi&e andintelle(tuall+ a(ute2 with 'eta'ding agents the 'e(ipients *a+ -e ph+si(all+ listless, e*otionall+

shallow and intelle(tuall+ dull.

Poer and human relationships


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The e))e(ts o) hu*an 'elationships depend upon the powe' 'elationship. I) the pe'son is (eded the

powe' in the 'elationship is )un(tioning at a high le&el, then all pa'ties in&ol&ed (an -ene)it )'o*

the 'elationship. Eg. Pa'ents. Un)o'tunatel+ powe' 'elations a'e de&eloped )o' 'easons othe' than)un(tionalit+ li/e t'adition, politi(s et(. It *a/es good sense that i) people ha&e not dis(o&e'ed

the*sel&es the+ (an onl+ handi(ap othe's in )inding thei' own wa+ o) li)e. The e))e(ts o) the

powe' 'elationships depend upon the s/ills.

!"ills

Most )unda*entall+, it is the powe')ul pe'son4s le&el o) )un(tioning in -asi( hu*an 'elations

s/ills that dete'*ines the e))e(ts o) 'elationships. The'e a'e two sets o) s/ills whi(h a'e the -asi(

ing'edients o) all hu*an 'elationships in the a'eas o) endea&o'.

Responding and initiating s"ills

These s/ills a'e (+(led in an indi&idual4s pe'sonal de&elop*ent -e)o'e his o' he' inte'pe'sonal

de&elop*ent. A pe'son *ust 'espond to unde'stand hi*sel) -e)o'e initiating an a(tion p'og'a* o'p'odu(t. The'e is no e))e(ti&e a(tion that is not -ased upon a depth o) unde'standing.

Responsi#eness

Responsi&eness is the -asi( ing'edient o) hu*an 'elations, whi(h in&ol&es e*path+.Responsi&eness is the *ost p'o)ound &a'ia-le in the hu*an (ondition. To /now *o'e than that

pe'son does o) he' own e3pe'ien(e, to -e a-le to des('i-e and p'edi(t and in)luen(e that

e3pe'ien(e (onst'u(ti&el+, is the test o) 'esponsi&e s/ills. Responsi&e s/ills thus in&ol&ee3pe'ien(ing anothe'4s (ondition and (o**uni(ating to he' own e3pe'ien(e. It in&ol&es the othe'

pe'son in a p'o(ess leading to he' own sel)"e3plo'ation and sel)"unde'standing.

Initiati#e

Initiati&e is the -asi( ing'edient o) hu*an )un(tionalit+. It in&ol&es ope'ationali5ing the goal o'

-'ea/ing it down into it4s (o*ponents. It in&ol&es de&eloping the steps and s+ste*s to a(hie&ethe goal, it is *o'e than a *e(hani(al p'o(ess. It -egins with a &ision o) the possi-le, -uilding

upon ou' own e3pe'ien(e to see a goal, )u'the' it sti*ulates the othe' pe'son to ta/e a(tion to

a(hie&e the goal.

%hen people sha'e thei' p'o-le*s, what s/ills do +ou ha&e to t'ul+ show that +ou a'e

'esponding to thei' e3pe'ien(e6

How do +ou ph+si(all+ show this6 E*otionall+6 Intelle(tuall+6

%hat do +ou do and sa+ that will assu'e the people that +ou a'e sensiti&el+ attuned to

thei' e3pe'ien(e6 How do +ou show +ou hea'd the*6 %hat )eed-a(/ do +ou gi&e6

%hen +ou a'e w'estling with thei' p'o-le*s, how do +ou sha'e +ou' e3pe'ien(e to help

the* to de&elop a(hie&a-le goals that sol&e thei' p'o-le*s6


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Now that +ou ha&e 'esponded to thei' e3pe'ien(e, how do +ou help the* to initiate steps

to get to thei' goals.

$e Beha#iour

7e)o'e we (an a(1ui'e the s/ills o) helping, we *ust unde'stand the goals o) helping. New-eha&io' is the o&e'all goal o) helping. One *ust e3plo'e whe'e she is, e3plo'e he'sel) in 'elation

to he'sel) and in 'elation to he' wo'ld. %e *ust /now the p'o-le*s -e)o'e we (an (hange the

-eha&io'. In e3plo'ing he'sel), the pe'son see/ing help is atte*pting to unde'stand whe'e she isin 'elation to whe'e she wants to -e. Sel) unde'standing is not 'eal until the indi&idual has a(ted

upon it. In a(ting the pe'son a(ts upon how to get )'o* whe'e she is to whe'e she wants to -e.

The *o'e a((u'atel+ a pe'son unde'stands he'sel), the *o'e (onst'u(ti&el+ she (an a(t )o' he'sel)and othe's.

E#olution o% dimensions

7e)o'e we unde'stand the di*ensions, we *ust unde'stand )ou' things.

i. Helping !ources&

The'e a'e two app'oa(hes to helping "insight and a(tion.

The insight app'oa(h was suppo'ted -+ *an+ t'aditional the'apeuti( s(hools, e*phasi5ed

the (lient4s insight as the -asis )o' the de&elop*ent o) an e))e(ti&e set o) assu*ptionsa-out his o' he' wo'ld.

The a(tion app'oa(h has -een p'o*ulgated -+ the lea'ning theo'+ and -eha&iou'

*odi)i(ation s(hools as well as the t'ait and )a(to' s(hool, whi(h *at(hes people to 8o-sand &i(e &e'sa, who e*phasi5ed the (lient4s de&elop*ent and i*ple*entation o) 'ationala(tion plans )o' *anaging his o' he' wo'ld.

In o'de' to e))e(ti&el+ help hu*an -eings to (hange -eha&iou' the insight and a(tion app'oa(hes

*ust -e integ'ated into one e))e(ti&e helping p'o(ess.

ii. Helping Process&

In o'de' to de*onst'ate gain in -eha&iou', the helpees *ust a(t di))e'entl+ )'o* the wa+ the+ did-e)o'e. Thus the+ *ust ha&e insights o' unde'stand a((u'atel+ the gaols and wa+s to a(hie&e

the*2 in o'de' to unde'stand thei' goals, the helpees *ust e3plo'e thei' wo'ld e3pe'ientiall+.9inall+ the+ *ust a(t to get )'o* whe'e the+ a'e to whe'e the+ want to -e. %ith the )eed-a(/

the+ (an 'e(+(le the lea'ning p'o(ess

E3plo'ation """""""""""Unde'standing""""""""""""A(tion"""""""""""9eed-a(/

9eed-a(/""""""")u'the' e3plo'ation""""sel) unde'standing""""""""'eal unde'standing

Real Unde'standing"""""""""""*odi)i(ation o) a(tion :e))e(ti&e a(tion;.


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iii. Helper !"ills&

The histo'i( di*ension o) e*path+ was (o*ple*ented -+ un(onditional positi&e 'ega'd and

genuineness, whi(h we'e then ope'ationali5ed into a((u'ate e*path+, 'espe(t and genuineness.These we'e in tu'n (o*ple*ented -+ othe' di*ensions in(luding spe(i)i(it+ o' (on('eteness, sel)

dis(losu'e, (on)'ontation and i**edia(+2 then )a(to'ed into 'esponsi&e and initiati&e di*ensions.The 'esponsi&e di*ensions :e*path+, 'espe(t, spe(i)i(it+ o) e3p'ession; 'esponded to the

helpee4s e3pe'ien(e and thus )a(ilitated the helpee4s *o&e*ent towa'ds unde'standing. Theinitiati&e di*ensions :genuineness, sel) dis(losu'e, (on)'ontation, i**edia(+ and (on('eteness;

we'e gene'ated )'o* the helpe'4s e3pe'ien(e and sti*ulated the helpee4s *o&e*ent towa'd

a(tion. The initiati&e di*ensions we'e late' e3tended to in(o'po'ate the p'o-le* sol&ing s/illsand p'og'a* de&elop*ent s/ills needed to )ull+ help the helpee?; des('i-ed )i&e le&els o) di*ensions.

The dimensions are empath() respect or regard) genuineness) concreteness) armth . Le&els@

. First@ no e*path+ is ta/ing pla(e: no e&iden(e o) the helpe' (ha'a(te'isti(;

$. !econd@ E*pathi5ing &e'+ little and at a le&el that det'a(ts )'o* helpee )un(tioning:#

o) ti*e;

B. Third@ *ini*u* le&el o) )eeling 'esponse ne(essa'+ to -e e)e(ti&e:C# o) ti*e;

. Fourth and %i%th@ Highe' le&els o) helpe' e*path+:th ?C2 Cth (onsistentl+ p'esent;

The responsi*ilit( continuum@


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Helping s"ills

The 'esponsi&e and initiati&e )a(to's o) helping do*inate the helping p'o(ess )a(ilitating EF

UFA

That (ul*inate in the ph+si(al, e*otional and intelle(tual helpee out(o*es. As a 'esult o)atte*pts to tea(h the+ a'e )u'the' 'e)ined into (on('ete helping s/ills :AFRFPFI;. The attending

s/ills a'e t'ansitional -etween 'esponding and initiating.

+. Attending @ 7eing attenti&e to to the helpee is *ade up o) attending ph+si(all+, o-se'&ing

and listening to the helpee. The )un(tion o) attending is to gi&e the* the )eelings o) se(u'it+ that*a/e thei' in&ol&e*ent in the helping p'o(ess. 7+ attending ph+si(all+ the helpe' (o**uni(ates

inte'est in the helpee4s wel)a'e, -+ o-se'&ing and listening, helpe' lea'ns )'o* and a-out the

helpee. 7+ (o**uni(ating inte'est in the helpee, helpe' esta-lishes the (onditions )o' the

helpee4s in&ol&e*ent in the helping p'o(ess.

,. Responding@ Responding to the helpee4 s e3p'ession o) he' e3pe'ien(e, in&ol&es 'esponding to

(ontent, )eeling and )eeling and (ontent togethe'. The )un(tion o) he 'esponding to the helpee4s

e3pe'ien(e is to )a(ilitate sel) e3plo'ation. T thus she signals he' 'eadiness )o' the ne3t goal o)helping" unde'standing, whi(h signals the helpe' to -egin pe'sonali5ing. The+ se'&e to sti*ulate

the helpee4s e3plo'ation o) whe'e he o' she is in his o' he' e3pe'ien(es o) the wo'ld and that the

helpe' is )ull+ in tune with the helpee4s e3pe'ien(e.

-. Personaliing@ To ena-le the helpee to unde'stand whe'e she is in 'elation to whe'e shewants o' needs to -e, in&ol&es -uilding a -ase o) inte'(hangea-le 'esponses -e)o'e

pe'sonali5ing the *eaning, the p'o-le*, the )eelings and the goal. The pu'pose is to )a(ilitatehelpee sel) unde'standing in the a'eas o) (on(e'n to he', thus she signals 'eadiness )o' usinginitiating. The+ a'e used to p'o&ide a t'ansition )'o* 'esponding to initiating and )'o* e3plo'ing

to a(ting. Pe'sonali5ing s/ills (ul*inate in the helpee4s pe'sonal e3pe'ien(e o) the p'o-le* as the

ina-ilit+ to handle di))i(ult situations.

/. Initiating@ 9inding di'e(tion in li)e o' a(ting in )ollowing the di'e(tion, -'inging di'e(tion to(ul*ination gi&ing li)e *eaning in p'odu(ti&it+ and ('eati&it+. It in&ol&es ope'ationali5ing


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goals and initiating steps, s(hedules and 'ein)o'(e*ents to a(hie&e these goals. These goals

'esol&e helpee4s p'o-le*s. 9oste's the de&elop*ent and i*ple*entation o) the *e(hani(al steps

'e1ui'ed to a(hie&e the pe'sonall+ *eaning)ul goals that the helpee has de&eloped. Initiatings/ills (on(lude the )i'st (+(le o) helping p'o(ess in whi(h helpe' )a(ilitate helpee4s a(ting to get

to whe'e he o' she wants to -e in the wo'ld.

I) +ou ha&e attended to to the helpee4s needs and 'esponded to he' e3pe'ien(e, +ou ha&e

)a(ilitated he' e3plo'ation o) whe'e she is. I) +ou ha&e pe'sonali5ed +ou' unde'standing o) thehelpee, +ou ha&e )a(ilitated he' unde'standing o) whe'e she is in 'elation to whe'e wants to -e. I)

+ou ha&e initiated to help the helpee a(hie&e he' goals ha&e )a(ilitated he' a(ting to get )'o*

whe'e she is to whe'e she wants to -e. Thus +ou ha&e helped he' sol&e he' p'o-le*s and a(hie&ehe' goals. You ha&e seen he' g'ow and de&elop. 7ut g'owth is not stati(, is li)e long lea'ning.

Li)e long Lea'ning is 'e(+(ling e3plo'ing, unde'standing and a(ting. A g'owing pe'son is

(onstantl+ in&ol&ed in the lea'ning pe'son.

G'owing is *o'e than lea'ning and helping. It is helping othe's to lea'n, whi(h *eans to e3plo'e,

unde'stand and a(t plus 'e(+(le. E.g. All people (an do with ea(h othe' in thei' dail+ (onta(ts,)i'st and )o'e*ost -+ attending and *a/ing an e))e(ti&e 'esponse to the othe'.

Ha&ing -egun -+ attending and 'esponding, o&e' an e3tended pe'iod o) ti*e ea(h pe'son (an

lea'n to pe'sonali5e and initiate with the people with who* the+ a'e in&ol&ed

At the highest le&el people (o**uni(ate with i**edia(+, whi(h *eans unde'standing and

inte'p'eting in the *o*ent what is going on -etween +ou and the helpee :highest le&els o)

'esponsi&e and initiati&e -eha&iou';. It *eans -eing si*ultaneousl+ awa'e o) -oth the helpee4sand one4s own e3pe'ien(e.

A less than whole pe'son is ne&e' a(tuall+ tal/ing a-out what she see*s to -e tal/ing a-out, *a+tal/ in (o*pa'ison o' 'elation to othe' people. A whole pe'son is alwa+s tal/ing a-out what she

see*s to -e tal/ing a-out, (o**uni(ates )ull+. As helpe's ou' tas/s is to -e(o*e whole people.Thus helping is a p'o(ess o) tea(hing people who do not (o**uni(ate )ull+ to (o**uni(ate

)ull+ with the*sel&es and othe's. %hate&e' the e))e(ti&e helpe' o' the whole pe'son is doing, she

is alwa+s (he(/ing -a(/ with the helpee a((u'a(+ o) the 'esponses. She *a/es this -+ *a/ing

'esponses that a'e inte'(hangea-le with the )eeling and (ontent e3p'essed -+ the helpee, no*atte' how ad&an(ed is the stage o) the helping 'elationship. The helpe' is )ull+ ali&e, (on(e'ned

and (apa-le o) (o**uni(ating thie'li&ing ene'g+, (on(e'n and (apa-ilit+ to those who a'e *ost

in need.

In )ull+ ali&e (o**uni(ation ea(h pe'son *a+ -e helpe' to the othe'. 7ut one *ust initiate thehelping p'o(ess -+ (o**uni(ating he' openness to unde'standing the othe'. In doing so she

esta-lishes the *odel )o' the othe' to i*itate, Mutual p'o-le*s a'e 'esol&ed. The'e is no edge in

helping. The helpee in)o'*s us that she is 'ead+ to )un(tion as a helpe' -+ he' -eha&iou'. One(lea' de*onst'ation o) the helpee4s 'eadiness to te'*inate the helping p'o(ess, to go out on he'

own is he' a-ilit+ to 'espond to the e3pe'ien(e o) the helpe'.


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THE CLEAR DEMONSTRATION OF THE ABILITY TO FUNCTION AS A HELPER WILL BE

ONES ABILITY TO RESPOND AND INITIATE EFFECTIVELY.

The Assumption

The only ass!"#$on !a%e $n %e&elo"$n' #he hel"$n' s($ll ")o')a!s $n&ol&es ones !o#$&a#$on.Othe' assu*ption is that one wants to g'ow, want to -e li/e the )a(ilitati&e helpe's and tea(he's

one has e3pe'ien(ed, one wants to -e(o*e in&ol&ed in a li)e long lea'ning p'o(ess."

0ARHU997'a**e' and Ma(donald"

The -asi( inte'pe'sonal (o**uni(ation p'o(esses i*plied -+ the spe(iali5ed helping

'elationships a'e si*ila'

People /now thei' needs

7asi(all+ it is a p'o(ess o) ena-ling the pe'son to g'ow in the di'e(tions that pe'son(hooses, to sol&e p'o-le*s and to )a(e ('ises.

Jolunta'+ 1ualit+ o) the helping p'o(ess is a ('u(ial point sin(e *an+ pe'sons wanting to

help othe's ha&e thei' own helping agenda and see/ to *eet thei' own un'e(ognised

needs.

The a(t o) helping people with the p'esu*ed goal o) doing so*ething )o' the* o'

(hanging the* in so*e wa+ has an a''ogant 1ualit+ too.

The ai* o) all help is sel) help and sel) su))i(ien(+.

Ea(h indi&idual -eha&es in a (o*petent and t'ustwo'th+ *anne' i) gi&en the )'eedo* and

en(ou'age*ent to do so.

Helpe' *ust assu*e so*e 'esponsi-ilit+ )o' ('eating (onditions o) t'ust whe'e-+

helpees(an 'espond in a t'usting *anne' and help the*sel&es.

Helpe' *ust -e ale't to the i*pa(t on the helpee o) othe' people and o) the ph+si(al

en&i'on*ent.

Helping ta/es pla(e o&e' the li)espan. Ea(h de&elop*ental pe'iod and the t'ansitions-etween usuall+ 'e1ui'e so*e )o'* o) outside help to *a/e li)e *o'e e))e(ti&e andsatis)+ing. .

The natu'e o) the in)o'*al ag'ee*ent i*plies a g'owth (ont'a(t, that helpees will t'+ to

(hange unde' thei' own initiati&e, with *ini*al helpe' assistan(e.

Basic Helping scale


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I F E F U F A K New lea'ning :-eha&iou';

C.# Initiating steps

.C Initiating goal ope'ationali5ation.# Pe'sonali5ing p'o-le*, )eelings and goal

B.C Pe'sonali5ing *eaning

B.# Responding to )eeling and (ontent$.C Responding to )eeling

$.# Responding to (ontent

.C Attending.# Non attending

. $on attending(o&e's all -eha&iou's, -oth &e'-al and non &e'-al that a'e un'elated o'

i''ele&ant to the helpee4s situation o' e3p'essions.

$. Attending@ in(ludes the &e'-al and non &e'-al -eha&iou's that a'e di'e(tl+ 'elated to

in&ol&ing the helpee, -ut do not 'espond to what the helpee has sha'ed a-out whe'e she

is.

B. Responding to content@ in&ol&es su**a'ising what the helpee has sha'ed (on(e'ning

he' situation.

. Responding to %eeling@ in&ol&es a((u'atel+ identi)+ing a )eeling wo'd that isinte'(hangea-le with the helpee4s e3pe'ien(e o) the situation.

C. Responding to %eeling and content@ in&ol&es the (lea' (o**uni(ation o) helpe'

unde'standing o) -oth the (ontent and )eelings e3p'essed -+ the helpee.

>. Personaliing meaning@ in&ol&es 'esponding to identi)+ the pe'sonal signi)i(an(e o'i*pli(ations o) the e3p'essed situation )o' the helpee.

?. Personaliing pro*lem, %eelings and goal@ in&ol&es 'esponding to identi)+ the pe'sonal

de)i(its :assets; o) the helpee that a'e (ont'i-uting to the p'o-le* o' situation, the )eelings

that the helpee is e3pe'ien(ing a-out he' de)i(its :assets; and the goal that the helpeewants to a(hie&e.

!. Initiating goal operationaliation@ (o&e's 'esponses that e3p'ess a (lea' unde'standing

o) the helpee4s pe'sonali5ed p'o-le*, )eelings and goal in -eha&iou'al te'*s.

=. Initiating steps@ in&ol&es 'esponses that identi)+ spe(i)i( steps towa'd a((o*plishing theope'ationalised goal.

Ingredients to secret o% success

a. !"ills o% helping@ Appl+ the s/ills then onl+ +ou 'e(ognise the need )o' *o'e s/ills.

The most o% *asic o% all s"ills is learning ho to learn. Ne3t is the -asi( s/ill o) tea(hing.


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*. 0iscipline&E*plo+ s/ills with dis(ipline. The a((u'a(+ o) the dis('i*inations and

(o**uni(ations is the e))e(ti&e ing'edient.

c. 1or"@ Ou' 'eal lea'ning in li)e (o*es )'o* wo'/ing &e'+ ha'd, appl+ing s/ills with

dis(iplines in a &a'iet+ o) hu*an e3pe'ien(es. %hile wo'/ing ha'd the+ *ust p'ote(t

the*sel&es -+ 'e(ei&ing the *a3i*u* 'etu'n )o' the *ini*u* in&est*ent. e.g. On(e +ouunde'stand the 'esponse de)i(its o) the helpees the+ will tend to e*plo+ tea(hing in

g'oups as the p'e)e''ed *ode o) t'eat*ent.

E#aluation o% theor(

i. =>#4s@ :E+sen/, =>#, =>C2 Le&itt =>B2 Lewis =>C; stated that ps+(hothe'ap+ and

(ounseling did not *a/e a di))e'en(e. The+ dis(o&e'ed that -oth adults and (hild'en who we'e

in (ont'ol g'oups that we'e not assigned to p'o)essional p'a(titione's, gained as *u(h on thea&e'age as people assigned to p'o)essional (ounselo's and the'apists. A-out two thi'ds o) the

patients i*p'o&ed and 'e*ained out o) the hospital a +ea' a)te' t'eat*ent whethe' the+ we'et'eated o' not. This 'esea'(h was updated in longitudinal studies in *o'e than C# t'eat*entsetting -+ Anthon+:=?=; who studied lasting e))e(ts o) (ounseling, 'eha-ilitation and

ps+(hothe'apeuti( te(hni1ues. %ithin B"C +ea's a)te' t'eat*ent >C"?C o) the patients we'e on(e

again patients. The gain)ul e*plo+*ent o) patients was -elow $#. 0on(lusion was thatps+(hothe'ap+ has lasting positi&e e))e(ts in ?"$$ o) the (ases.

ii. $aturalistic studies&:Roge's et al =>?, T'au3 and 0a'/hu)) =>?; The (lients and patients o)

p'o)essional helpe's de*onst'ated a g'eate' 'ange o) e))e(ts than those in p'o)essionall+

unt'eated g'oups. 7ut stud+ 'e&ealed a &e'+ dist'essing (on(lusion that (ounseling andps+(hothe'ap+ ha&e a two edged e))e(t" the+ *a+ -e ha'*)ul o' help)ul. The e))e(ts (ould -e

dete'*ined -+ the le&els o) )un(tioning o) the helpe's on (e'tain inte'pe'sonal di*ensions su(has e*path+e*patheti( unde'standing. One who o))e'ed high le&el o) (o'e inte'pe'sonal

di*ensions )a(ilitated the p'o(ess *o&e*ent.

iii. Predicti#e studies&in&ol&ed *anipulating the le&els o) helpe's )un(tioning on inte'pe'sonal

di*ensions su(h as e*path+ and its e))e(ts -oth within the helping p'o(ess and upon the helping

out(o*es. :0a'/hu)) and Ale3i/ =>?, Holde' et al =>?2 Piaget et al =>!2 T'au3 and 0a'/hu))=>?;. Helpees o) helpe's )un(tioning at high le&els o) these inte'pe'sonal di*ensions *o&ed

towa'ds highe' le&els o) )un(tioning :e3plo'ed thei' p'o-le*s in *eaning)ul wa+s;

i#. 2eneraliation !tudies@ To stud+ the e))e(ts o) tea(he'4s le&els o) inte'pe'sonal )un(tioning

upon lea'ne'4s de&elop*ent. The students o) tea(he's o))e'ing high le&els o) these inte'pe'sonaldi*ensions de*onst'ated signi)i(ant (onst'u(ti&e gains in a'eas o) e*otional, inte'pe'sonal and

intelle(tual )un(tioning :Asp+ and Roe-u(/, =??; These e))e(ts ha&e -een gene'alised in all

a'eas o) helping and hu*an 'elationships whe'e the *o'e /nowing pe'son in)luen(es the less

/nowing pe'son, pa'ent (hild 'elations :0a'/hu)) =?, =?>;2 Student tea(he' 'elations:0a'/hu)) =>=;2 (ounselo' (lient 'elation and the'apist patient 'elations


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#. E3tension studies&Mi(helson and Ste&i(:=?; )ound that (a'ee' in)o'*ation see/ing

-eha&iou' was dependent upon the helpe'4s le&els o) inte'pe'sonal )un(tioning in inte'a(tion with

thei' 'ein)o'(e*ent p'og'a* Helping di*ensions we'e &alidated in p'edi(ti&e studies o) -othhelping p'o(ess and out(o*e. The a((eptan(e o) the )unda*ental ing'edients o) helping has -een

widel+ de*onst'ated in the p'o)essional lite'atu'e.

The applications@

i. 1ith credentialed counselors and therapists&T'ained (ounselo's we'e a-le to de*onst'atesu((ess 'ates -etween ?"=. Asp+ and Roe-u(/:=??; de*onst'ated positi&e e))e(ts o)

helping s/ills upon student ph+si(al, e*otional and intelle(tual )un(tioning.

ii. Functional Pro%essionals&Sta)) pe'sonnel, su(h as nu'ses, hospital attendants, poli(e*an,

p'ison gua'ds, do'*ito'+ (ounselo's, (o**unit+ &oluntee's we'e t'ained and thei' e))e(ts int'eat*ent studied. La+ helpe's we'e a-le to eli(it signi)i(ant (hanges in wo'/ -eha&iou's,

dis(ha'ge 'ates, 'e(idi&is* 'ates and a &a'iet+ o) othe' a'eas in(luding sel) 'epo'ts, signi)i(ant

othe' 'epo'ts and e3pe't 'epo'ts.

iii. Indigenous personnel& The+ (an wo'/ e))e(ti&el+ with the populations )'o* whi(h the+ a'ed'awn. 9o' e3a*ple, new (a'ee' tea(he's, d'awn )'o* the 'an/s o) une*plo+ed ha&e

s+ste*ati(all+ helped othe's to lea'n the s/ills the+ needed in o'de' to get and hold *eaning)ul

8o-s

i#. Helpee population& in the /inds o) s/ills whi(h the+ need to se'&i(e the*sel&es. Thus pa'entso) e*otionall+ distu'-ed (hild'en we'e s+ste*ati(all+ t'ained in the s/ills whi(h the+ needed to

)un(tion e))e(ti&el+ with the*sel&es and thei' (hild'en. Patients we'e t'ained to o))e' ea(h othe'

'ewa'ding hu*an 'elationships. The 'esults we'e signi)i(antl+ *o'e positi&e than all othe' )o'*s

o) t'eat*ent. The (on(ept o) t'aining as t'eat*ent led to the de&elop*ent o) p'og'a*s to t'ainenti'e (o**unities to ('eate a the'apeuti( *ilieu.

#. !cience and art o% helping&On i*pli(ation o) the 'esea'(h into helping is to sele(t pe'sons

as helpe's who al'ead+ possess the a't)ul 1ualities and then 1ui(/l+ and s+ste*ati(all+ gi&e the*-asi( helping s/ills and -eha&iou' (on(epts.

#i. !el% Help 2roups&Hu'&it5 :=?#; studied *an+ g'oups as pa'ti(ipant o-se'&e' and

(on(luded sa+ing *u(h o) thei' e))e(ti&eness was due to pee' 'elationships, inspi'ational

*ethods, e3pli(it goals, )ellow ship and a &a'iet+ o) helping p'o(edu'es. The+ use *an+ sou'(eso) help that a'e outside (on&entional helping *ethods.

Helping Relationship 4Brammer5

The thi'd (o*ponent o) the helping 'elationship is des('i-ed as the wo'/ing allian(e, whi(h is

the ag'ee*ent o) helpe' and helpee on the goals and tas/s and the e3pe'ien(e o) an e*otional-ond in this *utual a(t. The wo'/ing allian(e is (onside'ed e1ual in i*po'tan(e to helpe'

attitudes :Gelso 0a'te', ==;. Helping 'elationship is d+na*i( at &e'-al and non&e'-al le&els,

the 'elationship is the p'in(ipal p'o(ess &ehi(le )o' -oth helpe' and helpee to e3p'ess and )ul)ill


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thei' needs as well as to *esh helpee p'o-le*s with helpe' e3pe'tise. All autho'ities on the

helping p'o(ess ag'ee that the 1ualit+ o) the helping 'elationship is i*po'tant to e))e(ti&e

helping:Se3ton and %histon ==.;All ag'ee that good wo'/ing 'elationship esta-lished ea'l+,+ield a helping 'elationship. Its di*ensions a'e :7'a**e', A-'ego and Shost'o* ==B;

uni1ueness"(o**onalit+ and intelle(tual e*otional (ontent. Howe&e' helping 'elationship is

di))e'ent )'o* )'iendship, is not a 'e(ip'o(al 'elationship. The )o(us is on the helpee4s e*otionaland intelle(tual issues, the helpe' *ust 'esist the u'ge to *o&e the )o(us to his o' he' e3pe'ien(e.

Helping a%%iliations

Helping a))iliations (an -e (lassi)ied into )o'*al and st'u(tu'ed :p'o)essional, pa'ap'o)essionals

and &oluntee' helpe'; to in)o'*al and unst'u(tu'ed :)'iendships, )a*il+, (o**unit+ gene'alhu*an;.

!tages in helping process

The'e a'e eight stages (ontained in the two -asi( phases o) the helping p'o(ess.

Phase +& Building relationships&

Ent'+@ p'epa'ing the helpee and opening 'elationship

0la'i)i(ation@ state the p'o-le* o' (on(e'n and 'easons )o' see/ing help

St'u(tu'e@ )o'*ulating the (ont'a(t and the st'u(tu'e

Relationship@ -uilding the helping 'elationship

Phase ,& Facilitating Positi#e Action

E3ploration&e3plo'ing p'o-le*s, )o'*ulating goals, planning st'ategies, gathe'ing )a(ts,

e3p'essing deepe' )eelings, lea'ning new s/ills.

Consolidation&e3plo'ing alte'nati&es, wo'/ing th'ough )eelings, p'a(ti(ing new s/ills


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Planning&de&eloping a plan o) a(tion using st'ategies to 'esol&e (on)li(ts, 'edu(ing

pain)ul )eelings, and (onsolidating and gene'ali5ing new s/ills o' -eha&iou's to (ontinue

sel)"di'e(ted a(ti&ities.

Termination@ e&aluating out(o*es and te'*inating the 'elationship.

Helping s"ills %or understanding& o% sel% and others

i. 'istening s"ills

Attending noting &e'-al and non&e'-al -eha&iou's

Paraphrasing 'esponding to -asi( *essages

Clari%(ing sel) dis(losing and )o(using dis(ussion

Perception chec"ing dete'*ining a((u'a(+ o) lea'ning

ii. 'eading !"ills

Indirect leading getting sta'ted

0irect leading en(ou'aging and ela-o'ating dis(ussion

Focusing (ont'olling (on)usion, di))usion and &agueness

6uestioning (ondu(ting open and (losed in1ui'ies

iii. Re%lecting s"ills

Re)le(ting )eeling 'esponding to )eelings

Re)le(ting e3pe'ien(e 'esponding to toal e3pe'ien(e

Re)le(ting (ontent 'epeating ideas in )'esh wo'ds o' )o' e*phasis

i#. Con%ronting s"ills&

Re(ognising )eelings in onesel) -eing awa'e o) helpe' e3pe'ien(e

Des('i-ing and sha'ing )eelings *odeling )eeling e3p'ession

9eeding -a(/ opinions 'ea(ting honestl+ to helpee e3p'essions

Sel)"(on)'ontation


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#. Interpreting s"ills

INTERPRETIJE UESTIONS 9A0ILITATING A%ARENESS

9ANTASY AND METAPHOR" SYM7OLIING IDEAS AND 9EELINGS

#i. In%orming s"ills

Ad&ising gi&ing suggestions and opinions -ased on e3pe'ien(e

In)o'*ing" gi&ing &alid in)o'*ation -ased on e3pe'tise

#ii. !ummarising !"ills

Pulling the*es togethe'.

Ethical issues in helping relationships& In%ormed consent

1or"er sel% care" 'e(ognise own wea/ spots and wo'/ on p'e&ention

0ual relationships7'e(ognise the* and *anage the* As/ )ollowing 1uestions.

Is the'e a a powe' di))e'en(e -etween us6

%hat othe' 'ole o-ligations do I ha&e in this situation6

How will *+ /nowledge a-out +ou (hange ou' 'elationship6

Ph(sical contact ith helpees&Se3ual 'elationships o) an+ /ind a'e unethi(al. Tou(hing (lients

)o' suppo't, out o) (o*passion o' to e3p'ess (a'e is (ont'o&e'sial.

CO$C'U!IO$

Ou' tas/ in li)e is to i*p'o&e the 1uantit+ and 1ualit+ o) hu*an e3pe'ien(e, ou' own as well asothe's whi(h is g'owth. Li)e is p'o(ess, is g'owth and g'owth is lea'ning s/ills. %hen we use the

helping s/ills e))e(ti&el+, we (an -e health+ and we (an help ea(h othe' to a(tuali5e ou' hu*an

potential. The onl+ *eaning to li)e is to g'ow )o' g'owing is li)e.

REFERE$CE!

. 0a'/hu)) R. The a't o) helping. th ed. A*he'st@ Hu*an Resou'(e De&elop*ent p'ess2=!B

$. 7'a**e' L M, Ma(donald G. Helping 'elationship p'o(ess and s/ills. >th ed. 7oston@

All+n and 7a(on2 ==>.


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B. Shea 0 A, Pelletie' L R, Poste' E 0, Stua't G %, Je'he+ M P. Ad&an(ed p'a(ti(e nu'sing

in ps+(hiat'i( and *ental health (a'e. St. Louis@ Mos-+2 ===

. Topalis M, Aguile'a D 0. Ps+(hiat'i( nu'sing. ?th ed. St Louis@ 0 J Mos-+2 =?!.

C. Mo''ison M. 9oundations o) *ental health nu'sing. St. Louis@ Mos-+2 ==?.

>. Ta+lo' 0, Lillis 0, Le Mone P, L+nn P. 9unda*entals o) nu'sing. >th ed. Philadelphis@

Lippin(ott %illia*s %il/ins2 $##C.

?. De3te' G, %alsh M. Ps+(hiat'i( s/ills a pateint (ent'ed app'oa(h. $nd ed. London@

0hap*an Hall2 ==C.

!. Stua't G %, La'aia M T. P'in(iples and p'a(ti(e o) ps+(hiat'i( nu'sing. St Louis@ Mos-+Ha'(ou't P&t. Li*ited2 $##.

=. 7oon NA, 0olledge NR, %al/e' 7R, Hunte' AA. Da&idson4s p'in(iple and p'a(ti(es o)*edi(ine. $#th ed. London@ 0hu'(hill Li&ingsto

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