Module 3 - Supportive Communication

1. Module 3 - Supportive Communication

2. Supportive Communication • Supportive communication conveys: • Empathy • Concern • Respect • Confidence Supportive Communication

3. Learning Objectives • Recognize the values that accompany the most effective communication style • Communicate effectively in challenging situations • Describe communication elements that support resilience and self-help • Be prepared to work with groups of people in a community setting • Understand when and how to refer people to other professionals or organizations Supportive Communication

4. Communication Values • Cultural competence • Empathy • Respect • Genuineness • Positive regard • Non-judgmental • Empowering • Practical • Confidentiality • Ethical conduct Supportive Communication

5. Interpersonal Communication Skills • Non-verbal communication • Listening and responding • Giving feedback Supportive Communication

6. Activity # 9 – Personal Space • Activity: • Divide into two groups & line up across from each other • Listen for the instructor’s direction for Group A to walk slowly toward Group B (silent & maintaining eye contact) • When the member of Group B feels the facing member of Group A is getting too near their own personal space, the member from Group B should hold up their hand, and at that point the member from Group A should stop walking. Supportive Communication

7. Activity # 9 – Personal Space (cont.) • What signs of anxiety were evident? • Does personal space extend to possessions? • Is it ok to hug someone? Supportive Communication

8. Non-verbal Communication • Non-verbal messages: • Posture • Facial expressions • Body language • Every culture has meanings for different body movements Supportive Communication

9. Activity # 10 – Nonverbal expressions • Divide into pairs • Turn to your partner, say hello, ask them how they are feeling and tell them how you feel – without using any words • Share with the group your thoughts on the experience, and tell the group how your partner feels today Supportive Communication

10. Increasing Trust and Confidence • General behaviors (depending on culture) to increase trust and confidence: • Face the speaker • Display an open posture • Keep an appropriate distance • Frequent and soft eye contact • Appear calm and relaxed Supportive Communication

11. Listening and Responding • Seek to understand first, then to be understood • Concentrate on what is being said • Be an active listener (nod, affirm) • Be aware of your own biases/values • Listen and look for feelings • Do not rehearse your answers Supportive Communication

12. Listening and Responding (cont) • Pause to think before answering • Do not judge • Use clarifying questions and statements • Avoid expressions of approval or disapproval • Do not insist on the last word • Ask for additional details Supportive Communication

13. Ways of Responding • Ask mostly open-ended questions • Address thoughts or feelings • Paraphrase • Avoid giving outright advice • Remember your role as supportive helper Supportive Communication

14. Activity # 11- Interviewing Each person will be given 10 popsicle sticks. • Divide into pairs. • Interview each other to find out your interests in working in disaster response. • Attempt to use only open-ended questions. • If someone uses a close-ended question, the other person responds by giving them a popsicle stick. The person with the fewest sticks at the end wins. Supportive Communication

15. Guidelines for Responding • Give subtle signals that you are listening • Ask questions sparingly • Never appear to interview the person • Address the content (especially feelings) of what you hear without judging • Focus on responding to what the person is really saying or asking Supportive Communication

16. Activity # 12 – Supportive Statements • As a class, generate a list of supportive statements that you would feel comfortable saying. • Write down statements you would feel comfortable and natural saying. Supportive Communication

17. Activity # 13 – Role-playing • Role play in groups of 3. Choose a role from the following list: • Helper • Client • Observer Supportive Communication

18. Activity # 13 – Role-playing (cont.) • Spend about 5 minutes talking about an issue from the following list. The Helper should practice all the skills discussed so far. The Observer should provide feedback to the Helper. • Since the tornado, your children aren’t sleeping well and you think your teenage son should be over it by now. • All your family’s clothing was ruined by flood waters and you are feeling overwhelmed. • The insurance company is slow to help after the fire and you are stressed because your family has moved in with your sister and brother-in-law. • Discussion – In the large group, discuss the role-play, how you felt and what you learned from the exercise. Supportive Communication

19. Assisted coping Goal Help people cope for themselves, Don’t cope for people Supportive Communication

20. Assisted Coping • Examples • Social support • Self-help activities • Self-advocacy • Rehabilitation activities • Skill-building • Group solutions support helpful relationships and endure longer • Focus on long-term emotional adaptation Supportive Communication

21. Problem-Solving • Relax • Identify the problem • Brainstorm • Evaluate • Yes (choose one to say yes to) • Encourage Supportive Communication

22. Working with Groups • Define a group with an issue which will motivate active participation • Psychological well-being comes from community participation and cooperative effort • Sense of membership and worth can be derived from belonging to an effective group Supportive Communication

23. Establishing a working group • Regularly scheduled day and time for meetings • Accessible (physical, proximity, cultural) • Use a good facilitator • Base group meetings on needs and desires of community members Supportive Communication

24. Making Referrals Try to refer to: • Established professionals or organizations in the community prior to the disaster • Consortiums of trusted organizations that have come together in the community since the disaster • Always refer in consultation with your supervisor Supportive Communication

25. When to Refer • A person hints or talks openly of suicide • There is a possibility of abuse or any criminal activity • The problem is beyond your training • The problem is beyond your capability • The problem does not fit the purpose of the community responder program. Supportive Communication

26. When to Refer (cont.) • The person seems to be socially isolated • The person has imaginary ideas or feelings of persecution • You have difficulty maintaining real contact with the person • You become aware of dependency on alcohol or drugs Supportive Communication

27. When to Refer (cont.) • The person is engaging in risky or threatening behavior • When you (the helper): • Are Restless • Feel Confused • Have bad recurring thoughts • Dream about the people or event • Feel you are the ONLY one who can help Supportive Communication

28. How to Refer • Inform the person about your intentions • Present different options • Assure them that you will continue your support until the referral is complete • Arrange for follow up Supportive Communication