Becoming A Helper 4 th Edition

1. Becoming A Helper 4th Edition by Marianne Schneider Corey & Gerald Corey Wadsworth Group A division of Thomson Learning, Inc.

2. To what degree do you have the need to make an impact return a favor care for others work on your personal issues (self-help) be needed make money gain prestige and status provide answers gain and maintain control variety and flexibility What Are Your Needs as a Helper? Becoming A Helper - Chapter 1 (1)

3. Portrait of the Ideal Helper • Some of the characteristics of a helper who is making a significant difference are: • being committed to assessing your strengths and weaknesses • doing in your own life what you expect your clients to do • having good interpersonal skills • recognizing that it takes hard work to bring about change • welcoming and understanding diversity Becoming A Helper - Chapter 1 (2)

4. Portrait of the Ideal Helper • Some of the characteristics of a helper who is making a significant difference (continued): • being aware of your own problems and monitoring how they influence your work with clients • taking care of yourself • questioning life and engaging in self-examination • having meaningful relationships in your life • having a healthy sense of self-love Becoming A Helper - Chapter 1 (3)

5. Factors in Choosing a Career Path • Recognize that choosing a career path is an ongoing process rather than a one-time event • In choosing a career, it is well to consider the following factors: • self-concept • motivation and achievement • interests • abilities • values Becoming A Helper - Chapter 1 (4)

6. Some work values for you to explore include: income power prestige job security variety achievement responsibility independence family relationships interests serving people adventure creativity inner harmony teamwork intellectual challenge competition Factors in Choosing a Career Path Becoming A Helper - Chapter 1 (5)

7. How to Get The Most from Your Fieldwork Experience • There are concrete steps you can take to ensure getting the maximum benefit from your fieldwork and supervision experiences • Assume an open stance in learning from your supervisions This can best be done by: • being able to ask for what you need • saying "I don't know" at times • expressing your reactions • dealing with yourself and your client in supervision • being willing to learn from supervisors, without copying their styles • accepting different styles of supervision • being assertive without becoming aggressive Becoming A Helper - Chapter 2 (1)

8. Know Thyself, Then Help Others • The value of self-exploration • Knowing yourself is a basic requisite to helping others • Using individual and group counseling for self-exploration Becoming A Helper - Chapter 3 (1)

9. Essential that you understand your family-of-origin issues Identify issues in your family of origin -- how your experiences in your family have current influences Become aware of how your issues with your family might help or hinder you in working with families Identify your role in your family Review ways you related to siblings and parents Identify family rules Ways you coped with conflicts in your family Messages you received from your family Significant developments in your family Identify areas for further self-exploration Know Thyself, Then Help Others Becoming A Helper - Chapter 3 (2)

10. Life Transitions • Overview of the nine stages of development from infancy to old age • 1. INFANCY: (Birth to age 1) Task is to develop a sense of trust in self, others, and the environment • 2. EARLY CHILDHOOD: (Ages 1 to 3) Task is to begin the journey toward autonomy • 3. PRESCHOOL AGE: (Ages 3 to 6) Task is to find out who we are and what we are able to do • 4. MIDDLE CHILDHOOD: (Ages 6 to 12) Task is to achieve a sense of industry Becoming A Helper - Chapter 4 (1)

11. Life Transitions • Overview of the nine stages of development from infancy to old age • 5. ADOLESCENCE: (Ages 12 to 20) Task is to search for an identify and find one’s voice • 6. EARLY ADULTHOOD: (Ages 20 to 35) Task is to form intimate relationship • 7. MIDDLE ADULTHOOD: (Ages 35 to 55) Task is to learn how to live creatively with ourselves and others • 8. LATE MIDDLE AGE: (Ages 55 to 70) Task is to decide what we want to do with the rest of our lives • 9. LATE ADULTHOOD: (Age 70 onward) Task is to complete a life review and put life into perspective Becoming A Helper - Chapter 4 (2)

12. Some Key Questions for Self-Reflection • What are some major turning points in your development? • How have your earlier experiences impacted your present way of thinking, feeling, and behaving? • Are there any ways that you’ve converted your problems into sources of strength? Becoming A Helper - Chapter 4 (3)

13. The Five Stages of the Helping Process • Stage 1: Establishing a working relationship • Create a relationship that allows client to tell their story • Create a climate for change • Establish a working relationship -- make us of basic listening and attending skills and establish rapport • Educate clients and obtain informed consent • Stage 2: Identifying clients’ problems • Create a therapeutic climate so clients can identify and clarify their problems • Strive to understand the social and cultural context of the client's problem -- and avoid "blaming the victim" • Conduct an initial assessment • Identify exceptions to one’s problems Becoming A Helper - Chapter 5 (1)

14. The Five Stages of the Helping Process • Stage 3: Helping clients create goals • Help clients gain a focus -- narrow down the task • Assist clients to identify specific goals • Establish and refine goals collaboratively • Stage 4: Encouraging clients exploration and taking action • Confront clients with care and respect -- challenging clients is a way of demonstrating your involvement • Make use of appropriate, timely, and relevant self-disclosure • Identify ways to accomplish goals • Develop and assess action strategies • Carry out an action program Becoming A Helper - Chapter 5 (2)

15. The Five Stages of the Helping Process • Stage 5: Termination • Help clients bring closure to their work and consolidate their learnings • Assist clients in developing a plan for continuing the change process on their own Becoming A Helper - Chapter 5 (3)

16. Understanding Transference • The following are some common ways that clients may respond to you: • Clients who make you into something you are not • Clients who see you as a super person • Clients who make unrealistic demands on you • Clients who are not able to accept boundaries • Clients who displace anger onto you • Clients who easily fall in love with you Becoming A Helper - Chapter 6 (1)

17. Dealing with Transference • Some pointers in effectively dealing with transference or client reactions to you: • Be willing to examine your own reactions • Monitor your own countertransference • Seek supervision or consultation with difficult cases • Avoid blaming or judging the client • Avoid labeling clients • Demonstrate understanding and respect Becoming A Helper - Chapter 6 (2)

18. Difficult Clients or Difficult Helpers? • Some common problematic behaviors displayed by clients at times: • Clients who are sent to you -- involuntary clients • Clients who are typically silent and withdrawn • Clients who talk excessively • Clients who overwhelm themselves • Clients who often say “Yes, but . . .” • Clients who blame others • Clients who deny needing help • Clients who are overly dependent on you Becoming A Helper - Chapter 6 (3)

19. Difficult Clients or Difficult Helpers? • Some more common problematic behaviors displayed by clients at times: • Clients who manifest passive-aggressive behavior • Clients who rely primarily on their intellect • Clients who use emotions as a defense • Two things to keep in mind when you are dealing with difficult behavior manifested by clients are: • Avoid getting defensive and reacting with sarcasm • Let clients know how their behavior is affecting you Becoming A Helper - Chapter 6 (4)

20. Values in the Helping Process • Values are a basic part of any helping relationship • Examples of basic values that constitute the foundation of the helping relationship • assuming responsibility for one’s actions • developing the ability to give and receive affection • being sensitive to the feelings of others • practicing self-control • finding a sense of purpose and meaning in life • being open, honest, and genuine • developing successful interpersonal relationships Becoming A Helper - Chapter 7 (1)

21. Values in the Helping Process • Some key questions to reflect on • What is the difference between exposing versus imposing my values? • What are the basic values I hold pertaining to the helping process? • It is acceptable that my values are showing? • How can I determine when and how to share my values with clients? • What are some areas where I am most likely to encounter value conflicts with clients? • How can I best deal with value conflicts? Becoming A Helper - Chapter 7 (2)

22. Potential forConflict of Values • Lesbian, Gay and Bisexual Issues • Family Issues • Gender-Role Identity • Religious and Spiritual Values • Abortion • Sexuality • End-of-Life Decisions Becoming A Helper - Chapter 7 (3)

23. Cultural Diversity • A multicultural perspective on helping • Ethical practice implies incorporating a multicultural perspective in all helping relationships • The professional codes call for a diversity perspective • It is essential that helpers become aware of their own biases, cultural values, and basic attitudes toward diversity • Helpers are challenged to identify and overcome cultural tunnel vision Becoming A Helper - Chapter 8 (1)

24. Cultural Diversity • Recognize and challenge your cultural assumptions • What are your assumptions about: • self-disclosure? • family values? • nonverbal behavior? • trusting relationships? • self-actualization? • directness and assertiveness? Becoming A Helper - Chapter 8 (2)

25. Multicultural Competencies • Some beliefs and attitudes of culturally skilled helpers • Familiarity with your own culture • Ability to identify your basic assumptions • Not allowing your bias, values, or problems interfere with working with culturally different clients • Welcoming diverse value orientations • Monitoring your functioning through consultation and supervision Becoming A Helper - Chapter 8 (3)

26. Multicultural Competencies • Some areas of knowledge of culturally skilled helpers • Understand worldview of clients with different cultural backgrounds • Possess specific knowledge of particular individuals with whom you are working • Acknowledge your own racist attitudes, beliefs, and feelings • View diversity in a positive light • Know how to help clients make use of indigenous support systems Becoming A Helper - Chapter 8 (4)

27. Multicultural Competencies • Some skills and intervention strategies of culturally skilled helpers • Seek out consultation to help develop necessary skills • Use methods and define goals consistent with the life experiences of culturally diverse client populations • Be willing to go outside of the office • Educate clients about the helping process Becoming A Helper - Chapter 8 (5)

28. Ethical Practice • Ethical practice requires that you: • base your actions on informed, sound, and responsible judgment • consult with colleagues or seek supervision • keep your knowledge and skills current • engage in a continual process of self-examination • remain open Becoming A Helper - Chapter 9 (1)

29. Role of Professional Codes • Professional codes : • educate us about responsibilities • are a basis of accountability • protect rights and welfare of clients • are a basis for improving professional practice Becoming A Helper - Chapter 9 (2)

30. Ethical Decision Making • Ethical decision-making model: 1. Identify the problem or dilemma 2. Identify the potential issues involved 3. Apply the ethics codes 4. Know the applicable laws and regulations 5. Obtain consultation 6. Consider possible and probable courses of action 7. Explore the consequences of various decisions 8. Decide on the course of action Becoming A Helper - Chapter 9 (3)

31. Informed Consent • Clients need enough information about the helping process to be able to make informed choices • The informed consent process begins with the intake interview and continues for the duration of the helping relationship • The aim is to involve clients in a collaborative partnership Becoming A Helper - Chapter 9 (4)

32. Confidentiality • Confidentiality is a central concept in the client-helper relationship • Confidentiality needs to be discussed with clients from the onset of the relationship • Confidentiality is essential but is not absolute • Some exceptions to confidentiality: • Client poses a danger to self or others • Client under age of 16 is the victim of abuse • Client needs to be hospitalized • Information is made an issue in a court action • Client requests a release of record Becoming A Helper - Chapter 9 (5)

33. Client Autonomy • Respecting the client’s autonomy is basic • Helpers do not make decisions for clients, nor do they foster dependent attitudes and behavior • As helpers, your main job is to put yourself out of business Becoming A Helper - Chapter 9 (6)

34. Ethical Issues in Managed Care • Five major ethical issues regarding practices of managed care • Informed Consent • Confidentiality • Abandonment • Utilization Review • Competence Becoming A Helper - Chapter 9 (7)

35. Grounds for Malpractice • Abandoning a client • Sexual misconduct • Breaking confidentiality inappropriately • Failing to respect a client's privacy • Failing to protect others from a dangerous client • Practicing beyond one's competence • Failing to honor a contract with a client • Failing to provide for informed consent Becoming A Helper - Chapter 9 (8)

36. Ways to Prevent Malpractice Actions • Make use of informed consent procedures • Define clear contracts with clients • Do not practice outside of your competence • Take steps to maintain your competence • Document carefully • Know and follow state and local laws • Know and follow the codes of ethics • Respect confidentiality • Report any cases of suspected child abuse • Carefully consider bartering arrangements Becoming A Helper - Chapter 9 (9)

37. Ways to Prevent Malpractice Actions • Keep relationships with clients professional • Avoid engaging in sexual relationships with clients • Treat your clients with respect • Obtain parental consent when working with minors • Make use of assessment procedures • Make it a practice to consult with colleagues • Keep current client records • Avoid promising clients anything you cannot deliver • Anchor your practice to a theory • Abide by the policies of the institution that employs you Becoming A Helper - Chapter 9 (10)

38. Codes on Multiple Relationships • Codes caution against forming dual or multiple relationships with clients • Dual or multiple relationships • Can be sexual or nonsexual • Sexual dual relationships, by their nature, are unethical • Nonsexual dual or multiple relationships tend to be complex • Maintaining appropriate boundaries is what is essential • Some dual relationships can be avoided • Not all dual relationships can be avoided • Dual or multiple relationships are not necessarily harmful or unethical Becoming A Helper - Chapter 10 (1)

39. When Operating in More Than One Role • Avoid combining professional and personal relationships • Set healthy boundaries from the outset • Secure informed consent of clients • Involve the client in setting the boundaries of the relationship • Discuss the potential benefits and risks with the client • Seek consultation • Work under supervision when needed • Document and monitor their practices • Refer when necessary Becoming A Helper - Chapter 10 (2)

40. Socializing with Former Clients • Socializing with former clients is probably unwise • Imbalance of power likely never changes • Helpers need to be aware of their motivations • Former clients may need helper at a later time • Helpers need to establish their own boundaries Becoming A Helper - Chapter 10 (3)

41. Guidelines for Bartering • Think carefully before engaging in bartering • Involve the client in the decision making process • Determine the value of goods or services in a collaborative fashion • Consider the cultural context • Establish specific conditions • Document the arrangement • Consult with experienced colleagues or supervisors Becoming A Helper - Chapter 10 (4)

42. Accepting Gifts • Questions to consider in making a decision of whether or not to accept gifts from the client • What is the monetary value of the gift? • What are the clinical implications of accepting or rejecting the gift? • When in the helping process is the offering of a gift occurring? • What are the helper’s motivations for accepting or rejecting a client’s gift? • What are the cultural implications of accepting or rejecting the gift? Becoming A Helper - Chapter 10 (5)

43. Sexual Attractions • How helpers can deal with sexual attractions to clients • Acknowledge the feelings to oneself • Explore the reasons for the attraction • Never act on these feelings • Talk with a colleague or a supervisor • Seek personal counseling if necessary • Monitor boundaries by setting clear limits Becoming A Helper - Chapter 10 (6)

44. Working in the Community • The community approach involves four facets 1. Direct Client Services -- Outreach approach 2. Indirect Client Services -- Client advocacy 3. Direct Community Services – Preventive education 4. Indirect Community Services – Changing the social environment Becoming A Helper - Chapter 11 (1)

45. Multiple Roles of Community Workers • Helpers need to be able to assume nontraditional roles if they hope to make an impact on social systems. These roles include: • Advocate • Change agent • Consultant • Adviser • Facilitator of indigenous support systems • Facilitator of indigenous healing systems Becoming A Helper - Chapter 11 (2)

46. Skills in Mobilizing Community Resources • Achieve credibility within the community • Build on the strengths of the community • Establish and maintain a personal network • Assist the community to identify its needs • Assume responsibility for instigating change • Address ethical issues in the delivery of services Becoming A Helper - Chapter 11 (3)

47. Special Populations • How to work with special populations • Be aware of your own assumptions, beliefs, and stereotypes • Challenge ways society might stigmatize special groups • Identify specific populations most in need of help • Reach out to a target population • Direct educational efforts toward action programs Becoming A Helper - Chapter 12 (1)

48. Working with Groups • Group work as a treatment of choice • Some of the advantages of using groups are • Groups fit well into the managed care model • Groups can be brief and cost-effective • Groups provide a sense of community • Groups foster interpersonal learning • Groups have unique healing qualities • Groups provide a natural place to experiment with change • Groups provide members with feedback • Groups allow people to learn from one another • Groups offer both support and challenge Becoming A Helper - Chapter 13 (1)

49. Working with Families • Some assumptions of a family systems approach: • Client's problematic behavior may serve a function for family • Dysfunctional patterns may be passed across generations • Actions by any family member will influence other members • An individual may carry symptoms for the entire family • Individuals are best understood within the context of a family system • Accurate assessment of an individual's problems requires observation of other family members • Focusing on individual dynamics without considering dynamics within a system gives an incomplete picture Becoming A Helper - Chapter 13 (2)

50. Stress for Helpers • Common individual stressors • Striving for perfection • Excessive need for approval • Self-doubt • Physical and emotional exhaustion • Assuming too much responsibility for clients • Ruminating about cases • Stresses association with working in organizations • Excessive demands of agencies • Constant paperwork • Dehumanization and erosion of ideals Becoming A Helper - Chapter 14 (1)