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Influencing Skills

Influencing Skills. Challenges/Confrontation-3 Steps. Recognize the incongruity Present it to the cx On the one hand… Evaluate the effect: how did the cx respond? (see box 9-3) Write down a challenge response for the following statements:. Some examples.

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Influencing Skills

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  1. Influencing Skills

  2. Challenges/Confrontation-3 Steps • Recognize the incongruity • Present it to the cx • On the one hand… • Evaluate the effect: how did the cx respond? (see box 9-3) Write down a challenge response for the following statements:

  3. Some examples Cx: I have good genes…my grandma ate whatever she wanted and lived to 98…I’m not worried about my cholesterol level. Cx: No friendship is perfect. Sometimes her criticism hurts my feelings, but that’s just how she is. I’m not going to take it personally. Cx: I can always study more, but this teacher just doesn’t like me…it’s not really worth putting more time into because he’s not fair and picks on me.

  4. The CCS • Denial • Partial examination • Acceptance and recognition without change • Generation of a new solution • Development of new, larger, more inclusive patterns, beliefs, thoughts, behaviors

  5. What questions/observation re: ch. 12 do you have? How are influencing skills different than the basic listening sequence? • We are adding something in. • We are taking a risk. • We are leading the client, rather than following.

  6. Reflection of Meaning & Interpretation/Reframing • Purposes: • Identify and explore the deeper meaning • Reframe to open up possibilities • Identify a pattern • Make connections between thoughts, feelings, behaviors and consequences 2. What is the meaning behind client words? • I can’t go on like this…I can’t take it anymore. • He’s been my friends since 2nd grade…I can’t just stop hanging out with him! • Examples from your role plays?

  7. Considerations • Interpretation is typically used to gain insight. • How you view the world significantly impacts your use of these skills. • Genuineness is important in reframing.

  8. Self disclosure • Why self disclose? • To build rapport, gain trust • To normalize client experience • To break through denial/defense mechanisms • The client asked for information

  9. If they asked… 2. Why did they ask? • To see if you’re trustworthy? • To see if they’re “normal?” • To distract? • To know you personally? • To prove you can’t help them? • To problem solve?

  10. How to answer… 3. Genuinely and honestly • Be intentional • Share as much as you’re comfortable with • Acknowledge client’s interest and explore the meaning of their interest • Share how I feel about the request (immediacy) • Notice the client reaction/response • Be brief and refocus on the client

  11. Why not answer? 4. When… • You have a current/unresolved issue • The cx is easily distracted from him/herself • You’re uncomfortable with it • The cx wants to have a more personal relationship with you • The cx may use it destructively, e.g. to invalidate you, disrupt a group dynamic, etc.

  12. Counselor-initiated self-disclosure • When… • it is likely to benefit the client. • you know why you are self-disclosing • it helps the cx see things differently • it heightens cx awareness (immediacy) Write a true or false statement about the use of self-disclosure.

  13. Role Playing • In your dyads, you are meeting the cx for the next session. • Focus in on one or two issues • Notice statements with vague meaning. • Explore the meaning. • Use reframing or interpretation as relevant. OR • Practice using self-disclosure-client may ask for personal info or you initiate intentionally.

  14. Giving Feedback • What is involved? • Giving clear and accurate information about the client to the client. • What works? • Client is in charge • Positive assets/strengths • Specific example • In the moment/immediacy • Lean • Nonjudgmental

  15. Why give feedback? • A reality check • Challenge denial • Reinforce progress • Promote positive change • Provide clarity of expectations • Quick demo • 5 minute fish bowl role play • Observers: look for feedback to give the client or feedback to the student counselor.

  16. Information, Psychoeducation and Directives • What are these skills? Providing information, teaching skills, explaining ideas, advising, etc. • Use when: • cx wants the info. • the process of “figuring it out” isn’t important. • you understand the situation/need/context. • How to use effectively • Listen and understand • Be concrete and specific • Check it out: What do you think about that? • Observe cx’s response, including nonverbals

  17. An Example: Stress Management • Effects of Stress • Sources of Stress • Coping Strategies

  18. Relaxation Exercises • http://students.georgiasouthern.edu/counseling/relax/OnlineRelax07.htm • Progressive Relaxation • Imagery

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