Counseling Skills Test Review

Front 1

What's the theological basis for counseling

Back 1

2 Corinthians 1:1-5 is his favorite passage. Comforting.

Think about Paul's background as a Pharisee, yet look at his focus on comforting.

It carries with it the idea that what we’ve been given, we can also give.

Jesus reached out to people in his ministry who had deep sin problems.

Jesus encountered people one at a time in their sense of felt needs.

Front 2

A Reflective Practitioner

Back 2

Make a commitment to personal awareness of your automatic reactions, opinions, stereotypes, and prejudices....page 2.
Know your own “book” well especially as you encounter others who are similar and different.

Front 3

Perry's Stages of Development

Back 3

Right/Wrong (The Bible Answer Man ie Dr. Gray) (Dualistic)

Multiplistic Stage - Many Possible Responses

Relativistic Stage - Some responses are relatively better than others. At times you may want to focus on facts, feelings, or the larger picture of a problem, patterns & history.

Front 4

Following Ethical Guidelines

Back 4

1. Do not reveal what other training group members say about themselves during role-playing and practice sessions.

2. Avoid giving advice.

3. Do not impose your values on others.

4. Be careful with feedback to clients and to fellow students.

5. Stay mainly with the techniques described in the book or those taught by your instructor.

6. Notify your instructor or supervisor at once if a member of your training group or a client is contemplating suicide or is considering harming others.

Front 5

Carl Rogers' 3 Essential Personal Characteristics

Back 5

1. Congruence / Genuine. Don't be fake to get a response.

2. Positive Regard. Keep respect for them personally despite their actions.

3. Empathy - imagining what it is like to be the other person “in his or her shoes.” (Not sympathy, feeling sorry for someone, or pity.)

Front 6

Six therapeutic factors common to most theories of counseling

Back 6

1. Maintaining a strong helper/client relationship

2. Increasing the client's motivation and expectations of help.

3. Enhancing the client's sense of mastery or self-efficacy

4. Providing new learning experiences.

5. Raising emotional arousal and promoting emotional expression.

6. Providing opportunities to practice new behaviors.

Front 7

Cultural Difference and Competence

Back 7

.......

Front 8

The Stages of the Helping Process

Back 8

1. Relationship building and opening up.

2. Assessment/information gathering.

3. Treatment planning and goal setting.

4. Intervention and action.

5. Outcome evaluation and reflection.

Front 9

Characteristics of a therapeutic relationship compared to a friendship

Back 9

1. The client’s issues/welfare is the focus.

2. A professional helper is required to discuss personal issues not usually addressed in a friendship.

3. There is a contract to initiate change, which includes commitment and confidentiality.

4. The helper receives some form of compensation.

Front 10

Self-Disclosure vs. Self-Involving

Back 10

There are two kinds
1. Self-disclosure is when the helper relates facts about himself/herself
2. Self-involving is when the helper shares his/her actual thoughts about the person they are counseling.

Research has supported self-involving, but it does not always endorse self-disclosure.

Self-disclosing is more helpful early on, but self-involving is more helpful later on. Timing is important, and it is careful not to over do it.

Front 11

Relationship Enhancers

Back 11

Physical closeness, posture, warmth

Squarely

Open posture - Body language

Leaning toward client - Proximity

Attending behavior - eye contact, vocal qualities - tone, volume, rate, verbal tracking, culturally sensitive

Relaxed

Front 12

Client/Counselor Mismatch

Back 12

.......

Front 13

Dr. Gray's Ingredients of Counseling

Back 13

Relationship

Insight

Behavior change

Time passing

Prayer

Front 14

Roadblocks to Communication

Back 14

......

Front 15

Major Transference Patterns

Back 15

1. Helper as Ideal
2. Helper as Seer
3. Helper as Nurturer
4. Helper as Frustrator
5. Helper as Nonentity

Front 16

Cultural Issues

Back 16

......

Front 17

Worldview and Values

Back 17

(?)
View of Self

View of Others

Beliefs About the Environment or
the World in General

Values

Front 18

Nonverbal Messages

Back 18

Spatial Distance

Eye Contact

Facial Expression

Facilitative body position/Posture

Appropriate use of silence

Voice tone

Gestures

Front 19

Opening Skills

Back 19

Encouragers
-Door opener
-Minimal encourager
Questions
-Open question
-Closed question

Front 20

Issues regarding questions and skills

Back 20

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Front 21

Four functions served by reflecting skills

Back 21

1. Reflecting is a verbal way of communicating empathy

2. Reflecting is a form of feedback or a mirror that enables the person to confirm or correct the impression he or she is giving.

3. Reflecting stimulates further exploration of what the client is experiencing.

4. Reflecting captures important aspects of the client's message that otherwise might remain camouflaged.

Front 22

Common Problems in Paraphrasing

Back 22

1. Simply reciting the facts
2. Difficulty hearing the story because of noise
3. Worrying about what to say next
4. Being judgmental and taking the client's side
5. Being judgmental of the client

Front 23

Mental Noise

Back 23

......

Front 24

Common Problems in reflecting feelings

Back 24

Asking the client "how did you feel?"

Waiting too long to reflect

Turning the reflection into a question

Combining a reflecting and a question

Focusing on the wrong person

Letting the client ramble

Using the word feel instead of think

Parroting

Letting your reflecting statements go on and on

Front 25

Nonjudgmental Listening Cycle and its Components

Back 25

1. Open questions
2. Minimal encouragers
3. Closed question (important facts)
4. Paraphrase
5. Reflection of feeling
6. Reflection of meaning
7. Summary

Front 26

Inner Circle Strategy

Back 26

The client draws a ring of concentric circles labeled A through E. E are the most public aspects that you could discuss with anyone. A are the most very personal.

Then you list in the rings the people who fall into the different categories.

Front 27

Challenging Skills

Back 27

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Front 28

Confrontation Functions of Counseling

Back 28

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Front 29

When it is beneficial to confront clients...

Back 29

1. They are operating on misinformation about the self.
2. They are operating with mistaken ideas and irrational beliefs.
3. They misinterpret the actions of others.
4. They are blaming others rather than examining themselves.
5. Their behavior, thoughts, feelings, and values are inconsistent.
6. They are not operating according to their own values.
7. They are not working on their goals.

Front 30

Johari Window

Back 30

It is a box with 4 parts.
1. Public Area: Known to self/Known to others.
2. Blind Spot: Not Known to self/Known to others
3. Hidden Area: Known to Self/Not Known to others
4. Unknown Area: Not Known to self/Not Known to others.

Front 31

Cognitive Dissonance and types of discrepancies

Back 31

We are motivated to keep ideas, values, and beliefs consistent.

1. Incongruity between verbal and nonverbal messages
2. Incongruity between beliefs and experiences
3. Incongruity between values and how the client behaves
4. Incongruity between what the client says and how the client behaves
5. Incongruity between experiences and plans
6. Incongruity between two verbal messages

Front 32

Prophet/Shepherd Paradigm

Back 32

Shepherd------Priest------Prophet

Sometimes we comfort because we can be the presence of God.
Sometimes we pray over someone as a priestly role.
Sometimes we confront as a prophet. “Bob, it’s been 3 months and you aren’t working on anything.” CAREfrontation.

Front 33

Rationale for goal setting

Back 33

Setting a date for termination of the relationship motivates the helper and client to work quickly to solve problems.

Front 34

Timing and Setting Goals

Back 34

It is the third stage of the process. So it must be after establishing a relationship and conducting a thorough assessment. It can be done prematurely.

Front 35

Who owns the problem?

Back 35

The one or ones who are emotionally upset by the problem.

Front 36

Constructive Goal Setting

Back 36

Goals should be specific
Goals should be stated positively
Goals should be simple
Goals should be important to the client
Goals should be realistic

Front 37

Problems with advice giving

Back 37

.....

Front 38

Developing Alternative Interpretation

Back 38

1. The helper listens to the client's problem and then previews and explains the concept of alternate interpretation.

2. The helper asks the client to make a list of 3 or 4 other interpretations that fit the facts at least as well as the catastrophic conclusion of the client.

3. The helper assigns a homework task of developing 3 or 4 alternate explanations to the first interpretation of any disturbing event that occurs between sessions. The helper does not try to sell any particular interpretation, but is trying to loosen up the client's automatic, catastrophizing response.

Front 39

6 Curative Factors of the REPLAN system

Back 39

R = Maintaining a strong helper/client relationship
E = enhancing efficacy and self-esteem
P = Practicing new behaviors
L = Lowering and raising emotional arousal
A = Activating client expectations, hope, and motivation
N = Providing new learning experiences

Front 40

2 Key Aspects of self-esteem

Back 40

Efficacy and Self-Worth

Front 41

Sources of Low Self-Esteem

Back 41

Irrational Beliefs
Body Image

Front 42

Methods for Developing Self-Esteem

Back 42

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Front 43

Defense Mechanisms and their Functions

Back 43

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Front 44

Teaching Assertiveness Techniques

Back 44

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Front 45

Countering Technique Training

Back 45

1. Do a brief assessment
2. Identify the negative thought pattern and core beliefs.
3. Identify effective counters
4. Test counters and modify them
5. Practice and Report

Front 46

Techniques for imaginal rehearsal and problems/precautions

Back 46

?
1. Stating the thought
2. Creating a startling interruption
3. Substituting a new thought

Front 47

Phases of role-playing

Back 47

Warm up
Action
Sharing and Analysis

Front 48

Precautions/Problems with Role-Playing

Back 48

1. Stage Fright
2. The helper and client may be unprepared for the strength of the emotion that is evoked.
3. Because most helpers focus on the client's thoughts and feelings, it can be hard to think in dramatic terms.

Front 49

Problems and Precautions with Homework

Back 49

1. Homework assignments with a high probability of success should be chosen.
2. They should be tailored individually for the client.
3. Practicing regularly is important.
4. It should be simple and fit easily into the life of the client.
5. As the client progresses, homework should increase in difficulty or discomfort.

Front 50

Benefits of Meditation

Back 50

It stops the constant chattering of the mind and eliminates the mental images that produce anxiety. It produces good feelings and thoughts. It produces optimism and fearlessness. Also alertness.

Front 51

Ways in which arousal and expression and emotion facilitate change

Back 51

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Front 52

Steps in increasing emotional awareness

Back 52

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Front 53

Relaxation training and anxiety management

Back 53

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Front 54

Jerome Frank on the demoralization process

Back 54

A state of mind characterized by one or more of the following: subjective incompetence, loss of self-esteem, alienation, hopelessness, or helplessness.

Front 55

Encouraging Behaviors

Back 55

? 351 has behaviors themselves
353-355 has 5 steps to implement them

1. Acknowledging the client's efforts and improvement
2. Concentrating on the client's present capacities, possibilities, and conditions rather than on past failures.
3. focusing on the client's strengths
4. showing faith in the client's competency and capabilities
5. showing an interest in the progress and welfare of the client
6. focusing on those things that interest or excite the client
7. asking the client to evaluate his or her own performance rather than comparing it with another standard
8. showing respect for the client and the client's individuality and uniqueness
9. becoming involved with the client through honest self-disclosure
10. offering assistance as an equal partner in the counseling process
11. using humor
12. providing accurate feedback on deeds rather than on personality
13. confronting discouraging beliefs
14. lending enthusiasm and asking for commitment toward goals.

Front 56

Precursors assessment form

Back 56

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Front 57

Resistance and its causes

Back 57

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Front 58

DeShazer on stages of motivation of change

Back 58

3 categories of people
1. Visitors - individuals with no complaints (seemingly)
2. Complainants - those clients who are uncomfortable and are seeking solutions.
3. Customers - clients who are ready and willing to take action

Front 59

Use of interpretation

Back 59

?

One of the oldest techniques. It is controversial, as it puts the client in the role of the helper.

Front 60

New learning experiences

Back 60

Methods commonly used:
1. Interpretation
2. Modeling as new learning
3. Metaphors and stories
4. Exposure to avoided stimuli
5. Humor
6. Linguistic changes
7. Change questions
8. Direct instruction

Front 61

Problems of Reframing

Back 61

?
1. It is impossible to identify all the aspects that might be important to the client.
2. Poor timed reframing can sometimes be worse than none at all.

Front 62

Termination strategies and preparation

Back 62

?

1. bring termination up early
2. help the client think of termination as an opportunity to put new learning into practice
3. specify the number of counseling sessions at the very beginning, so both helper and client are prepared for termination
4. use a fading procedure; that is, space appointments over increasing lengths of time
5. help the client to see his or her own actions tha tled to success an dthat they have personal resources to deal with future issues
6. play down the importance of termination; play up the sense of accomplishment and the value of independence
7. Use reflective listening to allow the client to express feelings of loss.

Front 63

Bridging the stresses of ministry article and boundaries

Back 63

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Front 64

9 stages of competency-based counseling: Thomas and Cockburn

Back 64

1. Joining
2. Choosing a direction/creating a goal
3. Problem definition
4. Using presuppositional or future-oriented questions
5. Exceptions (when is the problem different/not a problem)
6. Questions that highlight pre-session change.
7. Exeption-finding questions: enhancing existing and past successes
8. Making sense of the exceptions
9. Keeping change going