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10 Cards in this Set
- Front
- Back
Listening involves ...
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Focused attending
Perceived stated and unstated messages. Cognitive and affective parts of the client's experience. |
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Reflecting involves ...
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Communicating empathy.
Neither adding to nor subtracting from client's messages. Communicating back to the clients the main meaning of their messages. Reflecting client's feelings - client's emotions as directly expressed in words or implied through nonverbal aspects. Including checkouts to see whether the counselor's reflection is accurate. |
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Interpreting involves ...
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Offering clients new and facilitative ways to understand their experiences.
Basing interpretation on counselors' perceptions of the client's experiences. Clearly communicating that this is the counselor's ideas, not a reflection of the client's experiences. |
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Confronting involves ...
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Verbally holding apparently discrepant or incongruent aspects of clients' messages and behaviors "in front of" clients for them to see.
Helping clients clarify, resolve, or accept the discrepancy. |
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Questioning involves ...
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Asking for clarification of meaning.
Asking for information known only to the client. Asking to understand the client's experience better. |
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Empathy is ...
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The process of understanding a person's subjective experience by vicariously sharing that experience while maintaining an observant stance. It is a balanced curiosity leading to a deeper understanding of another human being.
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How does empathy differ from interpretation?
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Empathy is the ability to take oneself out of oneself and put yourself into another person's world. Interpretation is a mental representation of meaning or significance of something.
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Describe an example of a well-intended but non-useful counselor response.
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Non-useful responses detract or distract from client's experience, remaining superficial and limiting or discouraging exploration, understanding, and feelings about their experience. i.e. "you don't really mean that" minimizing client's feelings
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Small group counseling:
- natural interpersonal context for children and adolescents - creates safe context within which students can practice interpersonal skills and get feedback - allow students to hear from others with similar experiences |
Allow many more students to be served by the counselor than 1-1 activities.
Many different types of groups. - educational - task - discussion - experiential - support - self-help - counseling or self-help |
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Group Process
Whose role is it to encourage group development of expression, exploration, and self-disclosure, to discourage dynamics that hinder expression and openness and to model healthy, appropriate interpersonal communication? |
the facilitator
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