Attending Skills Lab Role Plays PDF

Attending Skills  Attending Behavior Competent listening skills are not innate Attending skills = “tuning in” Helps client tell story Facilitates finding out more information Communicates understanding Demonstrates empathy Provides emotional support to the cli...

Attending Skills  Attending Behavior Competent listening skills are not innate Attending skills = “tuning in” Helps client tell story Facilitates finding out more information Communicates understanding Demonstrates empathy Provides emotional support to the client SOLER S = Squarely face the person 0= Assume an Open body position L = Lean slightly toward client E = Maintain appropriate Eye contact R= Have a Relaxed manner Attending Behaviors: Four dimensions: Eye Contact (Visual) Physical Focus (Body language, Vocals, Verbal tracking) Psychological Focus Minimizing internal and external distractions Attending Behavior: 3 V’s + B #1 “V” = Visual/eye contact #2 “V” = Vocal qualities: tone, speech rate #3 “V” = Verbal Tracking: Keep to the topic initiated by the client. #1 “B” = Attentive Body Language: face them squarely, lean slightly forward, expressive face, facilitative, encouraging gestures (e.g. head nods)  Attending Skills – Role plays! Role-playing (you will be put into groups of 4 individuals) Step 1: Introduce yourselves! Step 2: Decide who will go first. One student will be the client, one student will be the SSW, the two other students will be observers completing “feedback sheets.” (located on last slide of ppt) Step 3: You will role- play for5 minutes (set timer on phone) and then give feedback (observers) for 5 minutes. Step 4: Now change roles! Everyone will be the client once, the SSW once, and an observer twice. How to be the client! Client topics: Do I want to be a SSW? Is this the right field for me? Midterms? Working in groups? A positive experience that led you to learning about yourself? You chose! Pick something you are comfortable discussing. Be a good client but not too good! We want to observe the SSW (e.g, eye contact, vocal qualities, verbal tracking, body language, etc.) Observer “Feedback Sheets” Eye contact: Facilitative? Staring? Avoiding? Sensitive to client? Breaks in eye contact? Vocal qualities: Vocal tone? Speech Rate? Volume? Accent? Changes in response to client? Speech hesitations? Verbal tracking and selective attention: Did the SSW stay on topic? Did the SS demonstrate selective attention in pursuing one issue rather than another? Attentive Body language: Learning? Gestures? Facial Expressions? Specific positive aspects of the interview The Art of Asking Questions Interviewing Skills Lab  Open and Closed Questions https://www.youtube.com/watch?v=wkKBq7l_dyk Practice using Open and Closed Questions – Role Plays Closed Questions: Can, Did, Are, Have, Is, Will, Would, Do, Was, When, Which, Who, Where Open Questions: What, How, Why, Could you tell me more, Given what you said, what would be your ideal solution  Role Plays — Groups of 4: SSW, client, 2 observers. Rotate roles. — SSW should plan to use open and closed questions. Practice: What, How, Why and Could. Use “what else” for enrichment. — Client: Play yourself with a “real issue” or use one of the case studies provided at the end of power point (i.e., John or Kathy). — Observer: (1) Write down each question asked by SSW and then decide whether they were Open or Closed (2) What questions provided the most useful information? (3) Provide specific feedback on attending skills. — Role play 6 minutes — Feedback 8 minutes  John — John comes into the office today wanting help with managing some personality changes he has experienced since sustaining an Acquired Brain Injury. He previously described himself as a happy and outgoing individual but he now gets angry easily and feels sad most of the time. He presents with a flat affect and states that his parents have told him he needs to get some help. He seems receptive to receiving help. He will share the story of his accident and impact on his life if given the opportunity. — Six months ago everything changed for John. He was riding an All Terrain Vehicle (ATV) on his parent’s farm when it flipped. John was knocked unconscious and hospitalized for two weeks. He broke his wrist as well as his collarbone and sustained a significant brain injury. — John states that his physical injuries healed quickly but he now has other injuries that are invisible to most people. He has trouble remembering appointments and forgets easily. He also becomes angry easily and is extremely impatient. As a result of the accident he now experiences seizures and is no longer able to drive. He feels that his independence was taken away. — His college friends have been supportive but they seem to be getting frustrated picking him all the time. He also feels like an outsider when they go out as he can no longer drink because of the medication he is on to manage his seizures. While they understand, he now has a “short fuse” and he is not getting called to join them as much as he used to.  Kathy — Kathy comes to the office today as she feels she has lost control of her emotions and feels she is struggling with her mental health and what she describes as panic attacks. — Kathy states that she has started having what she describes as panic attacks. She says that they have been increasing in frequency and she is having at least one to two a month. They last for about two minutes and she says that she feels like she is “going crazy.” The attacks come out of nowhere. She will have trouble breathing and her heart races. She feels like she is “going to die.” — She went to the emergency room the first time it happened as she though she was having a heart attack. She explained that they ran many tests and simply told her that there was nothing physically wrong with her and that she should follow-up with her family doctor. She went to see her family doctor but the doctor wanted to prescribe medications. Kathy explained that even though she knows it may help her she doesn’t want to be seen as weak and would be embarrassed if her husband knew she was taking medication. — Her husband is supportive but he is stressed with his work. She says that they have been talking about lay offs and she is not sure what they will do if he loses his job. Kathy states that she really has not told him the full impact of her panic attacks, as she does not want to worry him as he already is feeling stressed. Her husband is taking high blood pressure medication right now and she thinks her condition would put him “over the edge.” Encouraging, Paraphrasing and Summarizing Active Listening Client knows the interviewer: Skill Function Heard what they were saying. Saw their point of view. Felt their world as they experience it. Carl Rogers on Active Listening  Advice, Judgment, or Persuasion. Active “Advice giving may increase counsellors’ self- esteem by underscoring their ability to be listening is resourceful and helpful, but it may also undermine not …. clients’ self-esteem, leaving them feeling inadequate because they have been unable to figure out their problems for themselves or because they lack the will or resources to act on the “good advice.” (Shebib, 2023, p. 117 Discussion of topics not expressed by the other person.  A variety of verbal (repeat key words) and Encouragers non verbal (head nods) to support continued talking Gestures, phrases, repetition Impact/goal: to facilitate client talk, topics are elaborated.  Non verbal/verbal: head nods, uh huh Examples of (minimal verbals), interpersonal warmth, Encouragers silence with appropriate nonverbal. Simple repetition of exact key words: – influences the direction of the client’s story ; usually facilitates deeper meaning E.g., Client: “I’m feeling overwhelmed by school, work, and my family.” SSW: “Overwhelmed?”  Feeding back to the client the essence of what Paraphrasin has just been said. g not parroting as it uses your own words along with key words from the client Not as simple as it first appears – often met with “yes, that’s right” or a nod Paraphrasin Conveys you are trying to understand g Checks your perceptions to confirm you really do understand Emphasizes the cognitive/objective content of message  “Student: If the client has just said something, what’s the point in restating it? I think that a client might find paraphrasing very irritating.” Paraphrasing: “Teacher: You’re saying why anger your That’s what I client by repeating what’s obvious?” said! “Student:” That’s right.” Parroting? “Teacher: Notice that I just paraphrased what you said, and you seemed okay with it.” “Student: (Nods in agreement)” (Shebib, 2023. p.184)  Goal: facilitation of client exploration Paraphrasin and clarification of issues g goal and outcome Outcome: shorten and clarify the client’s comments, helps stop repetition   Sentence stem - client’s name or brief intro  Key words – clients’ exact key Four words that they use to describe dimensions their situation of  The essence of what the client paraphrasin has said – summarized form, g true to client’s ideas  A check out for accuracy –to get feedback from client Summarizin g Definition: Used to clarify and distill what the client has said over alonger period of time Used to begin, end, or transition to a new topic Attends to both verbal and non verbal comments A check out at the end is important Summarizin To assist the interviewer and the client in g goal: organizing and thinking about what is happening in the interview Involves thinking back and capturing key themes of issues discussed  Practice Groups of four 1 SSW, 1 Client, 2 Observers Plan: (Role play, 6 minutes. Feedback, 8 minutes) SSW should plan a role-play, using open questions to discuss the client’s concern. Use open and closed questions as appropriate, but give primary attention to paraphrasing and encouraging Role Plays End the interview with a summary – check accuracy of summary with a check-out (“Am I hearing you correctly?”) Role Play Topics: The story of a past or present stressful experience (e.g., teasing, bullying, made the butt of a joke, an incident where you were misunderstood or misjudged, an unfair experience with a teacher or coach, a time you experienced prejudice or oppression of some type  Feedback (directly after role play): 8 minutes On a piece of paper, write down as much as you can of each SSW statement. Then classify the statement as an encourager, paraphrase, a summarization, or other. Observers should both discuss Feedback with SSW. Feedback Each observer should individually present their feedback form to the SSW. Client should provide feedback as well (e.g., How did the SSW make you feel heard? What helped you understand the issue more fully? What did you find helpful? What might you have liked to have happen that didn’t?)