CHAPTER 2
Helper, Know Thyself
LEARNING OBJECTIVES
After studying this chapter, students should be able to:
• Articulate the value of self-exploration experiences for helpers.
CHAPTER OUTLINE
Aim of the Chapter
Impact of Professional Practice on the Helper’s Life
Value of Self-Exploration for the Helper
Using Individual and Group Counseling for Self-Understanding
CHAPTER OVERVIEW
• Some training programs offer family–of-origin work for students as a way for them to come to a fuller
appreciation of how their family experiences have influenced who and what they are. This training
enables helpers to relate more effectively to the families they will meet in their clinical practice.
about the structure of your family, your relationships with your parents and siblings, key turning points
for your family, and the messages your parents conveyed.
• Family therapy and personal therapy can illuminate your own areas of transference and
countertransference and broaden your vision of how your family-of–origin experiences have served as a
template for later interpersonal relationships. Your experience with the therapeutic process can increase
your awareness of certain patterns of thinking, feeling, and behaving.
• Each of the stages of life represents a turning point when individuals are challenged with the fulfillment
of their destinies. Both helpers and clients need to realize that personal transformation entails the
willingness to tolerate pain and uncertainty. Growth is not generally a smooth process but involves a
degree of turmoil.
SUGGESTIONS FOR ACTIVITIES
1. Family-of-Origin Exercises. There are many useful questions in the chapter that students can
reflect on as a way to better understand how their family-of-origin experiences influences them
today. You may want to devote some time in small groups where students can share some of
3. Influence of Parental Figures. On pages 84–86, there are a series of questions that can help
students to explore how their relationship with parental figures and parents has had an enduring
impact on them.
4. Becoming Your Own Person. A discussion could focus on the notion of the psychological
of their ages, gender, and cultural backgrounds.
5. Know Your Family Rules. An interesting exercise can be built around a discussion (and role-
playing) of family rules (see pages 89–93). Focusing on the do’s and the don’ts may be of
particular interest to students. A good catalyst question is as follows: How do the messages you
received growing up affect you today?
6. Family Sculpting Exercise. If adequate trust has been established in the class, a powerful way to
work with family-of-origin themes may be to initiate a family sculpting activity. Although this is
7. Understanding Life Transitions. Ask students to personalize the discussion of the stages of
development, developmental themes, and life choices. Students could be asked to select one
period of time in their life that has significance for them and to write about it in a journal. This is
8. Role-Playing Exercises. Drawing from the cases presented in the chapter (e.g., the cases of
Nancy, Maria, or Mirek) or the Ethics in Action Video Exercises section at the end of the chapter,
DISCUSSION QUESTIONS
1. When you work intensely with clients day in and day out, it is likely that you will be affected by
listening to their pain. As a helper, how well do you see yourself being able to identify and deal with
emotions that may surface while dealing with your client?
KEY CONCEPTS AND TERMS
Adolescence, a period of development from about 12 to 20, is a period of searching for an identity,
continuing to find one’s voice, and balancing of self with caring about others.
Autonomy, a key developmental task of early adulthood, refers to mature self-governance.
Autonomy versus shame and doubt is the core struggle during early childhood. Significant others either
promote or interfere with the development of autonomy during this stage.
Emotional intelligence is the ability to control impulses, empathize with others, form responsible
interpersonal relationships, and develop intimate relationships.
Family of origin is the original nuclear family into which one was born or adopted.
Family rules are the implicit agreements, which also include unspoken rules, messages given by parents
to children, injunctions, myths, and secrets.
Family secrets pertain to matters that are not openly talked about in a family and specific areas that are
kept hidden.
to examine what they do well. Self-worth can be established at this time, as can a sense of inferiority.
Infancy, the period of birth to age 1, is the time for developing a sense of trust in self, others, and the
environment.
Late middle age, between the ages of 55 and 70, is a time when many adults are beginning to consider
retirement, pursue new interests, and think about what they want to do with the rest of their lives.
Late adulthood, from about age 70 onward, is a time to put our life in perspective and accept who we
are and what we have done.
Middle adulthood, a period of roughly from 35 to 55, is a time when people tend to engage in a
philosophical reexamination of their lives.
Middle childhood is between the ages of 6 and 12 when children expand their knowledge and
understanding of the physical and social worlds, develop a sense of values, learn new communication
skills, and engage in social activities.
LO/STANDARDS CORRELATION CHART
A-head
LO
Standard 1
Standard 2
Standard 3
Value of Self-
Exploration for
the Helper
Articulate the
value of self-
exploration
experiences for
helpers.
CACREP 1.k
EPAS 1.b
CSHSE 10.b
and Group
Counseling for
rationale for the
importance of
personal therapy
for human service
practitioners.
Working With
Your Family of
Origin
Describe how
understanding
your family of
origin is key in
your development
as a professional
helper.
CACREP 3.a
EPAS 1.b
CSHSE 10.c
development.
Understanding
Life Stages
tasks from infancy
to late adulthood.