Chapter 6: The Helping Process
CHAPTER 6
The Helping Process
LEARNING OBJECTIVES
After studying this chapter, students should be able to:
•
Describe the elements involved in the stages of change model.
•
Explain why brief interventions are popular in the helping professions.
CHAPTER OUTLINE
Aim of the Chapter
Your View of the Helping Process
The Impact of Our Beliefs on Our Work
Learning to Critically Evaluate Assumptions
CHAPTER OVERVIEW
•
Skills and knowledge are important in becoming an effective professional, but
personal qualities are equally important in determining our success as helpers. Our
own life experiences play a vital role in our ability to be present and to be effective
in working with clients.
Chapter 6: The Helping Process
•
Generalizations that helpers make about clients tend to foster a self-fulfilling
prophecy within clients. If helpers view clients as being highly dependent and
unable to find their own way, they will most likely live up to this expectation.
•
Mandated or involuntary clients may exhibit resistance toward entering the
counseling relationship. If we expect these clients to be difficult and resistant, we
are likely to see more of these behaviors. If we have positive expectations about
their ability for change and growth, we are more likely to find ways to encourage
these clients to benefit from the therapeutic relationship.
SUGGESTIONS FOR ACTIVITIES
1.
Stage 1: Establishing a Working Relationship.
Given that the therapeutic relationship is the
foundation for effective counseling, healing, growth, and change, working with involuntary
2.
Stage 2: Identifying Clients’ Problems.
In this role play, the counselor’s primary task is to
3.
Stage 3: Helping Clients Create Goals.
One of the helper’s roles is to assist clients in
formulating meaningful goals. Thus, it may be a worthwhile exercise to set up a role play in
Chapter 6: The Helping Process
4.
Stage 4: Encouraging Client Exploration and Taking Action.
A helper’s role in this stage is to
facilitate clients in gaining new perspectives, seeing situations differently, and encouraging
5.
Stage 5: Termination.
In this role play scenario, the counselor should practice ending a
session and bringing closure to a client’s work.
6.
Effective versus Ineffective Helpers.
Students can assess the ways in which they might be
effective and/or ineffective with clients. In small groups, they can generate ideas of ways to
7.
Critically Evaluating Assumptions.
Some people live in an encapsulated environment and
thereby “see” only what confirms their existing belief system. This is known as confirmatory
8.
Motivational Interviewing Exercise.
See activity in previous chapter. Since motivational
interviewing is discussed in both chapters, you could introduce this exercise in class while
covering either Chapter 5 or 6.
9.
Brief Interventions.
Have students discuss the pros and cons of using a short-term
10.
Informed Consent.
Educating clients and obtaining informed consent begins at the first
session and continues throughout the duration of the helping process. Pose the following
Chapter 6: The Helping Process
11.
The DSM-5.
Set up a debate in class in which students argue for or against diagnosis.
DISCUSSION QUESTIONS
1.
What are the five stages of change outlined in the chapter? How can one help clients
who seem mired in ambivalence?
2.
Why do the authors’ encourage helpers to view each session as if it may be the only
KEY CONCEPTS AND TERMS
Action strategies
involves plans for action aimed at helping clients take specific steps toward
bringing about the changes they most want to make.
Assessment
refers to evaluating the relevant factors in a client’s life to identify themes for
exploration in the therapeutic process.
Brief interventions
stress time-limited, solution-focused, structured, effective strategies that
empower clients by enabling them to make specific behavioral changes they desire.
Diagnosis
refers to identifying a specific mental disorder based on a pattern of symptoms that
leads to a specific diagnosis found in the DSM-5.
DSM-5
is the official guide to a system of classifying psychological disorders—the Diagnostic and
Statistical Manual of Mental Disorders. It outlines specific criteria for classifying emotional and
behavioral disorders and shows the differences among the various disorders.
Goals
refer to the desired outcomes of the helping process that are agreed upon by the helper and
client.
Chapter 6: The Helping Process
is outside of one’s conscious life; however, some claim that it may include both positive and
negative aspects.
Situational supports
include people in the client’s life from whom they can draw strength during a
crisis.
LO/STANDARDS CORRELATION CHART
A-head
LO
Standard 1
Standard 2
Standard 3
Our Beliefs
About the
Helping Process
Describe the
elements
involved in the
stages of change
model.
CACREP 1.d, 4.h,
5.f
EPAS 1.b, 6.a, 8.c
CSHSE 7.c, 9.b,
10.d
helping
professions.
Stage 1:
Establishing a
Working
Relationship
Discuss how a
therapeutic
alliance is basic
to any form of
helping.
CACREP 1.m, 4.b,
EPAS 2.a, 6.b, 8.c
CSHSE 5.a, 7.c
Stage 2:
Identifying
Clients’ Problems
Describe how the
assessment
process is crucial
in identifying
clients’
problems.
CACREP 1.c, 2.a,
4.e, 5.h
EPAS 2.a, 6.a
CSHSE 3.a, 5.a,
9.e
between client
and counselor in
creating
therapeutic
goals.
their life.
Stage 5:
Termination
Discuss what is
involved in a
successful
termination of a
helping
relationship.
CACREP 4.b, 7.m
EPAS 8.e, 9.c
CSHSE 7.d, 9.b