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by: Kourtney N Brown
Kourtney N Brown

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About this Document

This covers what Exam 1 will be on! I did it as full as as possible
Human Relation Skills
Dr. May
Study Guide
50 ?




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1 review
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"Great notes!!! Thanks so much for doing this..."
Glenda Zboncak

Popular in Human Relation Skills

Popular in Rehabilitation

This 7 page Study Guide was uploaded by Kourtney N Brown on Monday February 15, 2016. The Study Guide belongs to Rehab 250 at Clarion University of Pennsylvania taught by Dr. May in Winter 2016. Since its upload, it has received 29 views. For similar materials see Human Relation Skills in Rehabilitation at Clarion University of Pennsylvania.


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Great notes!!! Thanks so much for doing this...

-Glenda Zboncak


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Date Created: 02/15/16
REHB 250 Study Guide—Exam 1 Spring 2016 Intro: Human Services:  What do human service workers do? o Form productive relationships with clients o Help clients improve their lives  How do they do that? o 1. evaluate client’s needs/problems o 2. create a plan---to solve problems and to create independence o 3. Put plan into action through direct service, coordination of services or both o 4. Provide emotional support—many with multiple problems/”layers’  Who they serve and different job titles o Children o Families o Elderly o Homeless o Immigrants o People with disabilities o People with addictions o Veterans o Caseworkers/ Case managers o Counselors psychologists o Social workers  Pros o Very rewarding o Intrinsic motivation o Witness incredible changes o Feel good moments  Cons o Very little Thanks o Lower paying jobs o Can’t force people to change or accept help o Funding o Burn-out  What it takes to get into the field (education/skills) o Skills  Interpersonal skills  Communication skills  Analytical skills  Compassion and patient o Education  Varies by job, location and responsibility levels • Test will consist of mostly objective-type questions: multiple choice, and short- answer (identify, explain)—with one longer essay question.  Most range from Associate degree to Master’s degree  Common areas origin:  Human services/rehab  Psychology  Social work  Counseling Chapter 1—Helping Relationships:  Why be a helper? What does it take? o Having interest and desire to be a helper but having the skills, tools and techniques of helping  Knowing limits (personal and external—what is included?) o Personal  You won’t like every client you have  Can’t save everyone  There isn’t enough time  You may not want to do human services the rest of your life o External  No one knows everything  Not enough money  Know 4 different levels of support and what might be involved at each level o One-on-one individual support  Emotional – listening and counseling  Practical aid – attendant care, job coach, recreation  Case management  Coordinate variety of client services Chapter 2—Attitudes and Values of Helping:  Values—what are they, examples, o Are a basic part of any helping relationship  Assuming responsibility for ones actions  Being sensitive to feelings of others  Practicing self-control  Being honest, open, and genuine  Values vs. ethics o Values –refer to a standards and beliefs that people hold in high regard o Ethics – a set of guidelines that govern behavior ad decisions  Conflicts of values—examples, how would you react o Lesbians, gays, bisexual issues o Family issues o Gender-role issues o Religious and spiritual values • Test will consist of mostly objective-type questions: multiple choice, and short- answer (identify, explain)—with one longer essay question. o Abortion o Sexuality o End of life decisions  Professional codes—what are they o Educate us about responsibilities o Are a basic of accountability o Protect rights and welfare of clients o Are a basis of improving professional practice  Helper values - what are they--meaning behind them--why critical for relationship o seeing strengths first- focusing in on what the client has going on positively; build on the rights not wrongs; help to point out the inner and outer resources a client may have o nonjudgmental- acceptance of individual; self-determination; involves expectations o supporting- informed choices; help them be autonomous; clarifying expectations; self-determination; can help educate them of action consequences; may share own views in non- judgmental way o person first language- regarding people with disabilities; avoid racial, ethnic, and gender-related epithets o genuine/trustworthy- being yourself without dominating helping relationship; being congruent; not being overly optimistic if unwarranted; maintaining credibility; listening o confidentiality – build of trust foundation; measured by degree with clients feel that what they share will be listened to and kept private; sometimes it has to be broken; informed consent should be reviewed with client at the outset Chapter 4—the Helping Relationship:  Reflect back—these experiences demonstrated feeling and/or reactions as a result of being on the “person in need” perspective. Understand what types of emotions people can experience within these areas and how they might be beneficial to the person who needs help. o feelings of trust/safety- don’t feel judged; your behavior may have been critical-not you as a person; encouraged you to risk sharing o heard/understood- don’t feel alone; someone walking with you; whatever the results are…someone understands what you are going through o valued/respected – even if disagreed- felt supported and accepted; elicited more positive self-perceptions • Test will consist of mostly objective-type questions: multiple choice, and short- answer (identify, explain)—with one longer essay question. o confronted- honesty is critical when helping; rarely do we hear the ways in which other perceive us; helps us to examine ourselves; face the consequences of our choices o needs addressed- client is more important in a helping relationship; quite different from what we are used to  Egan’s 4 basic questions—identify questions, what should happen with each question—what should you find out? o 1. What is going on?  Figure out what’s going on with them  Let them talk it’s a working relationship o What do I want or need?  How do you want to changed  An initial assessment- surveys or paperwork o What do I have to do to get what I want or need?  Help them identify specific goals  This is when you help through all step in a process they choose o How can I get results  Do check ins  Textbook guidelines of establishing a helping relationship o Relationship is focused and has purpose o It is a professional one even if helper is a volunteer o Confidential one o It is an ethical relationship o It is an alliance that consists of a partnership with client o Helper should communicate acceptance, caring, empathy, warmth, and geniuses  Identifying emotions/feelings—what does it involve, why so critical, physiological changes, behavioral expressions, universal expressions (we all have, but why can they be misleading?  Empathy, genuineness, respect/nonjudgmental. Unconditional positive regard, empowerment, attending skills, distinguishing person from behavior o What they mean o How you can demonstrate o Why important/what does it do for the client Chapter 5— Active Listening: • Test will consist of mostly objective-type questions: multiple choice, and short- answer (identify, explain)—with one longer essay question.  Qualities of good/bad listeners, attitudes towards them as a result— why important to reflect upon these for professional—what does the ability/quality of listening have to do with our relationships?  Listening—what is it?? o A form of paying attention  Covey’s 5 levels of listening o We may be (ignoring) the person o We may (pretend) to listen o (Selective) listening o (Attentive) Listening o (Empathetic) Listening  Communication Process—know-explain o Most basic form of communicating that consists of three parts- sender/message/receiver and feedback completes the loop Communicator Message feedback Recipient  Listening skills: what is involved, why so critical o Attending – focusing on message while filtering distracters- biases judgement values experiences; empathy isn’t complete unless its adequately demonstrated; empathy depends on effective listening skills o Hearing-physical act; accurate reception of sounds; why is it harder to discriminate the sounds of foreign language; o Interpreting- understanding; the way the sender intended(Empathy) o feedback/responding- Responding o Remembering- content…meaning… use at a future time; if someone doesn’t remember they don’t feel listened too.  What has been found regarding listening? o Most spend 70% of day communicating in some way o College students spend 60% listening o Good listeners make better grades o Only 20% pay attention to lectures st 12% only active listen  1 rule of helpful listening? o You cannot solve other people’s problems for them  Qualities of good listening o Minimally talks; concentrates on what is said; doesn’t interrupt; accurately hears content and feelings of what’s being said; doesn’t give advice Responding:  What is the 3 ear? • Test will consist of mostly objective-type questions: multiple choice, and short- answer (identify, explain)—with one longer essay question. o listening  How does effective listening/responding create a desire to “cooperate” o It builds a relationship and they feel acknowledged and accepted  How do you demonstrate “good listening” with your responses? o Body language; eye contact; keeping body open; prompts; rephrasing words; nods of head; leaning toward the speaker  5 intentions of responses—identify, explain, give examples o Advising/evaluating  Give advice is most coming response  Try and fix things  Fast/easy  Criticism; Corrective; Suggestive; Moralizing o Analyzing/Interpreting  Attempt to tell each or teach sender what their problem is  Explains away or intellectualizes the problem o Reassuring/Supporting  Listener what to reassure or reduce the sender’s feelings  Cheer up; don’t worry…. Things will get better o Questioning/Probing  Indicates that listener wants to get further info  E.g. talking about your father seems difficult…how would you describe relationship o Paraphrasing/Understanding  Restating the senders message in a similar way but fewer words  Questioning/Probing—what is the purpose o Guide a discussion along a certain area in keeping within the senders direction  3 major types of questions—identify, why good/bad o Why questions  Bad- accusing them or disapproval; unfair; o Open questions  Can’t be answered with yes/no; 5 w’s o Closed question  Can be answered with yes/no  Leads nowhere  Paraphrasing/understanding—purpose, how to do it appropriately, guidelines o To help listener understand what sender said / to communicate to sender you’re trying to understand…and have followed / even if incorrect the sender will often respond in a way that clarifies o Listen for the basic message of sender / restate a concise summary of message...adding feeling whenever possible / • Test will consist of mostly objective-type questions: multiple choice, and short- answer (identify, explain)—with one longer essay question. observe a cue that confirms or denies…sender is free to agree...add  Double-bind situations?? o Paraphrase/Understanding o Clarifying the message  Helping relationships—(helping others reach goals, frame of reference, issues of phrasing, level of understanding)—understand importance of these thoughts o 1. Accept notion that insights…decisions…and solutions occur with other person o 2. Know the difference between your fame and their frame of reference  Empathy  It’s not how you see things but how they see them o 3. Common errors o 4. Deepest level goes beyond the expressed meaning by sender to unexpressed meaning(feelings) • Test will consist of mostly objective-type questions: multiple choice, and short- answer (identify, explain)—with one longer essay question.


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