330 (Yolanda) Week 2 Lecture Notes
330 (Yolanda) Week 2 Lecture Notes FHS 330
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This 4 page Class Notes was uploaded by Kaitlyn Endo on Sunday October 11, 2015. The Class Notes belongs to FHS 330 at University of Oregon taught by Kerrie Walkters in Fall 2015. Since its upload, it has received 7 views. For similar materials see Individual and Group Intervention I in Child and Family Studies at University of Oregon.
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Date Created: 10/11/15
FHS 330 Week 2 Lecture Notes Key to Intentional Interviewing 0 Be aware look at yourself and your style of listening 0 Be cautious don t always assume there are right answersquot 0 Be creative Learn to problem solve and generate multiple alternative 0 Be exible adapt your style different individuals an cultures Attending Skills 0 If you use attending as indicated below you can make the following predictions 0 Attending behavior support your client with individually and culturally appropriate visuals vocal quality verbal tracking and body language 0 Predicted results clients talk more freely and respond openly particularly around topics to which attention is given Depending on the individual client and culture anticipate fewer eye contact breaks a smoother vocal tone a more complete story with fewer topic jumps and a more comfortable body lang Attending Behavior 0 Common Pitfalls of nonattending I Crunched fro and neglecting to structure interaction to account for this 9 important because you don t want to miss something that they share because time is up plan out as best you can to ask questions and direct them in a way that will get them to talk about what s really the core issues I Focused on own goals I Neglecting to notice cultural differences in attending and listening eye contact for different ages or different cultures I Getting sidetracked either with client or due to your own squirrels 9 your focus should be the client thinking about other things will take away from your client whether it s getting enough sleep and food etc 0 Four Basic Attending Dimensions I Visual eye contact Appropriate eye contact varies based on cultural values Can also shift depending on client presenting concern Be aware of what type of eye contact your client is displaying I Vocal qualities This deals with how you say what you say Pitch volume tone of your voice Match when appropriate if client comes in with a lot of energy and is animated try to match their level of energy if a client comes in down match them don t be too energetic and excited that would be weird In ection are you asking a question 9 know your tones and be consistent tone when you question or when you re making a statement I Body language Positive 0 Mirroring with a caveat 9 if client is leaning forward you shouldn t be moving back 0 Relaxed but attentive posture 0 Physical closeness 9 depends on client but you don t want to be super far away but not so close that it s uncomfortable Negative 0 Too much of a positive behavior 0 Crossing arms or anything that makes it seem like you re closed off 0 Slouching o Infrequent eye contact9 clients may not want to or make eye contact all the time but we want to make sure that we show them that they are being listened to I Verbal tracking Rule of thumb show your client with your words that you are following along Can be used to clarify summarize re ect or direct Follow client s narrative and identify the range of client concerns Note client s topic shifts Guide focus to critical client concerns Observe your own and client selective attention 9 make sure that the things that you are picking up on the whole story not just things that interest you Note none of these involve adding to meaning or interpreting what was said 0 Simple paraphrases I Reword the main point 0 Clarification I Did I understand that right I Once you paraphrase or if you are confused make sure that you are understanding things right 0 Re ection of feeling I Paraphrase the emotion you heard conveyed I You feel you re not being taken seriously Tell me more about thatquot o sensory condition paraphrases I pick up on sensory words mentioned by client I see that this is making you upset o Phrases for interviewer to use I Visual condition Iseequot Your view is you re seeing show me repeat any visual sounding phrases mentioned by the client I auditory condition I hear You re sounding It sounds like Tell me Am I hearing Repeat any auditory sounding phrases I Kinesthetic condition That feels Are you in touch with You re feeling Put me in touch with Repeat any kinesthetic sounding phrases Silence is Golden 0 Practice being comfortable with it 0 Percentage of talk time for most adult clients should be more than interviewer o Silence can be the best support I During client emotional expression I During client thought processes Attending skills with children 0 Opportunity for 11 with an adult who is listenting 0 Give child time and space to explore I And then follow their lead I You might need to set up guidelines at first I Set up guidelines before play happens in this space we talk about things in this place we play and then we always clean up o Verbal tracking children Tracking behavior sporscasting now you re rolling the playdoughquot re ect back what you see them doing re ect content those two are battling against each otherquot no one talks to you at lunchtimequot conveying understanding you re cookingquot you re really feeling left outquot encouragement focusing on strengths you re working hard at figuring that outquot you have a planquot giving permission to take up space in here you can spell it anyway you d likequot relational you want to me to listen to youquot The Value of Nonattention 0 There are times when it is inappropriate to attend to client statements For ex a client may talk insistently about the same topic over and over again A child might be exhibiting attentionseeking negative behavior 0 Through failure to maintain eye contact subtle shifts in body posture vocal tone and deliberate jumps to more positive topics you can facilitate the interview process Maintain Nonattention Reduce eye contact Shift body posture Shift vocal tone and quality Change subject to toher and more positive topic 0 O O O For children focus attention on a positive behavior or distract them with another activity Observe silence