FHS 330 Week 4 Lecture Notes (Yolanda)
FHS 330 Week 4 Lecture Notes (Yolanda) FHS 330
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This 7 page Class Notes was uploaded by Kaitlyn Endo on Tuesday October 20, 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 28 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: 10/20/15
Verbal Tracking Encouraging O 0000 0 If you use encouraging paraphrasing and summarizing skills as define here you can predict how clients respond I Encouraging encourage with short responses that help clients keep talking They may be verbal repeating key words and short statements or nonverbal head nods and smiles I Predicted result clients will elaborate on the topic particularly when encouragers and restatements are used in a questioning tone of voice Head nods and positive facial expressions Open gestures Minimal verbals umm or uh huhquot Repeat key words from last statement Silence with appropriate nonverbal behavior Paraphrasing 0 00000 O Shorten carify the essence of what has just been said but be sure to use the client s main words when you paraphrase Paraphrses are often fed back to the client in a questioning tone of voice Predicted result clients will feel heard When you need to clarify info Look for key words and for the essence of what the client says Can be a check out for perception and accuracy Facilitate client exploration and clarification of issues I 1 choose a sentence stem Damaris I hear you sayingquot Luciano sounds likequot Feels like the situation isquot I 2 use client s key words and main ideas I 3 brie y state essence of client s talk I 4 Check for accuracy Checkout Client knows the interviewer I Heard what they were saying I Saw their point of view I Felt their world as they experience it Why study feelings O O O Undergird life experiences Source for thoughts and actions In helping situations I Assist in identifying clarifying and making meaning of client s situations I Naming an emotion makes it easier to cope with feeling Understanding emotion 0 Physiological process I Emotions autonomic arousal of body Think heart rate breathing perspirationwhat might the emotional responses be I Perceptions of physiological processes I Emotions state of arounsal 0 Adaptive dispositions I Emotions functional or helpful for survival Ex it s a good thing babies are cute or we d smother themquot 0 Evaluative judgments I Emotions come from our assessment of the environment Think about how we assess environments differently 0 Ex outside lecture hall at 5 p versus 10 p How many emotions are there 0 Happy I Pleased satisfied content elated ecstatic excited cheerful thrilled 0 Sad I Down discouraged depressed forlorn dejected heartbroken broken 0 Fear I Concerned worried terrified agitated fright revulsion anxiety 0 Anger I Upset outraged fury hatred pissed More fuzzy emotions 0 Some clients express emotions in ways that are unclear 0 Words such as puszzled sympathy embarrassment guilt pride jealousy gratitude admiration indignation and contempt are social emotions made up from primary emotions an learned in a cultural context 0 Social emotions feelings such as guild have been learned through social interaction in the family and culture 0 You can effectively help clients sort out social emotions I Guilt combines anger toward oneself sadness and perhaps even some fear Emotions vital to 0 Survival I Primitive response to events I Fight or ight or freeze 0 Self awareness allows us to I Attend to self and others I Interpret info I Organize planrespond Considerations 0 Socialization and experiences with emotions in uences I Our perceptions I Understanding of emotions 0 Need emotions for I Increased selfknowledge I Deeper connectedness to our cultures 0 Empathyemotionalsesonance 0 Not same as sympathy 0 Recognition and understanding of the states of mind beliefs desires and emtoions of others 0 Ability to put self into other s shoes I Experience outlook or emotions of another being I Learned skill set I Components of Empathy 0 Awareness that others have selfawareness I Has a reality they know and understand 0 Perception of other s feelings thoughts and physical movements 0 Use of imagination to transpose self into another s world 0 Attention to feelings that you feel another is feeling I Cultural empathy 0 Put oneself in another s shoes culturally and contextually 39 Difficult Gender Socioth Not sure how feeling overwhelm intensity 0 Ability to name critical How to Begin Working with Feelings and Emotions o The skill of re ecting feeling is aimed at assisting others to sense and experience the most basic part of themselves how they really feel about another person or life event 0 Easiest first step simply notice emotions and then re ect them back through short acknowledging re ections 0 Your own awareness and comfort with emotion I Personal style personal history and emotional literacy I Working with Emotions 0 You will find that a brief ackowldgment of feeling is at times more appropriate than a deep exploration of feelings o In acknowledging feelings you state the feeling brie y and then move on with the interview I All clients have vital emotional lives whether they are aware of them or not I With children acknowledgment of feelings may be especially helpful particularly when they are unaware of what they are feeling I Naming helps when clients are unaware of what they are feeling Reflection of Feeling U o Explicit l i I o Implicit o Nonverba 0 Mixed Techniques to re ect feelings 0 Attend noonverbals 0 Label affect I Gather info and come up with label of feeling 0 Mirror affect I Give back the feeling 0 Use appropriate tense I Past present future 0 Check for accuracy I 1 39Attend quotYou re smiling right now are nonverbals you happyquot 39Label affect quotYou seem angryquot Mirror affect Clt I m so excited that Cnr You39re so excited thatquot Use quotRight now you feelquot appropriate In the past you feltquot tense quotYou anticipate that you might feelquot Check for quotAm I correct in saying that you accuracy feel disappointedquot 5 parts of Feeling Statement 0 1 Sentence stem I quotit looks like you re a 2 feeling label I quotit looks like you re happy 0 3 Context I It looks like you re happy that you re learning about the importance of emotions in communication a 4 Tense I Right now it looks like you re happy that you re learning about the importance of emotions in communication a 5 A checkout I right now it looks like you re happy that you re learning about the importance of emotions in communication is that right How does interviewer attend to feelings a Notice nonverbal I Large element of communication 0 Actively listen I Understand affect I interpret affect I label I use appropriate tense 0 seek narrative I metacommunicate I attend to affect 0 Challenges 0 Feel sympathy rather than empathy I Attempt to fix 0 Accurate identification of affect I Not always obvious I Over or understate feelings You are obviously intensely angry So I guess it s no big deal to you 0 Mix of own feelings and client s feelings I Likelihood of psychological distractions Multiple feelings present I Determine which feelings to re ect o Uncomfortable with intensity of client s feelings I Topic jumping often frequent 0 Benefits 0 Validation I Fee understood 0 Address basic need for interpersonal connection 0 Provide meaning or direction 0 Promote expanded selfawareness Reflecting Feelings Challenges Bene ts No rice and accord l Aggf i f fillquot J39 n l V l gt 39l Working with children s feelings 0 One extra layer you face when working with children s emotion sis that they often lack to emotional literacy to process their feelings with you 0 In addition to re ecting feelings and incorporating your active listening skills you may need to directly teach children to identity and manage emotions 0 You may also need to set up specific games that encourage children to focus on and talk about their feelings
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