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HUS 101 Unit 3 Study Guide ( Mary Jo Jakab)

Terms in this set (79)

We identified the following qualities as important: self-awareness, the ability to communicate, empathy, professional commitment, and flexibility.

SELF-AWARENESS - Most authorities in the helping professions agree that helpers must know who they are because this self-knowledge affects what they do. Developing self-awareness is a lifelong process of learning about oneself by continually examining one's beliefs, attitudes, values, and behaviors. Recognizing stereotypes, biases, and cultural and gender differences are part of the self-awareness process.
ABILITY TO COMMUNICATE - Helpers'effectiveness depends in part on their ability to communicate to the client an understanding of the client's feelings and behaviors (Okun & Kantrowitz, 2008). Listening, a critical helping skill, is the beginning of helping and is necessary for establishing trust, building rapport, and identifying the problem.
EMPATHY - is acceptance of another person. This quality allows the helper to see a situation or experience a feeling from the client's perspective. This may be easier for helpers who have had experiences similar to those of their clients.
RESPONSIBILITY AND COMMITMENT - Feeling a responsibility or commitment to improve the well-being of others is an important attribute of human service professionals. This includes attending to the needs of clients first and foremost. It also means a commitment to delivering high-quality services that reflect evidence-based practice.
FLEXIBILITY - human service professionals to shift their perspectives on the nature of helping, their view of the client and the client's problems, and their preferred interventions. Professionals are willing to reconsider, modify, or abandon their approaches to helping when they encounter difficult or unusual situations.

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identifying the problem, setting goals to resolve the problem, and determining and applying strategies designed to help the client reach those goals.
THE CLIENT ARRIVES When the client enters the office, a climate of respect and acceptance is established if the client is greeted with a smile, a handshake, and an introduction.
EXPLORING THE PROBLEM As the helper and the client begin to explore the problem, the helper should keep those perspectives in mind. The human service concepts of the whole person and the multidimensionality of problems will also guide this phase of the helping process (see Box 7.2). Once the problems are identified, it is time to move to the next stage.
INTERVENTION STRATEGIES the helper and the client set goals and determine how those goals will be reached to resolve the problem. This means addressing the current status of the problem, the client's aspirations and desires, and the client's personal and social resources and strengths. Should the helper find that the client's problem calls for expertise or experience that the helper does not have, the helper should refer the client to another professional who has the necessary knowledge and skills.
TERMINATION - The final stage of the helping process is termination. The relationship between the helper and the client may end in several ways. The most positive conclusion is when the needed services are provided and both participants are satisfied that the objectives have been reached. Unfortunately, not all terminations are so positive; services may be interrupted by either the helper or the client before the objectives have been reached.

Woodside, Marianne R.; McClam, Tricia. An Introduction to the Human Services (Page 206). Brooks Cole. Kindle Edition.
This brief counseling intervention focuses on reaching specific outcomes in a relatively short time by making an immediate difference in the client's life, targeting behaviors that need to be changed and facilitating that change, and helping clients make new choices about thinking and behaving. Action is central to resolution-focused helping but takes place rather quickly. Resolution-focused brief therapy is based upon client strengths with a focus on the present and the future.
There are several STAGES included in resolution-focused brief therapy
1. . The helper establishes rapport and uses listening skills to focus on a precise description of the problem. The helper also assesses client strengths and examples of past successful problem- solving.
2. The helper continues to identify client strengths by asking the client to talk about a time when she experienced positive outcomes. During this phase the client does not have to describe the problem in detail; in fact, the focus is really on what successes the client has had so far in dealing with the problem. The helper wants clients to be able to relate their own problems to normal "problems in living."During this time the helper and the client continue to look for resources such as client characteristics and skills, support of family
3. The helper and client establish specific goals that the client wants to achieve and that the helper can help the client achieve. It is time to write down these goals in concrete and measurable terms.
4. The helper and the client begin to talk about how to reach the goal and the helper continues to talk about client success. The helper also provides the client with"homework"or a specific intervention that the client can work on after the session. Role playing and other strategies help the client practice new behaviors and try to link these behaviors to past successes that have already been discussed.
burnout. This condition results from negative changes in attitudes and behavior that are precipitated by job strain. There are identifiable pressures that lead to burnout. Loss of idealism and disappointment in client motivations may result in a loss of commitment to both job and clients. Professionals who experience burnout may also be reacting to a less-than-perfect work setting—one that is too demanding, too frustrating, or too boring. Some symptoms of burnout are a change in attitude about work, lower expectations of performance, severe emotional detachment from work, reduced psychological involvement with clients, and an intense concern with self. With burnout, helpers are likely to perceive work more negatively, resulting in sick days, tardiness, and clock watching.

For human service professionals who help individuals with more severe levels of trauma exposure, such as child abuse, violent crime, natural disasters, or torture, vicarious traumatization may result. trauma? Researchers indicate that vicarious trauma may integrate into the helper's worldview; the world no longer seems a safe and secure place (Harrison & Westwood, 2009). As with symptoms of burnout, vicarious trauma may also influence varying aspects of the helper's life such as relationships, physical health, mental health, and faith and hope (Trippany, White Kress, & Wilcoxon, 2004). In addition, similar to burnout, vicarious trauma may affect the helping abilities, resulting in decreased empathic abilities, defensive reactions, and a decreased concern for clients (Trippany et al., 2004).

Burnout and vicarious trauma are not temporary strains but rather patterns of being and thinking that cannot easily be interrupted unless specific efforts are made