Please used the PPT that attach to gain information to do the assignment. The PPT is the week lesson plan.
Week 5 Technique Summary #5
The technique summary is intended to be a shorthand tool for summarizing a technique. You will write about an individual technique and a systemic technique). I wanted to create a standard protocol or tool that would be used to access a theory in the same way each time.
Techniques Summaries: These assessments (11 total) are designed to help you become an active learner through consistent immersion in the concepts taught in this course. I want you to write professionally in the 3rd person, such as “Reflective listening is a technique that involves”…. no use of 1st person. I predict that you will learn about yourself as you learn the course content. Length: 3 pages double-spaced 12 point Times New Roman font). If you use references, use APA style. Here is the format:
TECHNIQUES TEMPLATE TECHNIQUE OR INTERVENTION (Individual and Systemic):
THEORY OF WHY IT WORKS?
BARRIERS TO SUCCESS (WHAT COULD PREVENT SUCCESS)?
SPECIFIC MECHANISM (The “HOW”) OF CHANGE
GOALS/OUTCOME OF THE TECHNIQUE
GIVE AN EXAMPLE OF THE TECHNIQUE IN ACTION
LET ME KNOW IF YOU NEED FURTHER HELP
Learning the Art of Helping: Building Blocks and Techniques
Seventh Edition
Chapter 5
Reflecting Skills: Paraphrasing
Copyright © 2021, 2017, 2013 Pearson Education, Inc. All Rights Reserved
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Chapter Outline
Reasons for Reflecting
Reflecting Content, Thoughts, Feelings, Meaning
The Skill of Paraphrasing
Common Problems in Paraphrasing
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Learning Objectives
5.1 Differentiate between different kinds of reflections, including paraphrases, reflections of feeling, and reflections of meaning.
5.2 Construct paraphrases of client statements.
5.3 Be aware of common problems in paraphrasing, and understand strategies to overcome them.
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Reasons for Reflecting
Verbally communicates empathy
Confirm or correct what client is saying
Stimulates further exploration of client’s experience: An opening effect
Captures relevant aspects of client’s message that may remain camouflaged
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Components of the Client’s Message
To really help, we need to get to deeper levels of the components in a client’s message:
Facts & Thoughts
Feelings
Underlying meanings
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Reflecting Skills
Reflecting skills are specialized interventions to stimulate deeper exploration and understanding
Three types:
Cognitive: client’s understanding of facts and thoughts
Paraphrasing
Emotional: client’s understanding of feelings
Reflecting Feelings
Existential: hidden meanings
Reflecting Meaning
People are usually most comfortable talking about content or facts
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How to Reflect Content & Thoughts: Paraphrasing
Not word-for-word parroting
Nonjudgmental restatement of facts and thoughts
Highlight that it is the client’s perspective
Listen carefully to client’s story
Provide neutral and condensed version of the facts and thoughts
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When to Paraphrase: Nonjudgmental Listening Sequence
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The diagram is a circle with clockwise directional arrows indicating progression. Within the circle is the label one topic in the story. Helper responses are set around the outside of the circle, as follows, in clockwise order after door opener or start.
Minimal encourager
Open question
Minimal encourager
Paraphrase
Closed question
Paraphrase
8
Common Paraphrasing Problems
Simply reciting the facts
Difficulty hearing story because of “noise”
Worrying about what to say next
Being judgmental or siding with the client
Turning a paraphrase into a question
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Quick Tips: Paraphrasing (1 of 2)
Don’t paraphrase too early – get a clear picture
Initially, use encouragers to invite the client to share
Don’t repeat the client’s exact words- paraphrase
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Quick Tips: Paraphrasing (2 of 2)
Paraphrase the client’s thoughts and intentions and basic facts
If you get lost, repeat the client’s last statement or try another paraphrase
Keep on track by responding to the last thing the client said.
Copyright © 2021, 2017, 2013 Pearson Education, Inc. All Rights Reserved
Copyright
This work is protected by United States copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning. Dissemination or sale of any part of this work (including on the World Wide Web) will destroy the integrity of the work and is not permitted. The work and materials from it should never be made available to students except by instructors using the accompanying text in their classes. All recipients of this work are expected to abide by these restrictions and to honor the intended pedagogical purposes and the needs of other instructors who rely on these materials.
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