8. Insight Client know that her financial problems is causing her distress but in looking into her past she don’t seem to see that things from her past may be affecting the present. The client may be able to work through her financial issues but there may be issues from her past that she may need to work through with the help of therapy. Such as abandon by her son’s father when she was sixteen years of age. Also, being left to fend for herself when she was young by her parents; the time she used too much alcohol to cope.
Husband has been concerned for wife’s safety and has brought her into therapy for assistance. Initial Introduction Each therapist develops their own personal style and how they gain rapport with their clients. There is a different level of urgency that arises in a therapist when a client comes in experiencing a crisis than those that are not experiencing a crisis. A client with a current crisis is looking for relief and validation without judgements.
DISCUSSION From the beginning, the therapist had to deal with own doubts and anxiety. The therapist had heard a lot about the psychodynamic psychotherapy but this was the first time he conduct the sessions by himself. Unlike pharmacotherapy, there is no standard clinical practice guideline or recommendation for the therapist to refer to or follow. The therapist was worried that he was unable to conduct the therapy effectively and his patient would not benefit from the therapy.
In the previous video I practised particular counselling skills, which when combined, increased the support given to the client. As I provided the client with attention, by having an open body language, nodding and using hand gestures, they continued to speak about the situation and how it is affecting them. I was then able to paraphrase and ask open questions which the client answered, going into further depth as I had, and was, showing that I was paying attention. By challenging the client through questioning, we were able to discuss and identify the main problem for the individual and create an action plan in order for the client to reach their goals, feeling a sense of progression.
From the ideas and techniques that Mrs. Perez used, I realized how these interviews could be helpful if utilized and applied in the proper way. To me, this assignment was the best and it helped me further my development and growth as a future mental health counselor. The most interesting and educative aspect of this interview was how Mrs. Perez applied most of the counseling techniques, such motivational stage that we have been taught in class. Aspects such as paraphrasing the words of your clients, tone, and facial expressions are critical in a counseling session and students always overlook these techniques. The way Mrs. Perez employed according to her explanation was excellent and her ideas justified the importance of such points in any counseling session.
The judgement of the therapist is very fast. They don’t deny when they are in doubt as they assume that it is quite embarrassing to clarify with the client. Also as the client, they cannot argue with the therapist. Hence there is an unequal balance of
Understanding our clients, or being emphatic, . . . means that the therapist senses accurately the feelings and personal meanings that the client is experiencing and communicates this acceptant understanding to the client. When functioning best, the therapist is so much inside the private world of the other that he or she can clarify not only the meanings of which the client is aware but even those just below the level of awareness. Listening, of this very special, active kind, is one of the most potent forces of change that I know (Rogers, 1989).
Phase One (Sessions 1 through 3) • The session 1 and 2 consists of the assessment of the client’s clinical problems and background information. Questions relate to her clinical problems, including (a) the nature of her problems (depression and difficulty with making decisions), (b) reason of seeking psychotherapy, and (c) previous attempts to deal with the problems. For the background information, the client’s histories are assessed in the areas of intimate/family relationship, educational/vocational activities, past history of psychological treatment, and physical condition. Session 3 primarily consists on the further functional assessment around her coping skills (e.g., avoidance) in the areas of interpersonal relationships. Phase Two
After explaining the process of counselling that would take place, she gave me the chance to ask questions to clarify any doubts that I may have. When I told her the problem that I was facing at that time, she responded in a warm and non-judgemental manner which made it easier for me to reveal some personal details. Her body language showed that she was attentive as I shared my problem with her and the questions that she posed were not interrogative nor intruding but it made me feel that she was interested in understanding me and the situation that I was in better. The exploratory stage: This stage gives the client the chance to tell their story and be heard.
Self-Evaluation on Counselling Session (One) Session start with a warmth greeting, by asking client ‘How can I address you?”, to be honest I felt nervous at the beginning of the session, too focus or particular on the name of client, client actually felt uncomfortable. I can just follow the flow and address whatever name client point out and start with small talk will be a good idea such as asking about his experience of travelling to the centre for his counselling session. Thereupon, I briefly explained the length of time of the session, confidentiality and the limitation. I believe that I deliver a clear message to the client.
- What, specifically, do you mean when you say “I’m not sure I can go on?” The rational for the words used might give the client an opportunity to elaborate more on his feelings about the situation, and the statement made by the client needs more clarification, in order for the social worker to figure out the intervention plan for the clients, because the clients sounds like one who may suddenly end his life due to the situation. Mr. K reaction to the question could be one who feels he was the cause of the problem that why his ex-wife filed for divorce and since the finalization of the divorce he has been emotionally down not wanting to continue living, because his ex-wife was the one he planned on spending his lifetime with and living without her makes him want to dead. Question 4
S-Client reports, "Family friends constantly encourage me, God has brought me this far, and he will see me through” and “Not passing the NBCOT on the first try, not doing well on fieldwork" O-Client participated in 1-hour group therapy session. She appeared groom; she wore jeans tight fitted shirt and a sweater. She made eye contact with leaders and other group members. She was very attentive during therapy. While seated she leaned forward and paid attention to everyone while they spoke.
Therapists must access their own internal process such as their feelings, attitudes and moods. Therapists’, who are not receptive to the awareness of their flow of thoughts and feelings, will not be able to help clients be aware of theirs (Kahn, 1997, p. 40). Though congruence does not mean that therapists have to share personal issues with clients, a therapist must not conceal their inner process from the client, and not be defensive but transparent (Kahn, 1997, p. 41). By being open sometimes a therapist learns more not only about their client but about themselves
Firstly, I need to identify the causes and formation of the difficulty situation of my client. I should not involve my own personal emotions when analysing the situation. Next, clarification of the situation is essential. The clients should figure out themselves on how to face the situation. An effective counsellor listen more than talks, and what they do say gives the client a sense of being heard and understood.
Robbins and Jolkovski (1987) concluded that therapists who are aware of their feelings are in a better position to do something about them before they are manifested behaviourally. More recently, Clara’s (2014) results clearly show that undergraduate students increased in self- efficacy for using insight skills. My insight began even at the initial interview stage of this course where I felt intimidated by other people’s age and how aware I was that I was the youngest and everyone else was more confident, experienced and wiser than me. This then carried on through the first module