Becoming a helper 13 1

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roup, a division of Thom

son Learning, Inc.Becoming A Helper 4th Edition

by Marianne Schneider Corey & Gerald Corey

Wadsworth GroupA division of

Thomson Learning, Inc.

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What Are Your Needs as a Helper?

To what degree do you have the need to

make an impact

return a favor

care for others

work on your personal

issues (self-help)

be needed

Becoming A Helper - Chapter 1 (1)

make money

gain prestige and status

provide answers

gain and maintain control

variety and flexibility

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Portrait of the Ideal Helper

Some of the characteristics of a helper who is making a significant difference are: being committed to assessing your strengths and

weaknesses

doing in your own life what you expect your clients to do

having good interpersonal skills

recognizing that it takes hard work to bring about change

welcoming and understanding diversity


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Portrait of the Ideal Helper

Some of the characteristics of a helper who is making a significant difference (continued): being aware of your own problems and monitoring how they

influence your work with clients

taking care of yourself

questioning life and engaging in self-examination

having meaningful relationships in your life

having a healthy sense of self-love


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Factors in Choosing a Career Path

Recognize that choosing a career path is an ongoing

process rather than a one-time event

In choosing a career, it is well to consider the

following factors:

self-concept

motivation and achievement

interests

abilities

valuesBecoming A Helper - Chapter 1 (4)

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Factors in Choosing a Career Path

Some work values for you to explore include: income

power

prestige

job security

variety

achievement

responsibility

independence

family relationships

interests

serving people

adventure

creativity

inner harmony

teamwork

intellectual challenge

competition


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How to Get The Most from Your Fieldwork Experience

There are concrete steps you can take to ensure getting the maximum benefit from your fieldwork and supervision experiences

Assume an open stance in learning from your supervisions This can best be done by: being able to ask for what you need

saying "I don't know" at times

expressing your reactions

dealing with yourself and your client in supervision

being willing to learn from supervisors, without copying their styles

accepting different styles of supervision

being assertive without becoming aggressive


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Know Thyself, Then Help Others

The value of self-exploration

Knowing yourself is a basic requisite to helping others

Using individual and group counseling for self-

exploration


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Know Thyself, Then Help Others

Essential that you understand your family-of-origin issues Identify issues in your family

of origin -- how your experiences in your family have current influences

Become aware of how your issues with your family might help or hinder you in working with families

Identify your role in your family

Review ways you related to siblings and parents

Identify family rules

Ways you coped with conflicts in your family

Messages you received from your family

Significant developments in your family

Identify areas for further self-exploration


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Life Transitions

Overview of the nine stages of development from

infancy to old age 1. INFANCY: (Birth to age 1) Task is to develop a sense of

trust in self, others, and the environment

2. EARLY CHILDHOOD: (Ages 1 to 3) Task is to begin the journey toward autonomy

3. PRESCHOOL AGE: (Ages 3 to 6) Task is to find out who we are and what we are able to do

4. MIDDLE CHILDHOOD: (Ages 6 to 12) Task is to achieve a sense of industry


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Life Transitions

Overview of the nine stages of development from

infancy to old age 5. ADOLESCENCE: (Ages 12 to 20) Task is to search for an

identify and find one’s voice

6. EARLY ADULTHOOD: (Ages 20 to 35) Task is to form intimate relationship

7. MIDDLE ADULTHOOD: (Ages 35 to 55) Task is to learn how to live creatively with ourselves and others

8. LATE MIDDLE AGE: (Ages 55 to 70) Task is to decide what we want to do with the rest of our lives

9. LATE ADULTHOOD: (Age 70 onward) Task is to complete a life review and put life into perspective


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Some Key Questions for Self-Reflection

What are some major turning points in your

development?

How have your earlier experiences impacted your

present way of thinking, feeling, and behaving?

Are there any ways that you’ve converted your

problems into sources of strength?


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The Five Stages of the Helping Process

Stage 1: Establishing a working relationship Create a relationship that allows client to tell their story Create a climate for change Establish a working relationship -- make us of basic listening

and attending skills and establish rapport Educate clients and obtain informed consent

Stage 2: Identifying clients’ problems Create a therapeutic climate so clients can identify and

clarify their problems Strive to understand the social and cultural context of the

client's problem -- and avoid "blaming the victim" Conduct an initial assessment Identify exceptions to one’s problems


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Stage 3: Helping clients create goals

Help clients gain a focus -- narrow down the task

Assist clients to identify specific goals

Establish and refine goals collaboratively

Stage 4: Encouraging clients exploration and taking action

Confront clients with care and respect -- challenging clients is a way of demonstrating your involvement

Make use of appropriate, timely, and relevant self-disclosure

Identify ways to accomplish goals

Develop and assess action strategies

Carry out an action program


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Stage 5: Termination

Help clients bring closure to their work and consolidate their learnings

Assist clients in developing a plan for continuing the change process on their own


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Understanding Transference

The following are some common ways that clients

may respond to you:

Clients who make you into something you are not

Clients who see you as a super person

Clients who make unrealistic demands on you

Clients who are not able to accept boundaries

Clients who displace anger onto you

Clients who easily fall in love with you


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Dealing with Transference

Some pointers in effectively dealing with

transference or client reactions to you:

Be willing to examine your own reactions

Monitor your own countertransference

Seek supervision or consultation with difficult cases

Avoid blaming or judging the client

Avoid labeling clients

Demonstrate understanding and respect


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Difficult Clients or Difficult Helpers?

Some common problematic behaviors displayed by

clients at times:Clients who are sent to you -- involuntary clientsClients who are typically silent and withdrawnClients who talk excessivelyClients who overwhelm themselvesClients who often say “Yes, but . . .”Clients who blame othersClients who deny needing help

Clients who are overly dependent on you


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Difficult Clients or Difficult Helpers?

Some more common problematic behaviors

displayed by clients at times:Clients who manifest passive-aggressive behaviorClients who rely primarily on their intellectClients who use emotions as a defense

Two things to keep in mind when you are dealing

with difficult behavior manifested by clients are:Avoid getting defensive and reacting with sarcasm Let clients know how their behavior is affecting you


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Values in the Helping Process

Values are a basic part of any helping relationship

Examples of basic values that constitute the foundation of the helping relationship assuming responsibility for one’s actions

developing the ability to give and receive affection

being sensitive to the feelings of others

practicing self-control

finding a sense of purpose and meaning in life

being open, honest, and genuine

developing successful interpersonal relationshipsBecoming A Helper - Chapter 7 (1)

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Values in the Helping Process

Some key questions to reflect onWhat is the difference between exposing versus

imposing my values?

What are the basic values I hold pertaining to the helping process?

Is it acceptable that my values are showing?

How can I determine when and how to share my values with clients?

What are some areas where I am most likely to encounter value conflicts with clients?

How can I best deal with value conflicts?Becoming A Helper - Chapter 7 (2)

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Potential forConflict of Values

Lesbian, Gay and Bisexual Issues

Family Issues

Gender-Role Identity

Religious and Spiritual Values

Abortion

Sexuality

End-of-Life Decisions


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Cultural Diversity

A multicultural perspective on helping

Ethical practice implies incorporating a multicultural

perspective in all helping relationships

The professional codes call for a diversity perspective

It is essential that helpers become aware of their own

biases, cultural values, and basic attitudes toward

diversity

Helpers are challenged to identify and overcome

cultural tunnel vision


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Cultural Diversity

Recognize and challenge your cultural assumptions

What are your assumptions about:

self-disclosure?

family values?

nonverbal behavior?

trusting relationships?

self-actualization?

directness and assertiveness?


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Multicultural Competencies

Some beliefs and attitudes of culturally skilled

helpers

Familiarity with your own culture

Ability to identify your basic assumptions

Not allowing your bias, values, or problems interfere

with working with culturally different clients

Welcoming diverse value orientations

Monitoring your functioning through consultation and

supervisionBecoming A Helper - Chapter 8 (3)

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Some areas of knowledge of culturally skilled helpersUnderstand worldview of clients with different cultural

backgrounds

Possess specific knowledge of particular individuals with whom you are working

Acknowledge your own racist attitudes, beliefs, and feelings

View diversity in a positive light

Know how to help clients make use of indigenous support systems


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Some skills and intervention strategies of culturally

skilled helpers

Seek out consultation to help develop necessary skills

Use methods and define goals consistent with the life

experiences of culturally diverse client populations

Be willing to go outside of the office

Educate clients about the helping process


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Ethical Practice

Ethical practice requires that you:

base your actions on informed, sound, and responsible

judgment

consult with colleagues or seek supervision

keep your knowledge and skills current

engage in a continual process of self-examination

remain open


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Role of Professional Codes

Professional codes :

educate us about responsibilities

are a basis of accountability

protect rights and welfare of clients

are a basis for improving professional practice


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Ethical Decision Making

Ethical decision-making model:

1. Identify the problem or dilemma

2. Identify the potential issues involved

3. Apply the ethics codes

4. Know the applicable laws and regulations

5. Obtain consultation

6. Consider possible and probable courses of action

7. Explore the consequences of various decisions

8. Decide on the course of action


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Informed Consent

Clients need enough information about the helping

process to be able to make informed choices

The informed consent process begins with the intake

interview and continues for the duration of the helping

relationship

The aim is to involve clients in a collaborative

partnership


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Confidentiality

Confidentiality is a central concept in the client-helper relationshipConfidentiality needs to be discussed with clients from

the onset of the relationship

Confidentiality is essential but is not absolute

Some exceptions to confidentiality: Client poses a danger to self or others Client under age of 16 is the victim of abuse Client needs to be hospitalized Information is made an issue in a court action Client requests a release of record


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Client Autonomy

Respecting the client’s autonomy is basic

Helpers do not make decisions for clients, nor do they

foster dependent attitudes and behavior

As helpers, your main job is to put yourself out of

business


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Ethical Issues in Managed Care

Five major ethical issues regarding practices of

managed care

Informed Consent

Confidentiality

Abandonment

Utilization Review

Competence


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Grounds for Malpractice

Abandoning a client

Sexual misconduct

Breaking confidentiality inappropriately

Failing to respect a client's privacy

Failing to protect others from a dangerous client

Practicing beyond one's competence

Failing to honor a contract with a client

Failing to provide for informed consent


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Ways to Prevent Malpractice Actions

Make use of informed consent procedures Define clear contracts with clients Do not practice outside of your competence Take steps to maintain your competence Document carefully Know and follow state and local laws Know and follow the codes of ethics Respect confidentiality Report any cases of suspected child abuse Carefully consider bartering arrangements


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Ways to Prevent Malpractice Actions

Keep relationships with clients professional Avoid engaging in sexual relationships with clients Treat your clients with respect Obtain parental consent when working with minors Make use of assessment procedures Make it a practice to consult with colleagues Keep current client records Avoid promising clients anything you cannot deliver Anchor your practice to a theory Abide by the policies of the institution that employs you


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Codes on Multiple Relationships

Codes caution against forming dual or multiple relationships with clients

Dual or multiple relationships Can be sexual or nonsexual

Sexual dual relationships, by their nature, are unethical

Nonsexual dual or multiple relationships tend to be complex

Maintaining appropriate boundaries is what is essential

Some dual relationships can be avoided

Not all dual relationships can be avoided

Dual or multiple relationships are not necessarily harmful or unethical


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When Operating in More Than One Role

Avoid combining professional and personal relationships

Set healthy boundaries from the outset Secure informed consent of clients Involve the client in setting the boundaries of

the relationship Discuss the potential benefits and risks with the client Seek consultation Work under supervision when needed Document and monitor their practices Refer when necessary


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Socializing with Former Clients

Socializing with former clients is probably unwise

Imbalance of power likely never changes

Helpers need to be aware of their motivations

Former clients may need helper at a later time

Helpers need to establish their own boundaries


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Guidelines for Bartering

Think carefully before engaging in bartering

Involve the client in the decision making process

Determine the value of goods or services in a

collaborative fashion

Consider the cultural context

Establish specific conditions

Document the arrangement

Consult with experienced colleagues or supervisorsBecoming A Helper - Chapter 10 (4)

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Accepting Gifts

Questions to consider in making a decision of

whether or not to accept gifts from the clientWhat is the monetary value of the gift?

What are the clinical implications of accepting or rejecting the gift?

When in the helping process is the offering of a gift occurring?

What are the helper’s motivations for accepting or rejecting a client’s gift?

What are the cultural implications of accepting or rejecting the gift?


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Sexual Attractions

How helpers can deal with sexual attractions to

clients

Acknowledge the feelings to oneself

Explore the reasons for the attraction

Never act on these feelings

Talk with a colleague or a supervisor

Seek personal counseling if necessary

Monitor boundaries by setting clear limits


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Working in the Community

The community approach involves four facets

1. Direct Client Services -- Outreach approach

2. Indirect Client Services -- Client advocacy

3. Direct Community Services – Preventive education

4. Indirect Community Services – Changing the social

environment


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Multiple Roles of Community Workers

Helpers need to be able to assume nontraditional

roles if they hope to make an impact on social

systems. These roles include:

Advocate

Change agent

Consultant

Adviser

Facilitator of indigenous support systems

Facilitator of indigenous healing systems


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Skills in Mobilizing Community Resources

Achieve credibility within the community

Build on the strengths of the community

Establish and maintain a personal network

Assist the community to identify its needs

Assume responsibility for instigating change

Address ethical issues in the delivery of services


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Special Populations

How to work with special populations

Be aware of your own assumptions, beliefs, and

stereotypes

Challenge ways society might stigmatize special

groups

Identify specific populations most in need of help

Reach out to a target population

Direct educational efforts toward action programs


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Working with Groups

Group work as a treatment of choice

Some of the advantages of using groups are Groups fit well into the managed care model Groups can be brief and cost-effective Groups provide a sense of community Groups foster interpersonal learning Groups have unique healing qualities Groups provide a natural place to experiment with change Groups provide members with feedback Groups allow people to learn from one another Groups offer both support and challenge


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Working with Families

Some assumptions of a family systems approach: Client's problematic behavior may serve a function for family

Dysfunctional patterns may be passed across generations

Actions by any family member will influence other members

An individual may carry symptoms for the entire family

Individuals are best understood within the context of a family system

Accurate assessment of an individual's problems requires observation of other family members

Focusing on individual dynamics without considering dynamics within a system gives an incomplete picture


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Stress for Helpers

Common individual stressors Striving for perfection Excessive need for approval Self-doubt Physical and emotional exhaustion Assuming too much responsibility for clients Ruminating about cases

Stresses association with working in organizations Excessive demands of agencies Constant paperwork Dehumanization and erosion of ideals

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Stress and Burnout

How stress paves the way to burnout Stress at work tends to impact your personal life

Working intensely with people opens you up to your own wounds -- it reactivates earlier conflicts and pain

Constant stress that is not managed results in physical and psychological exhaustion

Burnout There are internal and external causes of burnout

Chronic burnout can lead to becoming impaired

You are challenged with recognizing signs of burnout before you become an impaired practitioner


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Take Care of Yourself

The challenge of self-care for helpers

There are no easy answers

Important for you to discover your own path to

keeping alive

Develop a personal strategy for coping with stress

and dealing with burnout


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Cognitive Approaches to Self-Care

Learn to identify constructive and nonconstructive

beliefs

Recognize the ways your thinking influences

your behavior

Challenge distorted beliefs

Acquire ways to change self-defeating thinking


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You Have Control Over Yourself

Assess your current behavior to see if it is working

Strive to develop realistic expectations

Learn practical strategies for managing stress

Realize you are one person

Avoid taking on too many projects at once

Learn time management techniques

Practice time management strategies

Find other sources of meaning besides work


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You Have Control Over Yourself

Learn and respect your own limits

Strive for variety within your job

Build linkages with colleagues and friends

Watch for subtle signs of burnout

Make taking care of yourself a priority

Treat yourself as you want others to treat you

Recognize that you can be an active agent in your life


Education

Becoming a helper 13 1