Becoming a helper 13 1

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Becoming a helper 13 1

  1. 1. 4th Edition by Marianne Schneider Corey & Gerald Corey Wadsworth Group A division of Thomson Learning, Inc. Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Becoming A Helper
  2. 2. To what degree do you have the need to make an impact make money return a favor gain prestige and care for others status work on your personal provide answers issues (self-help) gain and maintain be needed Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. What Are Your Needs as a Helper? control Becoming A Helper - Chapter 1 (1) Transparency 2 variety and flexibility
  3. 3. 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 Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Portrait of the Ideal Helper having good interpersonal skills recognizing that it takes hard work to bring about change Becoming A Helper - Chapter 1 (2) Transparency 3 welcoming and understanding diversity
  4. 4. 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 Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Portrait of the Ideal Helper questioning life and engaging in self-examination having meaningful relationships in your life having a healthy sense of self-love Transparency 4 Becoming A Helper - Chapter 1 (3)
  5. 5. 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: Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Factors in Choosing a Career Path self-concept motivation and achievement abilities values Becoming A Helper - Chapter 1 (4) Transparency 5 interests
  6. 6. Becoming A Helper - Chapter 1 (5) Transparency 6 Some work values for you to explore include: family relationships income interests power serving people prestige adventure job security creativity variety inner harmony achievement teamwork responsibility intellectual challenge independence competition Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Factors in Choosing a Career Path
  7. 7. 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 Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. How to Get The Most from Your Fieldwork Experience saying "I don't know" at times expressing your reactions dealing with yourself and your client in supervision accepting different styles of supervision being assertive without becoming aggressive Becoming A Helper - Chapter 2 (1) Transparency 7 being willing to learn from supervisors, without copying their styles
  8. 8. The value of self-exploration Knowing yourself is a basic requisite to helping others Using individual and group counseling for selfexploration Transparency 8 Becoming A Helper - Chapter 3 (1) Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Know Thyself, Then Help Others
  9. 9. Essential that you understand your family-of-origin issues Identify family rules 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 Review ways you related to siblings and parents Becoming A Helper - Chapter 3 (2) Messages you received from your family Significant developments in your family Identify areas for further self-exploration Transparency 9 Identify your role in your family Ways you coped with conflicts in your family Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Know Thyself, Then Help Others
  10. 10. 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 Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Life Transitions 3. PRESCHOOL AGE: (Ages 3 to 6) Task is to find out who we are and what we are able to do Becoming A Helper - Chapter 4 (1) Transparency 10 4. MIDDLE CHILDHOOD: (Ages 6 to 12) Task is to achieve a sense of industry
  11. 11. 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 Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Life Transitions 7. MIDDLE ADULTHOOD: (Ages 35 to 55) Task is to learn how to live creatively with ourselves and others 9. LATE ADULTHOOD: (Age 70 onward) Task is to complete a life review and put life into perspective Becoming A Helper - Chapter 4 (2) Transparency 11 8. LATE MIDDLE AGE: (Ages 55 to 70) Task is to decide what we want to do with the rest of our lives
  12. 12. What are some major turning points in your development? How have your earlier experiences impacted your present way of thinking, feeling, and behaving? Becoming A Helper - Chapter 4 (3) Transparency 12 Are there any ways that you’ve converted your problems into sources of strength? Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Some Key Questions for Self-Reflection
  13. 13. Transparency 13 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 Becoming A Helper - Chapter 5 (1) exceptions to one’s problems Identify Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. The Five Stages of the Helping Process
  14. 14. 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 Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. The Five Stages of the Helping Process Confront clients with care and respect -- challenging clients is a way of demonstrating your involvement Identify ways to accomplish goals Develop and assess action strategies Becoming A Helper - Chapter 5 (2) Carry out an action program Transparency 14 Make use of appropriate, timely, and relevant selfdisclosure
  15. 15. 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 Transparency 15 Becoming A Helper - Chapter 5 (3) Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. The Five Stages of the Helping Process
  16. 16. 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 Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Understanding Transference Clients who make unrealistic demands on you Clients who are not able to accept boundaries Clients who easily fall in love with you Becoming A Helper - Chapter 6 (1) Transparency 16 Clients who displace anger onto you
  17. 17. Some pointers in effectively dealing with transference or client reactions to you: Be willing to examine your own reactions Monitor your own countertransference Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Dealing with Transference Seek supervision or consultation with difficult cases Avoid labeling clients Demonstrate understanding and respect Becoming A Helper - Chapter 6 (2) Transparency 17 Avoid blaming or judging the client
  18. 18. Some common problematic behaviors displayed by clients at times: who who who who who who who are sent to you -- involuntary clients are typically silent and withdrawn talk excessively overwhelm themselves often say “Yes, but . . .” blame others deny needing help Clients who are overly dependent on you Becoming A Helper - Chapter 6 (3) Transparency 18 Clients Clients Clients Clients Clients Clients Clients Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Difficult Clients or Difficult Helpers?
  19. 19. Some more common problematic behaviors displayed by clients at times: Clients who manifest passive-aggressive behavior Clients who rely primarily on their intellect Clients who use emotions as a defense Avoid getting defensive and reacting with sarcasm Let clients know how their behavior is affecting Becoming A Helper - Chapter 6 (4) you Transparency 19 Two things to keep in mind when you are dealing with difficult behavior manifested by clients are: Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Difficult Clients or Difficult Helpers?
  20. 20. 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 Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Values in the Helping Process developing the ability to give and receive affection being sensitive to the feelings of others finding a sense of purpose and meaning in life being open, honest, and genuine developing successful interpersonal relationships Becoming A Helper - Chapter 7 (1) Transparency 20 practicing self-control
  21. 21. Some key questions to reflect on What is the difference between exposing versus imposing my values? What are the basic values I hold pertaining to the helping process? Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Values in the Helping Process Is it acceptable that my values are showing? How can I determine when and how to share my values with clients? How can I best deal with value conflicts? Becoming A Helper - Chapter 7 (2) Transparency 21 What are some areas where I am most likely to encounter value conflicts with clients?
  22. 22. Lesbian, Gay and Bisexual Issues Family Issues Gender-Role Identity Religious and Spiritual Values Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Potential for Conflict of Values Abortion Sexuality Becoming A Helper - Chapter 7 (3) Transparency 22 End-of-Life Decisions
  23. 23. A multicultural perspective on helping Ethical practice implies incorporating a multicultural perspective in all helping relationships Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Cultural Diversity The professional codes call for a diversity perspective Helpers are challenged to identify and overcome cultural tunnel vision Becoming A Helper - Chapter 8 (1) Transparency 23 It is essential that helpers become aware of their own biases, cultural values, and basic attitudes toward diversity
  24. 24. Recognize and challenge your cultural assumptions What are your assumptions about: self-disclosure? Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Cultural Diversity family values? nonverbal behavior? trusting relationships? directness and assertiveness? Becoming A Helper - Chapter 8 (2) Transparency 24 self-actualization?
  25. 25. Some beliefs and attitudes of culturally skilled helpers Familiarity with your own culture Ability to identify your basic assumptions Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Multicultural Competencies Not allowing your bias, values, or problems interfere with working with culturally different clients Monitoring your functioning through consultation Becoming A Helper - Chapter 8 (3) and supervision Transparency 25 Welcoming diverse value orientations
  26. 26. Some areas of knowledge of culturally skilled helpers Understand worldview of clients with different cultural backgrounds Possess specific knowledge of particular individuals with whom you are working Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Multicultural Competencies Acknowledge your own racist attitudes, beliefs, and feelings Know how to help clients make use of indigenous support systems Becoming A Helper - Chapter 8 (4) Transparency 26 View diversity in a positive light
  27. 27. Some skills and intervention strategies of culturally skilled helpers Seek out consultation to help develop necessary skills Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Multicultural Competencies Use methods and define goals consistent with the life experiences of culturally diverse client populations Educate clients about the helping process Becoming A Helper - Chapter 8 (5) Transparency 27 Be willing to go outside of the office
  28. 28. Ethical practice requires that you: base your actions on informed, sound, and responsible judgment consult with colleagues or seek supervision Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Ethical Practice keep your knowledge and skills current engage in a continual process of self-examination Becoming A Helper - Chapter 9 (1) Transparency 28 remain open
  29. 29. Professional codes : educate us about responsibilities are a basis of accountability protect rights and welfare of clients Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Role of Professional Codes are a basis for improving professional practice Transparency 29 Becoming A Helper - Chapter 9 (2)
  30. 30. Ethical decision-making model: 1. Identify the problem or dilemma 2. Identify the potential issues involved 3. Apply the ethics codes Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Ethical Decision Making 4. Know the applicable laws and regulations 5. Obtain consultation 6. Consider possible and probable courses of action 8. Decide on the course of action Becoming A Helper - Chapter 9 (3) Transparency 30 7. Explore the consequences of various decisions
  31. 31. 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 Becoming A Helper - Chapter 9 (4) Transparency 31 The aim is to involve clients in a collaborative partnership Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Informed Consent
  32. 32. Confidentiality is a central concept in the clienthelper relationship Confidentiality needs to be discussed with clients from the onset of the relationship Confidentiality is essential but is not absolute Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Confidentiality Some exceptions to confidentiality: Becoming A Helper - Chapter 9 (5) Transparency 32 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
  33. 33. 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 Transparency 33 Becoming A Helper - Chapter 9 (6) Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Client Autonomy
  34. 34. Five major ethical issues regarding practices of managed care Informed Consent Confidentiality Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Ethical Issues in Managed Care Abandonment Utilization Review Becoming A Helper - Chapter 9 (7) Transparency 34 Competence
  35. 35. Abandoning a client Sexual misconduct Breaking confidentiality inappropriately Failing to respect a client's privacy Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Grounds for Malpractice Failing to protect others from a dangerous client Practicing beyond one's competence Failing to provide for informed consent Becoming A Helper - Chapter 9 (8) Transparency 35 Failing to honor a contract with a client
  36. 36. Becoming A Helper - Chapter 9 (9) Transparency 36 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 Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Ways to Prevent Malpractice Actions
  37. 37. Becoming A Helper - Chapter 9 (10) Transparency 37 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 Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Ways to Prevent Malpractice Actions
  38. 38. 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 Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Codes on Multiple Relationships Nonsexual dual or multiple relationships tend to be complex Some dual relationships can be avoided Not all dual relationships can be avoided Dual or multiple relationships are not necessarily harmful or unethical Becoming A Helper - Chapter 10 (1) Transparency 38 Maintaining appropriate boundaries is what is essential
  39. 39. Becoming A Helper - Chapter 10 (2) Transparency 39 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 Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. When Operating in More Than One Role
  40. 40. Socializing with former clients is probably unwise Imbalance of power likely never changes Helpers need to be aware of their motivations Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Socializing with Former Clients Former clients may need helper at a later time Helpers need to establish their own boundaries Transparency 40 Becoming A Helper - Chapter 10 (3)
  41. 41. 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 Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Guidelines for Bartering Consider the cultural context Document the arrangement Consult with experienced colleagues or Becoming A Helper - Chapter 10 (4) Transparency 41 Establish specific conditions
  42. 42. Questions to consider in making a decision of whether or not to accept gifts from the client What is the monetary value of the gift? What are the clinical implications of accepting or rejecting the gift? Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Accepting Gifts When in the helping process is the offering of a gift occurring? What are the cultural implications of accepting or rejecting the gift? Becoming A Helper - Chapter 10 (5) Transparency 42 What are the helper’s motivations for accepting or rejecting a client’s gift?
  43. 43. How helpers can deal with sexual attractions to clients Acknowledge the feelings to oneself Explore the reasons for the attraction Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Sexual Attractions Never act on these feelings Talk with a colleague or a supervisor Monitor boundaries by setting clear limits Becoming A Helper - Chapter 10 (6) Transparency 43 Seek personal counseling if necessary
  44. 44. The community approach involves four facets 1. Direct Client Services -- Outreach approach 2. Indirect Client Services -- Client advocacy 3. Direct Community Services – Preventive education Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Working in the Community 4. Indirect Community Services – Changing the social environment Transparency 44 Becoming A Helper - Chapter 11 (1)
  45. 45. Helpers need to be able to assume nontraditional roles if they hope to make an impact on social systems. These roles include: Advocate Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Multiple Roles of Community Workers Change agent Consultant Adviser Facilitator of indigenous healing systems Becoming A Helper - Chapter 11 (2) Transparency 45 Facilitator of indigenous support systems
  46. 46. 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 Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Skills in Mobilizing Community Resources Assume responsibility for instigating change Becoming A Helper - Chapter 11 (3) Transparency 46 Address ethical issues in the delivery of services
  47. 47. How to work with special populations Be aware of your own assumptions, beliefs, and stereotypes Challenge ways society might stigmatize special groups Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Special Populations Identify specific populations most in need of help Reach out to a target population Becoming A Helper - Chapter 12 (1) Transparency 47 Direct educational efforts toward action programs
  48. 48. 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 Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Working with Groups Groups foster interpersonal learning Groups have unique healing qualities Groups provide a natural place to experiment with change Groups allow people to learn from one another Groups offer both support and challenge Becoming A Helper - Chapter 13 (1) Transparency 48 Groups provide members with feedback
  49. 49. Some assumptions of a family systems approach: Client's problematic behavior may serve a function for family Dysfunctional patterns may be passed across generations Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Working with Families Actions by any family member will influence other members Individuals are best understood within the context of a family system Accurate assessment of an individual's problems requires observation of other family members Becoming A Helper - Chapter 13 (2) Transparency 49 An individual may carry symptoms for the entire family
  50. 50. 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 Excessive demands of agencies Constant paperwork Dehumanization and erosion of ideals Becoming A Helper - Chapter 14 (1) Transparency 50 Stresses association with working in organizations Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Stress for Helpers
  51. 51. 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 Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Stress and Burnout Burnout There are internal and external causes of burnout You are challenged with recognizing signs of burnout before you become an impaired practitioner Becoming A Helper - Chapter 14 (2) Transparency 51 Chronic burnout can lead to becoming impaired
  52. 52. The challenge of self-care for helpers There are no easy answers Important for you to discover your own path to keeping alive Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Take Care of Yourself Develop a personal strategy for coping with stress and dealing with burnout Transparency 52 Becoming A Helper - Chapter 15 (1)
  53. 53. Learn to identify constructive and nonconstructive beliefs Recognize the ways your thinking influences your behavior Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. Cognitive Approaches to Self-Care Challenge distorted beliefs Acquire ways to change self-defeating thinking Transparency 53 Becoming A Helper - Chapter 15 (2)
  54. 54. 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 Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. You Have Control Over Yourself Avoid taking on too many projects at once Learn time management techniques Find other sources of meaning besides work Becoming A Helper - Chapter 15 (3) Transparency 54 Practice time management strategies
  55. 55. Learn and respect your own limits Strive for variety within your job Build linkages with colleagues and friends Watch for subtle signs of burnout Copyright © 2003 Wadsworth Group. Brooks/Cole is an imprint of the Wadsworth Group, a division of Thomson Learning, Inc. You Have Control Over Yourself Make taking care of yourself a priority Treat yourself as you want others to treat you Becoming A Helper - Chapter 15 (4) Transparency 55 Recognize that you can be an active agent in your life

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