6 PEER RESPONSES DUE IN 6 HOURS.. EACH SET OF 2 HAS ITS OWN INSTRUCTIONS   Respond to at least two of your classmates   KORIE'S POST: I am going to be using my current job as a scenario. I currently work with an orthopedic, neurologist, and Interventional pain management doctor. We do send our patients out if our doctors can not fully treat the patient to there full capacity. I have a patient that had gotten into a horrible car accident  that she and her husband were hospitalized for a month from. They were driving back to FL from TX and another car went to switch lanes and he saw the car and with a quick reaction he switched lanes and with that they got dragged 10 feet under a semi truck. They had lots of neck and back pains, but mostly PTSD really badly. I go in and I get the history and vitals and go over a bunch of things with the patient before the Dr goes in. I will present the case to the Dr and then they go in to see the patient. Once, the Dr comes out he will tell me what the plan is with the patient so then I can get them set up with all orders. When I had presented this case with the Dr, I told them all that they will need to see a Physc due to the severity of the PTSD. The Dr did come out of the room and did tell me that he is going to be sending the patients to see a Physc as even with his neurologist skills this PTSD is out of his hands. Our, office does not do deep PTSD as this patient does need to have. We also sent the patient to see a counselor as well to have someone else to speak to regarding this accident. Some people once they are in an accident they do get very freaked out and very gittery to drive again, some have such issues that they get panic attacks or black out when in the car just as a passenger. We had to send this patient out as our office does not handle such cases as deep with PTSD as this case was. BROOKE'S POST: The organization I work for now has many different departments.  While we all work in public health, we all do different things.  We all serve the same population but we all target different individuals in that population.  I currently work in the education department which means, I cannot help an individual that comes in and needs help in the health insurance department.  What I can do is refer that person out to the person in charge of that.  My current workplace may not fit into this scenario as much as mental health and/or health professionals.  Scenario:           Adult male comes in to the VA clinic for his weekly marriage counseling appoint with his clinical social worker.  Husband and Wife have been attending weekly cognitive behavior therapy marriage counseling for the last 4 months with no notable change in marriage or attitudes in regards to marriage.  The couple has 3 children, a mix of yours, mine, and ours.  Wife moved out of the couples home with the children for the last 9 months.  The first appointment the couple had was separate appointments for each.  It is clear t.

1. 6 PEER RESPONSES DUE IN 6 HOURS.. EACH SET OF 2
HAS ITS OWN INSTRUCTIONS
Respond to at least two of your classmates
KORIE'S POST:
I am going to be using my current job as a scenario. I currently
work with an orthopedic, neurologist, and Interventional pain
management doctor. We do send our patients out if our doctors
can not fully treat the patient to there full capacity.
I have a patient that had gotten into a horrible car accident that
she and her husband were hospitalized for a month from. They
were driving back to FL from TX and another car went to switch
lanes and he saw the car and with a quick reaction he switched
lanes and with that they got dragged 10 feet under a semi truck.
They had lots of neck and back pains, but mostly PTSD really
badly.
I go in and I get the history and vitals and go over a bunch of
things with the patient before the Dr goes in. I will present the
case to the Dr and then they go in to see the patient. Once, the
Dr comes out he will tell me what the plan is with the patient so
then I can get them set up with all orders. When I had presented
this case with the Dr, I told them all that they will need to see a
Physc due to the severity of the PTSD.
The Dr did come out of the room and did tell me that he is
going to be sending the patients to see a Physc as even with his
neurologist skills this PTSD is out of his hands. Our, office
does not do deep PTSD as this patient does need to have. We
also sent the patient to see a counselor as well to have someone

2. else to speak to regarding this accident. Some people once they
are in an accident they do get very freaked out and very gittery
to drive again, some have such issues that they get panic attacks
or black out when in the car just as a passenger.
We had to send this patient out as our office does not handle
such cases as deep with PTSD as this case was.
BROOKE'S POST:
The organization I work for now has many different
departments. While we all work in public health, we all do
different things. We all serve the same population but we all
target different individuals in that population. I currently work
in the education department which means, I cannot help an
individual that comes in and needs help in the health insurance
department. What I can do is refer that person out to the person
in charge of that. My current workplace may not fit into this
scenario as much as mental health and/or health professionals.
Scenario:
Adult male comes in to the VA clinic for his weekly
marriage counseling appoint with his clinical social worker.
Husband and Wife have been attending weekly cognitive
behavior therapy marriage counseling for the last 4 months with
no notable change in marriage or attitudes in regards to
marriage. The couple has 3 children, a mix of yours, mine, and
ours. Wife moved out of the couples home with the children for
the last 9 months. The first appointment the couple had was
separate appointments for each. It is clear that husband has
severe untreated PTSD from his time in the ARMY, Post 9-11.
The clinical social worker understands the need for the husband

3. to work on his untreated PTSD as it relates to his marriage. The
PTSD counseling should not be a part of the marriage
counseling but in conjunction with it. The social worker
understands that he may not treat the husband due to a conflict
of interest and he cannot write prescriptions that may aide in the
treatment of the husband’s PTSD. The social worker recognizes
the untreated PTSD is negatively impacting the marriage and
the husband’s efforts in the marriage. For this reason, the
husband will be referred out to a specialist who is not only
trained in intensive PTSD therapy but one that can also
prescribe medications and have more available resources for the
Husband.
The counseling relationship is different than others in a
number of ways but one of the biggest ways is because time is
limited, at some point the relationship between counselor and
client will end (Natwick, 2017). Often times, individuals do not
stay in counseling forever like they would with a primary care
physician. Needs and/or problems resolve through counseling
or change and an individual is either done or needs to be
referred out. There are also times when ethics comes in to
play and this would require termination or referrals. Just
because a counselor is trained or educated on a specific
condition does not always mean that is the best fit for the
client. It would be unethical for a counselor to take on a client
he/she may not be trained or feel confident enough in treating.
This is doing a huge disservice to the client. At this point the
counselor has to make the decision to continue treatment or
refer out to someone who can adequately handle the client’s
unique situation and so the client has the best care to succeed.
Counselors must know when ending the relationship is
appropriate and they must not use termination and referral when
they are self-serving or unethical (Natwick, 2017).
Natwick, J. (2017).
On the ethics of ending: Termination and referrals

4. . https://www.counseling.org/docs/default-source/ethics/ethics-
columns/ethics_may_2017_terminations-and-
referrals.pdf?sfvrsn=ea25522c_6.
Guided Response:
Consider ways in which you might like to interact with your
peers. For example, do you have any ideas regarding different
techniques and styles your peers’ selected professional might
use? Have you seen any of these in action in the human services
field? Please be courteous and adhere to the rules of respectful
engagement throughout your replies.
TAMEKA;S POST:
Listening Styles
The listening styles mainly used when working with clients in
the profession of human services include critical as well as
nonjudgmental listening styles. These listening styles spotlight
on more on the client, rather than on the helper. The listening
styles also incorporate a lot of empathy which makes the clients
aware of how the helper really cares about them and their
conditions. When the clients know that there is care from the
helper’s end, he or she tends to open up more and speak freely.
These listening styles also work to promote the helper’s or
counsellor’s discernment. The counsellor gets to assess the
client’s intentions or motives, their conversation subject and put
him/herself on the client’s situation or condition.
Skills of Active Listening

5. The three main skills of active listening include (1) knowing
what is said by the client or speaker as well as what they
implied; (2) acknowledging the client’s feelings; (3)helping the
client to explore thoughts and feelings (DeVito, 2016). The
three skills are critical in the helping or counselling process,
and it is a requirement that all professionals should consider.
When handling clients, it remains vital to understand what they
say, recognize their feelings, then help them in letting their
thoughts out freely.
Basic Counseling Skills
The basic counselling skills include summarizing and body
language (Duggan, 2020). The body gestures portrayed by a
client in the helping process depict whether he/she is
comfortable or not. Body gestures also show how the client is
feeling about what he/she is saying. Summarizing is largely
used in highlighting specific important points within a
conversation.
References
DeVito, J. A. (2016). The interpersonal communication book.
Pearson College Division.
Duggan, T. (2020). Counseling & interviewing skills for human
services. Work - Chron.com.
https://work.chron.com/counseling-interviewing-skills-human-
services-27490.html
MICHELLE'S POST:

6. With every first meeting (no matter which setting it is) always
begins with the listening styles of surface, nonjudgmental, and
inactive. Surface style surveys your various options the provider
can give, nonjudgmental style expresses a neutral affinity
towards the individual, and inactive style allows limitations that
can be set between the individual and the provider. As the
meetings continue on, the listening styles can then move
forward of depth, critical, and active. Depth style can allow an
exploration of the individual's thoughts/emotions, critical style
can help determine what actions can be made to improve the
individual's health, and active style will allow the limitations to
become a compromise instead.
Active listening ranges from a variety of techniques but I feel
that understanding, evaluating, and responding are more
efficiently used throughout both interpersonal and group
settings. Understanding is the stage which you learn what the
speaker means— the stage at which you grasp both the thoughts
and the emotions expressed (DeVito, 2019). As a professional,
you want to understand how the client is feeling and the
explanation to their behaviors but in order to do so, we must be
open minded and allow ourselves to place us in their shoes.
Evaluation is a technique to decipher the intentions of what
your client is trying to tell you or how they are truly feeling.
When listening to your client, you want to pay close detail to
words or phrases that may lead to the inclination that harm may
be evident. Responding occurs in two phases: responses you
make while the speaker is talking (immediate feedback) and
responses you make after the speaker has stopped talking
(delayed feedback) (DeVito, 2019). While the conversation is
being held between the client and the professional, it is
important for the professional to provide their responses every
now and then to ensure that the client is being heard and given
the full attention. After the conversation has ended, the
professional may provide a more thorough response about the
client's meeting held that day and decide what other tasks are

7. needed to be accomplished from there.
Three interviewing skills a professional can use in both an
interpersonal and group setting would be paraphrasing, body
language, and summarizing. Paraphrasing is when you restate
what the speaker said (Steven, 2020). A professional may use
paraphrasing to ensure that (1) the client was given undivided
attention and (2) make sure that what the client was saying is
being understood by the professional. Body language takes into
account our facial expressions, angle of our body, proximity of
ourself to another, placement of arms and legs, and so much
more (Steven, 2020). A professional may express facial
reactions to show to the client empathy and that the professional
is able to understand how the client is feeling in that moment.
Summarizing is focusing on the main points of a presentation or
conversation in order to highlight them. At the same time you
are giving the “gist”, you are checking to see if you are accurate
(Steven, 2020). After a session, a debriefing can allow the client
to hear and understand what the professional may or may have
not missed. This can help determine what is needed to be
brought up for the next session and any other concerns the
client may have.
References
DeVito, J. (2019). The Interpersonal Communication Book.
Instructor
,
1
, 18.
https://catalogue.pearsoned.ca/assets/hip/ca/hip_ca_pearsonhigh
ered/preface/013462310X.pdf (Links to an external site.)
.
Steven, J. (2020). Basic Counseling Skills Everyone Can Learn
and Use.

8. https://www.basic-counseling-skills.com/ (Links to an external
site.)
.
Guided Response:
Consider ways in which you might like to interact with your
peers. For example, what do you think about the emotional
messages that your peers chose to use in their scenario? What
would you do differently, and why? Please be courteous and
adhere to the rules of respectful engagement throughout your
replies.
MONICA'S POST:
When working in family and community services you encounter
people from different cultures, different ages, different genders,
and different races. Often you meet people who have lost jobs,
homes, or loved ones. It is important to engage in emotional
expression when working with these people. "Feelings
constitute a great part of your meaning. If you leave your
feelings out or you express them inadequately you fail to
communicate a great part of your meaning" (DeVito, 2016, Sec.
7.1). For example, when you are speaking to someone who has
lost a loved one, it is important to show empathy and
compassion for their loss. Emotions can be shown verbally and
nonverbally with facial expressions and gestures and match the
words you use. Making them feel comfortable and that what
they are saying is important to you. It is important to remember
that emotions can be influenced by culture, gender, and
personality. Some people don't show their emotions as easily as
others because of their culture or gender and it is important to
be mindful of that.

9. It is important to show empathy in both interpersonal and group
settings alike. Ways to show empathy would be permitting the
person to grieve their loss, avoid trying to focus on the bright
side, encourage the person to express feelings and talk about
their loss, let the person know you care and are available.
(DeVito, 2016, Sec. 7.3). In a group setting if someone is upset
pulling them aside or speaking to them after the group activity
would be a good way to show your empathy.
One theory that can be applied to communicating in this field
would be communication accommodation. It would be beneficial
to match the style of speech as the client because if they are sad
and speaking quietly you can match their speech and show your
empathy. Speaking loudly and excitedly would be inappropriate
because it could make them uncomfortable and cause them to
shut down.
One example where self-disclosure could be used as a means of
communication would be someone who lost a parent. My father
passed away when I was six and disclosing this information
might help show the person I know what it's like to lose a loved
one. I feel like in this situation it would be appropriate because
it would help relate to the client and build a trusting
relationship with them.
References
DeVito, J.A. (2016).
The interpersonal communication book
(14th ed.). Retrieved from
https://content.ashford.edu
ALICIA'A POST:

10. What are some ways in which effective means of emotional
expression is used to engage with a client experiencing a
problem (e.g., loss of job, homelessness, health concerns, etc.)?
Children of a younger age tend to have a more difficult time
sharing how they feel as well as how to appropriately express
those feelings which usually leads to enraged outbursts. They
can have difficulty calming down and even exhibit violent
behaviors such as biting and hitting or kicking. Some emotional
expressions could be respecting boundaries, because everyone
has a different tolerance for emotional communication (DeVito,
2016). Children can be very short about this. This can be
difficult with children because if taken to far the child is
basically given free range to be out of control so it must be
done in a controlled sense. Talking it out can also be helpful so
long as you are sure to not judge the child.
Identify empathy skills in interpersonal and group settings (e.g.,
one-on-one client interaction, facilitating a group session, etc.)
that you might use as a human services professional.
When one is empathetic it means that they are relating to
another person’s feelings and intentions in a certain situation.
With small children you need to let them know that you are
identifying with their emotions without ridiculing them. By
engaging them and ensuring them that their feelings are okay
and not to be mocked you enable the child to talk about their
feelings with you without fear of reprimanding from anyone
else they engage with (Joseph, Strain, Yates, & Hemmeter,
2006).
Describe one communication theory (i.e., constructivist,
attachment, communication accommodation, attribution) that
can apply to this situation as it relates to communicating
messages (e.g., how messages are communicated, processes

11. related to communicating messages, etc..). See Week One’s
required website readings.
With children, the attachment theory would be the most useful
communication theory. This theory is based in social and
emotional development through motivation and personality by
dealing with the intimacy of established relationships (Changing
Minds, 2002). With children an attachment is crucial to being
able to connect with them because unlike most adults, young
children can be completely terrified of a stranger they do not
trust. By building an attachment so that they want to see you
and enjoy talking with you about their feelings you are able to
talk much more about how to help them with their emotional
responses to bad experiences.
Under what conditions might you, as a human service
professional, use self-disclosure as a means of interacting with
clients? Would it be appropriate or inappropriate in this specific
situation? Why or why not?
While at first glance self-disclosure may seem like a good idea
to get a child to relate to you it must be handled carefully.
Children are highly impressionable so you don’t want to scare
them or worse, influence their behavior with your own if it will
reinforce a negative reaction. Normalizing reactions to stimulus
is okay as long as you are sure to reinforce that that reaction is
unnecessary and there are better ways to handle it. Children
also can remember more than we give them credit for and can
repeat things said to them in other situations, sometimes out of
context. For this reason, while using self-disclosure can be
appropriate, a health professional must be sure to handle the use
of it in a delicate and professional manner to avoid
misunderstandings from both the child and the child’s parents.
References

12. Changing Minds. (2002). Attachment theory. Retrieved from
http://changingminds.org/explanations/theories/attachment.htm
DeVito, J.A. (2016).
The interpersonal communication book
(14th ed.). Retrieved from
https://content.ashford.eduLinks to an external site.
Joseph, G. E., Strain, P., Yates, T., & Hemmeter, M. L. (2006).
Social emotional teaching strategies.
The Center on the Social and Emotional Foundations for Early
Learning
.