This document discusses advanced helping skills for social workers, including summarization, information giving, confrontation, and interpretation. It provides guidelines for appropriately using each skill in a way that focuses the interview and empowers the client. Summarization involves pulling together relevant information from a client in a collective statement to highlight key aspects. Information giving provides clients with useful resources while distinguishing advice from facts. Confrontation addresses inconsistencies in a non-judgmental way. Interpretation explores deeper meanings but requires establishing trust and ensuring a client's readiness. All skills must be used sensitively with attending behaviors that place the client's needs first.
Some of the most important data we can receive from others consists of feedback related to our behaviour. Such feedback can provide learning opportunities for each of us if we use the reactions of others as a mirror for observing the consequences of our behaviour.
The Insights For You feedback toolkit is here to help you understand the importance of feedback and to guide you in how to give and receive feedback at work.
Feedback is an effective tool to use in different context, highly useful in training activities, team buildings but also organizational teams and business.
Some of the most important data we can receive from others consists of feedback related to our behaviour. Such feedback can provide learning opportunities for each of us if we use the reactions of others as a mirror for observing the consequences of our behaviour.
The Insights For You feedback toolkit is here to help you understand the importance of feedback and to guide you in how to give and receive feedback at work.
Feedback is an effective tool to use in different context, highly useful in training activities, team buildings but also organizational teams and business.
This course was developed to assist Supervisors, Quality Staff or additional Leadership in delivering effective feedback sessions to staff. Deck also includes a list of do's and don'ts, as well as proven communication methods.
Training Slides of The Counseling Interview - Principles & Practices, discussing the importance of Interview.
For further information regarding the course, please contact:
info@asia-masters.com
www.asia-masters.com
Training for drug and alcohol counselors on using motivational interviewing counseling techniques to improve retention in treatment and move clients through the stages of change model.
“Courage doesn’t happen when you have all the answers. It happens when you are ready to face the questions you have been avoiding your whole life.”
― Shannon L. Alder
Sometime we take on Helping roles without our own knowledge. People look up to you for help, and it helps to know the basics of Helping Relationships. These slides are to just create that platform.
This course was developed to assist Supervisors, Quality Staff or additional Leadership in delivering effective feedback sessions to staff. Deck also includes a list of do's and don'ts, as well as proven communication methods.
Training Slides of The Counseling Interview - Principles & Practices, discussing the importance of Interview.
For further information regarding the course, please contact:
info@asia-masters.com
www.asia-masters.com
Training for drug and alcohol counselors on using motivational interviewing counseling techniques to improve retention in treatment and move clients through the stages of change model.
“Courage doesn’t happen when you have all the answers. It happens when you are ready to face the questions you have been avoiding your whole life.”
― Shannon L. Alder
Sometime we take on Helping roles without our own knowledge. People look up to you for help, and it helps to know the basics of Helping Relationships. These slides are to just create that platform.
Winning Complex Sales with an Intentional StrategyRichardson
In this SlideShare, Richardson discusses as the buying journey has become more complex, dynamic, and iterative, sales professionals often find themselves in a daily state of crisis — reacting to customer changes and competitor moves. Hear why sales professionals must not only engage in customer-centric activities that add real value, but they must also navigate and anticipate the constant changes taking place for their buyers and help lead them through the buying process.
In this SlideShare, Richardson explains there is no second act in selling. Buyers have too many options and not enough time. When your salespeople show up, they must be exceptional – cutting through the noise and distilling what matters most.
Keynote presentation by Margaret Sumption at the American Hospital Association marketing executives covference in New York City on April 4,2013. "The Reluctant Customer" focuses on how marketing and PR executives serving member hospitals and their representatives can improve success and increase satisfaction. Three steps are discussed: "Stop Begging," "Frame Your Argument," and "Execute, Evaluate, and Proclaim."
second practice theory course builds on SWK 501, Generalist Practice with Individuals, Families and Small Groups, extending the concepts of strengths based practice to work with organizations and communities. The relationships between communities and organizations and at risk populations are infused throughout the course. Knowledge, values and skills will be obtained throughout the course. These will be gained through readings, oral and written assignments, and videos.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
2. Focusing the Interview
•Initial interview will likely
include prescribed questions…
•Important to PREPARE and
anticipate possible
issues/concerns client may
want to discuss
3. Summarization
• Pulls together relevant information into a “collective”
response. BOTH the feelings and content are
included in the summarization.
• Delivered as a statement, not a question.
• Helpful to summarize previous session at the start of
new session
• Helpful at end of session to highlight key aspects
4. Guidelines for Using Summarization
• Identify key aspects of the client's messages over time,
within the session or over the course of several sessions.
• Use summarization as a way to focus the interview. The
social worker takes the lead in setting the agenda (of
course, with the client's input).
• Use summarization to tie messages together and make a
coherent whole.
5. Guidelines for Using Summarization
• Verify with the client that you are on the right track, for
example, "There are a few things you said that I want to
be sure I have understood. You are thinking about leaving
your husband and will make the final decision after you
complete your degree. Is that the gist of what you said?"
• Use summarization to begin a session, switch directions,
or wrap up a session.
• Recap what was said, sometimes using the client's own
words, for example, "You just said 'I want the abuse to
stop.' That is the first time I have heard you utter those
words. Good for you."
6. Information Giving
• Uses when client needs useful information
• Information is power… our job is to empower our
clients.
• Available resources
• The helping process/role of Social Worker
• Knowledge of development, life transitions, consequences
of behavior, etc.
• Knowledge of policies and programs
7. Guidelines for Giving Information
• Identify the kind of information that is useful to the client.
• Identify reliable sources of information, such as the library, telephone book, websites,
social service agencies, schools, and universities.
• Determine readiness for information and whether the client can find it on his or her own.
• Identify sequencing of information, presenting the most important information first.
• Present information in a way the client can hear it but be sure to include facts if they are
relevant.
• Don't overload the client with too much information; sometimes a small dose of
information is all the client can handle.
• Discuss the client's reaction to the information.
• Ascertain how well the client understands the information by asking him or her to repeat it.
• Write down information (or provide a brochure).
8. Information Giving
• Always use cultural knowledge and sensitivity
• Purpose is educate about options, not to advise or
dictate or judge
• Important to distinguish between advice and
information
DO NOT USE INFORMATION GIVING TO
“SOUND LIKE THE EXPERT”…small,
understandable, meaningful bits
9. Confrontation
• Used to address a discrepancy in the client’s
message/communication in hopes of providing
insight that leads to change…
• Client’s behavior in contradiction to his/her statements
• Client’s statements in contradiction to one another
• Should be non-judgmental, non-threatening, and
non-adversarial
10. Guidelines for Using Confrontation
• Use confrontation sparingly and when a relationship has been firmly
established.
• Offer a confrontation because you care, for example, "It is because you are
a good person with a lot of potential that I am bringing this up right now."
• Do not confront a client if he or she is extremely emotional. Use empathy
skills, such as a reflection of feeling as a way of diffusing the situation or to
moderate the client's feelings.
• Change takes time; be realistic and understanding, not combative. Long-
standing patterns, issues, and feelings are hard to change. Think of this skill
as shining a light on a blind spot.
11. Guidelines for Using Confrontation
• Give examples of inconsistencies within the context of care and concern,
for example, "I really want to see you succeed, but last week and yesterday
you showed up to school smelling of alcohol. You said that you don't want
to be suspended, but, honestly, I don't know how many more chances you
will get. If you want to finish your senior year, you have to take the
necessary steps. I can help you find a program in the area that works
withteenagers and families. Your thoughts?"
• Depending on the client's reaction to the confrontation, you may need to
acknowledge that you misspoke. It doesn't mean that your concerns aren't
valid; it just may be too soon for the client to talk about. You may want to
revisit the issues when the client seems more receptive.
• Consider an obstacle to change as a challenge for the client and one the
social worker handles with grace and dignity.
12. Confrontation
• Monitor your reactions to clients
• Small confrontations over time
may work best
• Change takes time
• USE in conjunction with other
helping skills…
13. Interpretation
• Go beyond the client’s stated problem to find deeper
meaning
• Make sure there’s a relationship of trust before
applying interpretation
• Can point out causal connections between behaviors,
feelings, and thoughts
• Important to focus on clients strengths and potential
14. Interpretation
• Clients emotionally attached to their problem
• May need time to think differently
• Timing is critical – is client “ready” to see things
differently?
• Based on data, not sounding like “psychoanalysis”
• Use a tentative lead-in… “I wonder if…”
15. Guidelines for Using Interpretation
• Consider whether the client shows readiness to explore or examine deeper
issues.
• Is your interpretation based on client's actual message rather than on your biases
and values?
• Relate past issues, themes, or patterns to what is currently happening in the
client's life. For example, "You have talked a lot about your mom's drinking and
the tirades that occurred when she was drunk. Sometimes you felt powerless to
say anything and took her verbal insults to heart. I wonder if her behaviors
relate in any way to you how you feel about your boss, who yells without cause
and belittles you?"
16. Guidelines for Using Interpretation
• Word your interpretation as a tentative statement—" I wonder whether
. . ." or "Is it possible that . . ."
• Allow enough time to explore the client's reaction. Digging deeper into
the client's world may open up old wounds or trauma. Be prepared to
help the client manage the pain by using reassurance, empathy skills,
and attending behaviors. Give the client ample time to explore these
issues before moving on or ending the session.
• Depending on the client's reaction to the interpretation, you may need
to acknowledge "probable error." Tuck the information away, however,
as you may have touched on something very significant. You may want
to revisit the issues when the client seems more receptive.
• Sometimes a "molehill is just a molehill," meaning that what the client
is experiencing may have no deeper meaning. Do not assume that your
insights are correct, valid, or relevant.
17. Integrating SW Skills and Attending
Behavior Skills - Summary
• Advanced Practice Skills include: summarization,
information giving, confrontation & interpretation
• Establishing & maintaining helping relationship is
critical to change process – IT”S ALL ABOUT
YOUR CLIENT
• “Tuning in” and starting where the client is is
paramount