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Clara Hill
• Theoretical Background and Evolution of the Approach
• Proponents
• Research
• Relevant and credible insights
• Mental Condition, Symptom, Behavioral Patterns,
Emotion, or Thoughts
• Demonstration of the Approach
• Other perspective
An overview
process of
helping
The three-stage
model
Exploration Stage:
Rogers's Client-
Centered Theory
Insight Stage:
Psychoanalytic
Theory
Theoretical
background:
Action Stage:
Behavioral and
Cognitive Theories
• Clara E. Hill, PhD
• She is married with two children and one
grandchild.
• Earned her doctorate at Southern Illinois University
in 1974
• Assistant professor in the Department of
Psychology at the University of Maryland
• President of the Society for Psychotherapy
Research, editor of the Journal of Counseling
Psychology, and co-editor of Psychotherapy
Research.
• Helping skills, psychotherapy process and outcome,
training therapists, dream work, qualitative research,
and meaning in life
• Doctoral in Counseling
• She tried finding the right textbook that would embody her own philosophy of
helping and address the needs of her students
• Popular texts focus solely on a problem-solving approach and do not provide
the crucial theoretical and empirical foundation for the helping skills
• That is why Clara Hill wrote a book to address these limitations from other
books using her own philosophy of helping that teaches helpers to assist
clients toward positive behavior changes
• Exploration stage
• Insight stage
• Action stage
• Helping Process
• Helping involves not only the overt behaviors
but also the cognitive processes of helpers
(i.e., intentions) and clients (i.e., reactions)
• Awareness of intentions
• Book that both supports
students’ development as helpers
• Clara Hill claims:
• Moving from a friendship role to a professional position
• One of the topics that is frequently discussed
Title: Helping skills Training for
undergraduates: Outcomes and prediction
of outcomes.
• CARL ROGER'S CLIENT CENTERED THEORY
Client-centered therapy has been a major force in
clinical psychology, which is developed by the
psychologist Carl Rogers. According to client-centered
theory, those essential qualities are the Rogerian core
conditions: congruence, acceptance, and empathy.
• SIGMUND FREUD'S PSYCHOANALYTIC THEORY
Client-centered therapy has been a major force in
clinical psychology, which is developed by the
psychologist Carl Rogers. According to client-centered
theory, those essential qualities are the Rogerian core
conditions: congruence, acceptance, and empathy.
Exploration Stage:
Insight Stage:
• Cognitive Theory
CBT theory suggests that our thoughts, emotions, body
sensations, and behavior are all connected, and that
what we think and do affects the way we feel.
Thousands of research trials have demonstrated that
CBT is an effective treatment for conditions from
anxiety and depression to pain and insomnia.
Action Stage:
Panic Disorder
• Anxiety disorder where you regularly have
sudden attacks of panic or fear.
• People with panic disorder have frequent
and unexpected panic attacks.
Panic Disorder
A. Recurrent unexpected panic attacks.
B. At least one of the attacks has been followed by 1
month.
C. Disturbance is not attributable to the physiological
effects of a substance.
D. Disturbance is not better explained by another mental
disorder.
• Palpitations, pounding heart, or accelerated heart rate.
• Sweating.
• Trembling or shaking.
• Sensations of shortness of breath or smothering.
• Feelings of choking.
• Chest pain or discomfort.
• Nausea or abdominal distress.
• Feeling dizzy, unsteady, light-headed, or faint.
• Chills or heat sensations
• Paresthesia
• Derealization
• Intense anxiety
• Fear or terror
EXPLORATION INSIGHT EXPLORATION INSIGHT
ACTION
EXPLORATION
ACTION
INSIGHT
EXPLORATION ACTION GOAL
Identify and describe specific situations
Teach relaxation
Imagine application of relaxation
Assign relaxation practice
Follow up
Summary of the Demonstration
Information
Opening question : Thoughts
Starting of Exploration stage.
Restatement
Opening question: Feelings
Process Advisement
Reflection of Feelings
Challenge
Information
Reflection of Feelings
Challenge
Information
Open question :Thoughts
Interpretation
Client Name: Deb
Helper Name: Dr.Hill
In this demo it would show to
us. how can we put those
helping stages in a Client.
And according to Dr.hill that
this process is not in just in a
straight flow of stages. But it
is back and fort with some
questions and process of the
conversation.
• People have certain biological predispositions at birth and have a
tendency toward fulfilling the potentials of helping.
• Action and behavior change may be necessary to consolidate the
changes in thinking. There may actually be neurological changes in
the brain resulting from psychotherapy.
• Freud (1923/1963) believed that psychological problems are
developmental. He noted that symptoms generally make sense in the
context of past and present life experiences.
• People are neither good nor bad at birth but rather develop
depending on temperament, genetics, the environment, parenting,
and early experiences
HELPING SKILLS.pptx

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HELPING SKILLS.pptx

  • 2. • Theoretical Background and Evolution of the Approach • Proponents • Research • Relevant and credible insights • Mental Condition, Symptom, Behavioral Patterns, Emotion, or Thoughts • Demonstration of the Approach • Other perspective
  • 3.
  • 4. An overview process of helping The three-stage model Exploration Stage: Rogers's Client- Centered Theory Insight Stage: Psychoanalytic Theory Theoretical background: Action Stage: Behavioral and Cognitive Theories
  • 5. • Clara E. Hill, PhD • She is married with two children and one grandchild. • Earned her doctorate at Southern Illinois University in 1974 • Assistant professor in the Department of Psychology at the University of Maryland • President of the Society for Psychotherapy Research, editor of the Journal of Counseling Psychology, and co-editor of Psychotherapy Research.
  • 6. • Helping skills, psychotherapy process and outcome, training therapists, dream work, qualitative research, and meaning in life • Doctoral in Counseling
  • 7. • She tried finding the right textbook that would embody her own philosophy of helping and address the needs of her students • Popular texts focus solely on a problem-solving approach and do not provide the crucial theoretical and empirical foundation for the helping skills • That is why Clara Hill wrote a book to address these limitations from other books using her own philosophy of helping that teaches helpers to assist clients toward positive behavior changes
  • 8. • Exploration stage • Insight stage • Action stage • Helping Process • Helping involves not only the overt behaviors but also the cognitive processes of helpers (i.e., intentions) and clients (i.e., reactions) • Awareness of intentions • Book that both supports students’ development as helpers
  • 9. • Clara Hill claims: • Moving from a friendship role to a professional position • One of the topics that is frequently discussed
  • 10. Title: Helping skills Training for undergraduates: Outcomes and prediction of outcomes.
  • 11. • CARL ROGER'S CLIENT CENTERED THEORY Client-centered therapy has been a major force in clinical psychology, which is developed by the psychologist Carl Rogers. According to client-centered theory, those essential qualities are the Rogerian core conditions: congruence, acceptance, and empathy. • SIGMUND FREUD'S PSYCHOANALYTIC THEORY Client-centered therapy has been a major force in clinical psychology, which is developed by the psychologist Carl Rogers. According to client-centered theory, those essential qualities are the Rogerian core conditions: congruence, acceptance, and empathy. Exploration Stage: Insight Stage:
  • 12. • Cognitive Theory CBT theory suggests that our thoughts, emotions, body sensations, and behavior are all connected, and that what we think and do affects the way we feel. Thousands of research trials have demonstrated that CBT is an effective treatment for conditions from anxiety and depression to pain and insomnia. Action Stage:
  • 13. Panic Disorder • Anxiety disorder where you regularly have sudden attacks of panic or fear. • People with panic disorder have frequent and unexpected panic attacks.
  • 14. Panic Disorder A. Recurrent unexpected panic attacks. B. At least one of the attacks has been followed by 1 month. C. Disturbance is not attributable to the physiological effects of a substance. D. Disturbance is not better explained by another mental disorder.
  • 15. • Palpitations, pounding heart, or accelerated heart rate. • Sweating. • Trembling or shaking. • Sensations of shortness of breath or smothering. • Feelings of choking. • Chest pain or discomfort. • Nausea or abdominal distress. • Feeling dizzy, unsteady, light-headed, or faint. • Chills or heat sensations • Paresthesia • Derealization
  • 16. • Intense anxiety • Fear or terror
  • 17. EXPLORATION INSIGHT EXPLORATION INSIGHT ACTION EXPLORATION ACTION INSIGHT EXPLORATION ACTION GOAL
  • 18. Identify and describe specific situations Teach relaxation Imagine application of relaxation Assign relaxation practice Follow up
  • 19.
  • 20. Summary of the Demonstration Information Opening question : Thoughts Starting of Exploration stage. Restatement Opening question: Feelings Process Advisement Reflection of Feelings Challenge Information Reflection of Feelings Challenge Information Open question :Thoughts Interpretation Client Name: Deb Helper Name: Dr.Hill In this demo it would show to us. how can we put those helping stages in a Client. And according to Dr.hill that this process is not in just in a straight flow of stages. But it is back and fort with some questions and process of the conversation.
  • 21. • People have certain biological predispositions at birth and have a tendency toward fulfilling the potentials of helping. • Action and behavior change may be necessary to consolidate the changes in thinking. There may actually be neurological changes in the brain resulting from psychotherapy.
  • 22. • Freud (1923/1963) believed that psychological problems are developmental. He noted that symptoms generally make sense in the context of past and present life experiences. • People are neither good nor bad at birth but rather develop depending on temperament, genetics, the environment, parenting, and early experiences