Human Relation Skills
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Course: GCN505 transferable skills Date: 22-09-2018
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Human Relation Skills
- 1. HUMAN RELATION SKILLS Zahiruddin Othman School of Medical Sciences, USM 22-09-2018
- 2. COMMON FACTORS IN PSYCHOTHERAPY 1. Listening and talking 2. Release of emotion 3. Giving information 4. Providing rationale 5. Restoration of morale 6. Suggestion 7. Guidance and advice 8. Therapeutic relationship Examples of counseling Counseling about risks Counseling to relieve distress Interpersonal counseling Marriage guidance counseling Bereavement counseling Problem-solving counseling Counselling Advocating Coaching Providing care Conveying feelings Empathizing Interpersonal skills Facilitating group process Active listening Motivating
- 4. LISTENING • Perceiving nonverbal messages • Hearing verbal messages • Cognitive • Affective ATTENDING • Nonverbal responding • Verbal responding
- 5. BODY POSITION Tense, relaxed, leaning toward or away from EYES Teary, open, closed, excessive blinking, twitching EYES CONTACT Steady, avoiding, shifty BODY MOVEMENT Fidgeting, head nodding, pointing fingers, taps, hand and leg gestures BODY POSTURE Stooped shoulders, slouching, legs crossed, rigid, relaxed MOUTH Smiling, lip biting, licking lips, tight, loose FACIAL EXPRESSION Animated, bland, distracting, frowning, grimaces SKIN Blushing, rashes, perspiration, paleness GENERAL APPEARANCE Clean, neat, sloppy, well groomed VOICE Fast, slow, jerky, high pitched, whispers, mumbles Provide clues to, not conclusive proof of, underlying feelings Nonverbal clues tend to be more reliable than verbal clues Counselor must check whether verbal and nonverbal behaviors are consistent
- 6. Verbal cognitive messages • Easier to recognize than affective messages • Client is often more comfortable talking about thoughts or behaviors than actually feeling them • May involve several themes – respond and focus on one theme at a time in order to clarify and explore all aspects of the situation Verbal affective messages • Affective messages are communicated both verbally and nonverbally • Much more difficult to communicate more difficult to perceive and hear • It is important to listen to client’s message and identify his/her feelings – do not project your own feeling onto the client
- 7. HEARING Connotative meaning of words, idiosyncratic uses of language, figure of speech that tell a deeper story, voice tones and modulation, and stream of associations SEEING Posture, gestures, facial expression, and other outward expression of emotion COMPARING Noting what is omitted Dissonance between modes of expression INTUITING Attending to one’s own internal reactions REFLECTING Thinking it all through outside the immediate pressure during the interview
- 8. The centrality of inner experience There are no bad historians The answer is always inside the patient Control and power are shared in the interview It is OK to feel confused and uncertain Objective truth is never as simple as it seems Listen to yourself, too Everything you hear is modified by the client’s filter Everything you hear is modified by your own filter There will always be another opportunity to hear more clearly
- 9. Nonverbal responding • Examples are occasional nodding, smiling and hand gesturing; maintaining good eye contact; leaning toward the client; and speaking at moderate rate • They communicate warmth, understanding, attentiveness, and efficacy, apart from congruence with verbal behaviors Verbal responding • Verbal following: staying with the topic the client is talking about – do not jump topic • Communicate to the client that we are truly hearing and understanding them and their perspective • Communicate our ability to help, our warmth, acceptance, respect, and caring • Increase the client’s self-understanding and self-exploration as well as his understanding of others
- 10. HELPFUL BEHAVIORS IN COMMUNICATION – I Verbal Nonverbal Use understandable words Occasional smiling Appropriately interprets Maintains good eye contact Summarizes for patient Occasional head nodding Responds to primary massages Facial animation Appropriately gives information Tone of voice similar to patient Answers question about self as appropriate Occasional hand gesturing
- 11. HELPFUL BEHAVIORS IN COMMUNICATION – II Verbal Nonverbal Uses verbal reinforcers Close physical proximity to patient Use humor occasionally to reduce tension Moderate rate of speech Is nonjudgmental and respectful Body leans toward patient Add greater understanding to patient statement Relaxed, open posture Phrases interpretation tentatively Confidant vocal tone
- 12. NONHELPFUL BEHAVIORS IN COMMUNICATION – I Verbal Nonverbal Interrupting Looking away from patient Giving advice Sitting far away or turned away from patient Preaching Sneering Placating Frowning Blaming Scowling Cajoling Tight mouth Exhorting Shaking pointed finger
- 13. NONHELPFUL BEHAVIORS IN COMMUNICATION – II Verbal Nonverbal Directing or demanding Distracting gestures Overanalyzing Yawning Straying from topic Closing eyes Talking about self too much Speak too slow or too fast Minimizing or disbelieving Acting rushed Intellectualizing Unpleasant tone of voice Patronizing attitude
- 14. ADVANCE VERBAL RESPONSE SKILLS – I MAKING THE MINIMAL VERBAL RESPONSE The verbal counterpart of occasional head nodding e.g., “mm-mm,” “yes,” “I see,” PARAPHRASING A verbal statement that is interchangeable with the client’s statement PROBING An open-ended attempt to obtain more information e.g., “tell me more,” “let’s talk about…” “I am wondering about…” REFLECTING Communicating to the client our understanding of his/her concerns and perspective, what we have observe nonverbally, what we feel has been omitted or emphasized, and specific content e.g., “You’re feeling uncomfortable about seeing him,” CLARIFYING An attempt to focus on our understanding the basic nature of a client’s statement e.g., “I’m confused about… Could you go over that again, please?”
- 15. ADVANCE VERBAL RESPONSE SKILLS – II CHECKING OUT It occurs when when you are genuinely confused about client’s verbal or nonverbal behavior e.g., “I feel that you are upset with me. Can we talk about that?” INTERPRETING It occurs when something is added to the client’s statement or tries to help him/her understand his/her underlying feelings, their relation to the verbal message, and the relation of both to current situation CONFRONTING Providing the client with honest feedback about what is really going on e.g., “I feel You really don’t want to talk about this,” “You say you’re angry, yet you’re smiling,” INFORMING It occurs when you share objective and factual information. It is important not to give advice, which is subjective and verges on telling the client what to do SUMMARIZING You synthesize what has been communicated during the session and highlights the major affective and cognitive themes
- 16. Qualitative Communication Component Necessary for Effective Helping – I EMPATHY Ability to communicate to the client their own self- awareness and understanding POSITIVE REGARD Drawing on positive assets of the client by selectively attending to positive aspects of his/her verbalization and behavior RESPECT Stating positive opinions of the client and openly and honestly acknowledging, appreciating, and tolerating differences WARMTH Showing concern for the client through nonverbal expression
- 17. Qualitative Communication Component Necessary for Effective Helping – II CONCRETENESS Clarifying facts and feelings specifically IMMEDIACY Speaking in the present instead of the past or future tense CONFRONTATION Discussing differences, mixed messages, incongruities, and discrepancies between verbal and nonverbal behaviors GENUINENESS Being authentic, spontaneous, and sensitive to the needs of client
- 18. RELATIONSHIP BUILDING (development of rapport, trust, honesty, empathy) Initiation/entry Identification and clarification Agreement on structure/contract Intensive exploration of problems Definition of possible goals and objectives STRATEGIES (WORK) Mutual acceptance of defined goals and objectives Planning of strategies Use of strategies Evaluation of strategies Termination Follow-up
- 19. Self awareness Social awareness Self management Social skills • Working within a diverse environment • Working in group • Understanding our attitude and personality • Communicating effectively • Etiquette • Networking • Communicating verbally and non-verbally • Dealing with conflict • Understanding our attitude and personality • Working within union • Decision making in group • Negotiation skills • Communicating effectively, verbally and in writing • Understanding non- verbal communication • Ability to handle change • Motivating myself • Being an effective leader • Making good ethical choice • Continuous learning • Time management • Self esteem • Understanding personal motivation • Stress management • Goal setting Counselling Advocating Coaching Providing care Conveying feelings Empathizing Interpersonal skills Facilitating group process Active listening Motivating
- 20. Seminars and workshops • Attending a workshop can improve skills in specific area. • It could be related to your field or completely unrelated. Read • Books, magazines and websites about your industry can keep you abreast of any change Convention • Attending convention in your field can broaden knowledge and provide important contact and networking opportunities. Coaching and mentoring • Find someone who you admire and someone who is successful and learn from them. Travel • Travel broaden our experience Socially • Spend time with friends CONTINUOUS IMPROVEMENT A PROCESS OF LEARNING NEW THINGS TO ENHANCE YOURSELF PROFESSIONALLY AND PERSONALLY
- 22. Self-esteem is the opinion you have of yourself and your perception on your value as a person. High self-esteem people are comfortable with who they are. Self-confidence is your belief in yourself and your abilities. People with high self-esteem often have self-confidence, although this may not always be the case.
- 23. Self-image Self- esteem Self- confidence Self- efficacy Projection Self-efficacy is the confidence you have to carry out a specific task Self-image is how an individual thinks others view him or her Projection is how your self-esteem is reflected in the way you treat others
- 24. 1. Use positive self-talk and visual imagery 2. Take risks 3. Accomplish 4. Know your strengths and weaknesses 5. Choose to spend time with people who boost your self-esteem
- 25. THE JOHARI WINDOW (JOSEPHY LUFT AND HARRY INGHAM, 1955) Open self Blind self Hidden self Unknown self Known to self Unknown to self KnowntoothersUnknowntoothers feedback disclosureJohari window is a self-assessment tool to improve human relations
- 26. Improving Your Attitude When you wake up in the morning, decide you are going to have an excellent day. Be conscious of your negative thoughts Try to avoid negative thinking. Spend time with positive people Spend time in a comfortable physical environment
- 30. • Catastrophe • Life changes • Hassles Stressors • Appraisal • Perceived control • Personality • Coping behavior • Social support Intervening factors • Biological • Psychological • Social Stress reactions
- 31. General Adaptation SyndromeEffects of stress on performance
- 33. GOAL SETTING There should always be a timeframe attached to a specific goal. Most individuals will have longer- term and shorter-term goals. TIME- ORIENTED The goal that is set must be something you are willing and able to work toward The goal cannot be someone else’s goal. REALISTIC Is the goal reasonable enough to be accomplished? Make sure the goal is not out of reach or below standard performance ATTAINABLE From and to Can you track the progress and measure the outcome MEASURABLE Who, What, Where, When, Why, Which Define the goal as much as possible, with no ambiguous language SPECIFIC
- 35. Halo effect – drawing a general positive impression on an individual on the basis of a single characteristic Horn effect – reverse halo effect Contrast effect – evaluating a person’s characteristics that are affected by comparisons of other people recently encountered
- 37. WORK EFFECTIVELY IN GROUPS Basic Team Dynamics Open communication Effective coordination Efficient cooperation High levels of interdependence
- 39. Personality is a set of traits that can explain or predict a person’s behavior in a variety of situations. Attitude is a mental and emotional entity that characterizes a person
- 41. Functional Ensemble of Temperament (FET) model linking traits to teams of NT. Bold shadowed text highlights the names of temperament traits, expression of which depends on a balance within indicated NT systems. 5-HT: serotonin; DA: dopamine; NA: noradrenalin; ACh: acetylcholine; GH: growth hormone; SOM: somatostatin; PRL: prolactin; OXY: oxytocin; SubP: Substance P; NPY: neuropeptide Y; KOPr, MOPr, DOPr: kappa-, mu- and delta-opioid receptors correspondingly. Irina Trofimova Phil. Trans. R. Soc. B 2018;373:20170167
- 45. Orderliness, Perfectionist, Inflexible Detail Oriented Unable to Discard Perfectionism Can’t Delegate Work Oriented Miserly Over Conscientious Rigid
- 46. ANTISOCIAL PERSONALITY DISORDER Disregard Rights of Others (and meet Conduct Disorder) Unlawful Reckless Deceitful Irresponsible Impulsive Lack Remorse Aggressive
- 47. Grandiose, Needs Admiration, Without Empathy Self Important Exploitative Fantasies of Success Lacks Empathy Feels Special Envious Needs Admiration Arrogant Entitled
- 48. A treatment of psychological problem in which two or more clients interact with each other on both an emotional & cognitive levels in the presences of one or more psychotherapists who serve as catalysts (the person who can be related to or who can understand the other’s point of view), facilitators or interpreters Goal • Help Individuals Identify Maladaptive Behavior • Help with Emotional Difficulties through Feedback • Offer a Supportive Environment Type • Psychoeducational/ Guidance group • Counseling/Interpersonal Problem- Solving Groups • Psychotherapy Groups • Task/work Groups Counselling Advocating Coaching Providing care Conveying feelings Empathizing Interpersonal skills Facilitating group process Active listening Motivating
- 49. • The purpose is to teach group participant how to deal with a potential threat, developmental life events or immediate life crisis Psychoeducational/ Guidance group • These groups help participants resolve problems of living through interpersonal support and problem solving. Counseling/Interpersonal Problem- Solving Groups • These groups focus on personality reconstruction or remediation of deep-seated psychological problems Psychotherapy Groups • A group that comes together to perform a task that has a concrete goal Task/work Groups Guidelines for group therapy Maintain Confidentiality Commitment to Attendance Socializing with Group Members Putting Feelings into Words Not Actions Role of Leader and Members
- 50. • Team acquaints and establishes ground rules. Formalities are preserved and members are treated as strangersForming/Orientation • Members start to communicate but still see themselves as individual rather than part of a the team. They resist control by group leaders and show hostility.Storming/Transition • People feel part of the team and realize that they can achieve work if they can accept other viewpoints.Norming/Cohesiveness • The team work in an open and trusting atmosphere where flexibility is the key and hierarchy of little importance.Performing/Working • The team conducts an assessment of the year and implement a plan for transitioning roles and recognizing members’ contributions.Adjourning/Terminating
- 51. Selection Homogenous vs. heterogeneous Indication & contraindication Group size Work best with 6-8 members Frequency & duration of sessions 1-2 hours Once a week Structure Open or closed
- 52. • feeling of having problems similar to others, not aloneUniversality • helping and supporting othersAltruism • encouragement that recovery is possible Instillation of hope • nurturing support & assistanceGuidance • teaching about problem and recovery Imparting information • learning new ways to talk about feelings, observations and concerns Developing social skills • finding out about themselves & others from the group Interpersonal learning • feeling of belonging to the group, valuing the groupCohesion • release of emotional tensionCatharsis • life & death are realities Existential factors • modeling another’s manners & recovery skills Imitative behavior
- 53. Mainly as facilitator Provide a safe, comfortable atmosphere for self- disclosure Use any transference situations to develop insight into their problems Whenever appropriate, provide positive reinforcement, that gives ego support and encourages future growth Develop ability to recognize when a group member is “ fragile ”; he should be approached in a gentle, supportive and non- threatening manner Use silence effectively to encourage introspection and facilitate insight
- 54. • Focus on irrational thoughts and beliefs of members and restructuring perceptions and beliefs by substitution of new effective thoughts and beliefsCognitive Therapy • Behavior is learned so ineffective behavior can be unlearned and replaced by effective behaviorBehavioral Therapy • One member of the group can portray someone in another group member's life to give the other member a chance at practicing how to communicate effectivelyRole Play • Members write a story about themselves and their lives and then read it aloud for the group to hear and discussStory Writing and Sharing • To develop social skills ,interacting in a group homeTask Oriented Groups • Wide array of art, music, dance, psychodrama and many other techniques having a defined therapeutic goalTherapeutic Activity Groups