THE VALUE OF A SMILE It costs nothing but creates much. It enriches those who receive, without impoverishing those who give. It happens in a flash, and the memory of it sometimes lasts forever. None are so rich that they can get along without it. And none so poor but are richer for its benefits. It creates happiness in the home, and fosters goodwill in business. Yet it cannot be bought, begged, borrowed or stolen. It is something that is no earthly good until it is given away. If at some time you meet someone who fails to give you a smile, may i not ask that you give one of your own? For none needs a smile so much as those who have none to give.

1. Q UEST IO N 2
As a counselloror community service worker:
What kinds of stress managementstrategies could you putin place to
minimise your risk of burnout(and therefore makeyour work more
sustainable)?
As there is an enormous of amount of research, pertaining to this question, especially over
the last 100years or so. There has been a lot of debate, theories, and definitions and have
been thoroughly defended and analysis this subject stress.
One of the founding fathers of stress research is Hans Selye and quoted in 1956 in an
article that “stress is not necessarily something bad – it all depends on how you take it.
The stress of exhilarating, creative successful work is beneficial, while that of failure,
humiliation or infections is detrimental.” Selye believed that the biochemical effects of
stress would be experienced irrespective of whether the situation was positive or negative.
As the academics have progress and continue on with this research, there has been
steady advancement in this research. As by (Richard S Lazarus) and his definition, “that
stress is a condition or feeling experienced when a person perceives that ‘demands
exceed’ the personal and social resources the individual is able to mobilise”. In essence, it
is the feeling that overwhelms us, when we think we have lost is our equilibrium.
In putting this into some relevance, a useful resource tool for stress management
strategies is “Cognitive Restructuring” – reducing stress by changing your thinking, turning
negative into positive. Example:
Mo has just handed a report to his supervisor, Bro. She reads it, and compliments him for
his work, and relays a couple of criticisms.
Regrettably, one of the criticisms “is to close home” with Mo, and he returns back to his
office feeling irritated and disappointed.
Mo deep down knows that he has to swallow his pride, and get over this hurdle, so as not
to effect others around him with his negativity, unhealthy state of mind. Mo takes a couple
of deep breaths, and puts his emotion down on paper, and his analysis on why he thought
it was unfair criticism by Bro. In this process, Mo recalls how Bro was impressed with his
overall work quality, and how Bro wants Mo to grow and improve. In Mo’s recollection, he
enjoys working on the project, and overall knows he did put 100% into it. Mo in reframing
his thought process, and no longer feeling irritated and disappointed. Takes the
appropriate action, by ringing Bro and apologising for his behaviour, and taking the
positives from this criticism to improve his report.
This scenario is an example of Mo uses cognitive restructuring to overcome negative,
reactive thinking.
Cognitive restructuring (CR) can be useful technique for understanding the emotional
intelligence in all of us (unhappy feelings and moods), and for stimulating the sometimes-
inappropriate “automatic beliefs”, the reasoning that can lie behind them. In as much, it
can be used to reframe the negativity, which we all experience as some point in our lives.
As this negativity (bad moods, inadequacies), can have an impact on your performance,
and undermines your relationships with others. The cognitive restructuring process, allows
you develop a positive spin on a negative situation, seeing it from a different perspective.
Albert Ellis ‘psychologist’ developed Cognitive Restructuring in the mid-1950s, as a
progression of earlier academics, and its core component in Cognitive Behavioural
Therapy (CBT). In using this application of CBT to control and change negative thoughts,
which are sometimes linked to damaging behaviours.
CR has been used practically positively to treat a wide variety of conditions, including
depression, Post-Traumatic-Stress Disorder (PTSD), addictions, anxiety, social phobias,

2. relationship issues, and stress. Examples: “http://psycnet.apa.org/journals/ccp/75/2/277/ or
http://psycnet.apa.org/journals/ccp/71/4/706/ “
The steps involved in CR are:
ONE – CALM YOURSELF - if you are still feel agitated, by the thoughts you want to
explore you may find it difficult to concentrate on applying this tool. But refocussing
yourself, through mediation or deep breathing to calm you down.
TWO – IDENTIFY THE SITUATION – describing the situation that triggered your negative
mood, write it down, express yourself mood on paper.
THREE – ANALYSE YOUR MOOD – writing down the mood or moods, that you felt during
the altercation. The difference between moods and thoughts in our situations. DRS
Greenberger and Padesky suggest “an easy way of distinguish moods from thoughts, you
can normally describe moods in one word, while thoughts are more complex.” Example:
“He belittled my suggestion in front of my co-workers” would be a thought, while the
associated moods might be humiliation, frustration, anger, or insecurity.
FOUR – IDENTIFY AUTOMATIC THOUGHTS – write down the natural reactions, or
‘automatic thoughts’, you experienced when you felt the mood. Example: “Maybe my
analysis skills aren’t good enough – have I failed to consider these things? – He hasn’t
liked me since…. – He’s so rude and arrogant! – No one likes me. – But my argument is
sound. – This undermines my future with this company.” In these examples, the most
distressing thoughts, (hot thoughts) are likely to be “Maybe my analysis skills aren’t good
enough,” and, “No one likes me”.
FIVE – FIND OBJECTIVE SUPPORTIVE EVIDENCE – identifying the evidence that
objectively supports your automatic thoughts. The following examples illustrate this. “The
meeting moved on and decisions were made, but my suggestion was ignored.” Or “He
identified a flaw in one of my arguments.” Ultimately your goal is to look objectively at what
happened, and then to write down specific events or comments that led to your automatic
thoughts.
SIX – FIND OBJECTIVE CONTRADICTORY EVIDENCE – Identify and write down
evidence that contradicts the automatic though. Example: “ The flaw was minor and did not
alter the conclusion. – The analysis was objectively sound, and my suggestion was
realistic and well founded. – I was top my class when I trained in the analysis method. –
My clients respect my analysis, and my opinion.” The above statements are fairer and
more rational than the previous reactive thoughts.
SEVEN – IDENTIFY FAIR AND BALANCED THOUGHTS – at this stage, you have looked
at both sides of the coin, analysis. Consequently you should be able to take a fair,
balanced view of what happened. If uncertainty still prevails, discuss this situation with
other individuals, or test the question in some other way. In attaining a balance view, write
these thoughts down. Examples of these balanced thoughts are: “I am good at this sort of
analysis. Other people respect my abilities.” – “My analysis was reasonable, but not
perfect.” – “There was an error, but it didn’t affect the validity of the conclusion.” – “The
way he handled the situation was not appropriate.” – “People were surprised and a little
shocked by the way he handled my suggestion.” (This comment would have followed an
informal conversation with other people at the meeting.)
EIGHT – MONITOR YOUR PRESENT MOOD – AT this stage your issues should be
clearer, and resulting in your mood has improved. Write these downs, next reflect on what
you could do about the situation. (In reaching this balanced view, the issue may cease to
have any relevance, and as a result you, won’t required the issue any further importance.)
Next, reflect on what you could do about the situation. (By taking a balanced view, the
situation may cease to be important, and you might decide that you don't need to take
action.)

3. The most basic and powerful way to connect to another person is to listen. Just listen.
Perhaps the most important thing we ever give each other is our attention. [Rachel Naomi
Remen] Listening is a demanding process, not only because of the complexity of the
process itself, but also due to factors that characterize the listener, the speaker, the
content of the message, and any visual support that accompanies the message (Brown &
Yule, 1983) It is essentially the building block of society/culture from the earliest primitive
cave man into today's futuristic society without it we wouldn't exists as we do today.
Through this skill it is always involving and developing and constantly changing our
cultural perspectives.
It is not only listening but it is hearing the word and understanding the terminology involved
with the listening. Remembering, questioning, reflection, clarification, Summarising
involves taking the main points of the received message and reiterating them in a logical
and clear way, giving the speaker chance to correct if necessary.
Person centred approaches is a phrase used to describe ways of listening carefully to
what a person has to say. To find out bout what is important to a person, what they want to
achieve, their dreams, hopes, fears, needs and wishes. It also includes what a person
does not want to have happen for them. Family members, and people who are important in
the lives of the person with a disability can be included in the discussions. The Person-
Centred Approach developed from the work of the psychologist Dr. Carl Rogers (1902 –
1987). He advanced an approach to psychotherapy and counselling that, at the time
(1940s – 1960s), was considered extremely radical if not revolutionary.
Skills and strategies that will help in CSO to work effectively with clients and stakeholders
in developing the case management plan. FIRST is Emotional Intelligence, as in the CSO
you will encounter lots of different people. [Different cultures some will have disabilities,
some will be excited and enthusiastic to talk to you and others will be angry or frustrated.
This is why it is critical, and vital to develop emotional intelligence, which is the ability to
understand your emotions and what they’re telling you. Therefore it helps you understand
the emotions and needs of the people around you. Step one is by building your Self
Awareness – being conscious of what your emotions are telling you and how they affect
the people around you. Step two then focus on Empathy so that you can understand the
perspective of the individual you’re communicating to. If you are shy, working in CSO
position may cause you anxiety. To challenge this, take small steps and challenge
yourself. Choose one thing that makes you uncomfortable and do it everyday. You might
be surprised that, in a few months talking to people isn’t as difficult as it used to be.
Awareness you gain through developing emotional intelligence will also help you to avoid
discrimination. Example [you might unconsciously discriminate against individuals because
of their social status, profession, or dress. Blind spot, Hidden Biases of Good People [a
father and son is in a car accident. The father dies at the scene and the son badly injured,
rushed to hospital. In the operating room, the surgeon looks at the boy and says, “ I can’t
operate on this boy, He’s my son” If your immediate reaction to this is puzzlement, don’t
worry we were puzzle a moment too. Which meant we failed this test too. That’s because
our automatic mental associations caused us to think of the typical stereotype of “male
“when we read the word “surgeon”. The surgeon in this case of course was his mother.]
And do your best to give each individual the respect that they deserve. This is why it’s
extremely important when you’re interacting with someone who’s angry. Tense, or upset.
When you manage your emotions, you stay calm and cool, and you’re able to resolve the
situation. Thus learning to become an expert at managing your emotions.
SECOND is Conflict-Resolution Skills, as in the CSO you will inevitably have to deal with
individuals who are angry, upset, or frustrated. This will not only help you defuse the
situation, but if you handle the opportunity with sensitivity, skill, and respect, you can use it

4. to make a difference in this individual’s life. This is where Listening is one of the most
important skills that you can use during a tense situation. Developing active listening skills
so that you can hear what the individual is saying and respond appropriately. [Pay
attention – Show that you’re listening – Provide feedback – Defer judgment – Respond
appropriately] Often, conflicts with others aren’t the result of your actions. Try not to take
their anger or frustration personally. Instead stay calm, apologise, and focus on how you
will help resolve the situation. At times individuals might be rude, or even abusive. When
you, don’t have the skills to handle these types of situations, this can be intimidating.
Learning skills such as assertiveness and self-confidence can help you handle the
situation with respect and professionalism. Often, when individuals are acting with
aggression or hostility, they simply want to be heard, in these situations stay, calm and
listen. Let them know you understand, and ask them how they would like to see the
situation resolved. Sometimes you will be able to meet their needs, while other times you’ll
need to compromise. However, asking for his or her input indicates that you want to find a
solution that works for everyone. ROLE Playing also can be use to prepare for difficult
conversations and situations. When you rehearse difficult situations, you’re better
prepared to stay calm and think on your feet when you’re confronted with anger or
aggression.
THIRD is communicating effectively, because good communication skills are essential
when working in CSO role. This can be through personal face-to-face, email, Skype, social
networks or telephone. When you communicate with clients/stakeholders, be aware that
they might have limited knowledge about your CSO. Don’t use jargon or technical terms
that they might not understand instead – and without being patronising’ – use words and
phrases that they’re familiar with and use stories and analogies to help explain technical or
complex concepts.
This is why the 7C’s of communication is essential to this equation, Clear, Concise,
Concrete, Correct, Coherent, Complete, and Courteous. The better it is deliver, it will
produce your credibility as this is really important when communicating with
clients/stakeholders that doesn’t know much about you. Being creative in your
communication helps keep your clients/stakeholders engaged and thus communicate
creatively.
FOUR is staying positive, as working in CSO can be emotionally draining. So working with
clients/stakeholders from different facets of life, you have to be professional and positive,
no matter how you’re feeling. This is possible through using Affirmations to overcome
negative thoughts and this can change you entire outlook and even help you interact with
others more effectively. Also Visualizations can be especially useful when you’re feeling
down, or having a tough day. In some roles in CSO you’ll need to interact with the
client/stakeholders all day every day. This is often called emotional labour because you
have to show emotions that you might not feel and hide the ones that you do feel. This can
quickly lead to burnout or emotional exhaustion, if you are not careful. To counteract this
take regular breaks throughout the day to relax and unwind, even if this is only for five
minutes. Go for a walk outside, stretch, etc.
FIVE knowing rules and policies of your CSO because you understand why they exist.
This is where you can navigate difficult situations and keep your CSO goals, values, and e
EMPOWERING TECHNIQUES WITH CSO CLIENTS
1. Accept the client’s definition of the problem.
2. Identify and build on existing client strengths.
3. Assist the client to take control of their situation.
4. Assist the client to develop.
5. Advocate for the client.
1. Identify relevant services (e.g. develop a directory of services). 2. Network with other
services. 3. Develop interagency protocols (e.g. procedures for making and receiving

5. referrals). 4. Develop case conferencing guidelines. 5. Develop tools for coordination (e.g.
a referral form and client consent form). 6. Develop written policy and procedures.
Networking with other services is important to develop working relationships with service
providers. It also helps services to identify common issues and any gaps or possible
duplication in services Networks may be informal on a worker-to-worker basis or formal
through participation in regular interagency forums. Interagency protocols will cover the
referral processes between services and will vary from service to service. To ensure
effective referrals it is important to develop these protocols with each of the services you
work with. Equally important, you need to develop the protocols you would like services to
follow when they refer clients to you.
"We didn't all come over on the same ship, but we're all in the same boat. "Or "The ability
to express an idea is well-nigh as important as the idea itself." [Bernard Baruch, American
financier and statesman.]
THE SIX STAGES OF BEHAVIOUR CHANGE
CHARACTERISTICS OF CHANGE HELPFUL STRATEGIES
PRECONTEMPLATION – Denial – Ignorance of the problem Encourage the individual to rethink their behaviour
Encourage self-analysis and reflection
Explain the risk of the current behaviour
CONTEMPLATION – Ambivalence - Conflicted emotions Weigh the pros and cons of changing a behaviour
Confirm readiness to change and encourage confidences
in your abilities
Identify barriers to change
PREPARATION – Experimenting w ith small changes –
Collecting information about the change
Write dow n your goals
Prepare a pan of action
Make a list of motivating statements

6. ACTION – Taking direct action tow ard achieving a goal Rew ard your successes
Seek out social support
Make a list of motivating statements
MAINTENANCE – Maintaining a new behaviour – Avoiding
temptation
Develop coping strategies to deal w ith temptation
Remember to rew ard yourself for success
RELAPSE – Feelings of disappointment, failure, and
frustration
Identify triggers that lead to relapse
Recognise barriers to success and take steps to overcome
these obstacles
Reaffirm your goals and commitment to change
Pre- contemplative / unaware stage – individual/client aren’t interested in change,
therefore because the immediate reaction, is denial, and no incentive of doing anything
differently. In this stage they are defensive about their current behaviour, and cannot see
any viable solutions on how their life could be improve for their betterment. Instead
characteristics of this stage are resistant, unmotivated, or denial, and not engaged on the
need to change or the actual change itself.
Contemplative stage - individual/client start to envisage about the issue and the
imaginable need to make some changes. This recognition of a problem/issue, gives the
client/individual a choice, in as much as that they can and should do something for the
betterment of their lives. (A trigger event like a elderly individual having a stroke, who is
maybe your father, so this early intervention, can lead to the ignition of the process of
considering change) example (the individual/client from this trigger event, decides to get
their cholesterol check and exercise more) In this stage the client/individual, are often seen
as procrastinators and ambivalent, in this they are actually weighing up the pro’s and con’s
of any possible behaviour change. (Including costs and benefits) Giving up a pleasurable
behaviour causes them to feel a sense of loss despite the perceived gain. (I.e. drinking to
excess) Therefore in this stage, individuals/clients, our flexible and become receptive to
information and pursue sources for options and strategies.
Preparing stage – activating, instigating a change is about to happen. The
client/individual, has a realisation thorough a (trigger event) how serious their situation is.
Has a commitment to change, and is reviewing and completing any ‘pre-change’ steps,
and hence determination in carrying it through within the next 28 days example (finding a
local gym or fitness club, working through transport option of getting to the gym. [Public
transport] etc.) In this stage has a typically period of transition and therefore not seen as a
stable time and is mainly establishing an information gathering period, making plans,
introspection about the decision to change, with an reaffirmation of the need and desire to
change (within an Feasible Timeframe)
Action/ trying stage – application applies to individual’s/clients who have made authentic
and apparent change or adjustments to their lives and are starting to live their ‘new’ life.
Not to say the obstacles, temptations and chances of relapse are very tangible, but their
sincerity to receiving help and support are flexible in this stage. (Known as the ‘will-power’
stage and short-term rewards to sustain motivation are commonly used) The
individual/client is also prone to analyse any behaviour changes to enhance their self
confidence and help make better, improvement plans to deal with either personal or

7. external pressures (which can take anywhere of six months upwards in this stage)
Maintaining stage – the features of this stage is consolidation, in working towards any
changes in behaviour. Maintenance of the ‘new’ reputation, character, and in prevention of
any relapse or temptation. So coping strategies have been put in place, so the old ways
don’t have any influence on the client/individual, and they are coping with the change.
Therefore in this stage, a general requirement is patience, and the avoidance of personal
and environmental temptations. Reaffirmations in reminding the client/individual of their
progress to date, and how vital it is to stay on course. (Through their trigger event etc.) The
risks are greatly reduced, and therefore should be firmly cemented by this stage. (As with
cement if it isn’t cured right and goes off, because of lack of preparation as it with this
stage)
Termination/advocacy/transcendence (relapse) stage – this stage hasn’t always being
included as it was on to the work of Prochaska and DiClemente, but researcher saw it as
advantageous, in behavioural change especially in Case Management Closure Process. In
having this further understanding of reneging on old habits or behaviours would
‘extraordinary outlandish’. And the old habits ‘behaviours’ are no longer recognising as
desirable. Another important element of this stage is ‘advocacy’, (people committed to
spreading the word to their neighbours, family members or the public at large) This sort of
advocacy plays a vital part in helping move other individual’s/clients along the behaviour
change path and needs to be encouraged and supported. In reaching this stage, failure is
not an option, as relapses can occur and does in some form or another. But failure is seen
as a learning curve, the mindset of the client/ individual is transformed into a positive
outcome, for the future betterment of the client/individual. (In this learning opportunity to
develop and strengthen coping strategies and support mechanisms.
The ten change processes that make up the TTM/SOC (Transtheoretical Model – Stage of
Change) are: Consciousness raising, becoming aware of the nature and negative
implications of certain behaviours. Including awareness of others having made such a
change and actions that were taken: Social liberation, providing more alternatives and
resources to assist in the change process. This not only provides assistance but increases
the relative benefits of the change and possibility increasing costs through changing the
consequences of the old behaviour: Dramatic relief or emotional arousal, identification,
experiencing, and expression of emotions related to the consequences associated with the
behaviour. The desired emotional response may range from inspiration for successful
change to increasing fear for maintaining the existing behaviour: Self-re-evaluation,
personal reflection on the existing behaviour and the desired change relative to “‘one’s’
identity, happiness, and success”(Prochaska, Prochaska, & Levesque, 2001, p.250):
Stimulus control, altering the surroundings to remove provocations that trigger the
undesirable behaviour. New incentives may be establish to stimulate the new behaviour
and / or inhibit the old behaviour reoccurrence: Self-liberation or commitment, personal
commitment to both their ability to change and their follow through: Counter conditioning or
substituting, finding and employing new behaviours that can be substituted for the
undesirable behaviour. New mental models may also be used to alter the way the
behaviour is cognitively related to other things: Environment re-evaluations or social
reappraisal, understanding the cultural implications of the behaviour and the opinions of
others whose opinion’s are valued: Reinforcement management or rewards, finding the
internal and external rewards that are contingently available to support the probability of

8. the new behaviour occurring or continuing: Helping relationships or supporting, providing
emotional support, moral guidance, or simply serving as a sounding board for someone
undergoing a change process.
Schein (1999) identified eight ways that can be employed to ease the individual into the
learning that is necessary for change to occur. These can be employed as specific
interventions to move the change process forward: Build a compelling vision of what the
future might be if change were to occur. This vision must be well articulated and shared
widely as possible: Formal training in the learning competencies that are deficient. While
(Schein, 1999) did not specifically mention organisational learning, all the learning
disciplines in (Senge, 1990) would be applicable here: Personal control over the learning
process by the learner. This involves determining the learning objectives, the method of
learning, and the pace at which learning progresses: The training of learning agenda
should be focused on the entire group of individuals who may be involved. If the training
were limited to only a few individuals there would not be the cultural support necessary to
maintain the learning process or to assist in change maintenance: Training resources and
safe harbour’s are necessary to not only permit the trail and error that frequently occurs in
learning, but the freedom to risk making mistakes. This involves not only the time and
expense that may be necessary but the feedback mechanism that allows for learning from
mistakes and the ability to test alternate solutions: Positive role models are necessary to
support the observational learning. In this type of learning the actions and attitudes of
others can be used as a substitute for actual personal experience. This speeds up the
learning process by replacing trail and error methods with what termed best practices:
Support groups or communities of practice can be established to provide both group
support for making changes and group learning experiences. These groups are a
combination of peer learning, encourager, and problem solver rolled into a support
mechanism: Reward and organisational structures that are aligned to the desire state. This
is very board and covers the many ways change might be encouraged and barriers to
change eliminated.
(Schein, 1999) claimed that all eight conditions are essential for successful change
programs. The key to effective change management, then, becomes the ability to balance
the amount of threat produced by disconfirming data with enough psychological safety to
allow the change target to accept the information, feel the survival anxiety, and become
motivated to change. (Schein, 1995, p. 10)
The other factor involved in this question is Change Management, which is a structured
approach to shifting individuals, teams, and CSO from a current state to a desired future
state. It is a CSO process aimed at helping employees/clients to accept and embrace
changes in their current CSO environment. (Kotter defines change as the utilisation of
basic structures and tools to control any CSO change effort) Goal of change management
is to minimise the change impacts on employees/clients/stakeholders and avoid
distractions.
Change agents are responsible for managing the change activities. They see a future for
the CSO, which others have not yet identified, and they are able to motivate, invent and
implement this vision. Change agents, can be manages, current or new employees, or
outside stakeholders. In this rostrum of globalisation, CSO need to administer up with the
vigorous and inescapable changes, which take place very often. Because of these
changes the competition between CSO is becoming intense and every CSO should be
flexible enough to implement the changes whenever required for its survival.

9. WARNING: Stress can cause severe health problems, and in extreme cases, can cause
death. While these stress management techniques have been show to have positive effect
on reducing stress, they are for guidance only, and if clients/aspirants should take advice
off suitably qualified health professionals if they have any concerns over stress related
illnesses or if stress is causing significant or persistent unhappiness. Health professionals
should also be consulted before any major change in diet or levels of exercise.