Integrative Counselling Using the Skilled Helper Approach

Integrative Counselling Using the Skilled companion shape upThe Skilled Helper ApproachOutlineThis paper is ab step to the fore hold in backogenetic focal point apply the masterful abetter _or_ abettor approach. In this paper we go out discuss the surmisal and application of the integrative simulation of the expert associate and components of person centred centering and solution focus therapy. We will look at this integrative mannequin and the benefits as well as the possible downsides. A case study will then be presented using this integrative mystify to counsel the invitee.IntroductionIntegrative commission looks at some(prenominal) approaches that chip in been combined and used within a therapeutic counselling blood. Coming a charge from a hotshot counselling approach and feature suited seats of counselling, both the direction and thickening reap the benefits of the integrated model (Arkowitz, 1997). Robertson (1970) verbalise that his radical eclec ticism bypassed theory.Introduction Gerald EganGerald Egan is professor of organisation studies and psychological science and programme director for the centre for organisation development (CORD) at the Loyola University of Chicago. Egan authentic the skill jock model and in 1975 published the first version of his book The Skilled Helper , which demonstrateding an eclectic frame realize for a line of lean make outment approach to the counselling shape.The Integrative CounsellorThere atomic number 18 counsellors that see themselves as world eclectic in their work. It is viewed they ar syncretism-using techniques from some modelsRZ1. Eclecticism no or little abstractive rationaleRZ2. Merely clout techniques from many models without a sound rationale sack only consequent in syncretistic confusion (Lazarus, 1996, 1996 Lazarus, Beutler, Norcrossk, 1992).Development of TherapyThe three main influences on the development argon the skills training approaches to counselling, the social influence theory, and behavioral theories of knowledge and switch over. Egan sums his approach up as A conceptual framework. to trick out borrowed ideas, methods and techniques systematic in ally and to integrate them into ones own theory and practice of cooperateingRZ3..TheoryThe straightforward helper model is a Tran theoretical approach to integration. The lymph gland seeks counselling or assistance when they ar experiencing difficulties in coping with problems in his or hertheir lifeves. The Counsellor will find and act on solutions to these problems. This is make uping fa in that respect by using a problem solving process. The process is demonstrated by using 3 three main branchs which originally were titled Exploration, understand and Action, and which are now renamed as Present Scenario, Preferred Scenario and Getting ThereRZ4.The third symbolize exerciseThe three stage model consists of three locomote within three stages. Egan describes this mod el as A a cognitive map with practical potential, complex enough to make sense of existence and simple enough to useRZ5..1 Present ScenarioThe invitee is helped to describe and research the present ScenarioRZ6,she is release finished at present2The Preferred Scenarioarticulated a preferred scenario that includes future goalsaAnd objectives.3Getting ThereDevelop and implement natural deed strategies forrom movingfrom the current to preferred scenario.The Skilled Helper exemplar is integrative, going mainly by three stages. Person centered, to establish the therapeutic relationship, Gestalt, for intense work on awareness and behaviour therapy to work on tilt. Egan states do whatever is ethical and works. (199062). (Robertson (1979) stated that his radical eclecticism bypassed theory. The writerRZ7 argues that theory is evident within the approach as it is influenced by strong theoretical approaches integrated into the skilled helper.Dr Carl Rogers argues that It is the leaf node who knows what is hurting and in the final outline it is the leaf node who knows how to move forewardords ... the counsellors task is to en sufficient the thickening to make affaire with his own inner resources rather than to guide, advise or in some other focusing influence the direction the knob should result . Thus thus emphasising the central importance of the customers phenomenological world. (Mearns Thorne, 1988, P1).The three stage model is a systematic way of learning to work with guests helping them to cope to a greater extent efficaciously with their life,. tTo manage their problems in living much effectively and develop unused opportunities to a greater extent fully, and to help throng become better at helping themselves in their everyday lives. (Egan G., The Skilled Helper, 1998, pp. 7-8). Using the approach counsellors are able to research the clients feelings, judgeing and behaviour.In stages one and two, clients are helped to look for and under stand themselves their feelings and their world better, and in a un worry light. In stage 3 three, clients are helped to military issue effective action to achieve positive intensify.Assumptions of the Model some counsellors see the skilled helper model as being basic counselling and a paradigm that is made more complicated than necessary. Egan is slightly contrary nearly human natureRZ8 ..Egan and Cowan 1979RZ9Egan and Cowan 1979, 1980 Egan, 1984RZ10The focus of the skilled helper model is concentratesd on the client, with the aid of counsellor, in enabling the client to develop modern skills of self management, interpersonal communication, and decision making. The counsellor and client wWorking together on strategies to bring close to change, and they. examine Looking at what the client would homogeneous to change or manage polarly.Psychological wellnessThe heart of the problem solving process is the clients action itself (Egan, (1975227). This is achievable by enabling the client to tell his or her storey. The skilled helper model is one that sees the potential of change to take placement in clients (Inskipp, 199392), w. Where the client shi8fts their behaviour from unhealthy to healthy to juvinateRZ11 positive change. variegate comes to the highest degree through action The heart of the problem-solving process is the clients action itself (Egan, 19752227RZ12). This is by way of the client letting goRZ13.Change begins to take place when the client is given space to tell his or her their storey. In apprisal of the storey, the resources for change areis identified and used. Client The client is helped to reframe by perceive the story and, situations in a different light, seeing him or heerself as a subbaby rather than a victim. However, simply Just penurying change to take place is non sufficient. The cClient must be active in the process of change by way of adapting his or her behaviour through action, chiding and new learning. Constructi ve change is always the bottom line. (Egan 1990207).Practice and clinical issuesThe counsellor has to be effective in the way the approach is used. Helpers are successful to the degree that their clients because of client helper interactions are in a better position to manage specialized problem situations and develop specific unused resources and opportunities more effectively. (Egan, 19987). The role of the counsellor is to assist the client in under rest his or hertheir storey and /problem, and assist with skills that will aid their client in being effective in the management of particular challenge situations.The gGoals of the counsellor in the relationship are to build and empathic coalescency, to assist, identify, concentrate and to evaluate.Counsellors use of the ModelUnderstand and confidence of the 3 stage model with a willingness to redress to accommodate the clients takeRZ14. Counsellor works with the client in the here and now. well-nigh of the skills used woul d be their natural internal supervisor and , attending skills, through awareness and use of the mnemonic SOLAR (squarely, open, learn, eye, relaxed). For non verbal communication, using the model as a template for change, the counsellor worksing therapeutically at the clients pace using assessment skills, identifying if the degree of difficulty experienced by the client gets in the way of achieving change in idea and relationships.Making a contract with client, focusses of the work, nature and frequency of contact, confidentiality and possible limitations of it, reassessment and evaluationRZ15. Evaluation is ongoing through sessions as this helps identify what is /or is not helpful during the session.Use of skill through communicationThe counsellor engages with the client attendingRZ16, active listening, establishing and conveying empathy and the use of probes and questioning, immediacy, and appropriate self disclosure to client. mind-set storming is a cognitive way of helping cl ient to look at new perspectives on situations. Brainstorming generates hope that thisRZ17 can be different this helps client to move foreward into working creatively. The cCounsellor can engage with the client using a variety of different skills, such as . Prompting what do you really want for yourself in this situation, miracle Miracle Ququestion brief therapy, Blank wall visual percept NLP (DeShezer, 1988 OConnor and McDermott, 1996)0.Goal setting and reviewing helps client to see hopes as goals that are SMARTRZ18, specific, measurable, achievable, realistic and cadence-limited.Change ProcessEgan takes his process of change from the behavioural approach (Wopolfe et al., 198911). Seeing behavioural change over cognitive changeRZ19. The counsellor uses empathy to form a strong working alliance with the client through the exploration of feelings. The exploration of feelings plays the main part in effecting for change to take place. within an article about change showedOne s ource identifies three3 agents for change stated affective experiencing, cognitive mastery and behavioural regulation (Karasu 1986690). RZ20 These three3 agents play a study part in the skilled helper approach for change to take place.Nature of therapeutic relationshipEgan sees that the therapeutic relationship is slavish in the counselling process. Working to achieve goals within specific time restrains the counsellor takes on the role ofRZ21 . A relationship of service, not an end in itself (Egan 199057). Whereby Rogers argues that the therapeutic relationship is funda noetic in the counselling processRZ22.As part of the skilled helper approach, Egan incorporated Rogers core conditions. Egan describes himself as standing on Rogers shouldersRZ23, owing much to him as the core conditions is a major part of the approach. Rogers, on the other hand, concentrates on the person as a whole human-being. There are many differences between the two approaches (see elude 9.1).Format of a ty pical sessionEach session is different as in that location are is no set format. Tthe process depends on where the client is with the process of change.Indications and contraindicationsThis approach is similar to the cognitive and behavioural approaches. The model is only beneficial for clients with mild to moderate conditions. The approaches concentrates itself onwith the client having the motivation to change and test out feelings and perceptions in a new framework.The model can be used with most clients and situations including depression ()Mynors-Wallis et al., 1995 Sseeley et al., 1996), and working with young people (Mabey and Sorensen, 1995).The model is described as being eclectic (Inskipp and Johns, 1984).Weakness of ModelThe model can be iInflexible, not suitable for clients with deep roouted problems, and there is little research to verify its efficacyRZ24. Although the problem management programme is beneficial, it whitethorn have to be modified to fit some cultures.Obs tacles to IntegrationWithin Tthe development and u discerning of an integrative mode,l as opposed to a single model, has its drawbacks and possible pitfalls. Hastily combining counselling models on a at whim just because the models separately are pleasing does not unavoidably not lend itself to necessarily be combined successful combinationly into an integrated model.No one theory or model can shew that it ey holds athe patent off the truth. No one single model or set of techniques have or can always be effective with diverse clients. Nonetheless, tThere is a current trend, as the basis for future counselling practices writers are developing integrative approaches (Lazarus, 1996RZ25). Some models of counselling integration are The Skilled Helper Model, Cognitive Analytic Therapy (CAT) and the Conversational Model.There are times, however (dependent on the client) when a single established integrative model may be used. For the purpose of this essay an example of the Skilled Helper model will be the main integrative model.Case ascertainIntroductionThis case study looks at the use of the skilled helper model with Lisa, a 16 year old college student on a one year foundation course of study. Her problem is that she finds herself more and more savage. Every week there is an aggressive situation at college between Lisa and her peers or with members of the college staff. She has been officially warned twice and is in great jeopardy of being thrown off her course and out of college. Throughout many of her statewide school life she has been expelled from several schools because of her behaviour. It was recommended by the Student Support passenger vehicle that Lisa attend some sessions of counselling to get herself sorted outRZ26. This was an option recommended to herim as an alternative to expelling her.expulsion.TheoryHelping relationships are influenced by whether the helper is a trained counsellor or is using counselling skills as part of performing another r ole. Helping relationships takes place in the notch and in the heart, as well as face to face. Ultimately all helping relationships need to become client self helping relationships. (Nelson-Jones, 1999, P.118) point in time one looks at the problems, issues, concerns, and undeveloped opportunities for Lisa.Lisa agreed to attend counselling, this was not a new experience for her. She had previously received counselling and raise management several times and stated, Tthey dont work..Assessment and promise took place during the first session. Lisa was listened to, enabling her to tell her storey of what brought her to counselling and the pass on up to it. During the session, probing was used to discover that Lisa felt alone pull down out though it appeared she had many friends. She was the leader of her girl gang. Not real friends, they dont know me. Theyre only with me because I fight for them. Some of them are bigger than me.. She felt unloved by her arrest because there was no discipline and they only encouragement given was for her to stand up for herself. Her dad has spent years in and out of prison. Lisa felt unspeakable and was often told that she wasso. She dressed in boys clothes and kept her strawberry redheaded hair (which almost r to each oneed halfway down her back) secured with an elastic band. She had an older sister who was 20, who had changed her religion and was preparing to marry within into a Muslim family. Lisa had two young brothers that seemed to get away with ruling the household with their demands. Lisa proudly carried a venial photograph around with her of her deceased sister, the only person she really felt loved by, and the only one she loved. With more gentle probing, it became apparent that her sister died as a baby two years before Lisa was bornRZ27. Her former(prenominal) time is spent hanging out with her friends and at times designedly causing trouble. She left school with no formal qualifications, and therefore w as set(p) on a foundation course which she found did not hold her attention as she got through her work quickly. and so Aas she could move foreward, Lisa found she was helping other students in the class with their workRZ28.Lisa is asked what do you really want for yourself in this situation? Brainstorming technique is used to look at course and career options. Lisa looks into the future of how she would love to be an accountant as she is very good at maths, or even an actressRZ29. In the sometime(prenominal) she had thought that someone like her would not have the opportunity to do either, but she was happy to look at moving foreward.A mental list was used for the client to come up with some of the things she would like to change. She realises that she is on the wrong course and comes to know that by accepting shop at from the educational guidance worker and Foundation studies manager she may be able to change her course to one that will be toss at a higher level to do busines s studies and accounts. She similarly realises if she had toned her behaviour down at school for the last few weeks before the end of term, she would not have been expelledRZ30 and would have done her exams at school rather than giving up her 9 GCSEs even though an alternative school was offered for her to take her exams. Her estimated grades were mainly Bs and Cs.3 sessions Llisa seems agitated, feeling she has to no choice but to come. options givenRZ31. Fears of exclusion, no qwualifications, failureRZ32The counsellor gave aAssurances that given everything is confidential with the exception of disclosures to child protection agencies, or in the case of imminent harm to self and others. The counsellor also eExplained counselling is not a prescription n, she not does not have to come, the decision will be hers, no implications with or from college staffRZ33.By telling her storey at the placeRZ34 she has more insight into the issues she faced. She sees herself as helpful, hardwo rking and a good communicator.The model of the skilled helper is explained more fully to clients discontinue of the process within the model used. Learnt basic features of model for focus, direction, guidance interactions with peearsRZ35.Stage 1 Step 1 Tthe storeyClient tells her storey which is facilitated by me using probes, this encourages the client to offer detailed information about herself. This enables client to understand her situation, so as she can look at what take to be done to manage it.Goal setting What do I really want?Step 1b Blind spotLisa is helped to identify signifcicant craft spots about herself so as she can develop new perspectives in moving foreward. This is used to break through areas that prevent Llisa from seeing herself and her situationRZ36.Step 1c Cchoosing even off problem to work onn.Lisa has many problems, I hHelped her work on problems that will make a substantial difference in her life. The client is encouraged and supported in working on her problems.The questionsRZ37 help Llisa to look into her future. Lisa discovers there are many things she wants there is a , right course for her, one that she is interested in and can jollify. She can enjoy bBetter relationships with peers and staff. She can enjoy tTime for herself and her mom.Lisa was fFurther encouraged to look at needs and range them. Overall she needs to feel she is achieving academically, making progress in relationships with family, and she would like to change her image be a girly girl..Setting priorities help her to think about how she might achieve them. I then helped her to explore and illuminate her priorities. Tthis is done by asking her how would she know she is achieving, what would it look like. The type of course is then explored in the areas of accountancy and performing arts and which one would be more suitable for her needs and wants, and by. looking at which one is more practicael and achievable.Stage 3 Developing action strategies.At t he beginning of counselling, mentoring support group work was offered to Lisa. This service was offered again to clientRZ38. She breaks through some cunning spots, getting a better understanding of and prioriitising her needs, as well as. eExploring what she needs to do to get what she wants. Lisa talks more about her hoped for ambitions prioritising accountancy, making contact with the college guidance worker to see what she would need to get onto a course. On being an actress, it was decided by the client that she would need to attend sage school or the performing arts course at college. We explored each profession, looking at pay, reliability, enjoyability, the possibility that it would possibly help form good character, as well as career endurance. Accountancy took priority, coming out on top in Lisas evaluation. This also linked into the situation that the client enjoys and excels in maths and has experienced accounts at school., Armed with this information, the client conta cted her personal tutor and foundations manager. She put her case forward to them them both to be able to be transferred onto an accountancy or business studies course with administration. freehand the client space to do this contributed to her empowerment.The mentoring group consisted of eight 8 students, 16 18 years of age. This gave students a safe place to explore her feelings about her relationships and her body image. She Lisa bravely asked Ddo your moms help you with your hair and make up? Ttalk to you about boys? The questions generated much conversing over two sessions. As a result of the group, work the hair, beauty and holistic therapy departments were approached. Client precious to be a gfirly girl, which meant she wanted help in knowing how to style her hair, and to apply put counterbalance on. Sessions for a course of holistic therapy to help with stress were arranged. these therapies helped her to physically see herself in comparison to whathow she had imagined within her own mind.By being a valued member of the weekly group, the client found she was able to receive support as well as give it, leaving her feeling empowered. Being actionRZ39 in her therapy has allowed her to concentrate on her course, career prospects, and image, which leads to modify personal conduct, relationship with peers, members of staff and mother, thereby. rReducing the anger and sometimes hate she felt for herself and resentment towards her mother.Client Lisa eventually moves out of the group, as she feels less angry and stressed. Although client she may have benefited from staying for one or two more sessions, the end of session evaluation was that the client felt that she had sufficiently amend and wanted to withdraw therefore the helping process had served its purpose (. Waehler and Lenox (1994)). accordingly Hher relationships are more productive and enjoyable she is. feeling better about herself as she knows some of the feelingss and views of her peer s as they saw her . hHow she was and how she can be. by way of a connextiosRZ40 worker client is being helped to communication her needs to her mother taki