{[ promptMessage ]}

Bookmark it

{[ promptMessage ]}

Helping+Skills+Handout

Helping+Skills+Handout - Stages to Helping In helping...

Info iconThis preview shows page 1. Sign up to view the full content.

View Full Document Right Arrow Icon
Background image of page 1
This is the end of the preview. Sign up to access the rest of the document.

Unformatted text preview: Stages to Helping In helping others, we shall help ourselves, for whatever good we give out completes the circle and comes back to us. —Flor‘a Edwards PRE‘COUNSELINé 51365 Someone comes to you, you have observed a change, or someone else notices a change and approaches you. If you feel that you can help the student without referral, identify a mutu— ally acceptable time and a private place to talk and move on to the next stage. Things to consider: - How often does the student come to you with a problem? - What is the student’s emotional state? Is this normal? - How much time will the initial conversation take? - What is your relationship to the person? . What are your limitiations? LISTEMNé STAée The student will talk and explain the situation to you. Remember to use your Active Listen— ing Skills! PROBLEM IPENT‘FICATlON 51165 You will begin to analyze specific elements of the problem. Be sure that you understand the problem. Determine if the student’s perception of the problem is accurate. Do not fall into the trap of giving advice or doing the problem solving for the student. Help them work through their problem. Thmqs to oonszder; . Does the student have control over what is happening? - Is any action on the part of the student necessary? . What types of action are possible? Options? - What/ who are the resources available to the student? - What are the consequences of the options? . What would be the ideal outcome for the student? Is this realistic? RESOLMTlON 51166 You want to have the student develop a time frame for the actions which will be initiated. Make sure the student knows that you have continued interest in the outcomes. FOLLOW‘UP You should make the effort to follow-up and affirm your interest and care for the person. As— sess the student at follow up. How are they coping? Are the coping strategies effective? Do you need to refer them? Helping Skills ...
View Full Document

{[ snackBarMessage ]}