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Egan's Skilled Helper Model
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EGAN’S SKILLED HELPER MODEL
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Assessment 1- Egan’s Approach
Inacio Fernandes Serrao
The South-African College of Applied Psychology
Counselling Skills and Process Development
13 July 2019
EGAN’S SKILLED HELPER MODEL
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Plagiarism Declaration
In accordance with SACAP’s Plagiarism Prevention Policy and Student Code of Conduct,
Wellness and Disciplinary Policy, I, [Inacio Serrao], the undersigned, hereby declare that I have
abided by APA referencing guidelines, that the work contained in this assessment submission is
my own original work, and that I have not previously in its entirety, or in part, submitted this
work previously as part of a module or qualification.
Signature: Inacio Serrao
Date: 13 July 2019
EGAN’S SKILLED HELPER MODEL
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Contents
Assessment 1- Egan’s Approach ......................................................................................... 5
Egan’s Skilled Helper Model .............................................................................................. 5
Attending ........................................................................................................................ 7
Interchangeable and Additive Empathy .......................................................................... 8
Addressing Identified Challenges. .............................................................................. 9
Conclusion ........................................................................................................................ 10
References ......................................................................................................................... 12
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Introduction
Smabby and Maddux (2011) indicates that clients’ need to be aware of the need to live up to
personal, self-enhancing expectations that can result in personal changes. Dysfunctional behavior and
negative feelings should be recognized by the client during the additive empathy stage and how they
relate to real life. Gerard Egan born 1930 introduced the skilled helper model in 1975 for individuals to
solve problems and develop opportunities. Influenced by Carl Rogers (1951, 1957, 1965) who highlights
the importance of helper and client relationship (Beven, 2011); and Carkhuff's (1971, 1987) theory of
high level functioning helpers (Beven, 2011) introducing his person-center value base and skills approach
(Sherrock, 2011).
Keywords: Egan’s Skilled Helper Model, Attending, Interchangeable and Additive
empathy.
EGAN’S SKILLED HELPER MODEL
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Assessment 1- Egan’s Approach
This approach encourages clients to become active presenters of the world, creating meanings to
actions, events and situations, facing these challenges, exploring the problem and establishing goals to
new opportunities (Nelson, 2007).
Egan’s Skilled Helper Model
Egan's model consists of three stages: The Exploration stage- What is going on? The
Understanding stage- What do I want instead? and The Action stage- How will I get it?
Exploration Stage- This being the first stage, the helper is finding out what is currently going on
with the client. The client should be listened to with empathy, this will help them acknowledge and build
on their own strengths (Riggall, 2011). The purpose of the exploration stage is to build a safe relationship
with the client, exploring their situation and focusing on chosen issues. Here, attending is required from
the helper, questioning and reflecting, and summarizing what the client said (Smabby & Maddux, 2011).
During this stage skills include asking open-ended questions, silence, focusing, displaying empathy,
reflecting/paraphrasing meanings and feelings, structure what the client is telling you and repeat to the
client in a short way, indicating understanding (Nelson, 2007). The importance of this stage is to form a
collaborative relationship with the client, creating trust and exploring the client’s resources in order for
them to identify and clarify problems. Riggall (2016) stretches that the key components of Egan’s model
are to be able to listen and demonstrate listening.
Understanding Stage- At this stage the client is always encouraged to state what they want or
need that might help them reach their preferred picture and goals (Riggall, 2011). Here, developing a
more in-depth and objective understanding of their situations, helpers assist clients in exploring options
and possible goals (Nelson, 2007). Skills in helping the client establish skills and goals includes:
Recognizing patterns and themes, Self-Disclosure, Immediacy, Challenging, timing and advanced
empathy. Transitioning to this stage recognizes interchangeable empathy as the initial process of the
understanding stage to simplify and clarify the problem so the client can view the issue as one that is
EGAN’S SKILLED HELPER MODEL
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solvable by taking responsibility for change (Smabby and Maddux, 2011). The helper then moves to the
additive empathy process, where he recognizes dysfunctional behavior in counselling and what effects
those behaviors have in real life.
Acting Stage- This final stage includes the client developing strategies with assistance from the
helper to achieve their goal (Riggall, 2011). Here it’s about getting started and implementing possible
strategies and specific actions, whilst considering what might help making the change. Here it’s important
for the client to set realistic and achievable goals, together with the perspective from the helper and work
through issues incorporating problem solving and decision-making methods, whilst supporting and
encouraging the client (Nelson, 2007). At this stage following up on the client and setting deadlines is
important and questions such as What are the possible ways forward? What will you achieve? and what
will you do first and by when? Nelson (2007) continues indicating that the client should evaluate
knowledge of resources, knowledge on how behavior is changed and maintained, and turning challenges
into opportunities through the promotion of learnings and skills. Egan’s model is primary used by
counsellors who works with willing clients and focus on client’s choice (Riggall, 2016). Throughout the
stages of the model, the counsellor should always remember to keep the client’s well-being a number one
priority. Having a collaborative relationship with the client will help speed up progress, for the client will
be more open towards the helper and this makes it simpler for the helper to identify areas that needs
attention. Nelson (2007) indicates that the helper encourages the client to stick to what is relevant, they
are non-judgmental and are empathetic. A study was done by Sally Riggall (2016) where the aim was the
ways students sustained and applied their year one learning of the Egan Skilled Helper Model to working
with clients in their 3rd year; she concluded all students absorbed Egan’s way of working into their
practice which placed clients as much in control of their lives as possible, often in very challenging
situations and reflects comments on 'the need to empower clients' (Siggall, 2016). Faced with clients who
are willing to incorporate change, understanding them as a person by respecting them, clients open up to
counsellors where we as counsellors should maintain a trusting relationship with our clients; develop
EGAN’S SKILLED HELPER MODEL
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action and future goals and follow up to ensure progress. Egan's model teaches us to let the client
determine their own future with support from an empathetic and trusting helper.
Attending 1
Egan (2018) indicated that attending is the overarching term referring to the acts of listening,
keeping eye contact, body language, non-verbal acts and verbal tones during our engagement
with people, this should indicate that we are focusing on them and their story. During
counselling sessions, the way in which the helper presents him/herself influences the relationship
progress and session. Incorporating the right gestures and body language should correspond with
our spoken words for this indicates to the client that we respect them, and we encourage them to
talk about their issues. By attending in sessions, the counsellor can respond accurately to what is
being transmitted verbally and non-verbally by the client (Listening beyond words). Gibson
(2002) states that to have someone pay careful attention to what they say and taking it seriously,
helps make them feel worthwhile and gives them important space to make sense of what they
feel and think. Attending behavior is used throughout the entire counselling sessions and is
particularly important in the initial stages of establishing rapport (Poletto, 2009). By accurately
observing non-verbal behavior, the counsellor can be presented with the affect his/her words and
actions has upon the client. The core aim of attending is to devote all our attention to the client,
from what they say to what they do. Grieve (2015) suggest attending behavior is usually divided
into 4 inter-related components being- Eye Contact, Body language, Vocal Qualities and Verbal
Tracking.
Eye Contact- Incorporating the appropriate amount of eye contact is essential for the client to
feel comfortable and listened to but should avoid staring as-well.
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Body Language- Body language is incorporated in multiple ways including, slightly leaning
towards the client (displays empathy), maintain a relaxed but attentive posture, using head
movements and mirroring.
Vocal Qualities- When we communicate, its sometimes not what we say that’s important, but
how we say it. This refers to the tonal and inflections of our voice and can be used to lead the
client. We need to be aware that how we say things, corresponds to what we say for e.g. replying
to someone with serious words, but a sarcastic tonal voice, confuses the client, making them feel
disrespected.
Verbal Tracking- To demonstrate to the client that you are following what is being said. Using
our own words indicate that we understand correctly or misunderstood the message transmitted.
To get clarification, the counsellor can restate or summarize what the client has said.
Attending is crucial for the progress of therapeutic sessions, for a counsellor needs to be
aware of his/her personal attending behaviors and those of their clients. A collaborative
relationship starts to develop for there is understanding between the two.
Interchangeable and Additive Empathy
Interchangeable Empathy- Smabby & Maddux (2011) indicates interchangeable empathy
includes stating feelings and content, self-disclosing and asking for concrete and specific
suggestions. This is used to simplify and clarify the problem so the client can start to view the
issue as one that’s solvable by taking personal responsibility for change. A counsellor, in order to
actively engage and influence another person, should understand what the client is feeling and
view it from their perspective. Unlike additive empathy, interchangeable empathy’s responses are
roughly interchangeable with what the client says (Nelson, 2007). Empathy is trying to
understand what is going inside the person, and sometimes we as counsellors didn’t experience
EGAN’S SKILLED HELPER MODEL
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the same path as the client and is difficult to indicate “I know How you feel” when perhaps we
don’t.
“Clients, If they are able to understand themselves and their problems in a way that
enables them to see a need for action and behavioral change, must be helped to get a more
objective frame of reference than from which they have been viewing their problems” Egan
(1975).
Additive Empathy- Additive empathy involves the helper trying to provide new insight
into the issue from his/her perspective, where at times this involves pointing out attitudes or
behaviors that appears dysfunctional (Smabby & Maddux, 2011). During additive empathy the
client should recognize negative feelings and behaviors in the counselling relationship and its
relation to reality. Gibson (1987) suggests that the effectiveness of the helper’s influence can be
measured by the ability of the client to take issues, ideas or behaviors from counselling and apply
them to daily life. I feel when incorporating additive empathy, the helper should be aware of his
relationship with the client and extend where he can incorporate personal views.
Addressing Identified Challenges.
In counselling many factors influence the client, due to their vulnerable state in the
beginning. Corey (2017) states how the genuiness of the counsellor effects significantly on the
client/therapist relationship. When we see clients in sessions, they must see the therapist as a
helpful individual, for clients place more value on the personality and gestures of the counsellor
than on the specific techniques themselves (Corey, 2017). When working with clients our own
personal feelings may get affected and there will be times that countertransference presents itself.
Issues might arise where the counsellor is overwhelmed by a client’s emotional experience due to
EGAN’S SKILLED HELPER MODEL
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their unawareness of personal dynamics. Here the therapist judges the client on grounds of their
worldview. This can have a highly negative impact on the counselling session and on the wellbeing of the client; so, the counsellor should be aware of personal views in the present and
recognize his/her reactions. Attending to this in Egan’s understanding stage, the counsellor
should recognize patterns and themes that might relate to or trigger certain emotions.
Recognizing this Corey (2017) indicates that its not appropriate for counsellors to use the clients
time to work through our reactions towards them. Moving to the action stage, the therapist
should be willing to work on themselves, in personal sessions with another therapist. Pope and
Vasquez (2016) discussed their view on counsellors where they believe the majority of
counsellors are conscientious, dedicated caring individuals committed to ethical behavior, but
none of them are infallible. I will start by identifying triggers, what link it has on the client’s
story and what impact it will have on the client, being that this is a continuing process,
monitoring is essential to track the progress of the dilemma.
Conclusion
When dealing with clients its of utmost importance to view the client as a vulnerable
individual, seeking help and to know that they are the masters of their own lives and should only
be guided by the helper to reach goals from their worldview. Incorporating Egan’s Skilled Helper
Model that consists of exploring, understanding and action, a counsellor develops a framework,
suitable for the client’s well-being and for the progress of therapy. Its of great importance for the
counsellor to attend to not only the spoken words of the client but the incorporation of their body
language as-well. Displaying empathy and creating a picture for the client from another
EGAN’S SKILLED HELPER MODEL
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perspective, requires the counsellor to be attentive and engaged in session, by only ensuring the
best direction for the client.
EGAN’S SKILLED HELPER MODEL
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References
Smaby, M., & Maddux, C. (2011). Basic and advanced counselling skills: Skilled counselor training
model (pp. 81-95). CA, USA: Wadsworth, Cengage learning.
Nelson, P, M. (2007) An easy introduction to Egan’s skilled helper solution focused counselling
approach. Article Copyright Patrick JM Nelson 2007. Taken from highgatecounselling.org.uk on 10 July
2019. http://highgatecounselling.org.uk/members/certificate/CT1W3%20Paper%202.pdf
Gibson, K., Sandenbergh, R., & Swartz, L. (2002). Counselling and coping (Ch. 3). Cape Town: Oxford
University Press.
Gibson, J. (1987). Counselling Skills- Intermediate (pp.6-8). Taken from www.donpugh.com on 10 July
2019. http://www.donpugh.com/Psych%20Interests/counselling/COUNSELLING%20SKILLS.pdf
Poletto, S. (2009). Verbal and Non-Verbal Communication Skills. Australian Institute of professional
counsellors. Taken From www.counsellingconnection.com on 10 July 2019.
https://www.counsellingconnection.com/wp-content/uploads/2009/10/report-1-verbal-and-non-verbalcommunication-skills.pdf
Beven, P. (2011). The Egan "Skilled Helper" Model in Guidance and Counselling Practice. Taken from
www.guidanceandcounselling.co.uk on 10 July 2019. http://www.guidanceandcounselling.co.uk/theegan-skilled-helper-model/
Grieve, R. (2015). Basic attending and listening skills. Taken from people.wku.edu on 10 July 2019.
http://people.wku.edu/rick.grieve/Clinical%20Interviewing/pp/ChapterThree.pdf
Riggall, S. (2011). Social work students’ experiences of using the Egan Skilled Helper model. Taken
From journals.whitingbirch.net on 10 July 2019.
https://journals.whitingbirch.net/index.php/JPTS/article/viewFile/262/280
Riggall, S. (2016). The sustainability of Egan’s Skilled Helper Model in students’ social work practice.
Journal of Social Work Practice, 31 (1). pp. 81-93.
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