Name Venessa Kylé Grové Student Number 339 666 99 Module code PYC3705 Assignment Number 01 Semester 1 Unique Number 791558 Due Date 3 April 2019 The Relationship building phase and Termination phase in the counselling process and skills required for both of the stages. -2- Table of contents Page number 1. Introduction 3 2. Definition of key concepts 3 2.1. Micro-skills 3 2.2. Counselling 3 3. Relationship building phase 3 3.1. Analysis of the relationship building phase 3 3.1.1 3.1.2 3.1.3 3.1.4 Entry Clarification Structure Relationship 3 4 4 4 3.2. Skills required for successful relationship building 4 4. Termination 5 4.1. Analysis of the termination phase in therapy 5 4.2. Skills required terminating the counselling process successfully 5 5. Conclusion 5 6. List of references 6 Student nr 339 666 99 PYC3705 Assignment 791558 -3- 1. Introduction Counselling can be a daunting process, yet extremely rewarding for both the client and the counsellor. Successful and transformative counselling does however require a specific skill set as well as immense knowledge on the theory of the different phases in this process. Theory on the counselling phases is essential as it provides a structure for successful interaction that leads to empowerment (LoFrisco, 2013). Consistency and trustworthiness are critical as to accomplish objectives in the most proficient and powerful way. Theory leads lay counsellors by filling in as a guideline and helps guarantee that the process will be fulfilling for clients (LoFrisco, 2013). 2. Key Concepts 2.1. Micro-skills Allan E. Barsky defines micro-skills, essentially named interview skills, as explicit abilities for communicating successfully with others. Social workers, counsellors, psychological wellness experts, and other helping experts regularly incorporate micro-skills training that equip them with the necessary techniques for counselling, treatment, and interventions (Barsky, 2012). 2.2. Counselling According to the Psychotherapy and Counselling Federation of Australia, counselling is a safe and confidential coordinated effort between qualified counsellors and clients to advance psychological wellness and prosperity, increase self-comprehension, and straightens out identified issues, ("Definition of Counselling » PACFA", n.d.). 3. Relationship building phase 3.1. Analysis of the relationship building phase There is some level of bravery needed when a client first approaches counselling. Thus it is of utmost importance that the first session is conducted in such a way that it will foster a feeling of trust and a sense of comfort within the client. The first session also sets the standard of how the future sessions will be structured (University of South Africa (UNISA), 2017:59). Using Brammer’s (1985:47) identification of the relationship building phase, the process gets separated into four stages; entry, clarification, structure and relationship. Upon investigation these four stages intertwine with several other authors’ guidelines and theories, as discussed below. 3.1.1 Entry Entry refers to opening the space for counselling, starting from the initial contact with the client when making an appointment to the first physical encounter. During this stage it is important to make the client feel accepted, understood and not deemed as bad (UNISA, 2017:62). This also includes preparing for the first session mentally and physically. The room needs to be comfortable (seats, temperature, private, tissues). The counsellor needs to be emotionally warm and welcoming. The objective is to open sessions with little resistance and fear, assemble trust and empower the client to express their requirements (Yahya, 2017). Student nr 339 666 99 PYC3705 Assignment 791558 -43.1.2 Clarification During this stage it is important to find out what the problem is and how the client experiences his/her current situation. This stage is perfect for conducting an assessment of the client by listening carefully and observing. Verbal and non-verbal communication could indicate frame of mind, risk to self or others, perspective on problems as well as ensuring that the counsellor is the right person to help the client. If the client’s needs are more specialized, he or she should be referred to specialised therapists. 3.1.3 Structure Some theories name this section contracting. Characterize obligations, expectations and responsibilities for both parties. Duration of sessions, frequency, fees and confidentiality should be discussed. Together with contracting, boundaries should also be agreed upon like cancellation fees, notice periods and what happens in the instance when either the client or counsellor should arrive late for the appointment (UNISA, 2017:73-74). 3.1.4 Relationship The objective is to expand the profundity of the relationship, ensuring the client’s dedication, expanding trust, be honest and encouraging sharing Yahya, 2017). Building rapport, an empathetic and caring relationship is an ongoing process. The first session do however have a detrimental impact on the relationship moving forward. In this stage it is best to optimize the microskills at its best. 3.2. Skills required for successful relationship building Micro-skills are a set of verbal and conduct reactions, that encourage the process of guidance and relationship building (Department of Psychology, UNISA [Study Note 3: PYC3705] 2019). These skills should not be mistaken for qualities. The following are an outline of essential micro-skills needed during this particular phase: a) Important during initial contact. Focusing Focus on client’s thoughts, behaviour, experiences and feelings. Empathetic response Be able to see experiences from the client’s point of view. b) Important during first session. Attending Include good non-verbal communication and appropriate body language. Minimal encourager Paraphrasing Encourage client to talk more and thus portray listening skills. Reflecting Create awareness of feelings. It also assists in creating an empathetic counselling space. Open-ended questions Assist client to explore their feelings. Also useful to collect additional information. Express what the client is saying it in a different manner. (UNISA, 2017:64). Student nr 339 666 99 PYC3705 Assignment 791558 -54. Termination 4.1. Analysis of the termination phase in therapy It is noteworthy to observe that it is called the termination ‘phase’, and not the termination ‘session’. Termination is a process stretching over several sessions to ensure the following outcomes are achieved: Termination should be a motivator. Secondly termination should empower the client to apply problem-solving in the real world. Thirdly the client should have matured in social interactions with other people and situations (UNISA, 2017:119). We can break down this phase into actions. The following actions are recommended to be followed through during this phase: Review action plan Discuss action plan as well as future counselling options or referrals. Emphasise achievements Two way discussion. Name / list accomplishment and invite client to do the same. Normalise mixedfeelings Sadness may occur. Express to client that it is normal and okay. Conclude on a high note Give a positive affirmation, thank client and wish him/her the best for the future. Remind of availability should the need arise. FOR THE LAST SESSION ONLY (UNISA, 2017:123). 4.2. Skills required terminating the counselling process successfully Outlined here are the micro-skills needed during this particular phase: Closed questions Use to shed light on action plan. Brings focus back to this specific part of the discussion as well as the termination. Summarising Make a link between all the topics of discussion. Link discussions to action plan. Create awareness of feelings. It also assists in creating an empathetic counselling space. React with empathy with regards to feelings evolving due to loss of counselling relationship or any sense of rejection. Reflecting Empathetic response Paraphrasing 5. Express what the client is saying it in a different manner. Conclusion: Do keep in mind that individuals don't consequently travel through these distinguished stages in a set way. The relationship may finish at any of these stages dependent on choices made by the client, the helper, or both (Brown & Srebalus, 1996). The student is of the opinion that the research done on both phases provides counsellors with valuable guidelines to ensure successful counselling encounters. The theoretical guidelines of these different phases, provides the framework for establishing good rapport, starting from the initial contact and ensuring that termination is not traumatic. In addition, combining the knowledge on the framework of each phase with the necessary micro-skills enables successful empowerment of individuals. If we care to learn, we might learn to care. Student nr 339 666 99 PYC3705 Assignment 791558 -65. List of references: Barsky, A. (2012). Microskills. Oxford Bibliographies Online Datasets. doi:10.1093/obo/9780195389678-0017 Brammer, L. (1985). The helping relationship : process and skills (3rd ed., p. 47). Englewood Cliffs, NJ: Prentice Hall. Brown, D., & Srebalus, D. (1996). Introduction to the Counseling Profession (2nd ed., p. 73). Boston, Mass.: Allyn and Bacon. Definition of Counselling » PACFA. Retrieved from https://www.pacfa.org.au/definition-ofcounselling/ LoFrisco, B. (2013). Six reasons counseling theory is important [Blog]. Retrieved from https://www.mastersincounseling.org/education/counseling-theory/ Yahya, F. (2017). Effective Helper. Presentation, Counselling Department Faculty of Cognitive Sciences & Human Development, Universiti Malaysia Sarawak. University of South Africa. Department of Psychology. 2017. Transformative counselling encounters: Only Study Guide for PYC370-5. Revised edition; (57-79; 116-126). Pretoria: University of South Africa. University of South Africa. Department of Psychology. 2019. Study Note 3 for PYC3705 2019 S1. Retrieved from https://mymodules.unisa.ac.za/portal/site/PYC3705-19-S1/tool/b331179fcc14-4f58-bd5e-0aade8400b7c. University of South Africa. Department of Psychology. 2019. Study Note 4 for PYC3705 2019 S1. Retrieved from https://mymodules.unisa.ac.za/portal/site/PYC3705-19-S1/tool/b331179fcc14-4f58-bd5e-0aade8400b7c. Student nr 339 666 99 PYC3705 Assignment 791558
