Pdf toolbox clinical8/17/2023 ![]() Jo feels anxious, avoids communicating with the team, and does not show good leadership qualities. She worries her new reports will not respect her.Ĭ = Physical reactions, feelings, and behavior that are a consequence of S and T Jo thinks she was good at her previous job but feels she may be out of her depth now. Jo is working at the next level in her company and managing additional staff. Working through the STC (situation, thoughts, and consequences) framework can help clients understand the relationship between what happens and how they react (Nelson-Jones, 2014).įor example, Jo has recently been promoted. Much of the time, how we think mediates how we behave. Take what you have learned into future conversations and adapt each element according to your audience. Rate – Was I speaking very quickly and appearing anxious? Or very slowly and coming across as dull or pompous?.Emphasis – Was I using too much emphasis and appearing melodramatic? Or too little and appearing flat?.Pitch – Was I overly straining my voice or talking too high or low?.Articulation – Was I clear in my speech, enunciating words, so the listener easily understood them?.Volume – Was I talking loud enough for the listener to hear what I was saying comfortably?.Reflecting on a recent conversation, ask the client (or yourself) to focus on the following: Both counselor and client can benefit in counseling and beyond by assessing their spoken communication skills using the VAPER technique (Nelson-Jones, 2014). ![]() Our vocal messages are a vital aspect of our verbal communication and how we relate to others. Such life skills are equally valuable for both the counselor and the client and can be improved by adopting and practicing new techniques (Nelson-Jones, 2014). Many skills, such as communication, adopting helpful thoughts, and using preferential rather than absolute rules, can dramatically improve clients’ lives and, most importantly, be learned. Ultimately, counseling requires that clients “make choices that enable them to feel, think and act effectively,” taking responsibility for creating and ordering their lives (Nelson-Jones, 2014, p. The aim here is to help already well-functioning people to get more out of their lives. Instead, they may “wish to function even better than they do now” (Nelson-Jones, 2014, p. For example, the client may be unable to keep a job or complete education.Ĭlients do not always attend counseling to ‘fix’ or address problems. While we all have different skills, insufficiently strong or ‘weak’ skills (often categorized as mind, communication, or action skills) can lead to problems that repeat themselves. Strengthening insufficiently strong skills that create problems. ![]() For example, a client’s sense of being overwhelmed or feeling depressed may have multiple dimensions: unhappiness in their job, lack of assertiveness in a relationship, and not looking after themselves. Indeed, “problems can be larger and more complex than specific situations within them” (Nelson-Jones, 2014, p. For example, rather than focusing on the broader problem of shyness, a counselor may work on a client’s shyness in a specific situation (such as in class).Īlternatively, sometimes the problem a client brings to the session must be tackled as part of a much larger problem. The counselor can support the client by breaking a larger problem into several smaller, more manageable chunks. Providing clients with the opportunity to be heard, understood, and affirmed, the counselor must be skilled at listening, empathizing with the client’s perspective, and reflecting back on what they have heard, with the aim of:Ĭlients will often bring problematic situations to counseling. Nelson-Jones (2014) sets out the following five goals and objectives for counseling: But more than that, counseling also involves a relationship, a set of interventions, and a collection of psychological processes with goals. “Counseling focuses on helping people use existing resources for coping with life” (Nelson-Jones, 2014, p.
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