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Counseling and Life Skills


The Intersection of Counseling, Career Development/Job Readiness, and ... 7. Imitative Behavior. 8. Interpersonal Learning. 9. Group Cohesiveness. 10. Catharsis ... – PowerPoint PPT presentation

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Title: Counseling and Life Skills

Counseling and Life Skills
  • Youthbuild Lake County December 20, 2006
  • Facilitator Marcia Moody, Ph.D. Youthbuild USA

The Intersection of Counseling, Career
Development/Job Readiness, and Life Skills
  • 930 AM - 945 AM Curriculum Review
  • 945 AM -1015 AM Communication Skills
  • ? Listening
  • ? Giving and Receiving Feedback
  • 1015 AM - 1030 AM Group Dynamics/Group
    Facilitation Skills
  • ? Group Stages/Team Building
  • ? Therapeutic Factors (Counseling Groups)
  • 1030 AM - Noon Race Relations and Group Dynamics
    ? Staff Development Video Color of Fear
  • Noon - 100 PM Lunch/Video Discussion and
    Development of Life Skills Curriculum
  • 100 PM - 200 PM Mock Group Experience
  • 200 PM - 230 PM Closure and Wrap-up

Common Roadblocks to Communication (see handout)
  • Probing, Questioning, Interrogating
  • Ordering, Directing, Demanding
  • Moralizing, Preaching, Obliging
  • Advising, Giving Suggestions or Solutions
  • Judging, Criticizing, Disagreeing, Blaming
  • Interpreting, Analyzing, Diagnosing
  • Reassuring, Sympathizing
  • Persuading with Logic, Arguing, Lecturing
  • Warning, Threatening

Non-Verbal Communication Stoppers (see handout)
  • Poor Eye Contact
  • Closed Posture
  • Fidget, Wiggle, Sigh
  • Look at Your Watch
  • Yawn, Have Bored, Blank Expression
  • Whisper or Share a Glance
  • Attend to an Intruder
  • Avoid Feedback (dont smile, nod, or speak)

Attending Skills (see handout)
  • Bodily face the person
  • Maintain eye contact
  • Maintain open posture
  • Lean forward
  • Smile, relaxed expression
  • Give feedback

Listening Skills
  • Tips for being a good listener
  • Give your full attention on the person who is
  • Make sure your mind is focused, It can be easy to
    let your mind wander if you think you know what
    the person is going to say next, but you might be
    wrong! If you feel your mind wandering, change
    the position of your body and try to concentrate
    on the speaker's words.
  • Let the speaker finish before you begin to talk.
    Speakers appreciate having the chance to say
    everything they would like to say without being
    interrupted. When you interrupt, it looks like
    you aren't listening, even if you really are.

Listening Skills (cont)
  • Let yourself finish listening before you begin to
    speak! You can't really listen if you are busy
    thinking about what you want say next.
  • Listen for main ideas. The main ideas are the
    most important points the speaker wants to get
    across. They may be mentioned at the start or end
    of a talk, and repeated a number of times. Pay
    special attention to statements that begin with
    phrases such as "My point is..." or "The thing to
    remember is..."
  • Ask questions. If you are not sure you understand
    what the speaker has said, just ask. It is a good
    idea to repeat in your own words what the speaker
    said so that you can be sure your understanding
    is correct.

Active Listening
  • Attending, acknowledging - providing verbal or
    non- verbal awareness of the other, i.e., eye
  • 2. Restating, paraphrasing - responding to
    person's basic verbal message
  • 3. Reflecting - reflecting feelings,
    experiences, or content that has been heard or
    perceived through cues
  • 4. Interpreting - offering a tentative
    interpretation about the other's feelings,
    desires, or meanings
  • 5. Summarizing, synthesizing - bringing together
    in some way feelings and experiences providing a

Active Listening (cont)
  • 6. Probing - questioning in a supportive way that
    requests more information or that attempts to
    clear up confusions
  • 7. Giving feedback - sharing perceptions of the
    other's ideas or feelings disclosing relevant
    personal information
  • 8. Supporting - showing warmth and caring in
    one's own individual way
  • 9. Checking perceptions - finding out if
    interpretations and perceptions are valid and
  • 10. Being quiet - giving the other time to think
    as well as to talk

Giving Feedback
  • Basic Guidelines for Giving Feedback
  • Be descriptive of behavior rather than evaluative
    of the person
  • Be specific rather than general
  • Present observations rather than assumptions
  • Share ideas and information rather than giving
  • Present your ideas as alternatives to consider
    rather than as final solutions

Feedback Guidelines (cont)
  • 6. Present only information that is of value to
    the recipient rather than simply letting off
  • 7. We also have the responsibility to ask for
  • 8. Direct feedback toward behavior the receiver
    can do something about
  • 9. Generally, feedback is most useful at the
    earliest opportunity after the given behavior
  • 10. Feedback needs to be checked to insure clear

Receiving Feedback
  • Listen-You cant process and evaluate the
    information being shared if you have closed your
  • Suspend judgment-Try not to be defensive
  • Let the person finish-Dont jump in, wait until
    the end so that you have the complete picture

Receiving Feedback (cont)
  • 4. Paraphrase-Repeat what you think you have
    heard to ensure you understand what has been said
  • 5. Prompt specifics-Not all feedback will be
    shared well, ask for examples of the behavior in
  • 6. Avoid arguing, denting, justifying, or
    minimzing. It is the persons point of view
    decide what you want to do with the information

The Awareness Wheel (see handout)
  • Sensing-what you actually see, hear, smell, or
  • Doing-what you actually do about your intentions
  • 3. Your intentions only-what you would like to
    have happen
  • 4. Your emotions only-what you feel in reaction
    to your thoughts
  • 5. Your thoughts only-what you assume, expect,
    believe or conclude about your perceptions

Group Dynamics
  • Group dynamics is the field of study within the
    social sciences that focuses on the nature of
    groups. Urges to belong or to identify may make
    for distinctly different attitudes (recognized or
    unrecognized) than in one-on-one interaction, and
    the influence of a group may rapidly become
    strong, influencing or overwhelming individual
    proclivities and actions. The group dynamics may
    also include changes in behaviour of a person
    when he is represented before a group, the
    behavioural pattern of a person vis-a-vis group.
  • -From Wikipedia, the free encyclopedia

Group Stages
  • Forming (pretending to get on or get along with
  • Storming (letting down the politeness barrier and
    trying to get down to the issues even if tempers
    flare up )
  • Norming (getting used to each other and
    developing trust and productivity)
  • Performing (working in a group to a common goal
    on a highly efficient and cooperative basis).
  • -From Bruce Tuckman (1965)

Yaloms Therapeutic Factors
  • 1. Installation of Hope
  • 2. Universality
  • 3. Imparting Information
  • 4. Altruism
  • 5. The Corrective Recapitulation of the
    Primary Family Group
  • 6. Development of Socializing Techniques
  • 7. Imitative Behavior
  • 8. Interpersonal Learning
  • 9. Group Cohesiveness
  • 10. Catharsis
  • Existential Factors
  • -Yalom (1995)

Development of Life Skills Curriculum Sample
  • Communication Skills
  • Housing and Money Management
  • Self-Care (health, stress management)
  • Social Relationships
  • Work Life
  • Time Management
  • Sex and Sexuality
  • Substance Use, Abuse, and Addiction
  • Mental Health Issues (e.g., depression, anxiety)

Strategies for Teaching Life Skills
  • Use educational videos (Dream Worlds II)
  • Use guest speakers
  • Include fun icebreakers and teambuilding
  • Look for curriculum appropriate for at-risk
    youth (Ill mail some samples)
  • Consider experiential activities like a trip to
    a prison
  • Use team building and group work to identify
    relevant topics
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