Download Interpersonal Communication and Counseling

Interpersonal Communication
and Counselling
2013-1-NOl-LEOOS-06154
What is Communication?
• Communication can be defined as
the process by which people share
ideas, experience, knowledge and
feelings through the transmission of
symbolic messages.
• The means of communication are
usually spoken or written words,
pictures or symbols. But we also give
information through body language,
gestures, and looks, facial
expressions can show how we feel
and what we think about an issue or
another person.
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What are the most common ways
we communicate?
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Types of Communication
Downwards Communication : Highly Directive, from
Senior to subordinates, to assign duties, give
instructions, to inform to offer feed back, approval to
highlight problems etc.
Upwards Communications : It is non directive in
nature from down below, to give feedback, to inform
about progress/problems, seeking approvals.
Lateral or Horizontal Communication: Among
colleagues, peers at same level for information level for
information sharing for coordination, to save time.
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Communication Key Elements
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Message
Source (sender)
Channel
Receiver
Filter
Feedback
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The Communication Process
Medium
Barrier
SENDER
(encodes)
Barrier
Feedback/Response
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RECEIVER
(decodes)
Characteristics of effective
communications
Effective communication requires the
message to be:
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Clear and concise
Accurate
Relevant to the needs of the receiver
Timely
Meaningful
Applicable to the situation
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Characteristics of effective
communications
Effective communication requires the
sender to:
• Know the subject well
• Be interested in the subject
• Know the audience members and establish a
rapport with them
• Speak at the level of the receiver
• Choose an appropriate communication channel
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Characteristics of effective
communications
The channel should be:
• Appropriate
• Affordable
• Appealing
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Characteristics of effective
communications
The receiver should:
• Be aware, interested, and willing to accept the
message
• Listen attentively
• Understand the value of the message
• Provide feedback
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Barriers to
communication
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Language
Values and beliefs
Sex/gender and age
Economic status
Educational level
Physical barriers
Attitude
Timing
Understanding of message
Trust
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Question!
• How do you verify that the person you are
communicate with has understood?
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Characteristics of effective
communicator
An effective verbal
communicator:
• Clarifies
• Listens
• Encourages
empathically
• Acknowledges
• Restates/repeats
An effective nonverbal
communicator:
• Relaxes
• Opens up
• Leans toward the other
person
• Establishes eye
contact
• Shows appropriate
facial expressions
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Interpersonal Communication
(IPC)
• Interpersonal communication is a person to person,
two-way, verbal and non verbal interaction that includes
the sharing of information and feelings between
individuals or in small groups that establish trusting
relationships.
• IPC in professional settings takes place between service
providers and their clients and members of the
community and is a key element in maximizing access to
quality care. IPC includes the process of education,
motivation and counseling and starts with understanding
the critical role of good client service.
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• Education is the process of providing factual
information and clarification about a topic to
an individual or group.
• Counseling is the act of helping a client to
make her or his own decision, by providing
unbiased information and asking questions
about what the client wants and what the
client thinks that he or she can do.
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Counseling is a special process. It is a confidential
dialogue between a provider and a client that helps
a client to define his or her feelings and to cope with
stress. Usually people need training to be a good
counselor.
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• Counseling is different from education,
although education can be an important
part of counseling. Counseling is NOT
solving the client’s problem for him or her
or giving advice. In the counseling
process, the provider avoids taking on the
client’s problem or telling him or her how
to solve the problem or what decision or
action to take.
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Knowledge and skills needed for effective
interpersonal communication
• Adequate knowledge of
subject area
• An understanding of one's
own values and willingness
to withhold judgment about
the other people’s values.
• Skills in verbal and
nonverbal communication.
• Ability to show empathy and
encourage others.
• Skills in asking questions
and listening.
• Tolerance and patience
• Ability to paraphrase and
summarize the concerns of
individuals and the
community.
• Ability to observe and
interpret behavior of other
people.
• Ability to use language that
other people understand.
• Skills to effectively use
support materials.
• Confidence
• Flexibility
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Characteristics of effective
counseling
1. Client-centered
2. Interactive
3. Private and confident
4. Individualized
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IPC Summary
• To establish and maintain a positive rapport with
the client throughout the encounter.
• To enhance clients to open up and comply.
Socio-emotional skills include the ability to use
statements to show empathy, concern, positive
regards, and to give reassurance.
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Sensitive Issues
What to do if appearance
dissatisfaction appears to be an
issue for a student or colleague
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Sensitive Issues
• 1st step
– Identify local sources of
specialist support (eg
counselling, family
doctor) in case of more
urgent need
– Familiarise yourself with
sources of suitable forms
of additional support
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Sensitive issues
• If you are concerned about one of your
student’s level of dissatisfaction with their
appearance and feel that this is interfering
with their lives to a noticeable degree, you
might wish to discuss these concerns with
them and/or point them to services which can
provide additional information or support.
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Sensitive issues
• Before doing so, you should consider how
your own body image and appearance
dissatisfaction may affect the conversation.
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Sensitive issues
• Please note: You should not assume that
people with a visible difference
(disfigurement) are dissatisfied with the way
they look, as this may not be the case.
• It would only be appropriate to raise this in
discussion if they show visible signs of
dissatisfaction or distress
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Sensitive issues
• Appearance dissatisfaction can be a sensitive
topic and it may be hard for your students to
admit to and/or express concerns. You may
become aware of their dissatisfaction by the
way they talk about their appearance.
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Sensitive issues
• For example, they may make frequent
negative comments
– ‘I’m fat’
– ‘I’m ugly’
– ‘I look dreadful’
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Sensitive issues
• Or make statements expressing belief in the
‘beauty myths’
– ‘I’ll never get a job looking like this’
– ‘Only attractive people have lots of friends’
– ‘The only way I can have a good life is to
look more like a supermodel’.
• Many men find it harder to discuss their
feelings and the topic of their appearance
than the majority of women.
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Sensitive issues
• When raising the topic and discussing any
issues the person may have, avoid being
judgemental or dismissive of their feelings.
• Encourage acceptance and appreciation of
diversity in appearance in themselves and
others and discourage them from comparing
themselves (negatively) with their peers.
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Sensitive issues
• Encourage them to dismiss or challenge
appearance-related messages in advertising
and the media understand that looking a
particular way is not the key to friendships
and good relationships and although clothing
choices, hairstyle etc. may affect the first
impressions formed by others
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Sensitive issues
• Inform that social skills
are more powerful in
situations such as job
interviews and forming
friendships.
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Sensitive issues
• Let them know you are willing to direct them
to additional information or support if they
feel this would be beneficial and be aware of
how they might access these services.
• The following practical hints and tips may be
helpful
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Sensitive issues
Do….
• Provide a ‘safe’ environment for the
conversation (ie somewhere private, where an
interruption is unlikely)
• Be clear about the boundaries of the
conversation from the start (eg inform the
person that if the conversation goes beyond
their knowledge & skills, you will point them to
other sources of help)
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Sensitive issues
Do….
• Reassure them that concern about
appearance is commonplace
• Offer them the chance to talk about their
concerns to you or someone with specialist
knowledge or skills
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Sensitive issues
Don’t….
• Pass judgement on their appearance (eg,
saying they ‘look fine to you’)
• Say that lots of other people look ‘worse’ than
they do
• Suggest they are silly or making a fuss about
nothing
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EXAM!!!!
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Summary Activity:
(please answer yes or no)
If I think someone might have a Body Image
problem I should:
• Explain that concern about appearance is normal
• Recommend plastic surgery
• Reassure them that they look beautiful to me
• Tell them they are making a fuss about nothing
• Encourage them to read more about Body Image
problems
• Encourage them to participate socially
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Summary Activity:
yes / no
If I think someone might have a Body Image
problem I should:
• Explain that concern about appearance is normal
• Recommend plastic surgery
• Reassure them that they look beautiful to me
• Tell them they are making a fuss about nothing
• Encourage them to read more about Body Image
problems
• Encourage them to participate socially
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Summary activity (cont)
• Encourage them to spend less time in front of the
mirror
• Encourage them to research surgery on the
Internet
• Encourage them to go out without make-up from
time to time
• Encourage comparison with a wider group of
people
• Discuss sources of support
• Explain how to access help
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Summary activity (cont)
• Encourage them to spend less time in front of the
mirror
• Encourage them to research surgery on the
Internet
• Encourage them to go out without make-up from
time to time
• Encourage comparison with a wider group of
people
• Discuss sources of support
• Explain how to access help
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This project (project n° 2013-1-NO1-LEO05-06154)
has been funded with support from the European
Commission. This publication reflects the views only
of the author, and the Commission cannot be held
responsible for any use which may be made of the
information contained therein.
LEONARDO DA VINCI
TRANSFER OF INNOVATION PROJECT
November 2013 -October 2015
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