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contents. aims programme what do you know? MBTI approaches W T. model effectiveness skills activities. MBTI. W T. diff LS theories develop process EI SN TF JP. skills. W T. reframing empathy advanced empathy positive challenge. approaches. W T. RET TA.

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  1. contents aims programme what do you know? MBTI approaches W T model effectiveness skills activities

  2. MBTI W T diff LS theories develop process EI SN TF JP

  3. skills W T reframing empathy advanced empathy positive challenge

  4. approaches W T RET TA

  5. MORE ADVANCED COUNSELLING SKILLS AND STRATEGIES welcome back

  6. to develop a further understanding of the process of counselling to further develop the skills of counselling and their application aims

  7. day 1 recap on what we know further developing skills applications in school some issues in counselling day 2 further skills: action planning counselling concepts, styles and approaches peer counselling; teaching counselling skills to kids; relationship to PSE more issues and strategies day 3 putting it all together practice dealing with our own problems! suggested programme

  8. in groups of 4/5 discuss what each of you already knows about counselling prepare a 5 minute presentation to teach the rest of us what you know YOU HAVE 30 MINUTES TO PREPARE what do you know?

  9. HOW THINGS ARE NOW

  10. THE IDEAL HOW THINGS ARE NOW

  11. THE IDEAL HOW THINGS ARE NOW

  12. THE IDEAL HOW THINGS ARE NOW A “LITTLE-BIT-BETTER”

  13. THE IDEAL HOW THINGS ARE NOW A “LITTLE-BIT-BETTER” SEE THINGS DIFFERENTLY

  14. THE IDEAL HOW THINGS ARE NOW A “LITTLE-BIT-BETTER” SEE THINGS DIFFERENTLY

  15. THE IDEAL HOW THINGS ARE NOW EXPLORE THE SITUATION A “LITTLE-BIT-BETTER” SEE THINGS DIFFERENTLY

  16. THE IDEAL HOW THINGS ARE NOW EXPLORE THE SITUATION A “LITTLE-BIT-BETTER” WHAT FIRST? SEE THINGS DIFFERENTLY

  17. THE IDEAL HOW THINGS ARE NOW EXPLORE THE SITUATION A “LITTLE-BIT-BETTER” WHAT FIRST? SEE THINGS DIFFERENTLY

  18. THE IDEAL HOW THINGS ARE NOW EXPLORE THE SITUATION A “LITTLE-BIT-BETTER” WHAT FIRST? SEE THINGS DIFFERENTLY BIT-BETTER VISION

  19. THE IDEAL HOW THINGS ARE NOW EXPLORE THE SITUATION A “LITTLE-BIT-BETTER” WHAT FIRST? SEE THINGS DIFFERENTLY BIT-BETTER VISION

  20. THE IDEAL HOW THINGS ARE NOW EXPLORE THE SITUATION A “LITTLE-BIT-BETTER” WHAT FIRST? SEE THINGS DIFFERENTLY BIT-BETTER VISION

  21. THE IDEAL HOW THINGS ARE NOW EXPLORE THE SITUATION A “LITTLE-BIT-BETTER” WHAT FIRST? SEE THINGS DIFFERENTLY AIM BIT-BETTER VISION

  22. THE IDEAL HOW THINGS ARE NOW EXPLORE THE SITUATION A “LITTLE-BIT-BETTER” WHAT FIRST? SEE THINGS DIFFERENTLY AIM BIT-BETTER VISION

  23. THE IDEAL HOW THINGS ARE NOW EXPLORE THE SITUATION A “LITTLE-BIT-BETTER” WHAT FIRST? WHAT COULD I DO? SEE THINGS DIFFERENTLY AIM BIT-BETTER VISION

  24. THE IDEAL HOW THINGS ARE NOW EXPLORE THE SITUATION A “LITTLE-BIT-BETTER” WHAT FIRST? PLAN WHAT COULD I DO? SEE THINGS DIFFERENTLY AIM BIT-BETTER VISION

  25. THE IDEAL HOW THINGS ARE NOW EXPLORE THE SITUATION A “LITTLE-BIT-BETTER” DO IT WHAT FIRST? PLAN WHAT COULD I DO? SEE THINGS DIFFERENTLY AIM BIT-BETTER VISION

  26. THE IDEAL HOW THINGS ARE NOW EXPLORE THE SITUATION A “LITTLE-BIT-BETTER” DO IT WHAT FIRST? PLAN WHAT COULD I DO? SEE THINGS DIFFERENTLY AIM BIT-BETTER VISION

  27. THE IDEAL HOW THINGS ARE NOW EXPLORE THE SITUATION A “LITTLE-BIT-BETTER” DO IT WHAT FIRST? PLAN WHAT COULD I DO? SEE THINGS DIFFERENTLY AIM BIT-BETTER VISION

  28. THE IDEAL HOW THINGS ARE NOW EXPLORE THE SITUATION A “LITTLE-BIT-BETTER” DO IT PROCESS WHAT FIRST? PLAN WHAT COULD I DO? SEE THINGS DIFFERENTLY AIM BIT-BETTER VISION

  29. THE IDEAL HOW THINGS ARE NOW EXPLORE THE SITUATION A “LITTLE-BIT-BETTER” DO IT PROCESS WHAT FIRST? PLAN WHAT COULD I DO? SEE THINGS DIFFERENTLY AIM BIT-BETTER VISION

  30. THE IDEAL HOW THINGS ARE NOW EXPLORE THE SITUATION A “LITTLE-BIT-BETTER” DO IT PROCESS WHAT FIRST? PLAN WHAT COULD I DO? SEE THINGS DIFFERENTLY AIM BIT-BETTER VISION

  31. THE IDEAL HOW THINGS ARE NOW EXPLORE THE SITUATION A “LITTLE-BIT-BETTER” DO IT PROCESS WHAT FIRST? PLAN WHAT COULD I DO? SEE THINGS DIFFERENTLY AIM BIT-BETTER VISION

  32. THE IDEAL HOW THINGS ARE NOW EXPLORE THE SITUATION A “LITTLE-BIT-BETTER” DO IT PROCESS WHAT FIRST? PLAN WHAT COULD I DO? SEE THINGS DIFFERENTLY AIM BIT-BETTER VISION

  33. THE IDEAL HOW THINGS ARE NOW EXPLORE THE SITUATION A “LITTLE-BIT-BETTER” DO IT PROCESS WHAT FIRST? PLAN WHAT COULD I DO? SEE THINGS DIFFERENTLY AIM BIT-BETTER VISION

  34. THE IDEAL HOW THINGS ARE NOW EXPLORE THE SITUATION A “LITTLE-BIT-BETTER” DO IT PROCESS WHAT FIRST? PLAN WHAT COULD I DO? SEE THINGS DIFFERENTLY AIM BIT-BETTER VISION

  35. THE IDEAL HOW THINGS ARE NOW EXPLORE THE SITUATION A “LITTLE-BIT-BETTER” DO IT PROCESS WHAT FIRST? PLAN WHAT COULD I DO? SEE THINGS DIFFERENTLY AIM BIT-BETTER VISION

  36. THE IDEAL HOW THINGS ARE NOW EXPLORE THE SITUATION A “LITTLE-BIT-BETTER” DO IT PROCESS WHAT FIRST? PLAN WHAT COULD I DO? SEE THINGS DIFFERENTLY AIM BIT-BETTER VISION

  37. THE IDEAL HOW THINGS ARE NOW EXPLORE THE SITUATION A “LITTLE-BIT-BETTER” DO IT PROCESS WHAT FIRST? PLAN WHAT COULD I DO? SEE THINGS DIFFERENTLY AIM BIT-BETTER VISION

  38. quality of relationship what makes counselling work? skills

  39. relationship what makes counselling work? skills • empathy • unconditional positive regard • genuineness • congruence • listening • clarifying/questioning • positive challenge • goal setting • action planning • processing

  40. relationship what makes counselling work? • empathy • unconditional positive regard • genuineness • congruence moving towards understanding the other person from their frame of reference and showing it

  41. relationship what makes counselling work? • empathy • unconditional positive regard • genuineness • congruence respect; warm and caring irrespective of what the person has said or done

  42. relationship what makes counselling work? • empathy • unconditional positive regard • genuineness • congruence • real; • sincere; • honest with the other person - and with oneself

  43. relationship what makes counselling work? • empathy • unconditional positive regard • genuineness • congruence • “all in one piece” • no discrepancies between what is said, what is done and what is felt

  44. a process trying to get nearer to knowing how someone feels concerns feelings directly expressed showing you are doing this (so that the client knows) “You feel ………. when ………… empathy

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