SOCF111 Foundations for Communication and Counselling by Emma Rose https://padlet.com/etawhiti/socf111_sem01 Bachelor of Health Science (Naturopathy) at Endeavour College of Natural Health en-us 2019-05-14 05:08:45 UTC 2026-01-03 07:18:17 UTC hello@padlet.com https://imgglb.padletcdn.com/v13/image?t=g_auto&url=https%3A%2F%2Fpadlet.net%2Ficons%2Fpng%2F1f33b.png Subject Rationale etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367374274 This foundational subject focuses upon interpersonal and interpersonal communication, knowledge, and skills essential for developing an effecting therapeutic relationship with clients. It further encourages students to pursue growth in both self-knowledge and reflection and enables them to evaluate the role of ethics in a healthy therapeutic relationship. This is a core subject across all Complementary Medicine disciplines. ]]> 2019-06-13 10:21:45 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367374274 Prescribed Readings etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367374570
  • Communication: Core Interpersonal Skills for Health Professionals (3rd Ed) by G. O'Toole
  • Communication Skills Handbook (4th Ed) by J.Summers & B. Smith
    • ]]>     2019-06-13 10:23:39 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367374570     Case Study etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367374938 1000 word count
    Covers Weeks 1,5,6 & 7
    Learning Outcomes 2,4,5
    Due 12th-19th May
    40%
    Grade Received: 25%]]>     2019-06-13 10:25:48 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367374938     Recorded Interview etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367375209 5 Minute Total
    Covers Weeks 1-12
    Learning Outcomes 1,2,3,5
    Due 23rd-30th June
    30%]]>     2019-06-13 10:27:44 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367375209     Reflecting Journal etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367375383 500 word count
    Journal 2 Reflection
    Learning Outcomes 1-5
    Due 1st-7th July
    30%]]>     2019-06-13 10:28:49 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367375383     Learning Outcome 1 etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367379337 Identify and analyse the importance of self-awareness and effective communication within a clinical setting]]> 2019-06-13 10:52:45 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367379337 Learning Outcome 2 etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367379444 Develop an understanding of the significance of interpersonal communication for the achievement of therapeutic outcomes]]> 2019-06-13 10:53:39 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367379444 Learning Outcome 3 etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367379512 Identify the basic counselling skills that are required to facilitate treatment]]> 2019-06-13 10:54:12 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367379512 Learning Outcome 4 etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367379677 Evaluate current research on the importance of professional behaviour and ethical practice within a clinical setting]]> 2019-06-13 10:55:07 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367379677 Learning Outcome 5 etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367379749 Develop an awareness of, and skills in, the importance of mindfulness, reflection, and self care in professional practice]]> 2019-06-13 10:55:36 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367379749 Objectives etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367380002 To explore the development of emotional wellbeing, resilience and self compassion
    • define and discuss emotional wellbeing
    • discuss strategies to improve emotional wellbeing
    • define resilience
    • formulate strategies for developing resilience in personal and professional life
    • understand the nature of self-compassion and its role in personal growth
    ]]>     2019-06-13 10:57:12 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367380002     Wellbeing Development etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367400913 The Focus of Attention
    • the moment by control of attention, being in the present moment
    • mindfulness, meditation, focus, awareness and attention
    • from this develops self awareness and self management and setting of goals
    • demonstrated in expressing wonder and interest, curiosity and enthusiasm, investigating, imagining and exploring

    Understanding Your Emotions
    • understanding emotions in present moment experiences
    • identifying emotions and emotional associations
    • identifying positive and negative emotions and mood including facial and emotion expression and reactivity
    • from this self awareness and self management develops
    • demonstrated by an increased ability to understand and self regulate emotions and to understand the feelings and needs of others - which facilitates positive relationships

    Coping with Stress/ Developing Resilience
    • the ability/ skills to cope with difficult situations or adversity
    • the characteristics of this capability are resilience, coping, post traumatic growth, hardiness
    • self management in the form of confidence, resilience adaptability and appropriate expression of emotions
    • demonstrated in accepting challenges, making choices, managing change, coping with frustrations, dealing with the unexpected

    Setting Goals and Healthy Habits
    • striving for goals, motivation and developing healthy habits
    • the characteristics of this capability are persistence, engagement flow, perseverance, growth mindset, self regulation
    • self awareness and self reflection, self management in the ability to develop self discipline and to set goals
    • demonstrated by seeking out and accepting new challenges, celebrating own and others achievements, initiating opportunities for new learning, increasing awareness of healthy lifestyle and good nutrition

    Developing Social Skills
    • connection to peers, parents, colleagues, a broad range of social interaction with a feeling of connectedness to individuals and community
    • the characteristics of this capability are social relationships, friendship, gratitude and empathy, attachment and interpersonal relationships
    • reflected in social awareness and social management
    • demonstrated in working collaboratively with others, connecting to others, awareness of needs and rights of others, recognising contributions of others, interacting with care, empathy and respect
    ]]>     2019-06-13 12:57:23 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367400913     Wellbeing Philosophy etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367401198 Aristotle (Eudaimonia)
    • view of life based on cultivation of virtue or character
    • development of one's potentials in the quest of meaningful goals

    Epicurus (Hedonia)
    • idea that pleasure in the sense of satisfaction of desires is the highest good and proper aim of human life
    ]]>     2019-06-13 12:58:38 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367401198     Self Compassion etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367401334 The Three Elements
    • self kindness vs. self judgement
    • common humanity vs. isolation
    • mindfulness vs. over identification

    Self Kindness Vs. Self Judgement
    • "...being warm and understanding toward ourselves when we suffer, fail, or feel inadequate, rather than ignoring our pain or flagellating ourselves with self-criticism"
    • important to recognise that being imperfect, failing and experiencing life difficulties is inevitable
    • being kind and gentle with ourselves when confronted with painful experiences rather than getting angry when life falls short of set ideals

    Common Humanity Vs. Isolation
    • "frustration at not having things exactly as we want is often accompanied by an irrational by pervasive sense of isolation - as if "I" were the only person suffering or making mistakes"
    • all humans suffer
    • the very definition of being "human" means that one is mortal, vulnerable and imperfect
    • therefore self compassion involves recognising that suffering and personal inadequacy is part of the shared human experience - something that we all go through rather than being something that happens to "me" alone

    Mindfulness Vs. Over Identification
    • taking a balanced approach to our negative emotions so that feelings are neither suppressed nor exaggerated
    • the process of relating personal experiences to those of others who are also suffering, thus putting our own situation into a larger perspective
    • the willingness to observe our negative thoughts and emotions with openness and clarity, so that they are held in mindfulness awareness

    Vulnerability
    • you bring into your relationships your feelings of security or insecurity and your fears and anxieties
    • vulnerability can help others feel that you and they are part of the human race
    • it provides the opportunity for caring and being cared for
    • you can share your own and another person's vulnerability in ways that enhance and deepen your relationship
    • mutual sympathy and liking develop from sensitive understanding of each other's vulnerabilities as much as from appreciation of strengths
    • if you are unable to acknowledge your own fears and anxieties you may lack responsiveness to other people's
    ]]>     2019-06-13 12:59:12 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367401334     Quote etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367401483 "People are like stained-glass windows. They sparkle and shine when the sun is out, but when the darkness sets in, their true beauty is revealed only if there is a light from within" - Elisabeth Kubler-Ross]]> 2019-06-13 12:59:48 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367401483 Objectives etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367416152 To explore the many aspects of communication and ethical practice within the client/practitioner relationship
    • identify and describe the ethical principles which commonly underpin standards of practice for natural health practitioners
    • describe both dual and multiple relationships and the differences between the two
    • describe professional communication and identify areas of application and the essential features
    • describe how ethical principles and professional communication impact the therapeutic relationship
    • justify the need for and process of referral
    • list a range of health practitioners for referral
    ]]>     2019-06-13 13:59:54 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367416152     Quote etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367416919 "Ethical communication relates to appropriate behaviour...and is necessary for the maintenance of harmonious, productive and beneficial therapeutic relationships" - O'Toole. G

    However: the practice of ethics is NOT the application of rules; but the careful consideration of principles in the complex world of decision making about human action.
    ]]>     2019-06-13 14:02:45 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367416919     Professional Communication etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367418016 "Professional Communication can be described as the various forms of speaking, listening, writing and responding carried out both in and beyond the workplace, whether in person or electronically".
    • oral includes face to face, telephone and video calls
    • written/ printed includes letters, signs etc; now largely digitally form
    • visual includes our appearance, body language, work environment
    • digital includes email, SMS, twitter, social media chat apps etc;

    Critical Features
    Be mindful. You are communicating with another person. Whether this is face to face or not, ask yourself?:
    what is my intention and purpose?
    • what effect might the communication have?
    • is the information accurate not only in information/content but also in grammar, spelling and punctuation?
    • is the communication clear and precise?
    • is the communication specific enough?

    Essential Skills
    • listen well
    • be aware of non verbal communication
    • be clear and concise
    • be personable
    • be confident
    • show empathy
    • keep an open mind
    • convey respect
    • give and receive feedback
    • consider the appropriate medium (text, email, in person)
    ]]>     2019-06-13 14:07:27 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367418016     Ethical Principles etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367418073 In health care there are a number of ethical principles commonly used to guide practitioners in their decision making when faced with an ethical dilemma:
    • autonomy
    • beneficence
    • non-malifence
    • justice
    • fidelity
    • veracity

    Autonomy "Self Rule"
    • promotes clients to act as their own agents
    • clients can refuse treatment even if it is not in their best interest to do so
    • clients have free will with informed consent

    Beneficence (Do Good or Provide Benefit)
    • the basic principle of "caring"
    • act in accordance with a client's welfare
    • health care providers develop and maintain skills and knowledge continually update training, consider individual circumstances of all patients and strive for net benefit
    • what is good for one patient may not be good for another, so each situation should be considered individually

    Non-Maleficence
    • "first, do no harm"
    • this is the calculation of risk in treatment decision making and determining risk/benefit ratio
    • this principle operates constantly in our ethical decision making

    Justice
    • be fair (distributive justice>entitlement) the appropriate distribution of limited resources, non discrimination
    • transparency accountability and consistency

    Fidelity
    • based on loyalty and trust
    • maintain the confidentiality of all personal medical and treatment information
    • information to be revealed with consent and for the benefit of the patient; except when ethically and legally required
    • disclosure should not be beyond what is required

    Veracity
    • truth telling
    • obligation to full and honest disclosure
    • related to principle of autonomy
    • clients can not make autonomous decisions if they do not know the truth about the situation
    ]]>     2019-06-13 14:07:41 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367418073     Boundaries and Boundary Crossings etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367418148 Boundary: prohibitions or restrictions designed to protect the client and foster a sense of trust and safety
    Minor Boundary Crossings: departures from common practice
    going to a long-term client's parents funeral
    Major Boundary Violations: large unethical departures from common practice which lead to harm to the client
    The "Slippery Slope": the possibility minor boundary crossings may escalate into major boundary violations

    Individual Practice
    • less pressure to conform to standards & more pressure to cater for wider range of client's needs
    • burnout-lower standards of practice, boundary crossing

    Location
    • home
    • client learns about private life, inappropriate personal information, more self-disclosure
    • boundary lines blurred

    Small Community
    • difficult to avoid
    • can lead to breaches in confidentiality

    Physical Contact
    • potential for misinterpretation by clients; cultural norms

    Family and Friends
    • personal relationship existed first, likely to continue after treatment
    • may affect objectivity/ clinical focus
    • self disclosure
      • more personal/less professional service
    • may affect confidentiality
      • nosy family members
    • may lead to increased burdens for practitioners
      • mates rates, forged treatment certificates, etc;

    Transference
    • clients develop intense feelings towards their therapist
    • client behaves towards the therapist as though the therapist were a significant person from the client's past, e.g; mother, father
    • transferences can be either positive or negative

    Counter-Transference
    • counter-transference, therapist develops intense feelings towards their client
    • in a broader sense counter-transference is the therapists total emotional response to a client
    • if the therapist becomes aware of counter-transference it may be advisable to seek peer or professional supervision

    Referrals
    • acknowledge/ recognise limitations in training and competence
    • provide services only within recognised areas of expertise: "scope of practice" important here
    ]]>     2019-06-13 14:07:59 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367418148     Confidentiality etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367423613 Client needs to feel that information disclosed is "treated with a high degree of confidentiality". There are limits to confidentiality caused by:
    • need to keep records
    • counsellors own supervision
    • need to protect others
    • collaborative work with other professionals
    • when law requires disclosure of information

    Informed Consent
    • client needs to be informed of treatment procedures including associated outcomes and risks (autonomy, veracity)
    • client needs to be informed if the health professional believes that information disclosed by the client needs to be shared with others
    • this involves:
      • explaining what you want to do and why
      • should be confirmed in writing

    Interpersonal Ethical Issues
    • dual and multiple relationships
    • boundary crossings
    • transference and counter transference

    Dual and Multiple Relationships
    • a dual or multiple role is when a practitioner is in a professional role with a client while simultaneously in another role with that individual (or someone closely associated or related to that person)
    • it can also be if a practitioner is in a professional role with a person and promises to enter into a another relationship in the future with that person or someone closely related to the individual
    • dual roles refer to two different roles and multiple roles are when more than two overlapping roles exist
    • the terms are often used interchangeably
    ]]>     2019-06-13 14:32:39 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367423613     Objectives etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367448047 To provide students with an understanding of what is needed for effective communication with a focus on non-verbal communication.
    • understand the role of communication in clinical practice
    • distinguish between non-verbal and verbal communication
    • identify the different types of nonverbal communication
    • identify the need to further develop the use of nonverbal skills for future clinical practice
    • understand the importance of nonverbal cues in effective clinical communication
    ]]>     2019-06-13 16:38:38 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367448047     Communication Skills etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367448378 Basics
    • the message between a sender and a receiver 
    • what is heard is filtered by:
      • previous life experience
      • own values and beliefs
      • previous experience of the person
      • previous experience of other professionals

    Two Major Components
    • non-verbal 
    • verbal

    Role
    • good communication produces a more effective consultation for all parties involved
    • effective communication improves:
      • accuracy, efficiency and supportiveness
      • health outcomes for clients
      • satisfaction for both client and practitioner
      • the therapeutic relationship

    Comparison
    • Verbal
      • discrete
      • uni-modal
      • voluntary control
      • communicates thoughts and ideas
    • Non-Verbal
      • continuous
      • multi-modal
      • operates at edge of conscious awareness
      • communicates attitudes, emotions and effect
    ]]>     2019-06-13 16:40:28 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367448378     Non-Verbal Communication etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367448415 Non-Verbal communication is communication without words, messages created through the use of:
    • body motions
    • space
    • sounds
    • touch
    • silence

    The Purpose
    • expression of feelings and emotions
    • regulation of interaction
    • validation of verbal messages
    • maintenance of self-image
    • maintenance of relationships

    Defined By
    • posture
    • proximity
    • touch
    • body movements
    • environmental cues
    ]]>     2019-06-13 16:40:42 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367448415     Bodily Communication etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367448489 Posture
    • body movements and height
    • height can be related to perception of dominance or success
    • lower body to someone, indicative of respect and/or defeat
    • rigid body with raised shoulder. indicative of aggression
    • mirroring non-verbal behaviour can be used effectively in a consultation to convey empathy

    Proximity
    • also known as proxemics
    • how the space is used
    • positioning and distance

    Touch
    • also known as Haptics
    • touch varies across cultures
    • there are five classification types:
    1. social/polite
    2. functional/ professional
    3. friendship/warmth
    4. love/intimacy
    5. sexual/arousal

    Kinesics
    • orientation, inclination and body angle
    • facing someone squarely indicates interest
    • facing away indicates indifference or hosility
    • high synchronisation is indicative of greater support between individuals

    Gestures
    • major focus on hand and arm movements
    • vary across cultures
    • some cultures are more physically expressive and convey a range of meanings:
      • insecurity
      • deceit
      • apathy
      • approval
      • disapproval
      • despair
      • hostility
      • confidence

    ]]>     2019-06-13 16:41:04 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367448489     Facial Communication etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367448530 Facial Cues
    facial expression discloses emotional state
    strongly influenced by culture

    Eye Behaviour
    • communication from the eyes can be both subconscious and unconscious 
    • the role of eye contact varies across cultures and also within the one culture
    • eye contact can convey a variety of meanings
      • dominance/power
      • concentration
      • interest

    Speech
    • also known as paralinguistic
    • can substantially modify word meaning
    • interruption patterns
    • silence
    ]]>     2019-06-13 16:41:23 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367448530     Environmental Communication etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367448579 Lights, noise, colour, room temperature, furniture arrangement and building structure all influence our communication
    formality: can feel less relaxed, which might lead to more hesitant or difficult communication
    warmth: can encourage us to linger, feel relaxed and comfortable
    privacy: partitioned, curtained areas can foster more personal communication
    constraint: physical constraints can enhance stress
    distance: long corridors, distance from professionals can engender feelings of isolation for the client
    familiarity: cautious or hesitant behaviour may result from client being in unfamiliar environments
    sound: noise acts as another irritant and can cause interference in communication
    furniture: therapists can elect to alter where they sit, circular arrangements are best
    use of time: distinguishes between low and high context cultures with a focus on their use of time as a concept:
    • low context - monochronic, singular, linear events occur sequentially, scheduling matters
    • high context - polychronic, there are multiple times, time is circular, events advance at their own pace, multiple events occur simultaneously
    Physical Presence: clothing plus bodily adornment, social class, indicates where you fit into society
    ]]>     2019-06-13 16:41:41 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367448579     Myths of Non-Verbal Communication etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367448684 transparency myth: you can tell what someone is thinking by their body language
    transparency truth: we can control many cues and it does not allow others to read us like a book

    ]]>     2019-06-13 16:42:29 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367448684     Objectives etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367531056 To explore effective listening and verbal communication skills.
    • identify and describe listening skills and how to use them
    • discuss various aspects of verbal communication
    • demonstrate a range of listening skills
    • integrate listening skills in personal and professional communication
    • critique their application of communication skills in private and professional life
    ]]>     2019-06-14 04:03:50 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367531056     Verbal Communication etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367531268 Skills
    • listening 
    • asking questions
    • hearing the point of view of others
    • sharing and giving feedback to client and relevant others

    Initially the first meeting with a client is very important, first impressions influence whether they come back to us as a practitioner and whether they feel comfortable to share their problem with us as the practitioner.
    ]]>     2019-06-14 04:05:45 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367531268     Active Listening etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367531276
  • listen with interest to what the client is saying
  • the client is aware that you as the practitioner are total focused on what they are saying 
  • they know that you understand and can comprehend what is being said

    • Skills
    • minimal responses
    • use of brief invitations
      • then
      • and
      • tell me more
      • would you like to tell me more
    • matching non-verbal behaviour
      • eye contact
      • physical closeness
      • facial expression
      • use of movement
    • the use of voice
      • includes tone, speed of speech, clarity and volume

    Importance
    • assists the health professional to gather information to promote collaboration
    • encourages connection and a trusting relationship with the client
    • information can be gained that can positively influence the ideas and responses of the health practitioner leading to better outcomes for the client
    • active listening includes observation of the non-verbal behaviour and messages of the client

    Listening Skills
    • attending
      • noting verbal and non-verbal behaviours
    • paraphrasing
      • responding to basic messages
    • clarifying
      • self-disclosing and focused attention
    • perception checking
      • determining accuracy of hearing
    ]]>     2019-06-14 04:05:51 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367531276     Paraphrasing etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367531324 Repeating in your own words what a person has said to you to:
    • gain understanding
    • shows you have learnt and understood what the person has said to you
    • shows you are listening

    Paraphrasing Skills
    • concise
    • reflects only on the essentials of the speakers message using the listeners own words
    • focused on the content of the speakers message
    • facts and ideas rather than emotions
    • speaker acknowledges that you understand their message

    Parroting
    • repeating word for word
    • not paraphrasing
    • not helpful
    • likely to annoy the client
    • does not assist them
    ]]>     2019-06-14 04:06:16 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367531324     Questions etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367531343 Two Types of Questions
    • Close Ended
    • Open Ended

    Closed Questions
    • can be answered with either a single word or a short phrase
    • limit the response
    • useful as:
      • a conversational opener
      • to test one's understanding
      • to get facts
    • examples:
      • what type of car do you drive?
      • where is the pain?

    Open Questions
    • require the person to answer in their own words
    • requires a complex, in depth answer
    • useful to:
      • develop a conversation
      • gain information on opinions and feelings
      • allow people to gain insight
    • example:
      • what did you do over the weekend?
      • can you tell me why that is so important to you?
      • describe how you feel when your friends don't invite you out?

    Abuse of Questions
    • there are a number of problems that can occur if a practitioner asks too many questions
    • It can feel:
      • intrusive
      • interrogating
      • creating inequality
    • compromises the therapeutic process by controlling what is explored
    • inappropriate use of "why?"
    • satisfies the counsellors needs

    ]]>     2019-06-14 04:06:27 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367531343     Communication Skills etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367531406 Basics
    • the message between a sender and a receiver
    • communication is the process of transmitting information to another individual or group of individuals and having received and interpreted by them
    • communication may be voluntary or involuntary - the individual who unwittingly signals that he/she is nervous by fidgeting etc; is communicating this to the observer although not voluntarily
    • what is heard is filtered by:
      • previous life experience
      • own values and beliefs
      • previous experience of the person
      • previous experience of other professionals

    Two Components
    • listening skills
    • leading skills
    ]]>     2019-06-14 04:07:02 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367531406     Attending etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367546133 Give your physical attention to the speaker. It is largely non-verbal communication that tells the speaker that you are paying attention to what they are saying and that you want to listen. It helps to establish rapport.

    • establish contact through looking at helps when they talk
    • maintain a natural relaxed posture that indicates your interest
    • use natural gestures that communicate your intended messages
    • use verbal statements that relate to help statement without interruptions, questions or new topics
    • establish a permissive and non-distracting environment. 
    • Don't read your mail, answer your phone, doodle, tap or shuffle papers, walk away
    • close the door if there are external noises or if the subject matter is private
    ]]>     2019-06-14 06:49:21 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367546133     Paraphrasing etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367546642 Responding to the clients basic messages.
    • listen for the basic message of the client
    • restate to the client a concise summary of the basic message
    • observe a cue, or ask for a response from the help that confirms or denies the accuracy of your paraphrase
    ]]>     2019-06-14 06:52:49 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367546642     Clarifying etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367547108 Brings vague material into sharper focus.
    • admit confusion about the clients meaning
    • try a statement or ask for clarification, repetition or illustration
    ]]>     2019-06-14 06:56:09 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367547108     Perception Checking etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367547235 Verifies your perception of what the client said.
    • paraphrase what you think you heard
    • ask for confirmation directly from the client about the accuracy of your perception of what was said
    • allow the client to correct your perception
    ]]>     2019-06-14 06:57:17 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367547235     Questioning etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367603368 Encourages client to explore their issues. Skilful open questions extend communication. 
    • use open questions that cannot be answered with "yes" or "no"
    • ask questions that lead to clarification for the client rather than information for the helper
    • avoid asking too many questions
    ]]>     2019-06-14 13:34:53 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367603368     Indirect Leading etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367603843 To get Clients started.
    • determine the purpose of the lead clearly
    • keep the lead general and deliberately vague 
    • use open questions
    • pause long enough for the help to pick up the lead
    ]]>     2019-06-14 13:37:14 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367603843     Direct Leading etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367604013 Encourages clients to elaborate, clarify or illustrate what they have been saying.
    • determine the purpose of the lead
    • express the purpose in words tat elicit specific elaboration
    • use open questions
    • allow the client freedom to follow your lead
    ]]>     2019-06-14 13:38:15 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367604013     Focusing etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367604229 Bringing the client to focus more on a particular issue.
    • use your own feelings of confusion and sense of client direction as a guide
    • be alert to feedback from the client about priorities
    • assist the client to focus on feelings that may be hidden
    ]]>     2019-06-14 13:39:28 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367604229     Reflecting Feeling etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367604400 Focus on the feeling rather than the content and bring vaguely expressed feelings into clarity. Communicates understanding and acceptance.
    • succinctly mirror to the speaker the emotions which they are communicating
    • reflect content and feeling
    • link the content to which feelings are associated
    ]]>     2019-06-14 13:40:36 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367604400     Reflecting Experience etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367604673 Feedback about observations.
    • note the observable behaviour of the client
    • checks out the implied feelings of non-verbal behaviour
    ]]>     2019-06-14 13:41:58 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367604673     Reflecting Content etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367604837 Repeats in fewer and fresher words the essential ideas of the client. Similar to paraphrasing. Used to check your perceptions and to clarify what the person is saying or to show you have heard and understood.
    • provide a concise response
    • stating the spirit of the speakers content
    ]]>     2019-06-14 13:42:46 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367604837     Common Errors in Reflecting etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367605119
  • monotonous response
  • reflecting too often
  • overstating or interpreting
  • inappropriate language for the cultural and educational experience of the client
  • read the total message: stated feelings, non-verbal feelings, content
  • select the best mix of content and feelings to fulfil the goals for understanding at this stage of the helping process
  • reflect the experience just perceived
  • wait for the client to confirm or deny your response
    • ]]>     2019-06-14 13:44:12 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367605119     Recognising Feelings etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367605528 Being able to recognise and respond to feelings in self and if appropriate communicate them to the client. Be cautious about free expression feelings if:
    • person is known to have severe emotional disorders
    • their lives are fraught with crisis and emotionally demanding pressures
    • past history of dealing with emotional crisis is shaky
    • you note strong resistance to exploration of feelings
    • your experience of helping disturbed people is doubtful
    • your own emotional life is in turmoil
    • limited time is available
    • policy discourages exploration of intense feelings
    • attitudes and expectations of parents or guardians of young clients are not explored
    ]]>     2019-06-14 13:46:18 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367605528     Describing and Sharing Feelings etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367606440
  • share your own feelings as a model
  • ask client to share their feelings
  • be cautious about the depth and extent of sharing
    • ]]>     2019-06-14 13:51:03 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367606440     Feedback and Opinion etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367606545 Effective feedback from people who know and care can assist the client and fill in gaps of self awareness.
    • give opinions as feedback only when client is ready
    • describe the behaviour before giving your reaction to it
    • give feedback about the things the help has the capacity to change
    • feedback should be given in small amounts
    • feedback should be in response to current and specific behaviour
    • ask the client for reactions to your feedback
    ]]>     2019-06-14 13:51:41 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367606545     Self-Challenging etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367606850 Offering suggestions and allowing the client to initiate or be motivated to change of their own accord. Changing Thoughts, Steps for Clients:
    1. you are in control of your life
    2. be aware of negative thought patterns
    3. examine flawed or distorted reasoning statements
    4. restructure or reframe the negative statement to a positive
    5. keep trying
    ]]>     2019-06-14 13:53:22 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367606850     Interpretive Skills etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367607183 Interpretive Questions
    Help to offer a new frame of reference.

    Fantasy & Metaphor
    Symbolise ideas and feelings.

    1. look for the basic message of the client
    2. paraphrase these to them
    3. add your own understanding of what their message means
    4. keep language simple and close to their level
    5. introduce statements tentatively "I wonder if..."
    6. solicit client reactions to your own interpretations
    7. teach client to do their own interpreting

    ]]>     2019-06-14 13:55:08 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367607183     Informin etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367624115 2019-06-14 15:35:59 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367624115 Informing Skills etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367624117 Giving Information
    Some professional information about your work or options for clients.

    Advice
    May be appropriate in crisis situations has strong limitations in assuming the helper knows best.

    Guidelines
    1. be informed or know the sources of information in your area of advertised expertise
    2. do not use educational or psychological test instruments unless trained in their used and limitations
    3. don't use advice unless it is int he form of tentative suggestions based on solid expertise
    ]]>     2019-06-14 15:35:59 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367624117     Summarising etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367624453 Tying together into one statement several ideas and feelings at the end of the discussion unit or at the end of the interview.

    Guidelines
    • attend to the various themes and emotional overtones as client speaks
    • put together key ideas and feelings into broad statements of their basic meanings
    • do not add new ideas to the summary
    • decide if it would be more helpful to state your summary or ask them to summarise
    ]]>     2019-06-14 15:38:13 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367624453     The Sender etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367624807
  • has decided what to say
  • speaks clearly
  • varies his/her voice
  • presents one idea at a time
  • looks at the other person
  • gives examples
  • pauses to allow time for questions
  • summarises to help the other person to understand
  • treats the other person with respect
  • provides verbal and non-verbal messages
    • ]]>     2019-06-14 15:40:41 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367624807     Th etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367624956 2019-06-14 15:41:51 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367624956 The Receiver etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/367624957
  • keeps eye contact with the speaker
  • faces the other person - seems relaxed and open
  • does not interrupt
  • asks relevant questions
  • appears interested
  • appears to recognise the other persons feelings
  • is not critical, impatient or bored
  • sits or stands still
  • speaks clearly
  • does not "take over" the exchange
  • summarises at the end
    • ]]>     2019-06-14 15:41:52 UTC https://padlet.com/etawhiti/socf111_sem01/wish/367624957     Objectives etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/370355480 To identify aspects of the development and manifestation of stress and methods for managing it.
    • explain the nature and development of stress
    • identify major factors contributing to stress
    • examine stress implications of grief and loss
    • develop relevant stress management programs for themselves and prospective clients
    ]]>     2019-07-06 05:08:00 UTC https://padlet.com/etawhiti/socf111_sem01/wish/370355480     Definitions of Stress etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/370355759 Stress is a condition or feeling experienced when a person perceives that demands exceed the personal and social resources that the individual is able to mobilise.

    Stressor
    A stressor is any agent, positive or negative, that elicits a reaction in the body, this may be:
    • social
    • psychological
    • physical
    • philosophical

    Types of Stress
    • Eu-Stress (Good): short term and arises in situations as planning a party, succeeding at sport, wedding day
    • Di-Stress (Harmful): acute (disappears quickly) unexpected shock, chronic illness, marital issues
    • Hyper-Stress (Burnout): overloaded with too many tasks and little time to complete them
    • Hypo-Stress (Boredom): unchallenged, not enough positive stress or stimulation
    ]]>     2019-07-06 05:19:27 UTC https://padlet.com/etawhiti/socf111_sem01/wish/370355759     Impact of Stress etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/370355766 Cognitive
    • memory problems
    • poor judgement
    • inability to concentrate
    • brain fog
    • indecision
    • starting many tasks but achieving little
    • self doubt

    Emotional
    • depression
    • moodiness
    • irritability
    • fatalistic thinking
    • panic
    • cynicism
    • anxiety
    • feeling overwhelmed
    • frustration

    Physical
    • chest pain
    • rapid heartbeat
    • aches and pains
    • frequent colds
    • skin complaints
    • indigestion
    • high blood pressure

    Behavioural
    • increased intake of alcohol, cigarettes and caffeine to relax
    • isolating from others
    • sleeping too much or too little
    • demotivated
    • loss of sense of humour
    ]]>     2019-07-06 05:19:53 UTC https://padlet.com/etawhiti/socf111_sem01/wish/370355766     Management of Stress etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/370355772 Problem-Focused Coping
    • I concentrate my efforts on doing something about it
    • I do what has to be done one step at a time
    • I try to come up with a strategy about what to do
    • I make a plan of action
    • I put aside other activities to focus on this
    • I try to get advice from someone about what to do
    • I talk to someone who could do something concrete about the situation

    Emotion-Focused Coping
    • This is used if the event or situation is so overwhelming that action is not possible
    • There are many different strategies behavioural and cognitive
    • Social supports such as seeking sympathy and understanding from a friend
    • Taking walks in nature or going for a hike to lift mood
    • Engaging in pleasant activities
    • Look for meaning
    • Acceptance

    Breathing Exercises
    Use When:
    • you are feeling stressed or overwhelmed and want to calm down quickly
    • you are stressed and you want to think more clearly
    • you want to release tension in your body
    • you are feeling frustrated and want to "slow things down"
    • you are in the middle of an altercation and you want to feel more centred

    Other
    • Power Naps
    • Visualisation
    • Exercise
    • Progressive Muscle Relaxation

    Cognitive-Behavioural Perspective
    We can change the way we THINK about a situation:
    • use the inner coach and positive
    • look for should, ought too, have too, and musts and change these to preferences
      • I'd have preferred to score well on that exam, but you can't do well every time
    • try to look at a problem/situation from a different perspective or look for alternate explanations for why things happened the way they did
    • reframe a situation in a positive way
    We can't change the way we FEEL about a situation but:
    • some situations are just bad, and we can make bad feelings worse by continuing to struggle with the situation.
    • struggling with negative feelings is like playing tug of war with a building, you can keep trying and pulling, but you won't be able to make any progress until you accept the way things are
    • if you sit with your difficult feelings, oftentimes they will subside
    • you can't change how you feel, but you can try to accept the way things are and give up the struggle and usually the result is more inner peace
    We can change our BEHAVIOUR in response to a situation:
    • we can exert positive control and do helpful behaviours
    • we can do relaxing, grounding or health related activities
    • we can do enjoyable activities
    ]]>     2019-07-06 05:20:10 UTC https://padlet.com/etawhiti/socf111_sem01/wish/370355772     Indicators of Stress etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/370355782 Grief and Loss
    Causes
    Grief is a natural response to any loss:
    • death of a significant other
    • loss of job
    • moving house
    • death of a pet
    • a significant life transition or event

    Normal Grief Characteristics
    Physical
    • body distress
    • tightness
    • choking sensation
    • sleeplessness
    • digestive disturbances
    • sighing
    • shortness and weakness of breath
    Feelings
    • emptiness
    • tension
    • exhaustion
    • loss of warmth
    • awareness of distance from people
    Occasional
    • feelings of guilt over failure to do something
    • exaggerations of self accusations over small incidents
    Changes
    • concentration and activity patterns
    • restlessness
    • aimlessness
    • searching for activity
    • lacking energy or focus to follow through

    Responses Needing Specialised Care
    • Morbid: exaggerations of normal grief behaviours, maybe under-reaction or delayed grief
    • Prolonged Isolation
    • Refusing social interaction for long periods
    • Unusually strong irritability or hostility towards friends and relatives
    • Prolonged Depression
    • Chronic Sorrow
    ]]>     2019-07-06 05:20:39 UTC https://padlet.com/etawhiti/socf111_sem01/wish/370355782     Revision etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/370355784
  • What are the major causes of stress?
  • What are the warning signals and how do we recognise them?
  • What are the positive aspects of stress?
  • In what ways can stress arise at work?
  • What do we need to do about dealing with it in the workplace?
  • How can practitioners support clients dealing with grief and loss?
  • What are some stress management strategies that you can offer clients when taking time out isn't an option?
    • ]]>     2019-07-06 05:20:51 UTC https://padlet.com/etawhiti/socf111_sem01/wish/370355784     Objectives etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/370370018 To understand and demonstrate appropriate assertive and anger management skills.
    • identify assertive and non-assertive behaviours and attitudes
    • apply assertiveness skills in personal and professional settings
    • distinguish between the nature and impact of anger
    • formulate a healthy and practical approach to anger management
    • evaluate the power and influence of values and beliefs on anger responses towards people and events
    ]]>     2019-07-06 11:54:12 UTC https://padlet.com/etawhiti/socf111_sem01/wish/370370018     Definitions of Assertiveness etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/370370807 What is Assertiveness?
    • ability to express how you feel and what you want, whilst respecting the other person
    • ability to exercise your own rights without interfering with the rights of others
    • learning how to avoid being taken advantage of by others
    • acquiring more choice and control over your life
    • gaining increased self-respect
    • assertiveness is about achieving a WIN/WIN outcome in as many situations as possible
    • WIN/WIN involves compromise and seeing the other person's viewpoint and needs as being as worthy as your own
    ]]>     2019-07-06 12:19:26 UTC https://padlet.com/etawhiti/socf111_sem01/wish/370370807     Statements of Assertiveness etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/370370857 STATE Model of Assertiveness
    • S: Specify
      • clearly what you want to say before you speak
    • T: Trigger
      • is the behaviour you want to draw attention to, use neutral words
    • A: Affect/Feelings
      • convey how you feel about it
    • T: Target Behaviour
      • is the desired outcome
    • E: Effect
      • that the desired change will have

    Dealing with Criticism
    • Passive/Submissive
      • does not hear criticism or use it effectively, lost in self-reproach
    • Aggressive
      • impervious to criticism, see's it as a personal attack and responds automatically by fighting
    • Assertive
      • considers whether criticism is realistic or unrealisitic

    Three Part "I" Message
    • 1. Behaviour
      • describe the behaviour non-judgmentally
    • 2. Feeling
      • identify and name the feeling
    • 3. Effect
      • describe the effect the behaviour has on you/your life

    Key Features of "I" Statements
    • firmness without domination
    • defends own position without violating the other person's position
    • provides space for recipient of message to come up with a resolution of the problem that preserves his/her self-respect and meets both parties needs

    Relative Assertively
    • name the person and identify exactly what the problem is
    • say what you think and feel, clearly , directly and with conviction
    • say specifically what you want to happen
    • ask how the other person feels about your request and listen to the response
    • look for a joint solution

    Other Assertive Statments
    • I Want Statements
      • I want to know what I did to make you angry, so that we can discuss it
    • Mixed Feelings Statements
      • I'm happy with my salary increase and I'm grateful for the work, however, it bothers me that my salary is still below that of others in the same position.
    • Flat-Out No Statements
      • No, that will not be possible

    ]]>     2019-07-06 12:20:26 UTC https://padlet.com/etawhiti/socf111_sem01/wish/370370857     Responding to/as Assertiveness etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/370370869 Responding Assertively
    • take a deep breath
    • listen carefully
    • make sure you are clear what the other person is saying and why they are saying it
    • say where you stand and how you feel
    • if the aggression continues restate your position keeping your statement short, firm and basic
    • if the aggression continues indicate what the consequences will be

    Using Assertiveness
    • note your immediate reaction and trust it
    • give yourself time
    • say "no" at the beginning of the statement without apologising or making excuses
    • don't hover around after you've said no
    • acknowledge your feelings and theirs
    • ask how they feel and offer an alternative where possible

    Using Positive Assertiveness
    • look directly at the other without staring
    • smile
    • maintain a relaxed body posture
    • keep the message short and to the point
    • use "I" statements and include the other person's name
    • make the statement specific

    Receiving Positive Assertiveness
    • thank the giver
    • use the person's name
    • maintain eye contact
    • smile
    • keep the response short
    • accept the praise if you agree with it
    • if you disagree with the giver's praise, still thank them, however qualify your reply
    ]]>     2019-07-06 12:20:50 UTC https://padlet.com/etawhiti/socf111_sem01/wish/370370869     Definitions of Anger etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/370370903
  • a basic human emotion
  • associated with:
    • secondary emotions such as rage, disgust, envy and torment
    • tertiary emotions such as outrage, fury, wrath, hostility, bitterness, hate, vengefulness, resentment, contempt and revulsion
  • it has both physiological and psychological components
    • physiological: fight or flight response, increased heart rate and blood pressure
    • psychological: indignation, animosity, a desire to get even
    • ]]>     2019-07-06 12:22:39 UTC https://padlet.com/etawhiti/socf111_sem01/wish/370370903     Management of Anger etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/370370907 We can focus on how we THINK about the situation:
    • be conscious of triggers that might increase your anger
      • hunger, tired, stressed, in a rush
    • use positive self talk
      • this is upsetting, but I can deal with it
      • stay, calm, relax, have a few deep breaths
      • this is their issue, not mine, I don't need to take it personally
      • this is a challenge, this person isn't going to get me
      • great Job, you're handling this really well
    • reframe a situation in a positive way
      • this is stressful now, but at least we're addressing some important issues and it'll be done and dusted soon

    We can change our BEHAVIOUR in response to a situation:
    • before hand and afterwards we can practice stress management
    • during the engagement we can notice physical tension and consciously try to relax it
      • look for clenched fists, open them
      • look for rapid breathing, take a ten second breath and say CALM yourself
      • ground yourself by noticing three things you can see, hear and feel
    • we can match posture and tone of voice, and then model a more appropriate posture and tone for the person we're engaging with
      • lean forward and speak up to match tone and posture, then adopt a relaxed pose and speak softly so the other person can mirror your behaviour

    Myths
    • 1. Assertiveness is basically the same as being aggressive
    • 2. If I am assertive I will get what I want
    • 3. If I am assertive I have to be assertive in every situation

    Saying "NO"
    • saying no is refusing a request, not rejecting a person, and usually we think our refusal will put more hardship on the person than is realistic
    • its ok to say no, without explanation or excuses, you don't need to make up excuses or say "I can't because" jus to reduce your own anxiety levels
    • your body can react negatively when you do something you don't want to; if you want to say no and say yes, you may end up feeling unwell afterwards
    • don't be afraid to keep repeating your refusal no matter how many times the person repeats their request
    ]]>     2019-07-06 12:22:48 UTC https://padlet.com/etawhiti/socf111_sem01/wish/370370907     Behaviour of etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/370376710 2019-07-06 14:38:28 UTC https://padlet.com/etawhiti/socf111_sem01/wish/370376710 Behaviour of Aggression-Assertion-Submission etawhiti https://padlet.com/etawhiti/socf111_sem01/wish/370376711 Aggression: any form of behaviour that is intended to harm or injure some person, oneself or an object.
    Aggressive Behaviour: is into winning an argument and not valuing the other "I win you lose"
    Submissive Behaviour: is into losing an argument and not valuing yourself "I lose you win"
    Assertive Behaviour: is into compromise and valuing both oneself and the other "I win you win"

    Assertive Behaviour
    Distinctions:
    • Instrumental Aggression
      • intentional use of harmful behaviour to achieve some goal
    • Hostile Aggression
      • triggered by anger; intentional of use of harmful behaviour whose goal is to cause injury to another
    • Indirect Aggression
      • a form of social manipulation; attempt to harm another without face to face encounter

    Submissive Behaviour
    • is approval seeking
    • conveys view of self as inferior to others
    • seeks to avoid hurting others and conflict
    • suggests lack of respect for one's own rights and needs
    • demonstrates acceptance of blame when things go wrong

    Assertive Behaviour
    • demonstrates honesty with self and others
    • recognises needs of self and others
    • enhances confidence in self while recognition of value of others 
    • entails negotiation

    ]]>     2019-07-06 14:38:28 UTC https://padlet.com/etawhiti/socf111_sem01/wish/370376711