Chapter 3 Flashcards
(19 cards)
Attending Behavior components
3Vs + B:
1. Verbal Following
2. Visuals
3. Vocal quality
4. Body language/facial expression
The core skill of attending behavior and is central to developing relationships and making real contact with clients.
Listening
This has predictable results in conversations with clients
Attending Behavior
The connective force of conversations and empathic understanding.
Attention
The first and most critical skill of listening
Attending behavior
These reduce counselor talk time and provide clients with an opportunity to tell detailed stories.
The 3 V’s + B
Stressing of key words by means of volume and emphasis.
Verbal underlining
Staying with your client’s topic to encourage full elaboration of the narrative.
Verbal tracking
Way of focusing that is central to interviewing, counseling, and psychotherapy.
Selective Attention
T/F: The auditory cortex in the brain remains active when you are attending to silence.
True
Experiencing the client’s world and story as if you were that client; understanding their key issues and expressing them accurately, without adding your own thoughts, feelings, or meanings. This requires attending and observation skills plus using the important key words of the client while distilling and shortening the main ideas.
Empathy
Counselor’s responses give back less or distort what the client has said.
Subtractive empathy
Counselor’s responses are roughly interchangeable with those of the client.
Basic empathy
Counselor’s responses add to or link to something the client has said earlier, or a response may be a congruent idea or frame of reference that helps the client see a new perspective.
Additive empathy
These fire when humans or animals act and when they observe actions by another.
Mirror neurons
This is central to the 30% of common factors that make for successful interviewing, counseling, and psychotherapy.
The working alliance
Feedback and self-disclosure, when used thoughtfully, can be this type of empathy.
Additive
Type of practice required to develop expertise:
- Cognitively effortful activity in which one is thinking about what one is doing (intentional)
- Reflective component, opportunity to obtain feedback on quality through expert
- To document the development of expertise, one must have clearly specified learning outcomes against which one can objectively measure its development.
Used to facilitate more useful client conversation
Selective attention
