Extended focus on in this essay. Summarising:Active

Extended skills review word limit 2000. Consider how your skills have developed by reflecting upon :recent skills practice, Observer feedback and your ownpersonal reflective reviews. show how you have developed great knowledge and understanding, applied this knowledge to your counselling skills practice and how your observer feedback has helped you to identify personal strengths and areas for development. include, where relevant, skills review feedback/ Observer feedback.” if you wish to record your helping session to facilitate reflection you are free to do so.” In this extended skills review, I will explore in-depth how I have developed my skills on recent skills practices. in this review I will include relevant evidence obtained from observer feedback and my own personal reflective reviews, these will substantiate, how I have developed my knowledge base and understanding of helping work/skills. From these sources I will evidence how this has helped me develop awareness of my personal strengths and weaknesses.  And how this has enabled and facilitated my progress. Below is a list of five areas of development that I will focus on in this essay. Summarising:Active listening:Importance of using silence:setting boundaries:limits of ability:Self-awareness:Blocks to listening:Focusing on the helpee:Signposting: Asking appropriate questions: The skill, of asking questions during the helping session, can help open areas of discussion with the helpee. During the skills sessions, I have learnt from observer feedback, that asking questions can assist the helper define the problem/s and clarify information that may at first seem hard for me as a helper to understand. From feedback, and in conjunction with my reflective journals, the development has shown me, that questions that invite the helpee to contemplate, or recall things, these can help aid the helpee’s road of self-awareness/reflection. This can empower the helpee, to find solutions/ or alternatives to the problem presented in the helping session. During my skills sessions, it has made me aware that I must know about, different types of questioning approaches. This can include open/closed questions amongst many others. But here again, I must be aware of asking appropriate questions, to fit the situation. This is something that will take time, knowing when to ask the right type of questions befitting the situation that is presented to me as a helper. Firstly, being self-aware can have a positive effect, as I know what I must do to gain this skill. But also knowing my limitations, and not overstepping the mark, and the appropriate use of them will yield more likely results.It is important in my learning progress, to understand, and be aware/cautious of over questioning. I have had feedback from the tutor, who commented on my questioning, which was rapid, and did not give the helpee opportunity to respond and give her reflection time to think and work matters out. If I had given her, longer, to respond, this would have had a better outcome for the helpee.After reflection, on the helping session (documented in the reflective journals), I did ask myself, was the line of question, for my own, gratification, to quench my own thirst/ nosey self, to find out all the “juicy bits”. This exercise made me look closer at, my approach, and the awareness that came within this process enabled me to move forward, that next time, Asking whose agenda does my questioning serve? From the feedback, I have received after the skills sessions, it has been evident to note, that asking too many questions turns sends out a negative, signal to the helpee, that the helper is in control, in my opinion this can bring about a situation when the helpee may, think the helper has all the answers. To summarise once more, responsible questioning from the helper I must consider the helpee the relationship with the helper and the problems presented in the session this learning/development stage has taught me that wrong types of questioning types, at the wrong time, if my helping skills/ability is not up to the right level, can cause unnecessary discomfort and confusion to the helpee.There was one occasion during my skills session, when the helpee, was quiet and unengaging I found myself listening, not asking too many questions.  the question type I asked is open questions I noticed this approach helps the helpee to feel, relaxed and then begins to open.  this technique shows them, that I am with them in the helping session instead of telling them how to behave. questioning techniques allows me as a helper to direct the helpee to enable them to do their own problem solving.  I trust the helpee, given the right conditions, will work in a way, and at their own speed, that is suitable for them, to find solutions to be able to address the issues that concern them. Summarising Definition: give a brief statement of the main points of (something) Summarising is a very helpful tool to have in the arsenal of the helper in their tool kit. Summarising in a helping session helps me better understand the helpee, problems, as I can in a short summary relay back what I have understood. This Has two advantages the first being when I summarise, this will convey back to the helpee, that they have been understood/ heard, which build a trust between helper/ helpee relationship.  The second element being if the helper has misunderstood the helpee’s problems this will be a good opportunity by summarising for the helpee to put the record straight. During my first few skills sessions, I would either forget or not use this skill of summarising, but after seeing it done being an observer, I have seen for myself first-hand how this helps and facilitates the helping relationship. In my helping skills sessions I have adopted/ Incorporated summarising into my helping skills sessions. In my practical skills sessions, I encouraged to helpee Talk and to  feel safe and confident to explore issues By facilitating  an atmosphere through responses by encouraging summarising-  communicating in this way with the helpee, In the practice skills sessions It makes the helpee,  feel that they have been heard. Responding to the helpee,  that they have been listening to  enables them  to organise their thinking. In my practical skills sessions, I have learnt  That summarising Not only relates to verbal communication but also to non-verbal Over a period of time and then as a helper I would  grow older main parts  of the interaction repeating them back to the helpee As precisely as possible  Blocks to listening Definition: The first step in developing effective listening skills is to be aware of the barriers to effective listening, and to understand and eliminate those barriers that block effective communications. At the start of this journey, learning about helping work and what aspects are crucial to achieving/ fulfilling the helpee needs, one of the main areas of learning is the awareness of what blocks I Have When listening. This is an area which previously I had not even thought about, and what effects it had on the helping relationship and the communication between the helpee/ helper. My feedback from the skill sessions has shown, that I have not fully understood the helpee’s Words, this is due to Not being fully aware of what I was doing in a skill session.  the feedback and my reflective journals have made me aware that I would try to think of what to say to the helpee Rather than Actively listening to the helpee. The consequences of my Blocks to listening, had a negative effect on the Helping session because I was not staying focused on the helpee’s needs and wants, this has resulted in me missing key parts of the helpee’s story, ultimately this compromised my ability to listen to the helpee. From feedback, from observer and extensively reflecting on this in my journals. I have tried to address the roots of this block to listening, and were it has possibly originated from. After this look at the courses, and highlighting this and bringing this out into the open, has made me address this, to why do I do this? But more importantly that this flaw in my listening hinders me from gaining a 306 degree of the helpee’s problems, by admitting this it has made me into a better listener as I try to stay focused on the helpee’s needs and wants.Importance of using “Silence”:  Silence can have perceived as empathic and as a space to reflect on thoughts and feelings. Silence can also be experienced by the client as anxiety provoking. During the first couple of months in my practice sessions, I found within These sessions that “silence” was very difficult making me feel uncomfortable and wanting to fill the void just to break the silence.  it was something that, I am have never felt comfortable with, it has been my Achilles heel. But over the last several weeks or so, the silence has been more manageable as I am using the silence as a tool for the helpee, time to reflect and to take stock of their problems. Awareness of the consequences of intervening and my self-awareness to why I seek to intervene has developed my understanding that I must give the helpee, control of the of the silences as well as the words. Being in the moment with the helpee can facilitate the needs/wants of the helpee. This deeper look at this helpee/helper relationship has taught me that as a helper I give the helpee the reigns to the contents (what the helpee wants to discuss), pace (the speed in which the sessions flows) and the objectives the helpee wants to discuss. I have come to understand that “silence” used by the helpee can have powerful, dimensions. For example, I have seen for myself in my own skills sessions or what I have observed. That these moments of silence can enable the helpee a time of self-exploration. Which they may not have had before due to the conditions brought about in the skills sessions, or the questioning/summarising prior to the silence. Another effect of the silence can have is that it give the helpee the “burden” of the conversation, to question/explore themselves. Silences can bring a session or a pause to a topic of conversation. Having played the role as a helpee, this has given me a first-hand insight into the eyes of the helpee. And how they perceive the silence. As a helpee it gave me time to make connections, with what I had said, or what was asked/summarised, waiting what to say, or images that I could interpret. I have always found it difficult, pauses; always the first person to intervene to fill in the silence. For the client it can be:A time to make connections, to wait for words or images to occur.A space in which feelings can be nurtured and allowed to develop.A space in which the client can recover from “here and now” emotions.An attempt to elicit a response from the counsellor, such as satisfying a need for approval or advice.An organisational use of silence enabling the client to collect her/his own thoughts, remember events, assess values and reflect on feelings.The ability to listen effectively. Few do it well. Most of us engage in listening only as a way of waiting until it’s our turn to speak. If you can’t resist thinking about what you want to say when listening, focus instead specifically on being silent. You’ll be surprised how much your ability to concentrate will improve. And if you can stop focusing on what you want to say when listening (don’t worry; it won’t go anywhere you can’t find it) and instead concentrate entirely on what’s being said to you, then silence won’t just bring you a new skill; it will bring you knew knowledge. Remember that listening is far more powerful than speaking. You learn nothing by saying something (which you already know). Besides, how often are we able to influence another’s behaviour or beliefs by what we say?1.     Attractiveness. People want more than anything to be heard and understood and will find anyone who provides them that feeling powerfully charismatic.The ability to listen effectively. Few do it well. Most of us engage in listening only as a way of waiting until it’s our turn to speak. If you can’t resist thinking about what you want to say when listening, focus instead specifically on being silent. You’ll be surprised how much your ability to concentrate will improve. And if you can stop focusing on what you want to say when listening (don’t worry; it won’t go anywhere you can’t find it) and instead concentrate entirely on what’s being said to you, then silence won’t just bring you a new skill; it will bring you knew knowledge. Remember that listening is far more powerful than speaking. You learn nothing by saying something (which you already know). Besides, how often are we able to influence another’s behaviour or beliefs by what we say?Setting boundaries Definition: definition of a boundary is something that “divides one entity from another.”limits of ability Definition: Your limitations as a counsellor are determined by your level of experience, your expertise. The client should be informed at the outset of counselling of the limits. During the last 16 weeks of this counselling course my development and understanding of the limits of ability in a helping session have changed greatly from where I was at the start of this course to where I am now. This is down to the course material/ literature.  but moreover, this has come from a better understanding or why I should be aware of my limits of ability in a helping session.  as I learn and develop as a helper my knowledge and confidence and self-awareness will increase and be an ongoing process.  convene the limits of ability to the helpee, is very Important, so the helpee, is not confused and Misunderstood what is offered by the helper in the session.  After reviewing the feedback from the Observer and my own personal reflective journals, I see how my perception of this has changed over the last several weeks. As a helper, who is just started this road to become a counsellor, knowing my limits of ability is in essential Also because if I’m aware of where am I knowledge and ability or at this moment only then can I develop and learn more helping skills. If I pretend that I am a more accomplished helper than I am this will not only hurt the helpee, but delay my own learning process/ progression.As the helper My aim is to, Fatalities and grow the Helping relationship with me and the helpee. The helpee, May come with Wellbeing and emotional health concerns,  Part of being irresponsible helper is knowing when I can be of,   help and when Effects as a helper May compromise or cause undue harm to the helpee needs/ wants. My limitations and my ability as an helper are  reliant on my level of expertise/ experience.Signposting in Definition: Signposting and referral are seen by many as the cornerstone of an effective network where a client can move from one agency to another receiving the service that best meets their needs and with which the centre is best qualified to deal. Notably at the start of my, what is entry level 2 in to counselling skills, I was informed about Signposting and helpee to other agencies which for one reason or another I could not offer the service they were looking for. Having moved along the course I have begun to realise how important it is to refer the helpee to other organisations if the need arises.  for instance, the helpee requires assistance with debt management then this is something that I as an helper i do not provide, but for the helpee, this could be the main area of their problem therefore my referral/ and signposting is critical in alleviating the distress the helpee may be facing.  but under no circumstances am I allowed to give advice or anything else not relating to my remit as a helper. This is one of the helper’s ethical obligations to work within my competence and job description. As a helper I will come across many people from all walks of life, who will present many different varying difficulties Which could include medical issues claiming benefits legal disputes amongst many others in these instances I will have to and Signpost them to better qualified organisations.From Observer feedback I have identified that I did not include and posting as part of my opening statement to the helpee, But after learning about the benefits and understanding why I’m  signposting is done I’m making this connection it has made me incorporate this in my statement to the helpee,  at the start of the practice skills sessions. I would sign Post  if the service required by the helpee,  is not or cannot be  provided by me ( helper)  as it is beyond my level of ability or not in my remit as a helper. Signposting for me, in its simplest form is pointing the helpee in the right direction.I should sign post a helpee, when a Helpee asks me for help with a problem i are not trained to deal with.

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