WK2Assgn1+Tyler+H (2)

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Walden University *

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MISC

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Communications

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May 1, 2024

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Week 2 Worksheet : Attending, Encouragers, Documentation, and Reflections on Feedback and PWDN I. Nonverbal Microskills — Attending Behaviors Instructions: Watch the Faculty media for Week 2, which demonstrates the opening stage of three counseling sessions. Select one of the three Faculty mock counseling sessions. Observe the use of nonverbal micro-skills of the faculty who is the counselor, and the reactions of the mock clients. Record your observations below in answer to the prompts. Be specific and use objective language. Check one: ☒ Dr. Matthew Buckley (Family) ☐ Dr. Stacee Reicherzer (Couple) ☐ Dr. Stephanie J.W. Ford (Individual) Nonverbal Attending Behaviors (SOLER Skills): Which of the SOLER skills did the counselor you selected demonstrate during this segment of the counseling session? Be specific. What did they do? In your observation of the nonverbal responses of the client(s) , what message did the counselor’s use of the SOLER skills get across? What response did you observe in the behavior of the client(s), which suggested this was the message that was understood? Response: During his sessions with Aaron, Robin, and Michelle, Dr. Buckley used several SOLER skills. As he introduces himself to the family, he makes eye contact with every member of the family. This shows the family that he cares about their concerns and opinions. Also, Dr. Buckley uses head nods and has a severe expression on his face. SOLER skills let family members know he appreciates their time, takes their concerns seriously, and wants to work with them to resolve them. Observing the head nods, serious facial expressions, and eye contact, I noticed that the clients returned to eye contact and seemed open to talking to Dr. Buckley. Additionally, Dr. Buckley makes a hand gesture toward the clients as a way of responding, and Aaron reciprocates the gesture. When Dr. Buckley smiles at the clients, I see the smiles replicated by the clients. Additionally, I noticed that, during this part of the session, Dr. Buckley and Aaron did most of the talking. So, I observed Aaron returning most of Dr. Buckley's gestures and facial expressions. When Aaron gets angry when telling the story of his wife and daughter, Dr. Buckley shows no facial expressions or body movements. His demeanor calms down after a while, which indicates that he understands this SOLER skill. Facial Expression Skills: What did you notice about the facial expressions of the counselor? What did the client(s) do in response to those facial expressions? Based on this interaction, what message did the counselor’s use of facial expression get across to the client (s)? Response: When Dr. Buckley introduced himself and asked if the clients had any questions, he lightly smiled. At that moment, the clients smiled back. Dr. Buckley welcomes and receives all clients with this smile. Occasionally, Dr. Buckley gives no facial expression, which is intended to calm the client who is currently speaking. Upon hearing this, Aaron began to calm his tone as he related the story of his wife and daughter. Dr. Buckley's facial expression shows curiosity when speaking with Robin. It shows the client that he is genuinely interested in what she has to say. As a result, Robin shares more about the situation. Tone of Voice and Pacing of Speech Skills: What did you notice about the tone of voice and pacing of speech of the counselor? In your observation of the nonverbal responses of the client(s), what message did the counselor’s use of voice and pacing get across to the client (s)? What specific behaviors did you observe in the behavior of the client(s) which suggested this was the message that was understood?
Week 2 Worksheet : Attending, Encouragers, Documentation, and Reflections on Feedback and PWDN Response: While meeting with clients, Dr. Buckley maintained a slow and even tone of voice. Additionally, he matched his slow and even tone of speech with nonverbal hand gestures. The tone of Dr. Buckley's voice captured the attention of all clients, and everyone returned solid eye contact. As a result of this soft, slow, and even tone of speech, Aaron was able to maintain his calm during this meeting. II. Minimal Verbal and Nonverbal Encouragers — A Counseling Skills Experiment Instructions: The microskill called “minimal verbal and non -verbal encouragers, ” or “encouragers” for short, refers to the many interjections with which signal our presence and our interest to the person(s) with whom we are talking. Encouragers consist of minimal verbal prompts (such as, “ oh ,” “ mmm-hmm ,” and “ ah-hah ”) and non-verbal prompts (such as, head nods, smiles, lifting the eyebrows, or tilting the head). Without realizing it, use of these encouragers cannot only prompt the person with whom we are conversing to speak but, also, they can increase certain kinds of verbalizations over others. Complete this experiment face-to-face with a willing adult volunteer. Let your volunteer know that you are going to conduct a “counseling skills experiment” and that you will tell them more what it is about after you have done it. Sit facing your volunteer. First ask the volunteer to think about one of the best and one of the worst meals they can remember. Next, let them know that you will set a timer for 2 minutes each time. Ask them to talk about each of these meals until they indicate they are finished or the timer stops them. While they tell you things about the bad meal , use encouragers like “ah -hah, ” smiling, nodding, and showing interest with your facial expressions . While they tell you about the good meal , keep your body still and your face blank. (This may not be easy for you!) When the time is up, ask them this question: “ Please choose just one thing to add about just one of these meals you just described.” Notice to which meal they referred, and whether it was the one you reinforced by use of encouragers or the description that you did not reinforce. Then, tell your volunteer what you were trying to do, and process their experiences of your nonverbal interactions with them as they talked about each kind of meal. Remember your volunteer’s comments when processing their personal reactions to the use, or lack of use, of encourager s during their “food monologue.” Reflect upon this experiment here. In at least three paragraphs, describe exactly what happened, what you learned about the significance of encouragers, and what you learned about your ability to intentionally use or refrain from using them .
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