Essay

List and describe the four force multipliers. How do terrorists us force multipliers? Give examples for each force multipliers.

Due to Marks very depressed state, the initial interaction required a great deal of empathy and high degrees of compassion. When first engaging a client, it is important to be compassionate and empathetic and listen without interrupting, prompting or advising (Berg-Weger, 2013). Reflecting and summarizing content delivered in the session is a valuable way to let the client know that you are actively listening to what they are saying

The arguments I choose to assess for truth and validity will be three statements taken from the Application's list 12.2 (a -y) at the end of Ch. 12, “The Art of Thinking” publication. I will start with the statement (j) the premise that "power must be evil because it can corrupt people." Checking the argument for any hidden premises and ensuring it is stated fully and in a clear concise way is the first step. This argument seems to pass the first hurdle, however after checking for errors affecting truth, the argument has flaws. Beginning with, the part of the argument that says power corrupts people is not true

Empathy (0:15) ( 0:40) There were moments to offer empathy to the client upfront in the call when she expressed frustration. Consider using the ARP skill to respond to the client's concerns to ensure the

One of the symptoms of this stage is wandering, and the client did have that listed on his badge as one of his risks. Another symptom of this stage is confusion which he did portray but not knowing what time of day it was. I attempted to communicate with the client by using a calm voice and by being patient. The client struggled sometimes when asking questions, he would repeat the question several times and I would have to patiently wait until he was done to answer the question. I do think that I was speaking a little too fast and should have slowed down which could have improved my communication with the

Visitors often present with hostility, if not reluctance. The cordial approach reduces tension and defensiveness and may lead to increased engagement, buy-in, and exploration. Depending on the level of engagement, a therapist may suggest to a visitor to “consider” the problem or provide education. In a complainant relationship, particularly when there is a lack of accountability, the response continues with compliments and acceptance of their viewpoint. Tasks and homework are limited to observation to increase insight and exploring exceptions to the presented complaint. Change at this stage may be invoked by leveraging the hesitance and prescribing the client “go slow”. This subtle prodding continues consideration of potential solutions. Finally, with customer relationships, the most therapeutic work is accessible. Therapists have more latitude to be more directive and prescribe involved homework

Some days are great, and some days every little thing goes wrong. I’ve learned that particular clients have to be confronted in a firm manner, a few have to be eased into activities with laughter, and others must be completely ignored when a behavior becomes an issue. Nonetheless, I use every routine as a teaching moment for myself with the recognition that the patience and knowledge I am attaining is going to benefit my career.

The client must adopt new ways of behaving and create new habits– letting go of their need to control, adopting compromise and negotiation within their relationships and allowing freedom in choices and actions.In learning to talk about what they see, hear and feel they must first learn to clarify what their partner is saying or demonstrating and check their interpretation.This observation without blame or judgement will take practice and require trust. Strong, healthy and nurturing friendships are essential and the client may need to make efforts to establish and develop these outside their primary relationship.

Half-way through the session, my client noticeably relaxed. She stopped twisting her pant leg and articulated her feelings with less difficulty. When I noticed that I was successfully demonstrating my interest to my client and fostering a comfortable and welcoming environment, I felt increasingly confident. Had I presented an unwelcoming demeanor, I believe that my client would neither have relaxed nor expressed the feelings that she did. Our session would have unfolded differently and presumably less successfully. Evidently, knowledge and application of these foundational skills benefitted both myself and my client. However, over-focusing on these skills made it more difficult to effectively consider my client’s concerns. Therefore, with additional practice, I hope to improve these skills until they become increasingly natural. This will allow me to both conduct interviews with confidence and attend to my client’s narrative with consideration. Possessing ethical and multicultural awareness, along with utilizing attending behavior and empathy, creates the foundation to a trusting and effective helping

As the client was struggling to tell his story, I offered the suggestion of working collaboratively on a timeline (Appendix A) which might help us gain a shared understanding of what was going on for him and would help to formulate goals and highlight his strengths and resources, which he willingly agreed to (McLeod & McLeod, 2016). This process evolved over a couple of sessions and I remained empathic, curious, open-minded and respectful whilst continually monitoring the client's verbal and non-verbal communication (Cooper & McLeod, 2011). I used Socratic and open-ended questioning which elicited a collaborative discussion and allowed the client’s story to unfold. The client never felt loved or wanted by his parents and their constant verbal

I felt more clam and better prepared to actively listen to what my client was saying. Unlike the first role-play, I really tried to demonstrate the skills and theories I was most comfortable with. Overall, I think I used a very affective strategy when helping my client. In both sessions I tried to create a warm, nonjudgmental, and safe environment for Morgan to express her feelings. I also used a phenomenological approach by staying in the present with my client and trying not to focus too much on the past. I believe this approach was very affective being that my client did not want to talk about her feelings at first but then opened up and discussed more of them. Looking back on the session I realize that being affective is one of my strengths, and one of my weaknesses is not picking up on valuable information my client is giving. If I could change anything about this session it would be to go back and ask Morgan to explain how her mother affects her anxiety. After stepping away from the session, I think this may be the underlying problem with my client. In order to work towards a solution for this problem, I would have loved to try the empty chair exercise with my client. I believe this would have increased both her’s and my understanding of the problem and how her mother is affecting her

During the interactions with the client, I maintained a positive and unconditional regard. The client has always presented with a positive demeanor. It was shocking to me to see the client behave in a such way. However, I am aware that clients’ moods will change depending on different situations. I disregarded the client’s negative and insulting comments and continued to provide encouragement. I could have pried into the client’s reasons for the change in her behaviors instead of assuming that it was because of the pain she was experiencing. I was comfortable listening to the client talk about her traumatic experiences as I provided empathetic responses. Throughout the session, I approached the client from the strengths based perspective by focusing on her strengths. The client was able to acknowledge her strengths and how they outweighed her negatives. In addition, this approach positively changed the client’s

It is apparent that Rogers main goal was to create an environment for the client in which he will eventually be able to independently understand and express his feelings. Truscott (2010) reported according to the “person-centered, humanistic worldview” that,

The first time I saw this practice being used was at a coaches’ development day at a Category 1 academy. The reasoning behind the different placing of the players given was that “It was something different, and a different learning experience for the players”, whilst I agree with the statement, I feel that if we really look at the practice in detail there is so much more we can take from it, rather than just a different placing of the players.

Y/N: "You're joking, right? I didn't work my ass off to be a babysitter Shae!" I said looking down at the folder in my hands that she just handed me. Reading and skimming through the information not really paying attention.