therapists observation form[1]

7/29/2019 Therapists Observation Form[1]

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I r- !I ! r ,.~. ~~'~' -~? ,;f2 " , , " , = ,===== '=~,:'--==-====I'I ;ft~~ ""\" I i iI i i ,,1(,).~ !J (J -Utt 13.1 , ' , ! ! 'i ~~ :~~-e_~b'f'i--r$' Obseroation Forni: 1 1 I'i I ' ' . - - ,Observation Form I II II1 ~ ~I I~o::_ :~~~- ____: ~ & _ T _ @ _. ._e~~~~~~~~~_,- __.,~_-,-_,-_,-_,-,-.-,-,~~~~~~___-,-.,-_,-.,-.-,- I III '' - ' - Observations 1 '1!i ;1I I i f, ' ,H Facilitating Dimensions Blocking DimensionsI t ContentParaphrase Content "Parrotmg" Ii ijl (Content Understanding) (Mere Repeating) 'Ii i MIectiFeeinglMeaning UsingPower 11 ', ','" (Emotiona Understanding) Moraizing/Beng Judgmenta:I Gernnneness jlI I Advice I II ! ' , WarmthlRespect ":",1Interrupting!i ConcretenessI i Lecturing (Logic)/Arguing I I1 li

Appropriate Technique 1 ' I ,! 1Inappropriate ConfrontationI ' i,. ' Appropriate Confrontation 'II ! Immediacy Evauative Prase/Approva I I1 Closed Question 1 1 ''I Open-ended Statement/Question III I ' Probing Question " II , Clarification(Question orliS) L b tin I , ' jI I . tatement a e" g! I AppropriateSelf-Disclosure Explaining/lnterprettng I I :Il Productive Silence Unproductive Silence , !1 , '1 , I .

1 1 " I/1 Appropriate Physica Contact Inappropriate Physica Contact I.I ' I I 'i l Attending Posture HumoringlWhhdrawmg I I 'I I : ; : : : : : ~ t : a ; : = : : : : : ~ : ~ l o c k i n g I Ii ! I iI I I1HnimzingIMaximzing!l .!I Ili1 H'~ ~!,:"L=======================================.I


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,j f Nonsserbcd Communication of ll~t'e."ct'Attitudes .~!" ---- -I Nonverbal Behaviors Nonverbal Behaviors I :Counseing Likey toBeAssociated Like"" toBeAssociated !l ' Dimension wth Ineffectiveness wth Effectiveness._ - - - - - - - - -- - -_ ._ . _ - - . ..... _- _ ..._ -- _ ........ _ -- . _ -- _ ......... -- ...... ..-.-- .._ - -_ ...._ - -- -.- ._ .- I,..._ - _ ..... _ - -- .- - - - - - - - . - _ . _ -- - - . - - - - - -- _ ._ -_ ._ - - - - - - - . _ --- - . - - - - - - IEJ vIPATHY frown resulting from lack of positive head nods; facia-; 1 understanding expression congruent withI , content of sessionRESPECT mumbing; patronizing tone of spends time with client;

voice; engaging in dooding or fully attentive I j :paperwork; lack of eye contact' IARMTH apathy; deay in responding; physica contact;I i insincere effusiveness; fidgeting; nonjudgmenta empathy;signs of wanting to leave attentiveness I) i GENUINENESS lowor evasive eye contact; congruence between verba

excessive smling and nonverba behaviorI CONCRETENESS shrugs shoulders when client is drawing diagram to clarify 1I I vague instead of seeking an abstract point; clear III clarification; vague gestures enunciation

!j used as substitute for specificII verba meaning 1SELF-DISCLOSURE bragging gestures; points to sef; gestures that keepcovers eyes or mouth while taking references tosef lowkeyII IMMEDIACY turning away or moving back when tone of voice congruentimmediacy enters the session with expressed mood of the

client I i.1I ' CONFRONTATION pointing finger or shaking fist natura tone of voice; II I at client; tone of voice that confident 1 1 'I I communicates bame orcondemnation; loudness of voice ! Ito intimdate; unsure of sef

II II

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SOlJRCE: FromHumanReations Deveopment:.4 Manualfer Educators(5th ed.), by G.lvL Gazda, F. S.Asbury, F.J , Balzer, W.C. Childers, andRP.Walters, Copyright 1995 Allyn &Bacon. Reprinted bypermssion.


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ac tw ih j 11 .2Empathy Train

III IIII II'I

With agroup of peers, have one of the members role-playa client withalifeproblem After asentence or two, have the "client" stop and haveeach participant respond "viman empathic statement or word. Theclient, for example, mght say, "I just can't seem toget over being fired.It just wasn't fair."

Counseor 1mght say, "Youare feeing ... violated.rThen,Counseor 2must aso respond but cannot 'usewhatCounseor 1has said.

Counseor 2mght say, "Youare feeing ... dumped on."Counseor 3, "Youare feeing ... shocked."Counseor 4, "Youfee confused."Counseor 5, "Youfee numb."

I II !I II II!I!

I II L l _ _ ~ = = = = = = = = = = = = = = ~ = = = = = = ~ = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = =

Then, the "client" would seect the response that seems closest towhathe or she was attempting to communicate and. the process would con-tinue.

Three important lessons can be gained from this activity. First, itforces beginning counseors tobroaden their empathic vocabulary. Sec-ond, itbegins the process of training ones response to be spontaneousand quick. Third, it teaches that any number of responses mght beappropriate in acknowledging clients' feeings. It frees the beginningcounseor fromstruggling tobe "right" and instead teaches that "right-ness" is amatter of exploration and winnowing. Initialy, if acounseoris in the affective balpark, then that is "close enough" for clients andthey 'W il l continue the process of exploration and persona discoverythat leads to effective action.


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Nonverbal Behaoior ChecklistPOSTURE

Attending-Slightly ForwardAppropriate Position-Facing Client, OtherReaxed

Hands andArmsReaxedLegs--Spaced, Flat onFloor or Crossed and ReaxedEager andReady toRespondSlouchedArmored-Arms andLegsCrossedSitting SidewaysTooCloseTooDistantRigid,Statue

EYECONTACTReaxed, Spontaneous, AppropriateLooksat ClientWhileListeningLooksat ClientWhileTakingObservingWholePersonShifty-EyedLookingDown,Away


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GESTURES(continued)Symbolic Gestures, AdditiveGestures toExplan, DemonstrateInappropriate orWrongGestureContinuous HeadNoddingStatue, NoGesturesWildorExaggeratedGestures

TOUCHGreeting-Handshake, Other TouchAppropriate TouchInappropriate TouchSexua TouchInterrupting CryingorWeeping

VOCAL QUALITY Intonation

.Changeof Inflection, ToneStrong, Confident TonePleasantMonotone, FlatTooEmotiona


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EYECONT..'\CT(continued)Staring Intensey

Breaking EyeContact ImmediateyDefiantly Looking, CompetitiveStaring Blankly

FACIALEXPRESSIONCamAttentive, Interested WhileListeningAppropriatey ExpressiveWhileTakingAppropriate SmlingExpressions MatchClientMoodWrinkled Forehead (Frown)BitingLipFaceRigidInappropriate SmlingFaceDisapproving/AghastOverly EmotionaInappropriate Facia Expression (NotMatching)NoFacia Expression (NoChange)

GESTURESAppropriate Gestures forEmphasis andPointNodsHeadAppropriatey


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: 1 -'I VOCAL QUALITY Volume, /1 1

ffigh

' I Appropriate and VariedII LowVOCAL QUALITY Pace

Fast- .AppropriateSlow

VOCAL QUALITY DictionPrecise

iClear

I,I PronunciationI Jargon, Slang- I

I NO:NV'ERBALDISTRACTIONS,I Fiddling, TwiddlingI Smoking, Drinking, Chewing GumTapping Finger, LegHand, Finger to HeadScratching, RubbingUnusual Hand Configuration (Steeple, etc.)i

I )11~ ....


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NONVERBAL DISTRACTIONS (continued)Playing with Hair, BeardTrembling

Chair ArrangementAppropriate ChairsNeat, Clean

CasualWarmCheerfulDesk or Other Barrier"Throne" for Counseor

I Lack ofNeeded Materias1 = 1 ===s=ea=in=_g=ITI=ap=p=To=pn=at=e==============l

not see the importance of the client's gesture. After three sessions inwhich the client frequently repeated thebehavior, the supervisor insist-ed that the counseor in training address it by intervening with acom-ment such as, "When you make that gesture, Iwonder what you mghtbecarrying in your hand." The counseor reuctantly agreed andwhenthe client repeated the gesture and the counseor intervened in theplarmedway the client burst into tears and through his sobs said, "It ismy parents' divorce." What adramatic demonstration of the power uf

therapists observation form[1]

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