Chapter 2
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Laurentian University**We aren't endorsed by this school
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GERO 3106
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Communications
Date
Dec 30, 2024
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5
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Chapter 2: Attending and Listening Skills in Workwith Older AdultsAddress them as Mr., Mrs., Miss, or Ms. Asa sign of respect. Being oppositional may be a technique that some elders use to exercise control – at least I have control to disagree. Non-verbal skills: oSmile, lean forward, direct eye contact, andsaying “uh-huh”. oBody languageLeaning forward – sign of interest.Smile – putting the client at ease.oNon-verbal vocalizationsMinimal encourager – shows you are listening.oVisual communicationMaintaining direct eye contact, squinting, enlarging, or shrinking of pupils – culture specific. oWhich of them are effective encouragers? Monitor the client’s responses and comfort.Verbal skills: oAsking questions: Open-ended, helps the client open-up and speak about issues they bring into counselling “What brings you here today?”.
Closed-ended, provides specific piece of information. “Who was there?”oDon’t ask “why” too often, it may be perceived as evaluative or critical. oUsing Directives: an open-ended question but phrased as a command. “Tell me more”A closed-ended question but also a command form “Tell me what you said to her at that point.”oVerbal Encouraging:Single words or phrases, repetition of clients’ keywords, a restatement, a paraphrase, or a summarization. “yes” “I see.”oUsing Keywords:Identify the keyword used through verbal interactions that indicates the central issue. “Unfair” oUsing Restatements:Short statement of the essence of what a client has said, “It felt good to be back home.”oParaphrasing: You understand the client by reflecting or giving back the message. Restatement of a longer portion using your own words, “you were so mad., you felt likescreaming.” DON’T PARROToSummarizing: More extensive paraphrasing, covering more material. Can be used at the beginning, middle, or end ofa session.
oAcknowledging Feelings:Listening carefully, grasping the essential feelings, and naming them in an empathetic way. “You felt angry, is that right?” oIdentifying Themes:Focus on the essential meaning behind the story being told. Themes may be control, legacy, love, loss, meaning, etc. oPointing Out Discrepancies:Intrapersonal discrepancies: mismatches between what a client says or what a client says and does, says, and feels, or feels and does. Ex. Love his spouse but behave in ways that sabotage the relationship. Interpersonal: Conflicts between a client and another person or group of people, a situation, or counselor. “Whatdo you know about life? How could you help me?” oExploring Counselling from Multiple Perspectives: Explore together the intrapersonal and interpersonal dimensionsof the issue being discussed. Individual:concentrate on the client and their thoughts and feelings. Problem:Highlights the central themeor issue.
Other:People in the client’s environment that are significant to his or her story, issue, or challenge. Family:delves into the client’s family, broadly defined and including family history. Mutual:Relationship between a counselor and the client in the here and now. An interviewer (or counselor): advice-giving based on personal experience. Cultural/Environmental/Contextual:Contextual factors in a client’s story and cultural background. University of Adelaide – Active ListeningGuidehttps://www.adelaide.edu.au/writingcentre/sites/default/files/docs/learningguide-activelistening.pdfAssignment 2 Choose 3 elements: -Show that you are listening, -Defer judgement,-Provide feedback.
Reporting on my own attending and listening behaviours with my mom, female aged 44. Day 1 - 30-minute in-person session - discussing my mother’s childhood memories – Practiced the “Show you are listening” skill. Day 2 – 30-minute in-person session – Discussing issues my mom has at work with some colleagues to practice “Provide feedback.” Day 3 – 30-minute in-person session – discussing my mother’s mistakes earlier in life to practice “deferring judgement.”