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Supporting learning about professional relationships, contracting and feedback skills
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The Helping RoleSession Three
Session Three
Adam Gibson and John Marsden
Counselling and Interpersonal Skills
Session Aims
The aim of this session is to:
Introduce learners to the boundaries around the helping role and the importance of contracting
Discuss the importance of providing effective feedback
Learning OutcomesBy the end of this session you will be able to:
1. Define the limits of the helping role2. Set boundaries for the helping
relationship3. Provide more effective feedback4. Identify CPCAB criteria
Last Session
1. Identified the qualities of a good
listener
2. Assessed your own listening skills
3. Described Honey and Mumford’s
learning cycle
4. Wrote an entry in your reflective journal
Contents of this Session
1. Ice-breaker2. Exploring the helping role3. In pairs – design a helping contract4. Reflect on “When I have received effective
feedback?”5. Discussion about giving feedback6. Contracting and feedback practise - in
groups of three7. Finding criteria for this session8. Ending with a “round”
Ice-breaker: Name Hopper
Exploring The Helping Role 20 minutes
In four groups
On flipchart paper list the characteristics of the following three types of helping:
• A helping friend• A professional helper• A therapeutic counsellor
Characteristics – the qualities, actions, beliefs and values of a person
Helping Role Worksheet
Meeting Criteria 1.1
Contracting 15 minutes
Having established what professional helping is, how do we contract for a professional helping relationship?
What would you include?
Comfort Break
FeedbackIdentify a time you got good feedback
Reflect on what made it useful?
Conclude: what
makes for good
feedback?
Planning for giving feedback
Think of a time when you received effective feedback
Discuss with your partner how it felt to receive effective feedback and how it helped you improve your skills.
What specifically was it that made the feedback effective?
How could you give even better feedback in the future?
Feedback 15 Minutes
Good Feedback is ...
TimelyIndividualSpecificBalancedFocused on behaviourComes from multiple perspectivesConstructiveEmpowering
Medals and Missions
Using Feedback
1. Review your feedbackWhat have you learnt?What will you do differently as a result?
2. Remember it’s one perspective3. Ask for clarification4. Ask for more specific feedback5. Get other perspectives6. Uncomfortable feelings are often a gift
Contracting Exercise 25 Minutes
In groups of three take turns to practise your contracting skills
Your aim is to establish a good professional helper/ helpee contract
When you have finished contracting, your “helpee” and your “observer” will give you feedback, practising their feedback skills using the “medals and missions” approach we have discussed today.
Criteria Achieved
Definitely1.1 Explain the nature of helping work and how it differs from other support
2.1 Set the boundaries of the helping interaction including the limits of confidentiality and time available
Possibly?1.2 Communicate limits of ability as a helper
Home Enjoyment
Write a journal entry, reflecting on today’s session. What have you learnt about giving and receiving feedback?
ConclusionsIt is the end of this session and you are now
able to:
1. Define the limits of the helping role2. Set boundaries for the helping
relationship3. Provide more effective feedback4. Identify CPCAB criteria
Thank You Everybody!