FAML 420 W06 Skills Demo Summary Paper

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Brigham Young University, Idaho *

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420

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Communications

Date

Jun 24, 2024

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docx

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Uploaded by LFerriswheel

Skills Demo #1 Summary Paper Name of Helper : Larissa M Ferris Name of Helpee : Giordayne Medley Summary of Helpee’s Concerns Identify the primary and secondary concerns, along with underlying feelings and content associated with the concerns. Giordayne has been applying to schools in the continental US and looking for financial aid for each. Her top choice was to attend school in Florida, but the scholarship committee in her area told her it would be better to attend BYUI since the tuition was much cheaper. She is struggling with the decision, especially since she still needs to ask people around her for help in sponsoring her financially. She is feeling nervous about asking for help, especially regarding money, and she is struggling with feeling like she is not in control of her life. Helpee’s Nonverbal Behavior and Feelings Describe the nonverbal behaviors you observed, along with your understanding of the helpee’s feelings that were tied to the nonverbal behavior. Giordayne exhibited several nonverbal behaviors that conveyed anxiety and uncertainty. She often avoided eye contact, looked down or to the side, and fidgeted with her hands, which seemed to indicate discomfort and nervousness. Her facial expressions, as she seemed to be holding back tears, reflected her concern and worry. Additionally, her tone of voice was soft and hesitant, especially when discussing financial support and her school decision, which highlighted her feelings of being overwhelmed and the pressure she has been feeling to make the right choice. Future Directions If you could have another helping session, what issues do you think would be worthwhile for the helpee to explore? Why these issues? If I were to have another helping session with Giordayne, I would explore more into her building confidence in asking for financial support and managing her feelings of being out of control. These issues are crucial because they directly impact her ability to make informed decisions about her education and could potentially help to reduce her anxiety. Building confidence could help her approach potential sponsors with greater ease and less worry, while helping her to develop coping skills for her anxiety can improve her overall well-being and decision-making process. Things I Did Well

Using the demonstration rubric as a guide, summarize the skills you used effectively, including what you did to relate well with the helpee and to create a warm, nurturing relationship. Be specific. I was able to effectively use several skills to relate well with Giordayne and create a warm, nurturing relationship. I used a variety of physical attending skills, such as maintaining eye contact and nodding, to show I was fully engaged in our conversation. I did not use encouragers like "I see" and "Go on.” Instead, I used silence where necessary and allowed Giordayne to do the talking. My responses were natural and genuine, reflecting empathy and understanding for the helpee and what she was saying to me regarding her finances and her fears about asking for help. By actively listening and using skillful reflections, I was able to draw her feelings out and understand her key concerns. I took great effort to follow her lead rather than directing the conversation with any unnecessary questions. I, also, accurately reflected both her feelings and content, using concise summaries to ensure she felt heard and validated. I feel that I did my best to help create a connection and foster a supportive environment using what we have learned thus for to where Giordayne felt comfortable sharing her challenges and trepidations. Things I Will Work On Using the demonstration rubric as a guide, summarize the areas needing improvement. I would like to continue to improve on asking open-ended questions and utilizing silence. I did my best to avoid any closed-ended questions during the demonstration, but it was a bit difficult to ask open-ended questions on the spot, especially ones that would not be considered leading in the conversation. I also want to work on finding a more cohesive balance between all the skills. I found myself in a pattern of repetition with how I was reflecting and asking questions, and I want to break that pattern so that conversations with helpees in the future are more balanced and flow better.

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