PSYC6246 Unit 3_Groupactivity_AmyBateman

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Dec 6, 2023

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Unit 3 Activity: Group Work Assignment Amy Bateman Faculty of Behavioural Sciences, Yorkville University PSYC 6246 - Counselling Skills & Competencies (23S-1BW) Dr. Danielle Langford May 28th, 2023

For activity one, as a group, we took time to reflect on the feelings in each scenario independently and then came together to discuss our answers. When discussing our interpretations of the client’s emotions, everyone provided one or two emotions they felt associated with the scenario. The group worked together with respect and provided positive and appropriate feedback. The group members all had similar interpretations of the feelings presented by the clients (Young, 2021). Personally, my responses were descriptions of the situation rather than expressing different emotions that could be present at that moment. The answers I provided were: 1. Anxiety and fear. 2. Anger and heartache. 3. Frustration and overworked. 4. Anger and broken trust. 5. Overwhelmed and guilty. 6. Worried and afraid. 7. Guilty. 8. Depression and confusion. My answers reflected the situation, but as the group members presented their answers, it allowed me to understand different viewpoints of the same situations. For example, 3 out of 4 group members had the same prescriptive on scenario two, and group member number 4 had a different outlook. We indicated the client was angry and heartbroken for their child, but the other group member saw it as vindicated. Understanding their viewpoint opened my mindset, allowing me to challenge my assumptions and provide me with more excellent skills to work with a diverse clientele.

Overall, I did well in completing this activity. I enjoyed listening to my classmates share their interpretations of the client’s underlying emotions. An improvement would be essential when deciding the primary emotion as I reflected. It was evident I chose an over overall emotion, for example, “anxiety” or “depression.” Breaking those down into more specific emotions can allow me to clarify the emotions presented by the client and help me comprehend what they are sharing (Young, 2021). Activity two allowed group members to have extra practice acting in the client and clinician roles. Each member followed the guidelines of our previous practice sessions and ensured they used nonverbal active listening techniques, open-ended questions, and minimal encouragers, as well as reflected on the client's emotions to obtain a clearer understanding of the information provided and work towards a fair reflection of meaning (Shebib, 2020; Young, 2021). The group worked well to clarify complex scenarios presented throughout the activity. It helped the client understand that their perspective is relevant and not just facts being presented (Young, 2021). In our session, the client expressed their inability to face confrontation within the workplace or with friends. The client said they would like to gain control of a stricter situation and not let people belittle them. The counsellor did well to project a metaphorical mirror (Young, 2021) for the client, which helped them reflect on their insecurities and view how they can flourish when they present their concern in an uncomfortable situation. However, we all agreed that this scenario was complex. It is difficult as beginners to determine what suggestions to provide as we do not want to implement something incorrectly. It can become a habit to put focus on what we want to say next. This can distract us from focusing on the client and detract from their experience or intervention. Undivided attention to the client will improve our

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understanding of their struggles (Young, 2021). It was nice to work together as a team to identify our strengths and weaknesses. As a group, we examined Joan’s case and discussed the role of the counsellor and client. To summarize the conversation, Lynn (the counsellor) worked with Joan to uncover the underlying issue Joan faces. To do so, Lynn started by probing Joan to express her feelings about her actions and the situation. Joan felt remorse for betraying a friend due to workplace differences. The sense of belonging was not worth the use of the personal information of a friend for personal gain. To summarize this perfectly, I would state, “Joan, during our last session, we discussed two main factors. The first is the remorse you feel for betraying your long-time friend for personal gain and your lack of confidence impacting your values. Is this correct?”. As cited by Julie Spencer and Colleagues (2019), a collaboration between the client and the helper helps develop a solid alliance. However, it also shows an increase of hope given by the client. Introducing the phrase “Is this correct?” invited the client to clarify the counsellor's understanding of the information provided and to collaborate on the session's focus. The significance of completing a summary is to help the client hear their viewpoint and experience in an organized way (Young, 2021, p. 134). Summarizing the session in a few sessions was a problem I faced in this activity. To help the clients identify the session's main points, limiting my summary to a few words is essential to make it less overwhelming for them. Activity four presented some challenges for me. Finding the discrepancies was easy in some cases, but in others, it was more difficult. Young (2021) explains that framing contrasts from a positive perspective is essential for decreasing the harshness of confrontation, which can reduce the possibility of damaging the therapeutic relationship. In this instance, providing a

positive attitude took more work than expected. As a group, we discussed two discrepancies, number one and two. Scenario one talks about a young girl's challenge of leaving home to attend post- secondary. She expresses sadness and the anticipated loneliness of leaving her parents, but she says so with a smile. Although upset about leaving her comfort zone, she is excited to see what will come with a significant change. Scenario two was more difficult for me. This client follows strict religious beliefs, which he believes cause him to be unable to obtain a romantic relationship. However, he is addicted to watching pornography. In many religions, this is seen as inappropriate and dirty. Although I had some challenges, I did well with this question. I did well identifying the main confrontation for each client, and my answer matched the other group members. Working as a group helped me examine the wording of discrepancies in new ways. We worked to determine which differences would be more beneficial and the least disruptive for the client (Young, 2021). Activity five required the group to talk about cultural humility and arrogance. According to Young (2021), these terms are influential labels a helper should consider while working within a culturally diverse system. Many individuals have difficulty allowing themselves to work with culturally diverse populations without using some form of bias. Cultural competency is essential for a counsellor, as it helps the clinician view the client’s experiences from a marginalized group more holistically (Ratts et al., 2016). This learning can follow cultural arrogance. Inactivity five (Young, 2021, p.68), assumptions can be made that Mira’s family withholds a collectivist worldview (Shebib, 2020). Mira may also have the same view as her family, or she may feel differently, and that may be causing her to feel uneasy about moving out of her parent's care. This is an example of cultural arrogance. As individuals pursuing a helping profession, it is

essential to be educated on various cultural views, values and beliefs. Still, we must put what we have learned in our minds, as each individual has a unique background (Shebib, 2020). This mindset expresses cultural humility. During our discussion as a group, one of our classmates asked how she could relate to Mira’s cultural perspective as she has a similar cultural background.

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References: Ratts, M. J., Singh, A. A., Nassar, M. S., Butler, S. K., & McCullough, J. R. (2016). Multicultural and Social Justice Counseling Competencies: Guidelines for the Counseling Profession. Journal of Multicultural Counseling & Development , 44 (1), 28–48. https://doi.org/10.1002/jmcd.12035 Shebib, B. (2020). C hoices: Interviewing and counselling skills for Canadians (7th ed.) Pearson. Spencer, J., Goode, J., Penix, E. A., Trusty, W., & Swift, J. K. (2019). Developing a collaborative relationship with clients during the initial sessions of psychotherapy. Psychotherapy, 56(1), 7–10. https://doi.org/10.1037/pst0000208 Young, M. (2021). Learning the art of helping: Building blocks and techniques (7th ed.). Pearson.

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