Essential Counselling and Therapy Skills: The Skilled Client
                    Model

Nelson-Jones, Richard

doi:10.4135/9781446217504

Cited by 15 publications

(7 citation statements)

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“…In some studies, it is said that communication skills are messages containing sound-based movements, while in others sensitivity to verbal and non-verbal messages is considered a form of effective listening and reaction. In summary, although communication skills include some sub-skills, it is a verbal or nonverbal form of effective listening and reaction (Nelson-Jones, 2002).…”

Section: Theoretical and Conceptual Frameworkmentioning

confidence: 99%

Development of communication skills of older preschool children through information technology

Yerkebayeva

Jetpisbayeva

Ulbossyn

et al. 2022

CJES

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The purpose of this research is to get the opinions of preschool teachers to improve the communication skills of preschool children through information technology. The phenomenological design, one of the qualitative research approaches, was used in the research. The participant group of the research consists of 62 preschool teachers who teach in various preschool educational institutions in the city of Nursultan, Kazakhstan. Research data were collected with a semi-structured interview form. As a result of the research, it has been determined that the majority of preschool teachers have a very high tendency to use information technologies. On the other hand, it has been determined that the majority of preschool teachers participating in the research have a medium level of competence in using information technologies. The majority of preschool teachers participating in the research stated that they sometimes use information technologies to develop children's communication skills. Preschool teachers participating in the research offered suggestions for teachers and schools about using information technologies in the development of children's communication skills. The majority of teachers suggested the creation of information technology-supported lesson programmes, the design of group projects and the creation of educational games. As for schools, the majority of teachers suggested creating classrooms with technological equipment in schools. Keywords: Communication skills of preschool children, information technologies, teacher opinions;

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Section: Theoretical and Conceptual Frameworkmentioning

confidence: 99%

Development of communication skills of older preschool children through information technology

Yerkebayeva

Jetpisbayeva

Ulbossyn

et al. 2022

CJES

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“…The dialogue between client and practitioner is inherently dynamic, “a continuous process of sending, receiving, evaluating and interpreting verbal, vocal and bodily communication” (Nelson-Jones, 2002, p. 53). Attentiveness to egalitarianism motivates practitioners to foster a collaborative alliance that utilizes both parties’ resources—underpinned by the perspective that, while they certainly have a role to play in terms of affirming and clarifying clients’ motivations, they must encourage them to actively help guide this process, to light their own lantern and hold it aloft.…”

Section: Therapeutic Egalitarianism: Leading the Relational Dynamicmentioning

confidence: 99%

“…Leadership underscored by dialogue enables us to appreciate and accommodate clients’ contribution toward this alliance, “since clients hold almost all the information about their past and current thoughts, feelings and experiences, it is essential that clients actively participate in the joint search for greater understanding” (Nelson-Jones, 2002, p. 59). Hence, why the “social ontological” perspective discussed by Sarah Sorial, and the aligned arguments concerning relational autonomy, are so relevant, that is, they highlight that ethical leadership “doesn’t exclusively concentrate on individual people but on the balance of their autonomies in their relation” (Sorial, 2015, p. 55).…”

Section: Therapeutic Egalitarianism: Leading the Relational Dynamicmentioning

confidence: 99%

“…The competencies that are necessary to form and maintain therapeutic relationships exist across a spectrum that encompasses “technical competence” (evident in the theoretical and practical knowledge one possesses) and “relationship competence” (evident in the interpersonal qualities one expresses; Nelson-Jones, 2002, p. 321). Possessing theoretical knowledge and a therapeutic skillset is an essential constituent of competency, but it is not sufficient in helping to initiate and sustain healthy client development.…”

Section: Exercising Autonomy-grounded Leadership In Clinical Practicementioning

confidence: 99%

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Exercising Leadership Within the Therapeutic Alliance: An Autonomy-Grounded Perspective

Kinsella¹

2018

Journal of Humanistic Psychology

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Leadership within therapeutic practice encompasses the capacity to formulate and accomplish strategies that are mindful of one’s ethical duty toward fostering clients’ autonomy. Here, clinical practitioners’ role as “leader” involves not only sustaining the momentum of the therapeutic alliance, but also contributing toward the purpose of this alliance. The very telos of therapy is to create an environment that facilitates clients’ ability to move toward autonomy: to lead clients, paradoxically, beyond a need to engage in the clinical relationship. Here, fostering client autonomy lies at the heart of therapeutic leadership because the experience of autonomy—which is developed interpersonally—expresses itself in a state of internal clarity and cohesiveness through which clients are more capable of exercising control over the trajectory of their life beyond the cessation of the therapeutic relationship. Three characteristics of the therapeutic leader are important in this regard: discernment, determination, and humility. Each of these are most fully exercised when the practitioner possesses a commitment to ensuring an ethic of collaboration and egalitarianism, underpinned by therapeutic “presence.”

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“…Introductory counselling skills textbooks often encourage beginning therapists to be warm or friendly to convey empathy or interest (e.g. Nelson‐Jones, 2002; Sommers‐Flanagan & Sommers‐Flanagan, 2018). Researchers have also demonstrated that human‐rated factors such as warmth, interest and curiosity may positively contribute to building a strong therapeutic alliance (Ackerman & Hillsenroth, 2003).…”

Section: Introductionmentioning

confidence: 99%

It’s not what you said, it’s how you said it: An analysis of therapist vocal features during psychotherapy

Soma

Knox

Greer

et al. 2021

Couns and Psychother Res

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Psychotherapy is a conversation, whereby, at its foundation, many interventions are derived from the therapist talking. Research suggests that the voice can convey a variety of emotional and social information, and individuals may change their voice based on the context and content of the conversation (e.g. talking to a baby or delivering difficult news to patients with cancer). As such, therapists may adjust aspects of their voice throughout a therapy session depending on if they are beginning a therapy session and checking in with a client, conducting more therapeutic ‘work’ or ending the session. In this study, we modelled three vocal features—pitch, energy and rate—with linear and quadratic multilevel models to understand how therapists’ vocal features change throughout a therapy session. We hypothesised that all three vocal features would be best fit with a quadratic function—starting high and more congruent with a conversational voice, decreasing during the middle portions of therapy where more therapeutic interventions were being administered, and increasing again at the end of the session. Results indicated a quadratic model for all three vocal features was superior in fitting the data, as compared to a linear model, suggesting that therapists begin and end therapy using a different style of voice than in the middle of a session.

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Essential Counselling and Therapy Skills: The Skilled Client Model

Cited by 15 publications

References 0 publications

Development of communication skills of older preschool children through information technology

Development of communication skills of older preschool children through information technology

Exercising Leadership Within the Therapeutic Alliance: An Autonomy-Grounded Perspective

It’s not what you said, it’s how you said it: An analysis of therapist vocal features during psychotherapy

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