CU-MSC-PSY-SEM-III-PSYCHOTHERAPIES- Second Draft

weeks. Frequently, it is very helpful for a consultant present in the centre to visit a new centre in several weeks after initial installation to check upon with whatsoever administrative, scheduling, training, and interpersonal problems arisen. 11.3 SKILLS LANGUAGE Self-Awareness Skill Self-awareness includes self-recognition, character, strengths and self-weaknesses, as well as desires including dislikes. By developing self-awareness, we can help ourselves to identify our moods if we are stressed or feeling under pressure, (WHO, 1993). Without identifying the problem area of feeling, we cannot access to other competencies. The Self-awareness skill involves three major classes.  Emotional self-awareness  Accurate self-assessment  Self confidence In the emotional component of self-awareness, there is ability to assess accurately about the emotions that are affecting our activities, performances, behaviour, and our relationships. Self-assessment of emotions involves the honest investigation and acknowledgment of our strengths and weaknesses. The final element i.e., self- confidence includes the persons having high quotient of self-confidence and are well aware about their strengths as well as weaknesses, In addition they know about an indicator showing the worth as a person. (Goleman, 1995). The fundamental related to social work is self-awareness and the recognition of personal beliefs, the values, and about the biases that majorly influence relationships in between the clients and the social workers serving them (NASW, 2001). Self- awareness can be judged as knowledge about the forces that are operating in the present. It is generally acknowledged in terms of essential one for a healthy mental health. The social worker tries to help the patients to get more aware about their needs or wants, their emotions, motives, and beliefs as well as dysfunctional behaviours with its effects on the other persons. Social workers have methods or tools of empathy, confrontation as well as interpretations to make the client self-aware (Hepworth, Rooney &Larsen Jo, 2001). Adequate awareness and reflection about self helps the professional to increase their professional aptitude. It will generally help workers to get aware of their feelings, the intrinsic attitudes, and relationships with clients. Proper knowledge about self can avoid burnouts and decrease the violations of person’s rights and tries to uphold the professional ethics with values. Social workers should be aware of their own feelings and emotions which is among the major factors in accessing the quality of connection with their client and with the helping methods. The Self-reflection and the awareness utilization for the clients’ benefits are crucial for valuable social work intervention. There is a requirement to access one’s own mental process, relevant biases and prejudices as well as the feelings. The prerequisite need for the expansion of self-awareness 251 CU IDOL SELF LEARNING MATERIAL (SLM)

is the recognition of social workers importance as the art of reflection. The social worker helps each client to grow in self-awareness. Decision Making Skill: Decision Making is an important life skill at all stages in life. This skill is the cognitive ability represented as the action of a person who is having all the information to judge something by evaluating the choices (WHO, 1994). It is a process by which an individual weighs the pros and the cons of different alternatives in order to make a choice. In decision making skill, the steps involved are identifying or checkout the problem, collecting the related information and data, visualising and list out the effects of the possible results, evaluating solution-based alternatives, and to decide the solution of a problem and listing grounds for selecting the solution/decision. (Claudia & Perkins, 2003) Decision making skill is a core component in social work practice. Social worker’s professional judgemental and decision-making power take place in different aspects of society that includes client, family and the wider society; the professional task and role; and the organisation within which the professional is employed ( Taylor, Brian, 2010). Social workers try to help in preparing informed decisions and make them in participate in decision making forums. Decision making is crucial for effective practice of this profession. Social workers do concern about future decisions and courses of action that puts decision making as a core professional activity (Banks, Sarah, 1995). Social worker takes the decisions at different stages like during assessment of problem, study its impacts on health as well as cognitive behaviour, diagnosis of health issues, intervention and evaluation study, termination of the report generated and follow-ups after treatment are important steps as it will showcase the method of the preparation of cases study of clients. In the practice of social work whether it is social case work, social group or any other methods or mode of social work intervention decision making skills are essential for effective intervention. Problem Solving Skill Problem solving is crucial life skill that enables us to manage constructively with real life problems. Significant problems which remain unsolved can lead to mental stress and accompanying physical strain for the persons. (WHO, 1993). A problem is any situation where we have an opportunity to make a difference, to make things better; and problem-solving skill help to convert an actual current situation into a desired future situation. Problem solving is the process by which a situation is analysed, and solutions are formed to solve a problem that can help in taking appropriate steps to remove or reduce the particular problem. Social work is often regarded as the problem-solving profession. All social work is about problem solving and the problem-solving approaches started from the premise that people come to social work agencies, or are referred to them, because they want their situation improved, they have problem that need solving. (Coulshed, Veronica., & Ormae Joan, 2012. It addresses the diverse problems of the help seekers through its therapeutic process. The effective practice of profession demands for the problem-solving skill of the worker. The worker has also to pay attention to develop the problem-solving skill of the client to solve the problems he/ she may come across in the future course of time. 252 CU IDOL SELF LEARNING MATERIAL (SLM)

Teaching clients about the problem-solving skills can understand to manage more effectively with those difficulties that will encounter in later stages of their lives (Hepworth, Dean., Rooney, Ronald., & Larsen Jo, 2001). Critical Thinking Critical thinking is a cognitive skill that is rational and intentional in nature and helps to let clients think about goal or tires solve a problem. It includes a complex skill combination. We use these thinking skills in any area of our lives, professional and sometimes in personal life. Critical thinking is dealing with the mental processes of human being, its strategies, and subsequent representations that people uses to solve different problems, make various decisions, and learning new concepts in real life (Sternberg, 1986). It is a mental ability to analyse the available information and study the experiences in an objective technique and it is helpful to people in recognising and assessing the factors that influences the attitudes and behaviours as per society and other factors influences like media and peer pressure (WHO, 1993). Critical thinking is the intellectually disciplined process of actively and skilfully conceptualizing, applying, analysing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action (National Council for Excellence in Critical Thinking, 1987). Critical thinking can contribute to a person by helping to recognize and assess the factors that influence attitudes and behaviour, such as values, peer pressure, and the media. Critical thinking skills are important component of social work practice and education because they are essential to good decision making and the foundation of ethical and effective clinical practice. (Gambrill, 1990). The social workers, those are dealing with different population in unique settings and situations making critical thinking as an essential component for effective practice of social work. Critical thinkers do gain practice over self-discipline by controlling their feelings before they overpower our decisions and give option to think before acting. Good social work wins over the criticism process i.e., a process of gaining experience and understanding analysis as well as comparison. In social work, critical thinking refers as a process of getting the ideas and beliefs of a person that leads to the framing of one’s understanding of social work and its influence over the learning and practice. (Oko Juliet, 2011). Social workers should apply critical thinking on the theories to register informed decisions, and able to explain upcoming assessments and decisions to the client. These skills provide basis for choices and outputs that social workers takes up during the help or practice process. Effective Communication Skill: Communication is an intrinsic part of human interaction. Effective communication shows that we can express ourselves, verbally as well as nonverbally, in appropriate ways of our cultures and circumstances. This may means being able to say what our desires are in relation to a particular kind of action that we may be asked 253 CU IDOL SELF LEARNING MATERIAL (SLM)

to engage in. (WHO, 1993). Good communication skill is key to success in one’s life, work and relationships. Without effectual communication, any message may convert into an error, any misunderstanding, or in spoiling of relationships. Communication becomes a mature process when we are able to convey our thoughts more clearly and accurately with clear intentions and objectives. Effective communication is much more than talking; it is also about ability to listen and understand others, to retrieve and interpret body language of others. Communication is successful only when both the sender and the receiver understand the same information of the communication. Good communication, both oral and written, is at the heart of best practice in social work. Communication skills are essential for establishing effective and respectful relationships with clients, and are also essential for assessments, decision making, and joint working with colleagues and other professionals. Communication during social work skill does not starts spontaneously but it has a solid purpose (Coulshed, Veronica,& Ormae Joan, 2012). Communication is essential skill for effective social work practice. Every social situation entities communication and therefore calls up communication skills. The social workers play a diverse role, and their communication skills have to be established and cover the different demands of social working paradigm (Koprowska Juliet, 2005). The effective communication skill helps the social workers to develop a working relationship with the clients. The understanding and proficiency of the social workers have to be revealed clearly at the time we try to attempt of putting our thoughts or feelings through the communication process. The ability to discuss our things is central motive of effective social work practice and has many forms. Interpersonal Relationship Skill: Interpersonal skills are those abilities that people have used during interactions and communication with each other. Interpersonal skill helps us to relate with interacting people in positive way. This will enable us to have and keep friendly relationships, which holds great importance for our mental and social well-being. (WHO, 1993). It helps the individual to interact positively and work effectively with others. It is important to practice and improve interpersonal skills as they are the foundation of building relationships with others. Knowing about self and about the others is essential for higher interpersonal skills. This will make us be able to strengthen relationships. Satisfactory interpersonal connection between the social workers and client is the foundation for success in social work practice. People generally go to social workers seeking support and help with their interpersonal or practical problems, their level of satisfaction with social service is dependent on the behaviour of attending social workers (Koprowska Juliet, 2005). The importance of interpersonal relationship in social skill paradigm is about giving significant value in enhancing the interpersonal skills. Interpersonal skills able the workers to employ meaningfully with the client, is an effective practice. Skill of Empathy: Empathy means feeling with and into another person, being able to get into the other person’s shoes (Perlman, 1979). Empathy is the ability to imagine what life is like for another person, even in a situation that we may not be familiar with. It can help us to 254 CU IDOL SELF LEARNING MATERIAL (SLM)

understand and accept others who may be very different from ourselves, which can improve social interactions, for example, in situations of ethnic or cultural diversity (WHO, 1993). Empathizing with someone in dilemma involves the ingenious view of the situation based on his / her thinking, then understanding similar types of feelings and transferring those feelings to oneself (Thomas Gracious, 2010). It represents the ability to experience the world of another person as if it is one’s own without actuality losing the ‘as if’ quality (Parker Jonathan., & Bradly Greta, 2010). The concept is often described as putting oneself in the other person’s shoes to imagine how the other person is feeling at that particular moment and it involves looking at a situation or case from another person’s perspective (Thomas Gracious, 2010). Empathy is the ability to understand the world from another person’s point of view and the desire to treat another kindly based on that understanding. The skill of empathizing someone plays a crucial part in the development of social and emotional aspect of humans; it would also affect behaviour of an individual toward other people and the quality of social connections. Empathy is elaborating itself as a core skill in practice of social work. It leads one to feel like someone in connection without losing one’s own self in the process. It maintains the truth that social workers do understand service users’ issues and understand how they feel (Koprowska Juliet, 2005). It requires that workers be able to feel an emotion deeply and yet remain separate enough to use knowledge in order to seek solutions to problems or to work out with issues. Empathy is taken as the central capacities that social workers need in the view to work progressively with other skill systems (Hepworth Dean., Rooney, Ronald, Larsen Jo, 2001). Empathy is an essential service to a client-worker relationship. Under the social work perspective, empathy can be viewed as person living in that environment. As per the study shown by Karon E Gerden and Elizhabeth, A Segal, empathy is not just a condition, or a nature, or a domain; it can be seen as an induction process which culminates in sympathy action. From a social work perspective, having empathic feelings and participating in perspective taking is not the full extent of empathy. Having empathy for someone includes taking actions themselves voluntarily in response to the initially affective process response. As social worker being empathic is just as; to experience the affect, and then process it including appropriate, effective as well as empathy- driven action (Karon E Gerden and Elizhabeth, A Segal) the action of empathy can impact any individual, group, community and even the society. Skill of Coping with Emotions: Emotions are intense feelings that are directed at someone or something. The negative emotions that are present in human are anger, fear, anxiety, worry, sadness, etc., if any of them are left unattended, can possibly throw us into an untold misery or any troublesome situation. Therefore, negative emotions must be managed and not allowed to reach to thresh hold limits so that they are always in under our control. Coping with emotion is an ability to set up a calm emotion by a person under a stressful event for reducing stress levels by checking the emotional influences on the behaviour and behave accordingly and appropriately (WHO, 1993). Thinking and emotions are connected, and they are directly proportional to each other. They behave in circular manner of cause-and-effect 255 CU IDOL SELF LEARNING MATERIAL (SLM)

relationships. Coping with emotions doesn’t denote total detrainment of emotions altogether. An emotion influences the human behaviour and cites as a significant concern for social workers (Hepworth Dean, Rooney Ronald and Larsen Jo, 2001). Strong emotions or state of feeling often play a central role in the problems of people who seek help. The client may feel difficulty during emotional self-regulations may get prone to panic or lands into overwhelming depression, or intolerable anxiety, sometimes he would feel uncontrolled anger or impulsivity and few of them may get addicted to substance abuse or picks up anti-social behaviour. For these situations, social worker must try to respond with the emotions that are under controlled nature and support to manage their unlikely emotional stresses in an effective manner (Koprowska, Juliet, 2005). The profession demands the controlled emotional involvement of the social workers and understanding the emotional states of the clients for effective social work practice with the diverse population. Coping with emotions refers to an internal ability to change or control one’s emotional experience. Social workers are often responsible for teaching the clients emotional regulation techniques. Skill of Coping with Stress: Stress to be called as a normal physical response to original or imaginative threats. It is like the body’s ‘fight-or-flight’ response to stay away from harm or danger and act as a defence mechanism present in the body since birth. Stress is a situation where a person feels threatened by the events and confused in mind and influences the functioning of the individual. Coping with stress is about finding the sources that create stress in our living, know about how stress affects us, and behaving in such a manner that lower down our levels of stress (WHO, 1993). Stress has to be considered from at least two perspectives. First, element of stress is called as stressor. Stressors are like any other stimulus that needs the organism adaptation. The second effect is called a stress response. Whenever the people who are having stress are not able to effectively deal with the problem, then stress becomes dangerous. The different type of stress includes some physiological, emotional, cognitive as well as behavioural change. Coping with stress is a deep term that shares the motive to strengthen the people for managing strongly with the tensions and stresses associated with living. These approaches are generally used by the social workers to give assistance to those who needs to use coping skills just to prevent any excessive reaction towards stressful events and situations (Hepworth, Dean, Rooney, Ronald, & Larsen Jo, 2001). Coping with stress plays crucial for social workers. As social workers are dealing with human beings, so too much stress present throughout can be destructive and can also threaten the physical and mental health of workers as well. Social working is proved as a highly stressful occupation (Hepworth Dean, Rooney Ronald and Larsen Jo, 2001). Social work is basically client based, with the health workers participated in complex situations. As such they can experience many of the conflicts that are evident in human service worker. The very core of social work lies in relationship with clients. There may be conflict between social work ideals, values and ethics with that of the worker resulting in stress. The life skill of coping with stress enables the social workers to thoughtfully manage their own stress and try to practice the professional and lead a happy life. 256 CU IDOL SELF LEARNING MATERIAL (SLM)

11.4 ACTION SKILLS Ability Communication is a fundamental piece of human association. Viable correspondence implies we can communicate, both verbally and nonverbally, in manners that are fitting to our societies and circumstances. This may implies having the option to say what our longings are comparable to a specific sort of activity that we might be approached to participate in. (WHO, 1993). Great relational abilities are vital to achievement in one's life, work and connections. Without compelling correspondence, a message can transform into mistake, misconception, or in separating of connections. Correspondence becomes powerful interaction when we obviously and precisely can, to pass on our musings, goals and destinations. Compelling correspondence is considerably more than having the option to talk; it is additionally the capacity to tune in and get others, to comprehend and decipher non- verbal communication of others. Correspondence is fruitful just when both the sender and the collector comprehend a similar data of the correspondence. Great correspondence, both oral and composed, is at the core of best practice in friendly work. Relational abilities are fundamental for building up successful and aware associations with customers, and are additionally fundamental for evaluations, dynamic, and joint working with partners and different experts. Correspondence in friendly work doesn't occur precipitously yet with reason (Coulshed, Veronica.,& Ormae Joan, 2012). Correspondence is fundamental ability for successful social work practice. Each friendly circumstance elements correspondence and thusly calls up relational abilities. The job of social laborers is of very assorted, and social specialists relational abilities should be perceived and envelop those various requests (Koprowska Juliet, 2005). The viable correspondence expertise assists the social laborers to build up a functioning relationship with the customers. The information and ability that social laborers have obtained is most plainly uncovered when we endeavour to get our contemplations and emotions through the cycle of correspondence. The capacity to convey is vital to compelling social work rehearse and can take numerous structures. Interpersonal Relationship Skill Interpersonal abilities are a bunch of abilities that individuals use when cooperating and speaking with each other. Relational abilities assist us to relate in sure manners with individuals we associate with. This will empower us having the option to make and keep amicable connections, which can be vital to our psychological and social prosperity. (WHO, 1993). It assists the person with collaborating emphatically and work adequately with others. It is imperative to rehearse and improve relational abilities as they are the establishment of building associations with others. Knowing ourselves and realizing the others are fundamental for successful relational abilities. These abilities prepare one to having the option to assemble connections productively. Palatable relational association between the social laborers and customer is the establishment for accomplishment in friendly work practice. Individuals come to social laborers looking for assist with relational or viable issues, their fulfilment with administration is fundamentally founded on the relational conduct of the social specialists they experience (Koprowska Juliet, 2005. Understanding the 257 CU IDOL SELF LEARNING MATERIAL (SLM)

significance of relational relationship in powerful friendly work practice the calling is giving due significance in upgrading the relational abilities. Relational abilities empowers the social laborers to connect definitively with the customer, lie at the core of successful social work practice. 11.5 THINKING SKILLS The psychological abilities here is the thing that the specialists incorporate as being at the actual centre of basic reasoning: translation, investigation, assessment, deduction, clarification, and self-regulation. Translation is \"to grasp and communicate the importance or meaning of a wide assortment of encounters, circumstances, information, occasions, decisions, shows, convictions, rules, methodology, or measures.\" Interpretation incorporates the sub-abilities of arrangement, unravelling importance, and explaining meaning. Would you be able to consider instances of translation? What about perceiving an issue and depicting it without predisposition? What about perusing an individual's aims in the appearance all over; recognizing a primary thought from subordinate thoughts in a content; building a conditional order or method of getting sorted out something you are considering; summarizing somebody's thoughts in your own words; or explaining what a sign, outline or diagram implies? Shouldn't something be said about distinguishing a creator's motivation, subject, or perspective? What about what you did above when you explained what \"hostile viciousness\" implied? Examination is \"to distinguish the planned and real inferential connections among proclamations, questions, ideas, portrayals, or different types of portrayal proposed to communicate conviction, judgment, encounters, reasons, data, or sentiments.\" The specialists incorporate looking at thoughts, identifying contentions, and breaking down contentions as sub-abilities of investigation. Once more, would you be able to concoct a few instances of investigation? Shouldn't something be said about recognizing the likenesses and contrasts between two ways to deal with the arrangement of a given issue? Shouldn't something be said about choosing the principle guarantee made in a paper article and following back the different reasons the editorial manager offers on the side of that guarantee? Or on the other hand, what might be said about distinguishing implicit suspicions; developing an approach to address a fundamental end and the different reasons given to help or scrutinize it; portraying the relationship of sentences or sections to one another and to the primary motivation behind the entry? Assessment signifies \"to evaluate the validity of articulations or different portrayals which are records or depictions of an individual's discernment, experience, circumstance, judgment, conviction, or assessment; and to survey the intelligent strength of the genuine or planned inferential connections among explanations, portrayals, questions or different types of portrayal.\" Your models? What about passing judgment on a creator's or speaker's validity, looking at the qualities and shortcomings of elective understandings, deciding the believability of a wellspring of data, judging if two proclamations negate one another, or judging if the current proof backings the end being drawn? Among the models the specialists propose are these: \"perceiving the variables which make an individual a valid 258 CU IDOL SELF LEARNING MATERIAL (SLM)

observer in regards to a given occasion or a dependable authority as to a given point,\" \"judging if a contention's decision follows either with assurance or with an undeniable degree of certainty from its premises,\" \"passing judgment on the sensible strength of contentions dependent on speculative circumstances,\" \"judging if a given contention is significant or pertinent or has suggestions for the current circumstance.\" Inference signifies \"to recognize and get components expected to reach sensible determinations; to frame guesses and theories; to think about important data and to diminish the outcomes moving from information, proclamations, standards, proof, decisions, convictions, assessments, ideas, portrayals, questions, or different types of portrayal.\" As sub-abilities of deduction the specialists list questioning proof, guessing choices, and making inferences. Would you be able to think about certain instances of induction? You may recommend things like seeing the ramifications of the position somebody is supporting or drawing out or developing significance from the components in a perusing. You may propose that anticipating what will occur next based what is thought about the powers at work in a given circumstance or detailing a union of related thoughts into a rational viewpoint. What about this: in the wake of deciding that it is helpful to you to determine a given vulnerability, building up a useful arrangement to suspect that data? Or on the other hand, when confronted with an issue, building up a bunch of choices for tending to it. Shouldn't something be said about, directing a controlled analysis logically and applying the appropriate measurable techniques to endeavour to affirm or disconfirm an empirical theory? Past having the option to decipher, investigate, assess and surmise, solid basic scholars can do two additional things. They can clarify their opinion and how they showed up at that judgment and, they can apply their forces of basic pondering internally and develop their past assessments. These two abilities are designated \"clarification\" and \"self-guideline.\" Explanation-having the option to introduce in an apt and sound manner the aftereffects of one's thinking. This way to have the option to give somebody a full gander at the higher perspective: both \"to state and to legitimize that thinking as far as the evidential, applied, methodological, criteriological, and relevant contemplations whereupon one's outcomes were based; and to introduce one's thinking as pertinent contentions.\" The sub-abilities under clarification are portraying techniques and results, advocating strategies, proposing and shielding with valid justifications one's causal and calculated clarifications of occasions or perspectives, and introducing full and all around contemplated, contentions with regards to looking for the most ideal understandings. Your models first, please... Here are some more: to build an outline which coordinates one's discoveries, to record for future reference your ebb and flow thinking on some significant and complex matter, to refer to the principles and logical variables used to pass judgment on the nature of an understanding of a book, to state research results and portray the techniques and standards used to accomplish those outcomes, to interest set up rules as a method of showing the sensibility of an offered judgment, to plan a realistic presentation which precisely addresses the subordinate and superordinate relationship among ideas or thoughts, to refer to the proof that drove you to acknowledge or dismiss a writer's 259 CU IDOL SELF LEARNING MATERIAL (SLM)

situation on an issue, to list the elements that were considered in doling out a last course grade. Perhaps the most striking intellectual ability of all, notwithstanding, is this next one. This one is momentous in light of the fact that it permits solid basic scholars to improve their own reasoning. One might say this is basic speculation applied to itself. In view of that a few group need to call this \"metacognition,\" which means it raises thinking to another level. Yet, \"another level\" truly doesn't completely catch it, on the grounds that at that next level up what self-guideline does is glance back at all the components of basic reasoning and twofold check itself. Self-guideline resembles a recursive capacity in numerical terms, which implies it can apply to everything, including itself. You can screen and address a translation you advertised. You can analyse and address an induction you have drawn. You can survey and reformulate one of your own clarifications. You can even look at and right your capacity to analyse and address yourself! How? It is just about as basic as venturing back and saying to yourself, \"How goes it with me? Have I missed anything significant? 11.6 GOALS The objectives of guiding aides in dynamic, inventive reasoning, relational relationship abilities, mindfulness building abilities, sympathy, and adapting to pressure and feelings. Mindfulness, confidence and fearlessness are fundamental devices for understanding one's qualities and shortcomings. Life skills are abilities and capacities that help people adapt up to issues in regular daily existence with an uplifting perspective. Fundamental abilities likewise manage mental capacities to help in critical thinking perspectives and building up a concentration in one space of concern. 11.7 DASIE MODEL DASIE is a systematic five stage model for helping clients both to manage problems and also to alter problematic life skills. The model provides a framework or set of guidelines for helper choices. The use of the acronym is a deliberate to assist beginning in helping trainees, anxious about working with clients to remember the five stages . DASIE five stages are: D Develop the relationship, identify and clarify problems. A Assess problems and redefine in skills terms S State working goals and plan intervention I Intervene to develop self-helping skills E End and consolidate self-helping skills. 260 CU IDOL SELF LEARNING MATERIAL (SLM)

Stage 1 Develop the Relationship, Identify and Clarify Problems Stage 1 may either be completed sometime in the initial interview or take longer its two goals are initiative a supportive helping relationship with clients and to work with them to identify break down and clarify their problems During stage 1 helpers use basic counselling skills such as reflective responding, summarizing and understanding the cultural and other contexts of clients problems. However, helpers do not always stay within clients frames of reference. Rather they use questions and probes interspersed with reflective responses, to help clients identify their real agendas and break them down into their component parts. For instance, a client may use a work relationship difficulty as a calling card to discuss a more important problem together helper and client break down loneliness relationships with family of origin shortage of money being overweight and so on. They are now in a position to start developing hypotheses about how the clients thinking and action skills deficits contribute to sustaining each problem area. Skills language can be introduced during initial session structuring. One possibility is to start the session with an open-ended questions encouraging clients to tell the stories. After they respond the following statement might structure the remainder of the session. Stage 2 Assess Problems and Redefine in Skills Terms In stage two, helpers and clients collaborate to build definitional bridges between describing and actively working on problems and problematic skills. In stage one, problems have been described, amplified and clarified largely in everyday language. Therefore, in stage two, helpers’ build upon information collected in stage one to explore hypotheses about how clients think and act that sustains difficulties. Helpers add to and go beyond clients’ present perceptions to look for “handles” on how to work for change. They collaborate with clients in breaking their problems into their component skills weaknesses. This stage ends with redefinitions of problems in skills terms. While doing this it is important that helpers support clients in making sense of their stories. Clients are provided with space to explore and experience their thoughts, feelings and personal meanings. Helpers are mirrors that allow clients to see their reflections and then, when ready, to further in self-understanding. Helpers need to develop good skills in redefining problems in skills terms and in communicating these working definitions to clients. Stage 3: State Working Goals and Plan Interventions In the previous stages the counsellor and the clients moved from descriptive definitions of problems to skills redefinitions of problems. Stage three builds on the redefinitions in skills terms to focus on the question “What is the way to manage problems and develop requisite skills?” In stage three, helpers translate skills redefinitions into working goals and plan interventions to attain goals. Stage three consists of two phases: 261 CU IDOL SELF LEARNING MATERIAL (SLM)

1. Stating goals and 2. Planning interventions. The helper is there, to help the clients to set working goals. If necessary, the helper needs to restate and check clients’ overall goals. Working goals need to be stated clearly, realistically, succinctly and where appropriate with a time frame. How helpers think influences how well they set working goals. Having stated goals, helpers need to determine how best to help clients attain them. Interventions are actions on the part of helpers designed to help clients attain goals. There is no single best way to plan interventions, since clients’ problems and underlying problematic skills vary so much. It is important therefore for helpers to try to involve clients as much as possible. Then, at different stages of helping, the helper can negotiate with clients what goals and interventions are important Stage 4: Intervene to develop self-helping skills In stage four, within the context of supportive relationships helpers intervene to develop clients’ self-helping skills. The intervention stage has two objectives: to help clients manage their presenting problems better; and to assist clients in working on their problematic skills patterns and developing skills strengths. Helpers assist clients in assuming responsibility for managing problems and altering problematic skills. Good helping relationship skills are important during this stage. Clients feel more supported if they think that helpers understand what they go through both in having problems and in trying to cope with them. Individual sessions in the intervention stage may be viewed in four phases: preparatory, initial, working and ending. The preparatory phase entails helpers thinking in advance on how best to assist clients. The initial phase consists of meeting, greeting and seating then giving permission to talk. The working phase focuses on specific interventions designed to help clients’ manage problems and develop life skills. The ending phase focuses on summarizing the major session learning, negotiating homework, strengthening commitment to between-session work, and rehearsing and practicing skills outside helping. To be effective in their practice helpers should keep abreast of relevant theoretical and, research literature on how to best to intervene for specific problems and skills weaknesses. Furthermore, helpers require a repertoire of thinking skills and action skills interventions about which they are knowledgeable, and which they are skilled. It is insufficient to know what interventions to offer without also being skilled in how to offer them. Stage 5: End and consolidate self-helping skills In stage five, the helping contact ends with further attention to consolidating clients’ self-helping skills. Ideally, ending is based on both parties perceiving that clients have made appreciable gains in their ability to manage their problems, and that they have consolidated their gains into self-helping skills for use afterwards. The topic of ending should be brought well in advance before the final session. This allows both parties to work through the various task and relationship issues connected with encoding the contact. A useful option is to fade contact with some clients by seeing them progressively less often. Certain clients may appreciate the opportunity for booster 262 CU IDOL SELF LEARNING MATERIAL (SLM)

sessions. Booster sessions provide both clients and helpers with the chance to review progress and consolidate self-helping skills. Scheduling follow-up telephone call can perform some of these functions too. 11.8 CLINICAL UTILITY/ APPLICATION OF INTEGRATIVE COUNSELLING It ought to be evident that Life Skills is basically a conventional framework for the plan, improvement, and conveyance of psychosocial learning programs appropriate to a wide assortment of target bunches for a practically boundless cluster of feeling loaded life issues. As I demonstrated before, the broadest use of the Life Skills approach has been what is known as the Adkins Life Skills Program. Skills Program: The Employability Skills Series for distraught grown-ups and youth. The ten-unit Employability Skills Program depicted straightaway, manages the psychosocial issues of picking, finding, getting, and holding a task and planning for a vocation. It is notable that numerous instructively hindered people have restricted openness to the universe of work. A large number of them come from homes with no good example of a specialist, from deficient schools, and from disarranged networks. Many are ladies who ended up performing homemaker jobs and thusly didn't plan for the requests of the universe of paid work. With restricted information about work, little consciousness of the professional decision measure, low degrees of desire for themselves, and an essential conviction that they should take whatever they can get, the poor are unprepared to adapt to the anticipated undertakings of professional turn of events. Since professional improvement is a longitudinal cycle (Super, 1957; Crites, 1975; Osipow, 1975) that begins in adolescence and proceeds into adulthood, the long periods of hardship have additionally restricted their insight into themselves as laborers their inclinations, their capacities, their qualities, and their ownership of different relational, social, and self-administration abilities expected to prevail in instructive and preparing establishments just as in the working environment. Essentially, many have missed defying a larger part of the formative errands of professional turn of events. The Employability Skills Series depends on the undertakings of professional turn of events (Super, Crites, Hummel, Moser, Overstreet, and Warnath, 1957) and professional charming, and ability constructing way, with the professional advancement errands they never had a chance to learn. Simultaneously, this conflict assists students with understanding that they definitely discover much more about the issue than they might suspect they do. The Employability Skills Series depends on the errands of professional turn of events (Super, Crites, Hummel, Moser, Overstreet, and Warmuth, 1957) and professional development. These errands were additionally indicated and characterized as far as extra assignments and issues, elective originations, and qualities and expertise inadequacies of distraught grown-ups distinguished during the Reconnaissance interaction. The individual Life Skills unit definitions, the learning targets, and the exercises address a particular and a refinement of the 263 CU IDOL SELF LEARNING MATERIAL (SLM)

errands of professional turn of events. The Life Skills unit titles mirror these undertakings: Who I Am and Where I Want to Go (self-investigation), Ten Occupational Fields: How Do I Explore Them (word related data and professional investigation), Jobs and Training: Beginning the Search and Employment Agencies and Personal Contacts (both these units centre around formal and casual assets and organizations for investigation), Choosing a Good Job for Myself (creating options for professional decision and dynamic), Planning for Personal Goals and Developing a Vocational Plan (both these units manage defining objectives and making arrangements to accomplish objectives), Looking Good on Paper and The Job Interview: How to Be Effective (both these units manage applying for and acquiring business), and Keeping My Job: Habits That Help (recognizing and going up against work- change issues). This utilization of the Life Skills approach, the Employability Skills Series, incorporates more than 265 video, print, and sound parts. The learning exercises, successions, and materials in this program are explicitly produced for the understanding level and the learning styles of hindered and under arranged grown-ups and youth. For instance, all composed materials are likewise accessible in an audiotape rendition, and there is a critical dependence on record to present issues, model arrangements, and screen the obtaining of conduct. The program is too broad to even think about portraying completely here. A more complete portrayal can be acquired from the creator. 11.9 STRENGTHS OF INTEGRATIVE COUNSELLING  The most as often as possible endorsed intercession for assisting individuals with feeling loaded issues in living is directing. Throughout working with numerous sorts of individuals throughout the long term, the field of brain science has built up an amazing exhibit of speculations, strategies, research discoveries, and ideas that have incredibly improved our comprehension of the issues of individuals. These ideas have started to saturate society and whetted the cravings of numerous recently disregarded gatherings for self-improvement and advancement. In spite of the fact that there will consistently be a requirement for directing, as far as we might be concerned today, there are two significant limits of guiding as a conveyance framework.  The first impediment is that there are not, and there are not prone to be, sufficient prepared guides to satisfy the need. In the mid-1970s there were around 70,000 advisors (Ginzburg, 197 1; Flanagan, 1969), of whom 46,000 worked in schools and universities serving an understudy populace of around 60 million. (For measuring stick purposes, there were 42,000 aircraft airline stewards in those equivalent years.) In less fortunate territories. The proportion of understudies to advisors was 2000 to 1, and on the normal the proportion was 500: 1, the more well-off schools having proportions of 300: 1. Comparative figures could be given for the 1980s. Without an adequate number of prepared guides, advising can't keep on being the principle supplier of the learning fundamental for adapting to formative undertakings. 264 CU IDOL SELF LEARNING MATERIAL (SLM)

 The Life Skills approach makes the presumption that by utilizing very much planned projects and going with preparing endeavors, different sorts of specialists, like instructors, attendants, and ministry, can assist individuals with learning adapt. A second limit of guiding is that the more intricate the existence issue, the more uncertain it is that an instructor will actually want to make an adequately incredible learning experience to assist the customer with accomplishing social capability in dominating the errand. The more penniless the student, the more remarkable the learning mediation should be, and the more the intercession will require painstakingly arranged, tedious media-based learning techniques and materials, which the advisor doesn't have adequate assets or abilities to create.  To the degree that advising as a field considers the intellectual, emotional, and social learning measures associated with accomplishing formative assignment skill, it will unavoidably turn its consideration toward discovering all the more remarkable learning techniques. Large numbers of these strategies will include the utilization of instructional innovation and, specifically, video. The Life Skills approach considers this issue of realizing, which is so natural in the directing cycle. 11.10 LIMITATIONS OF INTEGRATIVE COUNSELLING  On the surface, the Life Skills approach would seem to have various restrictions: it is costly, it utilizes video and sound just as print, programs are costly to deliver and require hardware. Staff advancement requires consideration, and the program sets aside more effort to convey than is typically allotted to directing administrations.  It might be that these elements are impediments that at first keep a few foundations from introducing it. It has been our experience, in any case, that these truly are not impediments but rather indeed might be benefits. When an overseer starts to comprehend what Life Skills will do, by one way or another the person discovers the cash for the program, hardware, and preparing and the ideal opportunity for the conveyance. This for the most part happens in foundations that are considered responsible for arrangement rates, like business and preparing programs and, progressively, junior colleges. The explanation the expense of the program is now and then a benefit is that it frequently guarantees that the program will be utilized.  The video will regularly be perhaps the most welcome backings for a manager and a Life Skills Educator who should persuade a leading group of training or a subsidizing organization that learning is indeed occurring in the foundation. In light of the enthusiastic allure of the Life Skills tapes and mastering measures, video is an extremely viable advertising gadget.  In expansion, the size of the program and the space it involves can regularly sensationalize the significance of human advancement learning significantly more successfully than an advising office or an advisor can. It is essentially more to 265 CU IDOL SELF LEARNING MATERIAL (SLM)

highlight, more to use to exhibit that 200 hours are needed for this significant sort of learning. Concerning the general Life Skills framework itself, the cost and time needed to grow excellent learning units appear to be snags. Our Employability Skills Series required three years and just about a half-million dollar to create. Be that as it may, when one considers the quantity of years an all-around created program can be utilized, the quantity of students who can utilize it, and the expense of the other options, the expense isn't incredible.  Another impediment is that methodical program advancement requires painstakingly prepared faculty to plan and build up the units, adequate time, and the fitting setting. Every one of these components may have the hindrance of concentrating the advancement of the Life Skills acquiring units in the possession of a couple of establishments. This could build the threats of brought together control, tricky conventionality in program improvement, and an expanding distance from the genuine necessities of the student. These outcomes need not happen, notwithstanding; similar sorts of balanced governance that presently exist in different spaces of expert movement can be established here also, gave the directing callings are aware of the threats. 11.11 SUMMARY  The setting of social work is changing quickly, and the calling is extending its compass, however in certain spaces like fundamental abilities we need to give minimal more consideration. Social laborers and the social work calling broadly utilize every fundamental abilities in their training with the complex populace. Yet, the social specialists utilize the \"fundamental abilities\" specifically sympathy, mindfulness, dynamic, relational connections etc...as essential ideas in their training. The shortfall of prefix \"fundamental ability\" lead to the misconception that social laborers have simply little to do with fundamental abilities. Social laborers have parcel to do with fundamental abilities and are doing so well in their complex mediations with assorted populace. The significance social work calling has set on every fundamental abilities are not given to the umbrella term of fundamental abilities. Social work is a potential calling that can productively utilize the fundamental abilities as a successful instrument of mediation to its different practice field.  The calling's social reason has consistently alluded to a double interest in individuals and circumstances, however the absence of information about their reciprocity made the training use of social reason troublesome. This paper has endeavoured to introduce an incorporated viewpoint on friendly work practice dependent on that correspondence. The natural viewpoint gives a way to catching the value-based cycles between individuals and their surroundings. The conceptualization of individuals' requirements into three interrelated spaces of issues in-living tran-scends previous 266 CU IDOL SELF LEARNING MATERIAL (SLM)

methodological qualifications among casework, family treatment, and gathering work, and gives a daily existence model to intercession.  In this unit you have found out about fundamental abilities You should have grasp the arrangement of every one of the five like abilities and its significance for the young adult to deal with the adjustment of their life. You have additionally found out about use of fundamental abilities which will assist you with utilizing these abilities basically with youthfulness.  The choices social specialist takes at each stages in particular, appraisal, study, analysis, mediation, assessment, end and subsequent meet-ups are crucial as it decides the course of the assistance gave to the customers. In the act of social work whether it is social case work, gathering of people or some other strategies or method of social work mediation dynamic abilities are fundamental for successful intercession.  Coping with stress is extremely imperative for social specialists. Social laborers are basically managing people. An excess of stress can be destructive and can undermine the specialists physical and psychological well-being. Social work is exceptionally unpleasant occupation. 11.12 KEYWORDS  Reconnaissance is a mission to obtain information by visual observation or other detection methods, about the activities and resources of an enemy or potential enemy, or about the meteorologic, hydrographic, or geographic characteristics of a particular area. Reconnaissance.  WHO The World Health Organization is a specialized agency of the United Nations responsible for international public health. The WHO Constitution, which establishes the agency's governing structure and principles, states its main objective as \"the attainment by all peoples of the highest possible level of health\".  UNICEF also greatly known as the United Nations International Children's Emergency Fund, is a United Nations agency responsible for providing humanitarian and developmental aid to children worldwide.  Explicate the act or process of explicating. analysis or interpretation of a literary passage or work or philosophical doctrine. a comprehensive exposition or description.  Practitioner A health care practitioner, licensed health care practitioner, licensed practitioner, or practitioner, as used in this Guidebook, is defined as an individual who is licensed or otherwise authorized by a state to provide health care services; or any individual who, without authority, holds himself or herself out to be so licensed or authorized. 267 CU IDOL SELF LEARNING MATERIAL (SLM)

11.13 LEARNING ACTIVITY 1. Conduct a DASIE model session with one of the person and measure the outcome? ………………………………………………………………………………………………… …………………………………………………………………………………………………. 2. Conduct a session using development of life skill counselling stages. ………………………………………………………………………………………………… …………………………………………………………………………………………………. 11.14 UNIT END QUESTIONS A. Descriptive Questions Short Questions 1. What is life skill counselling? 2. What is DASIE helping model? 3. What is the action and thinking skills of life counselling? 4. Write a short note development of life skill counselling. 5. Write short note limitations of life skill counselling. Long Questions 1. Explain development stages of life skill counselling. 2. Illustrate skill language of life skill counselling. 3. Explain the DASIE model of life skill counselling. 4. Explain strength and limitations of life skill counselling. 5. Illustrate clinical utility using therapy. B. Multiple Choice Questions 1. WHO even categorised life skills and promoted the ___specific skills. a. Eight b. Ten c. Twelve d. Fourteen 2. ________ skill is a core component in social work practice. a. Cognitive Skill b. Decision making skill c. Behaviour skill d. Self-Awareness Skill 268 CU IDOL SELF LEARNING MATERIAL (SLM)

3. Critical thinking is a rational and intentional _____oriented to take a decision or solve a problem. a. Cognitive skill b. Decision making skill c. Behaviour skill d. Self-Awareness Skill 4. DASIE has a systematic _____stage model for helping clients both to manage problems and also to alter problematic life skills. a. Three b. Four c. Five d. Six 5. Self-awareness refers to awareness of the forces _____in the present. a. Human b. Personality c. Mindfulness d. Body Answers 1 c) 2 b) 3 a) 4 c) 5 a) 11.15 REFERENCES Textbooks  Banks, S. (2006). Ethics and Values in Social Work. Basing stoke Palgrave Macmillan.  Claudia, C. & Perkins, D. F. (2003). Assessing Decision-making Skills of Youth. Retrieved from http://ncsu.edu/ffci/ publications/20 03 /v 8-n1 -2003-january/ar-1- accessing.php (accessed on January 10,  \"Partners in Life Skills Education (2014) Conclusions from a United Nations Inter- Agency Meeting\" (PDF). World Health Organization. 1999. Retrieved 2018-07-15. Reference Books  Norcross, J. S., & Goldfried, M. R. (Eds.), (2005). Handbook of psychotherapy integration (2nd ed.). New York: Oxford University Press. 269 CU IDOL SELF LEARNING MATERIAL (SLM)

 Life Skills Education for Children and Adolescents in Schools (Report). World Health Organization. Retrieved 29 December 2020.  Best Thomas, A study on stress and its correlatives with family environment. Retrieved from ResearchGate.  \"Global evaluation of life skills education programmes\". unicef.org (Evaluation Report). New York: United Nations Children’s Fund. 17 November 2016. pp. 8–9. Retrieved 29 December 2020. Websites  https://uk.sagepub.com/  https://www.unicef.org/search?query=Life-skills  https://www.ncbi.nlm.nih.gov/ 270 CU IDOL SELF LEARNING MATERIAL (SLM)