Fall 2025 SOWK 486w Week 12 - Effecting Change - Empathy, Confrontation, & Barriers

A presentation at Heritage University in November 2025 by Jacob Campbell and is tagged with Heritage University, BASW Program, SOWK 486w

Presentation slide displaying text 'Effecting Change: Empathy, Confrontation, & Barriers,' with butterfly icons. At the bottom, it says 'Jacob Campbell, Ph.D. LICSW at Heritage University, Fall 2025 SOWK 486w.'

Agenda slide listing 'Additive Empathy & Interpretation, Confrontation, Barriers to change' for Week 13. Includes lecturer info, 'Jacob Campbell, Ph.D., LICSW at Heritage University,' and course 'Fall 2025 SOWK 486w' at bottom.

Sun setting over a calm ocean, emitting a soft glow. Text reads: 'We each see the world differently.' Caption: 'Photo from Boating excursion from Margarita Island in Venezuela' and citation: 'Lieber, 1994, as cited in Kingma, 2013.'

A slide displays group instructions on defining terms, featuring a three-step process: writing individual meanings, sharing with group members, and defining collectively. A word list includes success, freedom, morality, and others. Jacob Campbell, Ph.D. LCSW at Heritage UniversityFall 2025 SOWK 488w

**Object:** Text chart**Action:** Defines concepts**Context:** Presentation slide about 'Types of Empathy.' **Text:** 'Emotional Empathy: expressed feeling and an understanding that infers or reflects clients' emotions. Cognitive Empathy: is the translation of such feelings into words.' Additional details: Jacob Campbell, Ph.D., LICSW at Heritage University; Fall 2025 SOWK 486w.

A slide titled 'Components of Empathy' features a diagram. At the center is 'Empathy,' connected to 'Affective Sharing,' 'Self-Awareness,' and 'Mental Flexibility.' Context includes additional explanatory text.Key Texts:- 'Components of Empathy: Three Parts of Empathic Responding'- 'We recognize ourselves as different and similar to the client'- 'Skills in both turning on receptivity and turning it off'- 'Person sharing something to respond to'- 'Jacob Campbell, Ph.D., LICSW at Heritage University'- 'Fall 2025 SOWK 488w'

Silhouettes of people stand on separate platforms, one labeled 'What the client knows about themselves' and the other 'Additive Empathic Responses & Interpretation.' Text explains the concept of interpreting beyond expressed thoughts.

The slide titled 'Pitfalls of Additive Empathy' lists guidelines for moderating interpretations, surrounded by a green background and a simplistic landscape with trees and a river. Main points include:- Working relationship has evolved- Engaged and ready for self-exploration- Pitch responses to clients' self-awareness- Avoid successive responses- Phrase interpretive responses tentatively- Note clients' reactions- Acknowledge errors empathetically- Cultural differences Citation: (Hepworth, et al. 2023).

Slide titled 'Ways of Using Additive Empathy' outlines five approaches to understanding deeper feelings, such as identifying nonverbal emotions and challenging beliefs. Includes references and presentation details.

**Slide Content:** Title and bullet points describe contexts for using additive empathy in various aspects of feelings and behavior. **Details:** - Title: 'Ways of Using Additive Empathy - What Context Do we Use it'- Points: - Deeper feelings - Underlying meanings of feelings, thoughts, and behavior - Wants and goals - Hidden purposes of behavior - Challenge beliefs stated as facts - Unrealized strengths and potentialities**Footer:** - Jacob Campbell, Ph.D., LICSW at Heritage University - Fall 2025 SOWK 486w

Slide showcasing 'Additive Empathy and Interpretation' practice. It lists exercises with partner interpretation and role-play activities, referencing pages 401-403. Text includes Jacob Campbell at Heritage University, Fall 2025 SOWK 488w.

An arrow spans horizontally, labeled 'Self-Confrontation' on the left and 'Assertive Confrontation' on the right, depicting a range of skills. Text explains each type: - Self-Confrontation: 'When clients, in response to social workers' questions, reflect on the relationship between their behaviors and their own values.'- Assertive Confrontation: 'Social worker-initiated confrontation in which the connection between troubling thoughts, plans, values, and beliefs is stated in declarative form, connecting them explicitly for the client.'At the bottom: 'Jacob Campbell, Ph.D. LICSW at Heritage University; Fall 2025 SOWK 486w.'

Title: 'Effective Assertive Confrontation'Content:Four Elements:- Expression of concern- A description of the client’s purported goal, belief, or commitment- Behavior inconsistent with the goal- Probable negative outcomesFooter: Jacob Campbell, Ph.D. LICSW at Heritage University, Fall 2025 SOWK 486w.

**Slide Title:** Effective Assertive Confrontation**Description:** - **Object:** Structure for confrontation- **Action:** Phrasing concerns and outcomes- **Context:** On a presentation slide**Text:**- 'I am concerned because you (want, believe, are striving to)'- '(describe desired outcome)'- 'but you (describe discrepant action, behavior, or inaction)'- 'is likely to produce (describe probable negative consequences)'- Right section: 'Review Skill Development and Exercises for Confrontation: Situations and Dialog on pp.403–404.'- Orange circle: 'With a partner take turns role playing responses and talking through the examples.'- Footer: 'Jacob Campbell, Ph.D., LICSW at Heritage University' and 'Fall 2025 SOWK 488w'

Slide titled 'Barriers to Change' lists obstacles: problematic social worker behavior, cross-racial/cultural experiences, difficulties establishing trust, transference, and countertransference. Additional details: Jacob Campbell, Ph.D., LICSW at Heritage University, Fall 2025 SOWK 488w.

A person, wrapped in ropes, sits with two large objects attached to them, set in a dark outdoor area. The slide reads: 'Death Therapy - Counter-transference, What About Bob?'

Rectangular diagram illustrating 'Reactance Theory.' Central red box labeled 'Reactance.' Blue boxes on the left detail 'Importance of freedom' and 'Magnitude of threat to freedom.' Green boxes on the right specify 'Mental Effects' and 'Behavioral Effects.' Text includes, 'The Larger the Loss, the Larger the Reaction,' and '(Brehm, 1972).' Footer notes Jacob Campbell, Ph.D., and course details.

A circular diagram outlines the 'Working Definition of Recovery' by SAMHSA, featuring components like 'Person Driven,' 'Hope,' 'Respect,' and 'Holistic.' It includes details about a presentation by Jacob Campbell at Heritage University, Fall 2025 SOWK 486w.

A circular diagram features 'Working Definition of Recovery: SAMHSA' at the center, surrounded by segments labeled Person Driven, Many Pathways, Holistic, Peer Support, Relational, Culture, Addresses Trauma, Strengths & Responsibilities, Respect, and Hope. Text: “(SAMHSA, 2012)” and “Jacob Campbell, Ph.D., LICSW at Heritage University Fall 2025 SOWK 486w.”

A circular diagram highlights components of recovery, including 'Hope,' 'Person Driven,' 'Holistic,' and others. Text emphasizes 'Recovery emerges from hope,' noting its reality, potential, and internalization. Context is educational.

A circular diagram titled 'Working Definition of Recovery' by SAMHSA displays sections: Person Driven, Many Pathways, Holistic, Peer Support, Relational, Culture, Addresses Trauma, Strengths & Responsibilities, Respect. Text on right: 'Recovery is person-driven,' emphasizing foundation, assistance, empowerment, and resources.

A wheel diagram titled 'Working Definition of Recovery' lists key components: Person Driven, Many Pathways, Holistic, Peer Support, Relational, Culture, Addresses Trauma, Strengths & Responsibilities, Respect, Hope. Text: 'Recovery occurs via many pathways,' emphasizing uniqueness, personal pathways, and supportive environments.

A circular chart features elements of recovery: person-driven, many pathways, holistic, peer support, relational, culture, addresses trauma, strengths, respect. Text states recovery is holistic, encompassing life, addressing areas with integrated services. Credits: Jacob Campbell, Ph.D., LICSW at Heritage University.

A circular diagram displays SAMHSA's working definition of recovery, with sections labeled 'Hope,' 'Person Driven,' and others. Adjacent text highlights peer support's role, including 'Mutual support' and 'Developing a sense of belonging.'

A circular diagram presents aspects of recovery: 'Person Driven,' 'Holistic,' 'Relational,' with central text, 'Working Definition of Recovery' by SAMHSA. Text emphasizes relationships in recovery support. 'Fall 2025 SOWK 486w.'

Pie chart illustrating SAMHSA’s 'Working Definition of Recovery' with elements like Person Driven, Hope, and Culture; beside text states, 'Recovery is culturally-based and influenced.' Slide from Jacob Campbell's class, Fall 2025.

A pie chart displays aspects of recovery: respect, hope, person driven, many pathways, holistic, peer support, relational, culture, addresses trauma, strengths and responsibilities. Text states trauma-informed recovery is crucial. Presentation slide by Jacob Campbell, Ph.D., LICSW, Fall 2025 SOWK 486w.

A pie chart titled 'Working Definition of Recovery' by SAMHSA shows segments like 'Person Driven' and 'Many Pathways.' Adjacent text emphasizes community strengths and responsibilities. Footer notes Jacob Campbell, Heritage University.

**Object:** Diagram and text**Action:** Depicting recovery components**Context:** Presentation slide with circle diagram and recovery theme, emphasizing respect and steps for courage and self-acceptance.**Diagram (Components):** Hope, Person Driven, Many Pathways, Holistic, Peer Support, Relational, Culture, Addresses Trauma, Strengths & Responsibilities, Respect**Text:** 'Recovery is based on respect. Focus on protecting rights and eliminating discrimination. Steps towards recovery take great courage. Self acceptance.'**Footer:** Jacob Campbell, Ph.D., LICSW at Heritage University; Fall 2025 SOWK 486w.

Portrait style photo of Jacob Campbell

Dr. Jacob Campbell

29 slides

Description

Week twelve we look to develop strategies for how to impact change with our clients. Students will read Chapters 17 and 18 from Hepworth et al. (2023) to explore key strategies for helping clients change. In class, we will engage in interactive activities to better understand empathy, assertive confrontation and discuss what facilitates recovery. Students also will submit their Interviewing Skills Role-Play, due on Monday morning. The agenda for the class session includes:

Engaging in empathy-building activity
Practicing additive empathy and interpretation with client examples
Role-playing structured confrontation techniques
Discussing transference, countertransference, and resistance
Reviewing the 10 principles of the SAMHSA Recovery Model

Learning Objectives for the Week

Practice empathy through stepping into others’ perspectives.
Identify and apply the components of additive empathy and interpretive responses in client interactions.
Demonstrate assertive confrontation techniques using structured sentence frames and client-centered feedback.
Analyze the principles of the SAMHSA Recovery Model.