A presentation at Heritage University at CBC Week 12 in
November 2019 in
Pasco, WA 99301, USA by
Location: CBC Campus - SWL 206Time: Wednesday from 5:30-8:15Week 12: 11/04/19 — 11/10/19Reading Assignment: Hepworth et al. (2016) Chapter 17 & 18Topic and Content Area: Effecting ChangeAssignments Due: Reading QuizOther Important Information: N/A
Taken from Rudish, E. (2013) Increasing empathy: Empathy training manual. Retrieved from http://cultureofempathy.com/References/Experts/Others/Files/Marieke-Kingma-Empathy-Training-Manual.pdf
Time: 60 min
Materials: Flap-over, marker, pencils, paper and enclosure 11
Learning objective: The participant is aware of the fact that every individual has his own point of view and knows the own perspective is not universal. The participant can enter the perspective of the other by focusing the attention on the differences between himself and others and by temporarily putting aside the own references.
[Small Group Activity]
Follow the steps below to perform this exercise with the participants.
Write the word OCEAN on the flap-over and ask the participants to close their eyes for a moment and let their senses take over as they imaging OCEAN. See it, smell it, hear it, feel it. Then ask the participants to share their thoughts and feeling when they think about the word OCEAN. Write down what you hear. How are the images different?
Discuss with the participants how earlier personal experiences filter what we imagine. All of us have slightly different filters that helps us to make meaning of the world. This is why our perceptions are never exactly like anyone else’s (Lieber, 1994).
Divide the participants in three groups of four. Each participant will need a pencil and paper. Make three copies of enclosure 11 “Perception Cards” so that each group receives five or six different cards. Beforehand, cut out the card.
Explain that the groups may select cards and participants will write down what the word on the card means to them. Then each participant in the group will read their definitions in a go-round. Remind the participants that they don’t interrupt or ask questions during this phase and remind them that the purpose of this exercise is to see how perceptions vary, not to determine a correct definition.This is also an opportunity to monitor for accurate listening skills and temporarily putting aside the own references. Each group may choose three words to use in this exercise.
In closing this exercise you can check out whether participants understanding of the words on the cards changed after they were discussed in their groups.
Exercise from Lieber (1994)
“Empathy has been defined as perceiving, understanding, experiencing, and responding to the emotional state of another person (Barker, 2003, p. 141).” (Hepworth, p. 513). Decety and Jackson (2004) describe two basic types of empathy.
There are three basic components of empathy laid out by the Hepworth text.
“Additive empathic responses go somewhat beyond what clients have expressed and, therefore, require some degree of inference by social workers. Thus, these responses are moderately interpretive— that is, they interpret forces operating to produce feelings, cognitions, reactions, and behavioral patterns” (Hepworth, p. 513). Cormier, Nurius, and Osborn (2009) describe that
“Levy (1963) classifies interpretations into two categories: semantic and propositional” (Hepworth, p. 514).
Semantic interpretations: describe clients’ experiences according to the social worker’s conceptual vocabulary
“By ‘frustrated,’ I gather you mean you’re feeling hurt and disillusioned.”
-> Semantic interpretations are closely related to additive empathic responses.
Propositional interpretations involve the social worker’s notions or explanations that assert causal relationships among factors involved in clients’ problem situations
“You have a tendency to worry about problems down the road and lose focus on dealing with your anxiety about taking the exam.”
If you never played Pitfall on the Atari (or have no idea what that is, there might be a problem… )
“moderate interpretations (those that reflect feelings that lie at the margin of the client’s experiences) facilitate self-exploration and self-awareness, whereas deep interpretations engender opposition” (Hepworth, p. 514)
We need to remember that we want to make interpretive statements that are closer to the clients own understanding a self image.
The following are some ways that we should consider using additive empathy.
[Whole Class Activity] With a partner, have a discussion about a time when they felt frustrated, upset, uneasy, etc. Practice asking good open ended questions and implementing additive empathetic statements.
“Social workers would more appropriately consider confrontation to exist along a continuum that ranges from fostering self-confrontation at one extreme to assertive confrontation at the other extreme” (Hepworth, p. 524) describing information based on Rooney (2009).
Effective assertive confrontations embody four elements
On page 525 there is possible formula. Work with a partner to practice using the these parts to effective assertive confrontation using an example of how you could address somebody in your life who might need to be confronted.
Oz, F. (1991). What About Bob?. What About Bob? (1991). Retrieved from http://www.imdb.com/title/tt0103241/
[Discussion] How many of you have seen the movie “What About Bob?”
[Watch] Death Therapy off of What About Bob.
[Discussion] How could this be an example of transference or counter transference? [Not exactly an correct example… but for discussion]
[Discussion] What are some examples of transference and counter transference
The recovery model has been updated by SAMMHSA since the publication of the text book and some of the vocabulary has changed from that utilized in the text. There are 10 different themes that SAMMHSA discusses relating to:
The first theme SAMSA describes is hope.
The second theme regarding recovery is very in line with social work values of self determination.
The third understanding that must be had is that recovery occurs via many pathways.
A holistic view is the fourth acknowledgment that must be made.
Having recovery supported by peers and allies is an important aspect for clinicians to understand and is the fifth area discussed.
The sixth factor in the recovery process is understanding that recovery is supported through relationship and social networks.
The seventh area addressed is that of culturally based services and influences.
Addressing trauma is the eighth area of focus for recovery.
The ninth area to evaluate is that of responsibility.
The tenth and final understanding is that of respect.
View Week 12: Effecting Change - Empathy, Confrontation, & Barriers.
A look into how we affect change with our clients. The agenda is: