Transcript Communication Techniques

Communication
Techniques
KNR 253
Austin, 2009
Communication Defined

Verbal and nonverbal transmission of ideas,
feelings, beliefs, and attitudes that permits a
common understanding between the sender
of the message and the receiver




P. 275
Implies exchange of information and ideas
Between at least 2 people
Results in common understanding
Communication

Communication is critical in life

AND in therapeutic recreation

It is a basic competency needed by a TRS to
be a helping professional
Elements of the
Communication Process
1.
2.
3.
4.
5.
Communicator – who
Message – what said
Medium – how (in what way)
Receiver – to whom
Feedback – with what effect
•
•
Feedback assures intended message was received
Through feedback either verifies message was
understood or discovers it was misunderstood
4 Factors Influencing Verbal
Communication




How material is presented in terms of
vocabulary
The ability to speak with clarity
The voice tone and volume
The speaker’s attitude or feeling toward the
client
Vocabulary

Need to choose right words

Use everyday words (avoid jargon)

State ideas in simple terms
Clarity

Don’t speak too softly or rushed


If asked to repeat instructions, may be speaking
too softly or too fast
Avoid rambling





Define terms
Develop one idea at a time
Repetition can be helpful
Relate new concepts to old ones
Determine what needs emphasis
Voice Tone and Volume

Voice inflection can be as important as word
choice

Need to project appropriate feelings


Excitement, enthusiasm
Volume can control others


If want attention from group, may be better to
speak softly or moderately
Project but don’t shout
Attitudes

Attitude or feelings towards clients



Positive or high regard
Show genuine concern
May need to confront about behaviors
Listening

TRS need to communicate and listen

Important to understand the client
Barriers to Listening

Internal







Hearing problem
Negative attitude
Lack of interest
 Tune out
Lack of facts
 Fill in the gaps yourself
Sensory overload
 Too much information
Thinking about response
Others?

External




Environment
Interruptions
Concentrating on
something about the
client that is distracting
Others?
Listening Skills




Is more than being quiet and hearing what the other
person says
Most people lack skills to listen effectively
To be effective at listening, need to develop listening
skills
Effective or active listening




Attending
Paraphrasing (restatement)
Clarifying
Perception checking
Effective or Active Listening
Attending


Lets client know you are interested or paying attention
1.
Eye contact

Frequent but not starring
Posture
2.


Not too tense or too relaxed
Lean forward slightly
Gestures
3.

Nod head
Verbal behavior
4.



Don’t interrupt, jump topics
“I see”
Smile
SOLER Acronym for Active
Listening


S: sit squarely facing client
O: Observe an open posture


L: Lean toward client



Don’t cross arms or legs
Shows you are involved in the interaction
E: Establish eye contact
R: Relax

Fidgeting can show lack of interest
Effective or Active Listening

Paraphrasing (restatement)

Used to assist in understanding client’s
statements and to provide support and
clarification

Listen to basic idea
Briefly restate, summarizing what was said
Note client’s response to determine accuracy




Tells you are listening
Confirms your understanding of central message
Paraphrasing Example



Client: I really think it’s neat to go to the
beach; it’s so nice with the sand and all. It’s
fun. I could spend days there.
TRS: You really enjoy going to the beach.
Client: Yes, I like it a whole lot.
Effective or Active Listening

Clarifying


Notes you are confused about what was said
Helps client sort out confused thoughts

Can ask client to rephrase
 I’m confused. Would you go over that again for me?

Or ask client to respond to your interpretation of what was
said
 I think I got lost there. Let me try to restate what I thought
you said.
Effective or Active Listening

Perception checking (Checking out)


Similar to clarifying
Here you are checking on the accuracy of your
perceptions of what the client said

Paraphrase what you think you heard
Ask client to confirm or disconfirm your understanding
Permit client to correct inaccurate perceptions

You seem to be happy … is that right?


Additional Verbal Techniques

Minimal verbal response

Indicates interest without disrupting client’s
communication



“mm-mm”
“I see”
“Yes”
Additional Verbal Techniques

Probing



Used to obtain more information
Open-ended questions that need more than yes
or no or one word response
Often use what, where, when, or how



“Tell me more”
“Let’s talk about that”
“What are you thinking when you are silent?”
Additional Verbal Techniques

Reflecting (reflection of feeling)


Used to help client understand and accept own
feelings
Paraphrased response to feeling communicated
either verbally or nonverbally


Client: I was mad as hell that they didn’t ask me to join
the team.
TRS: It seems like you were feeling very angry about
not being chosen
Additional Verbal Techniques

Interpreting



Used to add new perspectives to client’s understand of
own behaviors, thoughts, or feelings
Based on direct observation of what client says or does
Need to get feedback to see if your interpretation is correct


Client: I just can’t seem to get my act together to join the
club. I tend to put it off even though I really want to do it.
TRS: You seem to be frightened to take the first step of
joining
Additional Verbal Techniques

Confronting



Used to encourage honest self-examination
Help client be congruent in what says and does
Shouldn’t use until rapport established


“You say you’re angry, yet you’re smiling.”
“On the one hand, you seem to be hurt by not getting
that job, but on the other hand you seem sort of
relieved.”
Additional Verbal Techniques

Informing


Used to convey information to client and not to
advise the client
Factual information


Client: I don’t know what activity to get into.
TRS: Let me describe the choices you have here at
the center.
Additional Verbal Techniques

Summarizing




Pulls together and condenses important elements
Used to avoid fragmentation and give direction
Often means to end conversation or session
Could be used to reflect a set of feelings communicated
over several minutes


Client: A lot of time I’d rather stay home and watch a game
on TV, or read the paper or something like that. My wife
always wants to go out and I don’t think I should have to go
just because she wants to.
TRS: You would prefer to stay home, while your wife wants
you to go out with her.
Additional Verbal Techniques

Self-disclosing



Used when it will be helpful for client
Should be limited
 Who’s needs am I meeting? Mine or the clients?
Often helpful during beginning phase of therapeutic
relationship


Client: This is my cat, Plato. I don’t know what I would do
without him. He is like a friend.
TRS: I love my cat, Sam, too. He greets me every evening
when I get home. I guess he is like a friend to me also.
Additional Verbal Techniques

Focusing

Used to help client determine which problems are most
important


Client: And the last thing, from the many I’ve discussed, is
that I can’t stand up for myself. I let other people walk all
over me.
TRS: You’ve talked about a number of problems. These
appear to include being dissatisfied with your school work,
loneliness, and an inability to be assertive. Which one
seems the most important one that you would like to work
on first?
Additional Verbal Techniques

Making observations

Used to say what was observed or perceived


Observation: The client’s hand are drawn together,
forming tight fists.
TRS: You seem tense.
Additional Verbal Techniques

Closed questions




Can be answered with yes or no or call for factual
information.
Use if you want specific information
TRS: What is your hometown?
Client: I’m from Normal.
Additional Verbal Techniques
(Open questions/statement)

Facilitative questions and statements

Used to encourage clients to express ideas and
feelings





Observe: “Tell me more about yourself.”
Describe: “What did you feel at the time?”
Analyze: “What do you see as the reason?”
Formulate: “What would you say was the problem?”
Test: “What would you do if a situation like that came
up again?”
Additional Verbal Techniques

Use of silence



Give time to think or respond
Draw people out
Don’t bombard with questions
Additional Verbal Techniques

Acknowledgement of nonverbal behavior


Don’t interpret behavior
Can speculate or ask clarification of gesture


“You look quizzical. Do you follow what I am saying?”
Your body is looking more relaxed now. Are you
feeling more relaxed?”

Hackney & Cormier
Additional Verbal Techniques

Accent


1-2 word restatement that brings attention to a
preceding client response
Use tone of voice that suggests you want the
client to elaborate


Client: “I’d like to have more self-confidence, but then
I’d only be fooling myself.”
TRS: “Fooling yourself?”

Hackney & Cormier
Barriers to Therapeutic
Communication





Giving advice: “If I were you….”
Giving false reassurance: “Don’t
worry…everything will be OK.”
Being judgmental: “You’re wrong.”
Stereotyped responses: “Keep your chin up.”
Patronizing: “Now, Honey,…”
NONVERBAL COMMUNICATION
2/3 of communication is nonverbal


Message doesn’t rely on spoken word
Nonverbal is continuous in human interactions
It is important to communication for
1.
2.
Picking up on cues from clients and staff
Becoming aware of effects of your own behaviors
on others
NONVERBAL COMMUNICATION
Behavioral/Visual Cues
1.

FACIAL EXPRESSION


EYE CONTACT


Biting nails, touch, fidgeting
HAND GESTURES


Shifty, need to be aware of cultural differences
BODY MOVEMENTS


Smile, frown, blush, poker face
Thumbs up, drumming fingers on table
PHYSICAL APPEARANCE AND THE USE OF
OBJECTS

Clothing, jewelry, office decoration, car, t-shirts
Nonverbal Communication (cont)
2. Vocal cues

Tone, volume, rate of speech

“ah”, “OK”, using the same pitch
3. Spatial and Temporal cues

Timeliness, spacing, placement of furniture

Arriving late (cultures), personal space
Responding to Cognitive Content
Your task is to identify and respond to client thoughts
or ideas dealing with
 Events
 People
 Things
Most often used techniques:
Silence, min.verbal activity, restatement and probe

Hackney & Cormier
Responding to Affective Content
Your task is to identify and respond to client
feelings and emotions as evidenced by
 Verbal statements
 Non-verbal cues
Most often used techniques:
Reflection of feeling, summarization of feeling

Hackney & Cormier