Transcript Module 3 - Supportive Communication

Module 3 - Supportive
Communication
Supportive Communication
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Supportive communication conveys:
• Empathy
• Concern
• Respect
• Confidence
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Learning Objectives
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Recognize the values that accompany the most
effective communication style
Communicate effectively in challenging situations
Describe communication elements that support
resilience and self-help
Be prepared to work with groups of people in a
community setting
Understand when and how to refer people to other
professionals or organizations
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Communication Values
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Cultural competence
Empathy
Respect
Genuineness
Positive regard
Non-judgmental
Empowering
Practical
Confidentiality
Ethical conduct
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Interpersonal Communication Skills
 Non-verbal
 Listening
 Giving
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communication
and responding
feedback
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Activity # 9 – Personal Space
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Activity:
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Divide into two groups & line up across from each
other
Listen for the instructor’s direction for Group A to
walk slowly toward Group B (silent & maintaining
eye contact)
When the member of Group B feels the facing
member of Group A is getting too near their own
personal space, the member from Group B should
hold up their hand, and at that point the member
from Group A should stop walking.
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Activity # 9 – Personal Space
(cont.)
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What signs of anxiety were evident?
Does personal space extend to possessions?
Is it ok to hug someone?
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Non-verbal Communication
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Non-verbal messages:
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Every culture has meanings for different
body movements
• Posture
• Facial expressions
• Body language
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Activity # 10 – Nonverbal
expressions
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Divide into pairs
Turn to your partner, say hello, ask them
how they are feeling and tell them how
you feel – without using any words
Share with the group your thoughts on
the experience, and tell the group how
your partner feels today
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Increasing Trust and Confidence
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General behaviors (depending on
culture) to increase trust and confidence:
• Face the speaker
• Display an open posture
• Keep an appropriate distance
• Frequent and soft eye contact
• Appear calm and relaxed
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Listening and Responding
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Seek to understand first, then to be
understood
Concentrate on what is being said
Be an active listener (nod, affirm)
Be aware of your own biases/values
Listen and look for feelings
Do not rehearse your answers
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Listening and Responding (cont)
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Pause to think before answering
Do not judge
Use clarifying questions and statements
Avoid expressions of approval or
disapproval
Do not insist on the last word
Ask for additional details
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Ways of Responding
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Ask mostly open-ended questions
Address thoughts or feelings
Paraphrase
Avoid giving outright advice
Remember your role as supportive
helper
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Activity # 11- Interviewing
Each person will be given 10 popsicle sticks.
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Divide into pairs.
Interview each other to find out your interests in
working in disaster response.
Attempt to use only open-ended questions.
If someone uses a close-ended question, the other
person responds by giving them a popsicle stick. The
person with the fewest sticks at the end wins.
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Guidelines for Responding
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Give subtle signals that you are listening
Ask questions sparingly
Never appear to interview the person
Address the content (especially feelings)
of what you hear without judging
Focus on responding to what the person
is really saying or asking
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Activity # 12 – Supportive
Statements
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As a class, generate a list of supportive
statements that you would feel
comfortable saying.
Write down statements you would feel
comfortable and natural saying.
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Activity # 13 – Role-playing
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Role play in groups of 3. Choose a
role from the following list:
• Helper
• Client
• Observer
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Activity # 13 – Role-playing
(cont.)
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Spend about 5 minutes talking about an issue from the
following list. The Helper should practice all the skills
discussed so far. The Observer should provide feedback
to the Helper.
• Since the tornado, your children aren’t sleeping well and
you think your teenage son should be over it by now.
• All your family’s clothing was ruined by flood waters and
you are feeling overwhelmed.
• The insurance company is slow to help after the fire and
you are stressed because your family has moved in with
your sister and brother-in-law.
Discussion – In the large group, discuss the role-play,
how you felt and what you learned from the exercise.
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Assisted coping
Goal
Help people cope for themselves,
Don’t cope for people
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Assisted Coping
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Examples
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Group solutions support helpful
relationships and endure longer
Focus on long-term emotional adaptation
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• Social support
• Self-help activities
• Self-advocacy
• Rehabilitation activities
• Skill-building
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Problem-Solving
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Relax
Identify the problem
Brainstorm
Evaluate
Yes (choose one to say yes to)
Encourage
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Working with Groups
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Define a group with an issue which will
motivate active participation
Psychological well-being comes from
community participation and cooperative
effort
Sense of membership and worth can be
derived from belonging to an effective
group
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Establishing a working group
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Regularly scheduled day and time for
meetings
Accessible (physical, proximity, cultural)
Use a good facilitator
Base group meetings on needs and
desires of community members
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Making Referrals
Try to refer to:
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Established professionals or organizations in the
community prior to the disaster
Consortiums of trusted organizations that have
come together in the community since the disaster
Always refer in consultation with your
supervisor
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When to Refer
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A person hints or talks openly of suicide
There is a possibility of abuse or any
criminal activity
The problem is beyond your training
The problem is beyond your capability
The problem does not fit the purpose of
the community responder program.
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When to Refer (cont.)
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The person seems to be socially isolated
The person has imaginary ideas or
feelings of persecution
You have difficulty maintaining real
contact with the person
You become aware of dependency on
alcohol or drugs
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When to Refer (cont.)
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The person is engaging in risky or
threatening behavior
When you (the helper):
• Are Restless
• Feel Confused
• Have bad recurring thoughts
• Dream about the people or event
• Feel you are the ONLY one who can help
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How to Refer
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Inform the person about your intentions
Present different options
Assure them that you will continue your
support until the referral is complete
Arrange for follow up
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