(INTERNAL WORLD) (EXTERNAL WORLD)
skills, resources, strengths limitations
1. 1.
2. 2.
3. 3.
etc. etc.
FACILITATING FORCES HINDERING FORCES
(EXTERNAL WORLD) (INTERNAL WORD)
people, places, opportunities etc People, places, rules etc
1. 1.
2. 2.
3. 3.
etc. etc.
You will realise that working through the model requires the helper to use good challeng-ing skills and to be good at askchalleng-ing open and probchalleng-ing questions without overwhelmchalleng-ing the other person. Because we are often very good at seeing the negative, hindering forces especially our own limitations, it may be worth having a sort of list of ‘prompts’ which would open up new possibilities for the other person.
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◆◆ People: it seems to be true that many people would love to help, but are afraid of offering. Maybe UK reserve makes us worry that we would be seen as interfering. If we want help with our goal, it could pay dividends to ask for it.
◆
◆ Models: some of these people, or some others, could be very good role models. They may have achieved the same goal. As helpers we need to be cautious here, in case we get the, ‘It’s all right for them’ response.
◆◆ Places: this may involve many things, from information centres to a quiet corner to work in.
◆◆ Things: there may be a variety of aids which could help. Computers are an obvious example.
◆◆ Organisations: there are societies for so many problem areas now that it would be hard not to find one that would help.
◆◆ Inner resources/Skills: your ‘challenging strengths’ work will help here.
Just as the goal needs to be ‘owned’ by the person being helped, so do the strategies. We are far more likely to work at them if we think we generated them ourselves.
Check each of the items on the list against your own goal. Are you using all your resources?
ACTIVITY
With a partner, if possible, choose a goal and spend up to ten minutes generating ideas based on the prompt list, which will help you achieve your goal.
ACTIVITY
This kind of brainstorming can be energising for both parties, but since it is a novel activity for many, it’s important, as helper, not to take over and do all the work yourself!
The third part of the Force Field Analysis model is the plan of action. This is essential because it is at this stage that the person commits themselves to setting the field of move-ment into action.
Look back at the criteria for goals and decide what would need to be included in the action plan.
ACTIVITY
It is unlikely that all the facilitating/hindering forces could (or should) be tackled at once, so it is worth putting some time boundaries on those that have been prioritised. This will encourage the person to see that measurable steps are being taken towards achievement.
The plan of action itself could, perhaps, benefit from some criteria.
◆◆ Is what the person decides to do within their control? There is little point, for example, in attempting to change a whole organisation’s policy when we have no executive authority.
◆◆ The action that a person takes needs to be closely linked to the goal. Some strategies may not be very helpful in maximising the facilitating forces.
◆◆ Whether the strategies have any appeal in themselves can matter. It is reckoned that over 95% of people who start a weigh-losing diet give up. This suggests that the regime is too strict or the prescribed food is unappealing. Encouraging a strategy that someone actually enjoys can be a powerful move towards the goal.
◆
◆ The question of values is important in the plan of action as well as in the goal itself.
Achieving promotion at work, for example, could involve undermining colleagues, but it would not be very ethical.
◆◆ The world in which a person lives can in itself present obstacles and these need to be considered when strategies are being decided.
The FFA model is sometimes criticised as being useful for more practical problems – like losing weight, getting fit, cutting down on alcohol, but as not very helpful for problems which involve relationships and emotions.
Evaluate the model’s use for:
◆
◆ a bereaved person
◆ someone in an abusive relationship◆
◆ a gay person who can’t decide whether to come out◆
◆ the victim of racial violence◆
◆
◆ exam anxiety
◆ panic attacks.◆ ACTIVITY
Whatever your conclusions, it is certainly a useful item to have in the ‘kit bag’ of coun-selling skills.
Sometimes people get enthused by their plan of action and neglect to consider the ‘what if?’ element. Helpers do not want to dampen enthusiasm, but it would be a failure of responsibility not to help the person think through the gains and losses which may result from their action. All change involves some degree of loss and the person has to weigh any losses against the gains.
The dictionary says of skill that it is:
◆◆ facility in doing something
◆
◆ practised ability
◆◆ expertness
◆◆ tact.
We hope that these two skills chapters will have given greater facility in listening and responding. The only way to be good at skills is to practise (and to go on practising) and we hope you will feel inspired to do this – counselling skills bring great rewards for the user as well as the other person. Practice will lead to the expertness to which we all aspire. Tact is probably a good ‘umbrella’ word for those core conditions, without which the skills become hollow.
BIBLIOGRAPHY
Egan, G. (1992) The skilled helper 4th ed., Monterey Books, Cole.
COUNSELLING SKILLS IN CONTEXT 130
When you have devised your own plan of action, decide: if I follow the strategy what are the gains for me? What are the gains for others? What are the losses for me? What are the losses for others?
ACTIVITY
The intention of this chapter is to focus more specifically on those settings in which coun-selling skills are used, with regard to issues of record keeping, roles and responsibilities, and the practical impact of legislation and professional legislation. Finally, referral to another source of help will be addressed, focusing on why, when, where and how referrals may be made.
Individuals may seek help for a number of reasons. These include:
◆◆ feeling particularly stressed or anxious
◆◆ being unable to make a decision
◆
◆ having a difficulty in resolving a specific problem
◆◆ noticing behavioural or ‘mood’ changes
◆◆ going through a life-changing event
◆◆ wanting to clarify their own views, values or position with a neutral observer.
In addition, those around them may think they could benefit from help and/or support when they are:
◆◆ not aware of the effect of their behaviour on others
◆◆ engaged in self-defeating behaviours
◆◆ not achieving their potential
◆◆ apparently unaware of the harm they are doing to themselves
◆◆ taking on additional responsibilities.