FACE-TO-FACE COMMUNICATION SKILLS

FACE-TO-FACE COMMUNICATION SKILLS
There are five sections in this assignment. Please answer all questions in all sections.
The first section requires you to demonstrate that you can frame active listening and ‘I messages’
responses to statements by children.

SECTION A

1. What are reflective listening responses and what are the reasons for using them in consultancy or counsellingsituations ?

2. What are ‘I messages’ and when (and when not) is it recommended that you use them, and what are the reasons for using them ?

3. When is giving advice a communication roadblock and when isn’t it ?
Please give reasons for your answer.

4. When is giving reassurance a communication roadblock and when isn’t it ?

5. When working as a consultant you need to effectively manage your own anger, stress and frustration. Whatdo you think are the most effective ways of doing this ?

6. When listening to someone it is very important not to tell the speaker you know how he or she feels. Why shouldn’t you do this ?

7. At what stage in collaborative consultation is it recommended that you negotiate the process of consultation with them ?

8. At what stage in the collaborative consultation process is it appropriate to start identifying and exploring possible solutions ?

9. What are main differences between being assertive and being aggressive?
If you think you are being assertive and the other person thinks you are being aggressive, who is ‘right’?

SECTION B

In this section please provide reflective listening responses to the following statements. Apply what you have learnt from the readings on reflective listening and being assertive.

For each statement or situation write down your response. You don’t need to discuss your responses.

1. Teacher confides in you:
“I have lost the confidence to be with other people. I have lost faith in my judgement. I just like the company of my family. I break down in private not letting the world know how I feel.”

2. Parent confides in you: (She has been involved in a home invasion in which her partner was seriously assaulted and had to be hospitalised)
“I was terrified by this incident but I don’t know how to stop thinking about what happened. At night I am overcome by panic, fearing that it might happen again. How do I stop feeling like this? ”
3. Teacher confides in you:
“Parents are complaining about me to the principal, but he doesn’t listen to what I say.
He thinks I am incompetent and talks about putting me on poor performance. I don’t know what to do and I am scared of losing my job.”

4. You areworking in a secondary school as a school counsellor:
One of the very quiet well behaved students you are working with is frequently absent from school because she is afraid of her year level coordinattor who is always on her back for not completing homework.
In talking with you the year level coordinator she says ” I know why she is not coming to school. She is scared of me because I am putting pressure on her to complete her homework, but I am not changing my behaviour.”

5. You are a parent. Your teenage daughter has promised to tidy her clothes after school. You go in to see if she has, and you find everything strewn over the bed and the floor.
What do you say to her ?

6. A teacher confides in you:
“I feel sick at the thought of coming to school, because I can’t stand Jill, one of my students. My stomach just starts churning at the sight or thought of her.”
SECTION C

In this section you are working in a role as a special education consultant. Please indicate what you would initially say and who might you say it to in response to the following situations, using the skills highlighted in this topic.

1. You are in an IEP team meeting and the discussion is getting nowhere and anything you have said so far has been largely ignored. You are feeling frustrated and angry and decide to do something about it. What do you say and to whom do you say it ?

2. A teacher is instructed by her principal to consult with you but when you meet with her you discover she isn’t interested in any real consultation or collaboration. What do you say and to whom do you say it ?

3. You start working with a teacher who just wants you to solve a child’s behaviour without her having to do anything new or different. She really just wants to hand over the problem to you and to get you to own it. She ignores or discounts any suggestions you make. What do you say and to whomdo you say it ?

4. A teacher you are working with tells you that she thinks one of her students has performance anxiety and suffers panic attacks.How do you respond to this ?

SECTION D

Greeting and attending skills are an important part of effective communication. If you are meeting a parent or teacher for the first time as a consultant what steps do you take to facilitate the process by:-

– How you organise the meeting space
– How you greet them
– Your use ofbody language

 
SECTION E

There has been a serious incident involving a first year out senior secondary school teacher and one of his students. After this incident the teacher doesn’t want the student back in his class.

In this section you will find incident reports written by both the teacher and the student. They are actual reports although the names of those involved have been changed and many of the swear words have been taken out.

As you read these reports you will find that the teacher did not use active listening or
‘I messages’ in working with this student.

In this assignment I want you to:-

1. identify two or three of communication roadblocks the teacher used and explain how they might have made the situation worse.
2. identify several active listening and several ‘I message’ responses that the teacher could have used that might have prevented the situation deteriorating further.
3. if you, as a consultant, were asked to help this teacher establish a more productive relationship with this student, how would you go about doing this and what would you suggest to the teacher ?
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