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1-1Facilitating Career Development | Student Manual

Facilitating Career Development

Developing a Helping Relationship

Chap

ter

Chapte ChapteDeveloping a Helping Developing a Helping

1 Facilitating Career Development | Student Facilitating Career Development | Student 1

Notes:

Learning Objectives:

When you complete this chapter, you will be able to:

1. Describe the role of the career services provider.

2. State at least three reasons why developing a helping relationship is essential to providing effective career development services.

3. Describe the key ingredients of a positive helping relationship.

4. Apply feeling words when reflecting and paraphrasing.

5. Demonstrate the five essential skills to create a helping relationship.

6. Apply open and closed-ended questions in a helping relationship.

7. Identify intake strategies to assist clients with understanding their needs, strengths, and barriers.

8. Use helping skills to engage the client effectively in the intake process.

9. Create a sample action plan to guide a client’s progress toward short and long term goals.

10. Use referral sources effectively.

11. Describe the termination process.

Career Services Provider Competencies Covered:• Helping Skills

• Consultation

• Program Management/Implementation

The Role of the Career Services Provider(Learning Objectives 1 & 2)

Thischapterprovidesthefoundationformostof your work as a career services provider. Before you can assist a client to undertake steps in their career development, it is essential to establish an appropriate helping relationship. The core of what makes a good helping relationship is trust. This chapter focuses on strategies to successfully navigate that relationship.

Mastery of helping skills can go beyond the career services provider/client relationship. These skills will help you build professional relationships with colleagues, partners, stakeholders, and staff that you may supervise now or in the future. It will also help you be a better group facilitator. Some career services providers even report that what they’ve learned in this chapter helped them navigate personal relationships, making them better parents or partners.

In this chapter, not only will you learn practical strategies for establishing and maintaining positive working relationships with clients, but you will also have opportunities to practice them.

Before we explore the helping relationship, it may be helpful to set a context for your role as a career services provider by looking at the role that work plays in your life. In many ways, work establishes an identity that shapes the way we relate to people and how they, in turn, relate

to us. When meeting for the first time at social gatherings, people will often ask one another, “What do you do for a living?”

Now, imagine a time when you or someone you know may have been unemployed. We have seen in recent economic downturns people who have remained unemployed for months or years at a time. Even among those who are highly skilled, many did not escape the damaging effects of long-term unemployment. Losing a job can feel devastating; being unable to find a job can be demoralizing. People who are in career transition often feel lost and vulnerable; they may feel like they have lost their identity or are desperate for money. Job loss and extended unemployment can also reinforce negative thoughts and feelings such as depression, anger, anxiety, or hopelessness.

For this reason, it is vital for you to recognize and understand how clients are feeling so you can begin building a trusting relationship that helps put them at ease and, most importantly, gives them hope. In the words of Tich Nhat Hahn, a Vietnamese Zen Buddhist monk, “Hope is important because it can make the present moment less difficult to bear. If we believe that tomorrow will be better, we can bear a hardship today.”

See Appendix S-1: Additional Training Resources for more on the role of the career services provider.

1For purposes of ease and consistency, the curriculum uses the term “client” to refer to a person receiving career development services.



Activity 1: Reflection on the Role of the Career Services Provider

Notes:

Take a moment to reflect on why you have chosen to be a career services provider and how you see your role in other people’s lives. Consider times when you have had to ask for help in your career journey. How did it feel to ask for help? Was the person able to help you? What characteristics did the person you approached have or need? Use the space below to write your thoughts.

It’s important to note that while many of the techniques you will learn are similar to those used by licensed therapists or counselors, your role as a career services provider is to guide the client and to have expertise in career development, not to diagnose or treat. It’s also important to remember that the only expert in the client’s life is the client. You serve as a guide, while they lead.

Key Ingredients for Developing a Helping Relationship(Learning Objective 3)

The basic ingredients of the helping relationship include acceptance and respect, understanding and empathy, trust, warmth, and genuineness (Egan, 2009). Acceptance is the act of relating to another person without judgment. Respect is the attitude of treating people with dignity. We convey respect when we show interest and concern for each client as an individual because of their value as a human being rather than because of their social status, education, or accomplishments (Hill, 2009). In your work, you may provide career services to clients who are homeless, have disabilities, are recent immigrants, or are justice involved. You will learn strategies to assist key populations in later chapters. Relating to each of them from a foundational attitude of respect will help to establish a positive, caring, and productive working relationship.

Most of us find it relatively easy to treat other people with respect when they are polite, considerate, and have good social skills. However, in your role as a career services provider, you may encounter those who are impatient, rude, or demanding. And, despite their behaviors, your job is to remain neutral, and grounded in acceptance and respect, which lies at the heart of a productive helping relationship.

Understanding and empathy are among the most critical factors in the helping relationship. Our clients experience our understanding and empathy when we acknowledge that we have heard, clarify, and confirm this with the client. They also can help us manage our own reaction to the challenging interpersonal style of others. In The 7 Habits of Highly Effective People (Covey, 1989), the 5th Habit is “seek first to understand, then to be understood.” In the helping relationship, our first job is to listen carefully in order to understand the client’s needs, abilities, strengths, feelings and goals. Dealing with career transitions evokes a range of feelings in our clients. If we enter that relationship thinking we have all the answers, the client will feel alienated. If we seek to understand, the client will feel heard and validated. In order for understanding to be effective, we must also have empathy.

Empathy allows us to put ourselves in the other person’s place to gain deeper understanding of their situation. It is our ability to feel along with the other person. Empathy differs from sympathy; with sympathy, we may pity or feel sorry for the other, while with empathy, our goal is to understand their perspective. According to Dr. Brené Brown (2013), “Empathy drives connection. Sympathy drives disconnection.”



S: Face the client Squarely, positioning your body so that you are turned directly toward the client. This posture conveys interest in others and signifies respect for them as well as their message.O: Adopt an Open posture as a sign that you are receptive to what another person has to say. Stay aware of body language, such as crossing arms and legs that could convey a lack of openness - even if that is not how you are feeling.L: Lean toward the client. People tend to communicate their interest in one another by leaning slightly toward each other. You probably do this without realizing it while chatting with coworkers or catching up with a friend over lunch.E: Maintain good Eye Contact without staring. Watch two people engaged in a deep conversation, and you will notice that they are looking directly at one another. Eye contact not only allows us to concentrate better on what is being said, but also communicates our interest in the message and the messenger.R: Stay Relaxed. Avoid fidgeting, breathe deeply. This will not only help you stay attentive, but also it will help your client relax.

Notes:

Some examples are below:

Trust is a feeling that clients experience when we are consistent, reliable, responsible and dependable which, in turn, engenders a sense of safety. When clients trust us, they are more likely to be open and candid in sharing their experience and feelings, enabling us to connect with them on a deeper level. Confidentiality is one of the essential components of trust. We must demonstrate to our clients that we will hold things they tell us “in trust.” There are also exceptions when we are required to disclose information, such as when someone expresses that they may cause harm to themselves or others. If we are clear in establishing the boundaries of confidentiality, trust can develop. A trusting relationship is earned and cultivated over time, not given.

If you think for a moment about the people with whom you connect almost instantly with, you may describe them as “warm” or “genuine”.

Warmth can be described as “unconditional positive regard,” which means that you believe in the person’s highest abilities without conditions. Genuineness can be described as alignment between our emotional response and behavior. Warmth and genuineness are experienced not only through our tone of voice, eye contact, facial expressions and body language, but also in our ability to respect people regardless of their circumstances. We must convey our desire to understand who they are and how to best support and guide them.

In the helping relationship, it is important to remember our role boundaries. We must always maintain a professional relationship with our clients and stay clear on our role in their lives. The NCDA Code of Ethics (covered in chapter 5) provides a more in-depth review of appropriate professional boundaries.

Essential Helping Skills

(Learning Objectives 4-6)

The counseling profession has developed a wide rangeoftoolsthatsupportthehelpingrelationship (Egan, 2009). This chapter will focus on five skills that are important tools in your work: attending, listening, reflecting, encouraging, and questioning. Each skill is reviewed individually below; however, the effective helper weaves these skills into their work.

AttendingAttendingmeansbeingfullypresentandpaying attention. We demonstrate this by maintaining eye contact, eliminating distractions, and by making a sustained, committed effort to hear- truly hear - what another person is saying, going beyond listening to the content of the message. Within a helping relationship, attending is communicated largely by how we orient ourselves physically toward the client (Hill, 2009).

In his classic text, The Skilled Helper, Gerard Egan (2009) created the acronym S-O-L-E-R to summarize the most important ingredients of good attending skills - the nonverbal part of our communication with clients.

Empathy SympathyI know how devastating and painful job loss is. I am sorry to hear that you lost your job.

I can only imagine how you must feel when you are judged because of your disability.

Boy, oh boy, are you strong!Having a disability must be so hard.

I can only imagine how you must feel when you are judged because of your disability. Finding a job is an uphill battle.



Activity 2: Choosing and Using Feeling Words

Be aware of what your body posture communicates to others. Stay alert to make sure your posture is communicating openness and availability to your client. As you learn these skills, keep in mind that they were developed according to Western cultural norms. You may need to modify them somewhat when working with clients with other cultural backgrounds. This topic is addressed in Chapter 6.

ListeningBeingagoodlistenerisatthecoreofalleffective communication. Good listening skills allow us to accurately understand and interpret what

they are experiencing. Reflection, however, is more than just parroting what the client said word for word; rather, it echoes the essence of their words and includes your understanding of what they may be feeling. Reflecting is a bridge to building a trusting relationship and encourages the client to continue to speak. Reflecting consists of summarizing (restating main points) and paraphrasing (restating in different words to gain greater clarity).

When applying your reflecting skills, it is important that you “check out” your understanding of what is being said. For

• Spend less time thinking more about what you will say next and focus on what the client is communicating.

• Resist assuming responsibility for the client’s problem, wanting to give advice or finding some immediate way to resolve the issue.

• Avoid focusing so much on remembering

what the client has already said that you stop listening. Taking a few notes is okay as long as the client still senses you are present and tuned in to them.

You will have plenty of opportunity to practice these skills. They take some time to master, but they will change how you interact and build trusting, productive relationships with clients.

our clients convey to us. Good listeners hear not only the words said but also the nonverbal cues such as body language, facial expressions and tone of voice. Likewise, you demonstrate that you are listening through your own body language, facial expressions and use of SOLER attending skills.

ReflectingWhen we exercise our listening skills, we can show our client that they have been heard through our use of reflecting skills. In your work as a career services provider, you will be most effective in establishing helping relationships with clients when your reflections mirror both the content and feeling of their messages. You reflect content by restating or summarizing the main point of what the client has said. You reflect feeling by including in this statement a feeling word that describes what you believe

example, if a client says, “I have been lookingfor a job for 6 months already. What’s the use?” Your response might be, “It seems like you are feeling really frustrated and discouraged about how long it’s taking to get a job. Am I hearing you right?”

It takes time and practice to use reflection well, and it can be more difficult with some clients than with others. If you are new to using reflecting skills, stay aware of your own reactions so you can:

• Know when a client’s challenges remind you of things you are experiencing or have experienced. When you have a strong reaction, silently ask yourself what might be triggering it.

• Avoid getting caught up in the client’s feelings or the content of the issue so much that you forget to truly listen, which can hamper giving accurate reflections.

One important building block of reflection is the ability to choose words to capture the feelings that clients are expressing. In order to do this, it is often helpful to put yourself in the client’s place and imagine what YOU would be feeling in that situation. Next, you select a word or phrase that matches the intensity of the feeling the client seems to be expressing. For instance, if a friend said that she felt a little discouraged over getting a B- on a calculus exam, it would be an overstatement for you to reflect, “You seem devastated.” On the other hand, when your brother calls you excitedly to announce that he and his wife are expecting a baby and says he is “on top of the world,” it would be an understatement for you to reflect, “You sound pleased.”

Each of the following items describes a situation you may be able to relate to. Read each statement. Try to picture yourself in the situation. And, imagine what it might be like. Then, write one or two words that describe how you might feel if you were experiencing this situation. Choose words that match the intensity of the experience. There are no right and wrong answers.

1. You come home after a long day at work, and the power goes off as you begin cooking dinner.

2. You get an e-mail with from a friend you haven’t heard from in a while. She tells you she is pregnant.


1- Facilitating Career Development | Student Facilitating Career Development | Student 1-

Notes:

3. You walk into the bedroom only to discover that your dog is chewing on your expensive new shoes.

10. You look at the calendar and realize that yesterday was your mom’s birthday. You’ve been so busy that you forgot to send a gift or card.

4. You just found out you didn’t get the job you really wanted.

5. You meet someone at a party who asks for your number and promises to call you the next day, but he/she doesn’t.

6. You get a notice from the bank that you’ve bounced a check.

7. At your annual checkup, the doctor tells you that your blood pressure is high and orders some tests to find out why.

Now that you have practiced identifying feelings, you are ready to go on to the next step and apply them toward building reflections. For this activity, it’s important to remember that we are not mind readers and cannot know what someone is feeling or why they are feeling that way. Our job is to engage them, get them talking and ensure we understand what they are trying to express. Sometimes, this helps them gain even greater understanding of themselves.

When you are reflecting, it’s important to avoid judgment, validate their experience, and let the client tell you if you are on track. For example, if the client comes to your office visibly agitated after an interview and says,

“That guy was a jerk. I can’t believe he kept me waiting for an hour then only spent five minutes in the interview!” As a seasoned professional, you know that how you wait is just as important as how you interview, so the temptation might be to judge, “You shouldn’t get so upset. We talked about this during the interviewing skills class. You have to be ready for anything.” While that all may be true, what this person needs first is to feel heard. A better response might be, “Wow! That’s a long time to wait. You sound really angry.” You have validated the client’s experience and reflected the client’s feelings. Phrases like “It seems…”; “it sounds like…”, or “I would feel…. if I were in that situation. Is that how you feel?”

8. A friend invites you out for dinner at your favorite restaurant and insists on paying the bill.

9. You get lost on your way home from the movies. It’s late at night, and you’re in a part of the city that you’re not familiar with. The gas tank is getting low.


Homework 1: Reflecting Content and Feeling


Notes:

7. No one will hire me. I have a background. I don’t deserve a second chance.

REFLECTION:

Following are 10 statements that a client might say to you. Write a possible response for each.

1. How come some people make all the money? It’s not fair. I can’t even get a job.

REFLECTION:

8. I don’t have time to read all this stuff—just give me your summary of it!

REFLECTION:

2. Why do I have to take these work readiness classes? I just need a job! I have bills to pay.

REFLECTION:

9. My mom always told me that I couldn’t get a job because of my disability. I think she may be right.

REFLECTION:

3. I worked as a professional in my country. I made a good salary. We had a nice home. And. people respected me. But, here, I can’t do the same kind of work, and it’s almost like starting over.

REFLECTION:

10. It’s easy for you to talk about getting a job. You already have one.

REFLECTION:

4. Losing my job on top of having my mother diagnosed with cancer and learning that my son is dyslexic is just more than I can handle.

REFLECTION:

5. I did construction work for the last 20 years. Then, I have the car accident and that all changed. That’s all I know how to do. I can’t just start over at my age.

REFLECTION:

Putting it all Together: Summarizing and ParaphrasingNow, you have had some practice with the key ingredients of the helping relationship. Before doing the next activity, let’s do a quick review. Starting with the key ingredients of

a helping relationship, acceptance and respect, understanding and empathy, trust, warmth, and genuineness puts you on solid footing to begin to utilize the essential skills of attending, listening and reflecting. The following activity allows you to consider how you will put these skills to use.

6. With three kids to take care of, I need more money, but there’s no way that I can consider going back to school to get some new job skills.

REFLECTION:



Activity 3: Summarizing and Paraphrasing

Notes:

Read each of the following scenarios and write a brief summary of what the client might be experiencing. Make sure to reflect both feeling and content in your summary statement for the following scenarios.

Scenario One

Client: “I can’t decide if I should go back to school to finish my bachelor’s degree in engineering. I attended college for two years after high school, but left to come back home and help out when my father was sick. I’ve worked as an auto mechanic ever since. I have thought about opening my own shop with my brothers, but sometimes I think I could do better. I’m getting married in a few months, and we’d like to start a family soon. But, I don’t know if I can support a wife and children on the salary I’ve been earning.”

Career services provider:

Scenario Two

Client: “I just need a job. You guys want me to take all these classes and fill out all these forms, but I need to earn some money now. I know you told me I could get some training to help me earn more money, but I never was too good at school. I don’t think that’s for me.”


Scenario Three

Client: “I am a Marine! When I got back from serving, I took some time off. I was so stressed. I was rifleman in the infantry. I saw a lot of action, but I was good at my job and at taking orders. Now, I am ready to go back to work. Everyone talks about hiring vets, but every job I interview for, I don’t get. They ask me about my experience in the military and then they tell me I am not qualified to be a customer service representative. I think they hear “rifle,” and they think I am violent or have post- traumatic stress disorder.”


Additional Helping TechniquesNow, let’s discuss some techniques that will help you deepen the relationship with the client, inspiring greater levels of trust and confidence.

EncouragingOften, all that is necessary to let clients know that you are listening and encouraging them to continue talking is to use an expression like “umm hmm” (called a minimal encourager by counselors). Most of us naturally nod our heads when doing this, conveying a simple and effective “I’m listening” message.

When we are talking with someone and want to clarify our understanding of what they are saying, we often simply ask for their help. You will find this technique useful for deepening your understanding of what your clients have to say. For instance, if a client were to observe, “I wish I could learn not to say too much in interviews,” you might say, “What do you mean?” “Tell me more about that,” or ask for an example. Either of these responses would show the client that you are listening and would bring out more information in order to clarify your understanding of the situation.

Encouraging is a skill you will use a great deal in your work with clients, especially in intake interviews.

QuestioningYou may not often think about it, but there are different ways to ask the same basic question. In your work as a career services provider, you will want to use both open and closed-ended questions as tools in gathering information from clients and building relationships with them. Closed-ended questions are those that can be answered “yes” or “no” or with another simple response. Usually, these questions ask for specific facts or opinions: “Do you enjoy working with computers?” “Do you have any children?” or “Would you prefer coffee or tea?”

Advantages of closed-ended questions:

• They tend to be easy for clients to answer. They may be useful when you are working with clients who are learning English or with individuals who may be reluctant to open up to you initially.

• They yield information quickly. Because of this, they are helpful in intake interviews (determining a client’s career-related needs or eligibility for services)



• They are useful for clarifying information quickly. For example, “Can you meet at 9a.m. tomorrow?”

Disadvantages of closed-ended questions:• They tend to restrict clients to brief

answers.

• They keep the questioner in control of the conversation, limiting the time that clients can talk. You have to ask just the right questions in order to discover their true needsandwill find that responsesto closed- ended questions provide less information.

• They may cause some clients to feel interrogated and thus lead to mistrust or resistance.

• They sometimes sound like advice or criticism. For example, a client who tells you that he is having trouble getting to work on time may feel you are being critical if you respond with “Don’t you have an alarm clock?”

Open-ended questions invite a longer response than closed-ended questions, and often start with what, how, or why: “How have you used computers in your work up to this point?” and “What do you think are the best places in town for coffee?” While not a question, per se, we can encourage more detailed responses with, “Tell me about…”

Advantages of open-ended questions:• They invite clients to explore their

thoughts and feelings. • They give clients more control of their conversation with you.

• They convey your interest and respect to clients by inviting them to tell you about their experience in their own words and in their own way.

• They provide information you may not have known to seek. For example, in responding to an open-ended question, a client may mention information that you would not have discovered had you asked a simple “yes” or “no” question.

Disadvantages of open-ended questions:• They tend to require more time - especially with talkative clients.

• They allow clients to wander away from a topic, lose focus or avoid topics that are unpleasant, but necessary to discuss.

• They can lead to a series of “I don’t know” answers.



Homework 2: Asking Open and Closed-Ended Questions

Now, practice forming questions by writing both an open-ended and a closed-ended question that you might ask in response to each of the following statements by a client.

1. I have tried a lot of different jobs, and I liked some a lot more than others.

Closed-Ended Question:

Open-Ended Question:

2. It seems impossible to take time for this training. I wish there were an easier way to learn the job skills I need.



3. I just don’t know what to do next. There are so many options to choose from.



4. I don’t have any skills that an employer would pay for.


Open-EndedQuestion:



5. I’ve had a lot of problems with my boss. He’s a real jerk.


9. I need to make a decision by December.




Open-Ended Question: Open-Ended Question:

6. I don’t think I can do that job!.



10. I think that I need to get some counseling help.



7. I have so many problems already. I don’t need another one!





8. I have to get a driver’s license before I can apply for community college.



SilenceThere are times during sessions with a client when it is better to say nothing at all - at least, for a brief period of time. The use of silence is an intentional tool that can move the work forward- sometimes in a powerful way. Most people are uncomfortable with silence. You have probably noticed how a bit of tension often seems to emerge during a lull in conversation and have noticed the tug to fill in the silence.

It also seems ironic that many of us are more accepting of silence in a conversation with someone with whom we feel close than we would with a stranger or casual acquaintance.

When talking with a client, silence can be used as a way to emphasize the importance of a topic or to signal the need for the client to be more active or to take a greater responsibility in the work at hand. For example, when working

with a passive client or one who talks very little in the session, you might consider using moments of silence to encourage the client to speak more instead of counting on you to “carry” the session:

You: “So, have you thought more about the kind of job that you’d ideally like to target in your search?”

Client: “Not really.”

You: (Pause). “You said last time we met that you really needed to get a job by the end of this month. You seemed pretty worried about that. (Pause) Given how important you said this was, I guess I’m wondering why you’re saying that you haven’t thought much about it since last week.” (Said with a very matter-of-fact tone.)

Client: “I don’t know.”

[Silence]



Video Resources:The following video resources supplement the materials covered in this chapter.Helping Skills Videos Introduction to Counseling Skillsht..chJohari Window Modelht..ch

Client: “Well, I guess it’s more accurate to say that I’ve thought about it, but that I feel stuck and I don’t know what to do next. (Pause). I mean, the more I look at it, the more I don’t think I can get the kind of job I really want.”

In this brief scenario, the career services provider deliberately uses silence to encourage the client to think carefully before responding - and to take a more active part in the session as well as in the job search process. In order to do this well, you have to be comfortable enough “in your own skin,” as the saying goes, that you can tolerate a possibly awkward period of silence without showing your uneasiness. You also have to be patient and trust in the client’s ability to move forward with the work.

Experts in using helping skills suggest that you only use silence when working with a client with whom you have a strong working relationship (Hill, 2009). If you find yourself becoming a bit anxious when using silence, try to breathe

deeply, relax, and think about what might be going on with the client. If the silence goes on too long (longer than a minute, perhaps), it might be best to check in with the client by asking what he or she is thinking and feeling.

Over time, you will have opportunities to practice this skill, and this will help you to become more comfortable in using it in your work with clients. In the meantime, you might want to consider keeping a “Silence Journal” for a few days, a week, or even longer. In this journal, you will keep an informal record of periods of silence that you experience during everyday activities, the circumstances surrounding them, your thoughts and feelings during the silence, what you may have felt the urge to say or do, and how the period of silence ended. This purposeful reflection will help you to become more aware of the benefits and challenges of silence and how you can use it in positive ways.

Identifying Client Needs, Strengths, and Barriers

(Learning Objective 7)

The intake interview offers an opportunity to gather information. In many settings, this interview takes place during the client’s first visit. An intake interview typically provides an in-depth look at the individual’s employment history, training, education, and other service needs and can last up to an hour or longer. A skilled career services provider, however, will ensure that it goes beyond mere information gathering and sets a tone for much of the work that will follow.

When you conduct an intake interview, you have an important opportunity to begin to establish a helping relationship with the client. By skillfully combining attending and listening skills with questioning and reflecting skills, you will be able to offer the client a sense of genuine interest and concern while getting the information you need to offer relevant career services. You should take careful notes on the client’s history and current situation and convey clear and accurate information about your organization’s services. This section will offer a framework for helping you develop these skills. Also, remember this first meeting will only be an initial glimpse into the person’s life. It’s impossible to learn everything in one meeting. Stay curious about learning more. Make a note of any remaining questions, or things you want to observe related to their behavior or interpersonal skills.

An intake interview allows you to:

• Develop an understanding of the client’s history and current situation.

• Identify and define a client’s career goals.

• Recognize barriers to and resources for goal attainment.

• Match the client’s needs with appropriate services offered by your organization and assess whether any referral to other agencies is necessary.

The intake interview allows you to use helping skills to learn about your clients, their needs, and how the services you offer can address these needs. The intake interview is ideally conducted in a setting that provides privacy and confidentiality for the client. The kind of information collected may vary somewhat based on the program or organization, but in general, it includes:

• Basic client demographic information (age, gender, income, number and ages of children, ethnicity/culture, etc.).

• Work experience and job-related skills.

• Education/training.

• Personal or professional accomplishments.

• Specific strengths: aptitudes, sources of support.

• Specific challenges: learning or other disabilities, financial or other barriers, physical or mental health issues.

• Client interests and career goals.



Hope is being able to see that there is light despite all of the darkness. - Desmond Tutu

Notes:

Though there are some basic principles to follow, there is no single correct way to conduct an intake interview. As long as a positive helping relationship is established, necessary information is gathered, and the client is offered an understanding of available services, the interview will have been successful. Some career professionals fill out forms as they talk with clients during an intake interview. Some jot down informal notes, which they formalize later through computer records. Some use genograms or sketch family trees in order to look at career choices and patterns across generations. With time and experience, you will develop an intake style that will feel natural and comfortable for you. You will also have an opportunity to practice doing intake interviews as part of this curriculum.

After greeting the client with a warm handshake and good eye contact, take him or her to a quiet, private place where you can both sit comfortably. Spend a few minutes making conversation in much the same way you would in any social situation—chatting about the weather, the commute, the latest news, or anything else that seems natural. When you feel the time is right, explain to the client that in this first session you will be asking some questions that will give you a sense of his or her background in order to determine how you can be helpful and which career services will be most beneficial. Using either a standard intake form or your own paper, make notes as the client responds to questions or prompts such as these:

• What brought you here today? How can I/ we help you?

• Tell me about your last job. What kind of work did you do? How did you like it? How did the job end?

• What did you do before that? Which of these jobs did you enjoy most? Why?

• Which do you think you were best at? Did you receive awards or special recognition at any of these jobs? Were you ever fired from a job?

• Tell me about your education (high school, GED, college, graduate school, as appropriate).

• Tell me about the courses you liked best in school. What did you like about them?

• Whatkindsofactivitiesdidyouparticipatein during school or through your community? How did you like them?

• What kind of job do you think you might be interested in? Do you already have the skills to do that job, or would you need more training?

• Do you have any special concerns that need to be considered?

• What do you hope we will be able to accomplish together?

While you are learning to conduct intake interviews, you will find the basic helping skills

invaluable tools. Ideally, use open-ended questions to broach each new topic, and use closed-ended questions to clarify the information the client offers. Don’t become so involved in taking notes that you fail to maintain eye contact and waste the opportunity to establish a sense of warmth and presence with the client. Maintain an open, nonjudgmental approach to the client and use all of your listening skills.

At times, you may find yourself talking about an area that feels awkward or uncomfortable. For instance, a client might confide that he is living in the United States illegally or that she is HIV positive. At times like these, respond to the client with the same kind of sensitivity you

would want to receive if you were in the same situation. Also, use the SOLER attending skills and a calm tone of voice to convey your concern and availability. Over time, experience will equip you with the skill and confidence to manage even the most difficult situations. Until then, do not hesitate to consult colleagues or supervisors when you need to.

Using Helping Skills in the Intake Process


In additional to learning about facts, such as a client’s work history and educational attainment, it also allows you to evaluate areas that can create non-work related employment barriers, such as those that can be caused by housing, transportation, and child care challenges. Additionally, it gives you a chance to observe and assess their behavior, grooming and hygiene, interpersonal skills, and begin to identify soft skills that need improvement.

As you can see from the topics on the Career Center Intake Form (See Appendix S-2: Sample Career Center Intake Form), the primary goal of the intake interview is to determinetheclient’s strengths, abilities, needs and potential barriers in the context of the job search process. Though you will encounter as wide a range of assets and challenges as you will clients in your work, here are some



thoughts on the most common strengths and barriers that may arise (Hoppin & Splete, 1996):

Motivation. You are probably familiar with the old saying “You can lead a horse to water, but you cannot make him drink.” Clients, of course, aren’t horses, but the essence of the adage is trueforthem, aswell- youcan’tmotivatepeople to do things they can’t do or don’t want to do. You will avoid considerable frustration if you accept the fact that it is impossible to motivate others. What you can do is to assist clients in identifying their own motivators and remind them of these. What would motivate you may not have the same effect on your client. What appears to be lack of motivation may actually be related to something else your client is experiencing in his/her life. If you apply all of your knowledge and skill to help a client and you see little or no progress, discuss the situation with your supervisor. He or she may have ideas, or you may decide together to refer the client for personal counseling.

A second adage that may prove helpful in assessing clients’ commitment to career planning is “Actions speak louder than words.” By observing clients’ behavior, you will be able to determine whether their actions match their words. For instance, if a client tells you that she “desperately wants a job,” yet doesn’t come to appointments on time and fails to complete homework you have both agreed to, she is communicating just the opposite through her actions (or inaction, in this case).

When something like this occurs, it is

important to address it with your client. It’s not about

creating conflict, but trying to understand the motivation so you can help the individual make a different choice. Remember, seek first to understand. If you feel uncomfortable or don’t know how to broach the topic, discuss it with a colleague or supervisor first. There does not have to be a confrontation. For example, you might rather matter-of-factly say, “Jane, I remember your saying during your first session how much you wanted to find work quickly. I have followed through on what I agreed to do to help. What puzzles me is, so far, you haven’t done the things you agreed to do to find a job. Can you help me to understand why?” In some cases the client may not even be aware of the difference between words and actions. Bringing up the subject will give both of you the opportunity to explore what is really going on and make the changes needed to get things back on course.

Remember that you are working in partnership with the client and that you are responsible only for fulfilling your part of the service plan. The client is responsible for participating actively in the plan you will create together and for making decisions.

Education and transferable skills. As a result of the intake interview, you will have determined how much education the client has; you may even have an idea about whether further training will be needed. Remember that returning to school may not be an easy option for the client for a number of reasons. Many clients are single parents with small children. Others may be caring for elderly parents.

In some cases, alternative care may not be available. Some clients may have trouble establishing priorities between meeting their own needs and those of their family. And, others may have anxiety about going to school based on previous negative experiences.

Some clients will be fearful about returning to school after what may have been a long time. They may lack the self-confidence to feel comfortable trying something new. Others may have concerns about the English language, having a disability, or about learning or study skills. They may even experience pressure from a spouse/partner or family member who opposes their return to school. Be alert for these potential barriers and be willing to explore them (and options for addressing them). Also, find out about alternative learning methods such as online classes and reasonable accommodations. With some research and a little creativity, you may be able to devise a workable plan.

Be sure to consider the client’s transferable skills, the skills that can be taken from one job to another. They can often be a huge advantage in the career transition process. For instance, let’s say you are working with a client who has recently lost her job as a bank teller. By asking about the projects she has worked on and the performance feedback she has received, you learn that she has proven organizational skills.

By identifying these and finding alternative settings where she can apply them, you will help her recognize the marketable skills that she can take to her next job.


Chapte ChapteDeveloping a Helping Developing a Helping In Chapter 4, you will learn about transferable skills assessments and your role as a career services provider in using that information.

Support system. As we have already said, the career transition process can be stressful. You can better equip clients to manage this stress if you help them to identify their support system during the intake interview. This system may include a spouse or partner, family members, friends, faith-based community members, a therapist, classmates, or even a pet. You can help clients further by encouraging them to include as many people as possible in their support system and to rely on different individuals at different times in their job search. This way, no one person is likely to get “burned out” over time.

Timing. Help clients to approach the job choice or change process realistically by making certain that they understand how much time will be involved. Depending on the client’s commitment, job skills, and the local economy, a job search can take from a few weeks to several months. Talk openly with clients in order to manage their expectations and enable them to structure their time and plan their finances accordingly.

Decision-making skills. Some people make decisions more easily and comfortably than others. You will become aware of many different decision-making styles in your work with clients. Of course, you cannot make decisions for your clients. You may, however, be able to help them identify each alternative, weigh the pros and cons of these choices,



explore their concerns about each one, and help make a choice that they can ultimately live with. This process is covered in Chapter 7.

In addition to these issues, you should be aware of other common barriers that can present very real concerns for clients involved in job changes. These may include the following:

Finances. As we have already pointed out, the career transition process takes time and may take a toll on an individual’s and a family’s finances. You may need to help a client make a budget, look into a small bank loan, access public social services, or pursue part-time or temporary work.

Transportation. Clients may have difficulty getting to your agency, to job interviews, or to work if they do not have adequate transportation or understand the public transportation system. Some clients do not have a driver’s license or know how to drive. Others may need assistance accessing bus passes.

Child-Care and eldercare concerns. These can be major barriers and sources of stress, particularly for single parents and clients from cultures with defined gender and caretaking roles. You may need to refer clients to organizations that can help with these concerns.

Mental and physical health issues. Clients may have chronic health issues, such as diabetes or epilepsy, which may complicate their job search. For instance, they may be required to take medications that have difficult side effects (like fatigue or dry

mouth). Some mental illnesses like schizophrenia, may also affect clients’ social skills in ways that can make interviewing awkward or difficult. Clients who are anxious and/or depressed may need treatment for these issues in order to get and keep good jobs. You may need to refer such clientstoadditionalservices, suchastothestate vocational rehabilitation agency or a mental health clinic. You may also need to make them aware of their job protection rights under the Family Medical Leave Act or the Americans with Disabilities Act. (These and other relevant pieces of legislation are described in Chapter 14).

The Importance of HopeOneof the most important things you can dofor a client is to offer them hope. By just applying your helping skills in a warm and genuine fashion throughout the meeting - listening carefully, attending, reflecting - they will likely begin to relax and feel heard. You are planting the seeds of trust. The manner in which you respond, without raising a client’s expectations beyond what is realistic, provides the spark of hope.

For some clients, it may be embarrassing to have to ask for help, or they may be skeptical because others may not have been able to help them in the past. Other clients might genuinely believe that you can offer them a job or help them to find one in several days. While you would never want to foster such unrealistic expectations or provide false assurances, you

do want the client to leave the session with a


Chapte ChapteDeveloping a Helping Developing a Helping better understanding of their goals, of your organization’s services, and your ability to partner with them to move forward with their plans. You can instill this sense of hope by answering client questions with assurance, showing that you are knowledgeable about career services and/or the job search process, and by projecting confidence as you talk about the tasks ahead.

As you move toward the close of the first meeting with your client, consider offering a brief summary of what you have covered during this time and providing a hopeful sense of expectation of what lies ahead. Keeping your word and following up further instills trust and hope.

Here is a brief example of how a career services provider can instill hope:

You have just completed an intake and recorded information about the client, such as her recent layoff, her education, job history, and her hope of getting a new job “quickly” in order to pay her bills. She asks, “Do you think you can help me?”

You: “I can certainly help you come up with a number of solid options for a potential job. We’ve already been able to identify two options today, and we may find more once we have a better understanding of

Notes:

your interests. Once we identify all of your job options, I can also help you to put together a resume that will target these positions by presenting your education and experience in the best light. Then, we can customize a job search strategy that will work for you - probably a combination of networking, online searching, and some local job fairs. I can also help you to prep for interviews by helping you practice questions that interviewers typically ask andgivingyoufeedbackonhowtoimprove your responses. (Pause). I know that you’re concerned about getting a job quickly, and I can’t make any promises about a timeline.

But, I can tell you that I’ll work with you in every way I can to help you to accomplish your goals. If there’s something you need that I can’t help you with, I can refer you to another organization in the community that provides that service. (Pause). So, what do you think? Does that sound reasonable?”

See Appendix S-3 for Intake Interview Practice Scenarios. Appendix S-4: Helping Skills Observation Sheet provides a skills observation sheet to use in describing the career service provider’s demonstrated ability in the role play.



Notes:

Activity 4: Exploring Client Strengths and Barriers to Establish Goals

In this example, the career services provider shows an understanding of the client’s

Moving Forward: Establishing Short-and Long-term Goals

During the intake interview, you find out that he has a two-year certificate as a machinist from a vocational school and that he speaks Spanish fluently - a skill he used in his role as a supervisor.

situation, provides an outline of the work You notice that he sighs a lot and that he clenches his fists whenever you mention other jobahead, and projects a sense of confidence that the client will be able to accomplish these steps with his help. The career services provider also makes it clear that he and the client will collaborate throughout this process instead of promising to do the work for her. This not only offers the client some much-needed hope, but also helps to establish realistic expectations and healthy boundaries for the working relationship that the client and career services provider will share.


Once you have conducted the intake interview, you will need to work with the client to begin to identify goals that will inform the individualized career plan for your work together based on strengths and barriers. This may include referrals to services to address specific barriers to employment that your agency does not provide, or fall outside your scope as a career services provider.

possibilities. You perceive Gary as smart and likeable, but caught somewhere between being angry and very sad. His confidence seems low. He asks if you can help him.

As you consider Gary’s situation, list the following in the space provided:

1. His strengths - think about Gary’s life and work experience. List below any skills that he might be able to transfer to a job.

2. His barriers - Reread the case, and then list the barriers that you will need to help Gary overcome.

Earlier in the Chapter, you learned about strengths and barriers clients may experience that can support or hinder their career development. In this activity, you will have an opportunity to explore some of these as you consider a theoretical case.

Case Description: Garyisa 48 year-old whitemale. Forthe last 22 years, he’s workedatanautomotive plant - first on the assembly line, later as a supervisor. Gary tells you that he likes working with his hands and that he’s happiest when he’s around machines and people who are also interested in machines - especially cars. He and his wife, a receptionist, have three children, ages 16, 14, and 9. Unfortunately, Gary’s plant has been closed, and he needs a new job. During your conversation, Gary shares that he’s hoping that “another company will come into town and open the plant back up again.” It soon becomes clear to you that Gary hasn’t truly accepted the reality of his situation: the need for him to find a different way to make a living. The geographic area surrounding the plant is depressed, and there is little work available - especially earning anything close to the union wages that Gary is used to. Gary tells you that his wife and kids are urging him to find new work and to “pick up and move”, but he is reluctant to do so. He goes on to say that he has many good memories of his life at the plant and that he doesn’t want anything to change.

3. Unknowns – Since this is your first meeting with Gary, consider things you may want to explore further.



Homework 3: Effective Goal Setting

Everybody has goals, aspirations or whatever, and everybody has been at a point in their life where nobody believed in them. - Eminem

Goal SettingClients often need help in choosing an occupation or a next job. Chapter 3 describes the career planning process and how to use information to make career choices. Once clients have made decisions about their career choices, they may need your help in setting goals in order to carry out these decisions. Establishing long and short-term goals is a good way to turn decisions into reality. Setting and following through on goals may be a new experience for some of your clients. They may feel defeated if they have been unemployed for a long time or they may simply not know how to do it. Make sure you determine their comfort level with goal setting before you begin the process.

Helpers have learned through time and experience (Hoppin & Splete, 1996) that people are more likely to meet short- and long- term goals that are:

• Conceivable - can be expressed in words.

• Believable - something that clients believe they can attain.

• Achievable - can be attained through the client’s time, energy and effort.

• Measurable - can be worked toward in incrementsoftimeand/oraccomplishments.

Short-term goal setting. It is much more likely that clients will reach their long-term goals when they view them as a series of short-term goals. Setting and achieving short-term goals can also build an individual’s confidence.

Short-term goals can help clients to:

• Build confidence in their abilities to be successful.

• Determine the immediate steps to begin the process.

• Stay on track in following through with the overall plan.

• Re-clarify long-range goals.

• Recognize when it may be time to reevaluate a decision.

You can improve the quality of clients’ short- term goals by taking a realistic look at what they are trying to accomplish in the long run (long- term goals) and helping them to divide these goals into smaller steps. Look at the calendar together, and identify how much time there is between now and the time they would like to achieve their long-term goal. Divide this time into units that make sense in their situation (semesters, seasons, dates between children’s birthdays - anything that is clearly identifiable and appeals to the client).

in choosing the sub-tasks and timelines. The more they feel ownership of this process, the more likely they will be to follow through.

Talk with them about the kinds of supports/ resources they will need to make their plans a reality. Ask them what help they would like from you in meeting these goals (periodic meetings, reminder e-mails, supportive phone calls), and mark your calendar clearly so you will not forget. Ask clients to describe what motivates them (a night at the movies, a free afternoon, a favorite dinner), and encourage them to include a few of these simple rewards within their goal setting as well. Let them know you believe in them.

Long-term goal setting. Some clients might think that they are setting long-term goals when they make plans one year at a time, while others are comfortable with three to five-year goals. When someone has experienced a lot of change throughout their lives, they may not be able to conceive of goals that are longer than a few months. Stay aware of this and be sensitive to differences in the way people feel about time. These differences could be cultural or

simply reflect a personal comfort level, or self- confidence. Work within their comfort level initially. Then, begin to explore longer-term goal setting as you gain their trust and they build confidence. Whatever the time frame, the goals must have meaning to the client, be developed with their input, and there must be a connection between long-term and short- term goals. This connection is designed to give clients a sense of accomplishment and clearly define the desired end result.

Note: Activities are not the same as goals. For example, when a client says “I want to go back to school to study accounting,” that is not a goal; it is an activity to achieve a goal. A short- term goal would be to achieve an Associate’s Degree in Accounting in order to achieve the long-termgoalofgettingajobasabookkeeper.

• Desirable - something that the client (and not someone else) wants.

Be sure to include each of these characteristics in the goals you help your client to develop.

Make certain that the short-term tasks they take on are realistically achievable in the time allowed. If not, clients may be setting themselves up for failure. You can guide them through this task, but let them take the lead

Once again using the case of Gary, it’s time to practice writing goal statements. In real-life practice,you will not do this FOR Gary, but WITH him. In the space below write two long-term goals for Gary and at least two short-term goals under each long-term goal. Be sure to make them specific, concrete, and measurable.



Notes:

Long-term goal 1:

Short-term goal 1a:

Short-term goal 1b:

Long-term goal 2:

Short-term goal 2a:

Short-term goal 2b:

• Short-term goals

• A realistic timeline

• Strategies to combat anticipated barriers to goal attainment

Onceyouhavehelpedclientstodevelopaction plans, you will periodically refer to these plans in your work together. This will help both of you to monitor progress, clarify goals, or adjust the plan to fit a changing situation. For this reason, it may be helpful to keep the plan in an easily accessible file called a portfolio. The portfolio, which is widely used in educational settings, will be defined and discussed in Chapter 8.

Implementing the action plan. You have already learned that career services providers conduct intake interviews and identify client

• Help clients find and keep jobs.

• Provide instruction to clients on topics related to career planning.

• Identify agencies to which clients can be referred for further assistance with related concerns.

• Maintain secure, accurate, and confidential records about clients.

• Coordinate and collaborate with others in order to provide the best set of services for each client.

• Assist supervisors in the development, delivery, and promotion of services offered by the agency.

• Seek consultation from professional

Action planning. An action plan is a well- defined road map to achieving a goal. It includes long-term and short-term goals as well as alternative routes or backup plans. Action plans are flexible and can be adjusted for the changes that life often brings. They also allow for customizing goals, alternatives, rewards, and strategies to meet the clients’ individual needs. Use Appendix S-5: Sample Action Plan.

According to Hoppin and Splete (1996), an action plan should consist of the following:

• A well-defined long-term goal

• Alternative goals

• Specific resources needed to accomplish the goals (tuition, transportation, child care, etc.)

interests, skills, and needs, as well as barriers and resources. It will also be your role to select appropriate services for clients based on their needs and your organization’s offerings. Typically, career services providers provide client services such as the following:

• Develop a written action plan with each client.

• Administer tests and inventories, with the help of a supervisor.

• Help clients find, navigate, and utilize labor market, job, and training information.

• Helpclientsknowhowtofindjobopenings, develop effective resumes, and participate successfully in interviews.

counselors for help with individual cases or for the purpose of professional growth.

In summary, career services providers provide a range of services to meet each client’s needs. If these needs go beyond the list of typical tasks, you will likely need to discuss the case with your supervisor or refer the client to another agency.



Activity 6: Applying the Action Plan to the Case of Gary

Notes:

Now that you have a better idea of what makes up an action plan, apply these principles to Gary, the client who was introduced earlier. Review the narrative and the long- and short-term goals that you just wrote for him, as well. Now, think about how you might work with Gary to address these in an action plan. Use the Sample Action Plan provided in Appendix S-5 to frame out your ideas. Consider some of the additional services in your community that may be helpful to Gary and include these recommendations in your plan. Try to incorporate some of the typical career services provider tasks listed in the Introduction at the beginning of this curriculum.

Though there are some basic principles to guide you, keep in mind that there is not one “right” way to complete this action plan.

Positive reinforcement. Many years of research have demonstrated that behavior that is rewarded tends to continue, while behavior that is ignored tends to decrease.

Positive reinforcement is the act of giving a meaningful reward to a person who has done something that you would like him or her to do again. You can use this principle to shape positive career behaviors in your clients. By paying attention and giving positive feedback towards effective client behaviors, you will increase the likelihood that these will increase. There are two practical ways to apply this principle in your career development

end of the road, such as a day at the beach or a favorite meal. Remember that clients tend to be most powerfully motivated when they are able to choose their own rewards.

Empowerment. To empower someone means to enhance the individual’s view of him/ herself by making increasing awareness of his or her strengths. You will have opportunities to empower clients by enabling them to discover their skills, encouraging them to see their strengths in new ways, and building on their successes.

Empowering activities are also helpful in

Additional InterventionsEarly in this chapter, we presented some of the skills you will use to establish and maintain an effective helping relationship with clients. You also learned about some typical tasks of career services providers. Now, we will discuss several other types of interventions that may prove helpful.

To intervene is to come in from the outside to influence an action. A career intervention is an

action taken by the career services provider in order to help a client. It is a technique or approach to help the client respond in a way that supports his or her goals.

Behavioral interventions focus on helping clients expand their options. Teaching new job search skills is an example of a behavioral intervention you will use in your work. Let’s discuss two specific behavioral techniques suggested by Hoppin and Splete (1996), that you may find particularly helpful.

facilitation work:

• Reward the positive actions of your clients with smiles, compliments, and attention. Send a card or e-mail congratulating a client who completes a training program. Complimentaclientwho, onatightbudget, pulls together a workable one. Affirm a habitually late client when she comes to an appointment on time. Be specific and genuine in your praise and people will reward you, in turn, by increasing the very behaviors you are trying to develop in them. If the client rejects the compliment or infers that it was because of you, reinforce that you only facilitated the process - s/he was the one who did the work.

• When you work with clients to set goals and develop action plans, encourage them to build rewards into their plans. Most people will work harder to reach a goal if

they can visualize some pleasurable outcome at the


Chapte ChapteDeveloping a Helping Developing a Helping motivating clients through the more stressful ordifficult phases of the job search.

Here are three types of empowerment that may help when you are working with clients who need to develop greater belief in their abilities:

• Empowering experiences. Strategic tasks designed to help clients develop the skills they need most. Suggest that clients choose tasks that stretch their current skills in order to help them experience increasing levels of success. Ideally, these tasks should be challenging, but not impossible. For example, a client who has never used public transportation might be empowered by taking her children to the zoo on the subway or the bus.

• Empowering role models. Successful people with whom they can identify and strive to imitate. Help clients choose role models who are like them in key ways (such as gender, ethnicity, culture, or age group)



Homework 4: Networking Assignment

and who have established a pattern of working toward what they want. For instance, you could help to empower a young Muslim woman to return to school for more training by connecting her with an older woman from the same community who teaches at a local college. It is also important for role models to have a few human flaws; those who are too “perfect” can make clients feels hopelessly inferior.

• Empowering messages. Positive feedback from you, from friends, and from themselves. Some clients benefit from reading self-help or motivational books. Others find that spiritual or inspirational messages can make a difference in the way they see themselves. Encourage them to also surround themselves with positive, affirming people and to avoid too much contact with negative, critical ones. For instance, you might encourage a stressed and overextended single father to spend 20 minutes every evening talking with a

evaluate the client’s needs, and make a referral to another provider when needed so that they can provide the appropriate assistance. If you are not sure what to do, be sure you consult with your supervisor to carefully assess the situation and consider alternatives. Since working with clients to address needs beyond career development is not within the scope of your practice as a career services provider, you have an ethical obligation to make referrals to resources in the community that may be better suited to address the client’s needs.

It is part of your role as a career services provider to have an in-depth knowledge of community resources to which you can refer clients whose needs extend beyond those that you are able to offer. You will need to connect with a wide variety of social service agencies in your community, become familiar with their services, and, if possible, form a working relationship with at least one staff member at each agency-someone you can ask for by name and call with questions or concerns. By gaining

• County health departments

• Cultural/language centers

• Health clinics

• Mental health services

• Women’s shelters

• Homeless shelters

• Vocational rehabilitation services

• Educational institutions

• Chambers of Commerce

• Private sector employers

As you gather information about these and other referral services, you may find it helpful to record the most important data (location,

hours, fees, staff names) in a systematic way (for example, in a database). It is also helpful to bookmark the web pages for these resources on career center computers for self-service access by clients.

Your clients may also find it useful to be able to take the information with them, such as a flyer or information sheet. It is important to keep this information up-to-date by checking periodically for any changes in services and recording these updates. The whole team, including your clients, can help keep current community resource information. Over time, you will develop a comprehensive referral system that will prove invaluable to your organization’s staff and, most importantly, your clients.

supportive friend or reading parenting books in order to make empowering messages a part of his daily routine.

Using Referral Sources Effectively(Learning Objective 10)

Some of the barriers discussed in this chapter (such as transportation and financial issues) are within the scope of your practice as a career services provider, while others are not. When you encounter situations in which

clients do not seem to be moving forward in response to your work with them, it will be important for you re-

knowledge about what agencies offer and establishing a relationship with staff, you will be ready to connect your clients with needed services quickly. This can be particularly important when working with clients in crisis.

Appropriate referral agencies may vary somewhat depending upon the location and scope of practice of your own organization, but some possibilities include the following:

• Family and children’s services

• Faith-based social service organizations (such as Catholic, Jewish, Mormon, Seventh-day Adventist, etc.)


Chapte ChapteDeveloping a Helping Developing a Helping Having a good network of referral resources is more than just maintaining a list of providers. It’s about developing relationships with key staff, knowing about the services they offer, understanding if the services are suitable and/or accessible to your clients, and being able to articulate the referral and eligibility process to your clients.

See Appendix S-6: Sample Referral Resource Information Form. Plan a visit to at least one local agency that provides services your clients may need.

Your own facility may offer additional resources for clients who experience some of the barriers we have described. For instance, some agencies offer help with budgeting, credit counseling, and debt consolidation, while others refer clients to outside organizations for help with these issues. Your agency may also be able to provide clients with funding or services to address transportation or child/eldercare concerns. Make certain that you have an in-depth understanding of the rules that regulate services offered by your agency so you can determine clients’ eligibility and offer them practical help with these and other issues.



Notes:

Terminating Services Effectively


In an ideal world, we could work with our clients for as long as we wanted or needed to. We could continue to meet with them as long as we wished and could even set and work toward additional goals. Unfortunately, this is not an ideal world.

Most career development organizations have a finite period of time to work with clients based on funding requirements, or have waiting lists of clients who need services.

Because of this high demand, many of these organizations have had to set limits on the amount of time spent with clients and on the types of services clients can receive.

More importantly, clients need to become independent and move on toward managing their own lives. Your ultimate goal is to teach clients the skills they need to meet their career goals without your help. This dynamic has been compared with successfully raising a child. Part

of every parent’s goal is to teach their children the knowledge and skills they need to live and work independently. As adults, children may return to their parents occasionally for advice and some emotional support at times, but they have the ability to function largely on their own.

Termination ProcessEffective termination is the final stage in a series of tasks you will work through with your clients. Termination is a process during which you help clients review the progress they have made, acknowledge their successes, and clarify their plans for the future. You can also discuss the kind of follow-up that seems appropriate and makeplansformutualproblemsolvingifbarriers arise. Occasional follow-up might include phone conversations, group sessions, e-mail exchanges, or responding to a questionnaire.

It will be important for you to clarify with your clients from the very beginning just how long they will be able to work with you and what tasks you will be able to help them with. In fact, some experts suggest that every session

should include some discussion of termination by reminding clients where they are in the process. This may be as simple as saying something like, “This is our second session and after today, we will be able to meet for four more sessions.” This understanding will establish healthy boundaries for your work and keep their expectations realistic. Even with careful planning and appropriate expectations, many clients experience termination as a kind of loss. It is also likely that you will occasionally have this reaction, as well. This is a normal part of working in a helping relationship and of knowing that your work with a client was a valuable experience for both of you.

One well-respected termination model in the counseling profession might also be useful to you in your work as a career services provider. This model includes three steps: (1) looking back, (2) looking forward, and (3) saying goodbye. In the first step, you will partner with clients to review the work you have done together since you began and to acknowledge what they have learned. One way to add value to thisprocessistoaskclientstosharewhatthey found most helpful and least helpful about your work together. The positive and constructive feedback that you receive from this will help you to continually build your helping skills

over time. In the second step, you will help the client to discuss future plans and to think about the need for additional services down the road - some of which your organization may be able to provide and others that may require a referral to another organization. In the third and final step, you and the client will share your thoughts and feelings about ending and say your farewells. You can model a healthy “goodbye” by thanking the client for working with you, by commenting on something that you especially liked or admired about him or her, and, as appropriate, by sharing how you feel to see the working relationship end.

Throughout the career development process, from intake to termination, you will use all of the helping skills you have learned in this chapter as well as others that you will develop over time. Through experience, ongoing training, reading, learning from colleagues, and attending professional conferences, you will continue building the skills you need to assist clients in overcoming barriers and setting and achieving positive career goals.

The Importance of Self-CareIn your work as a career services provider, you will sometimes feel pulled in a number of directions at once and, at times, you may find


Chapte ChapteDeveloping a Helping Developing a Helping There are no secrets to success. It is the result of preparation, hard work, and learning from failure. - Colin Powell



Notes:

Self care is not self indulgence. Self care is self respect. - Jody Day

yourself feeling stressed or overwhelmed. Between working with clients, meeting with organizationstaff,workingonnewprojects,and attending to your professional development, you may feel as though you’re being spread too thin. This is a very common dynamic for individuals who provide services to others - career services included. In order to protect yourself from burn-out, it will be important for you to balance the demands of your work with some relaxing, restorative activities that will insulate you from becoming over stressed. You may find some of the following ideas useful:

• Consult with a supervisor or trusted friend if you start to feel overwhelmed or need wise counsel.

• Cultivate a large and diverse network of friends who, for the most part, are positive and upbeat. Spending time with them will take you out of a caretaker role and give you a chance to enjoy a much-needed break.

• Make an effort to eat healthfully whenever possible. Fresh fruit, nuts, yogurt, protein bars, and juices are portable snacks that

will keep you energized and feeling calmer and more vigorous than fast food or typical vending-machine fare.

• Invest in your health by consistently getting the rest that you need.

• Keep your body strong and stay alert by getting the level of exercise that is recommended for your age and level of wellness. Even a brisk walk outside at lunchtime can boost your vitality and offer you a refreshing respite from your routine.

• Surround yourself with uplifting input, from your favorite music to pictures of family and friends in your workspace. Take a five- minute breather to do some light reading online, or subscribe to a “daily thought” e-mail with an affirming or inspirational message. Taking short breaks can add welcome windows of enjoyment to your day.

• Laugh whenever and wherever you can. It will help you to avoid taking life - and yourself - too seriously.

ReferencesEgan, G. (2009). The skilled helper: A problem management and opportunity development approach to helping (9th ed.). Belmont, CA: Brooks Cole.

Hill, C.E. (2009). Helping skills: Facilitating exploration, insight and action. (3rd ed.). Washington, D.C.: American Psychological Association.

Hoppin, J., & Splete, H. (Eds.). (1996). Curriculum for career development facilitators. Rochester, MI: Oakland University.

The RSA. (2013, December 10). Brene Brown on empathy [Video file]. Retrieved from https:// www.youtube.com/watch?v=1Evwgu369Jw

ResourcesCormier, S., Nurius, P., & Osborn, C. (2008). Interviewing and change strategies for helpers: Fundamental skills and cognitive behavioral interventions (6th ed.). Belmont, CA: Brooks Cole Publishing Company.

Counselling Resource. (2011, December 30). An introduction to counselling skills [Video file]. Retrieved from https://www.youtube.com/watch?v=UgxeU-54ai8

Counselling Resource. (2012, February 16). Johari Window – Joseph Luft and Harry Ingram [Video file]. Retrieved from https://www.youtube.com/watch?v=c7rlCgy6i88

Engels, D.W., Minton, C.A.B., Ray, D.C., et. al., Theprofessionalcounselor: Portfolio, competencies, performanceguidelinesandassessment(4thed.). Alexandria, VA: American Counseling Association.

Gladding, S.T. (2009). Becoming a counselor (2nd ed.). Alexandria, VA: American Counseling Association.

Hackney, H., & Cormier, S. (2008). The professional counselor: A process guide for helping (6th ed.). Boston, MA: Allyn & Bacon.

Wenzel, B. (2011, October 8). Helping skills masterpiece theater – Insight Part 1 [Video file]. Retrieved from http://www.youtube.com/watch?v=1415lwe7DHA

Wenzel, B. (2011, October 8). Helping skills masterpiece theater – Insight Part 2 [Video file]. Retrieved from http://www.youtube.com/watch?v=QWMpuscBUU0


Chapter 1 Developing a Helping Relationship

Developing a Helping Relationship Facilitating Career

Development

Student Appendices

Chap

ter

Chapte ChapteStudent Student


Appendix S-1: Additional Training Resources

The following is a list of online references and resources used in or recommended for this chapter of the curriculum. Significant sources of online information are not available for Chapter 1. By the very nature of the Internet, this list cannot be inclusive of all available resources. As such, the authors and NCDA invite recommendations from Career Services Provider instructors and participants on references and resources for all chapters.

This list will be updated on NCDA’s website (http://www.ncda.org) periodically. Additionally, the authors recommend the use of The Internet: A tool for career planning, third edition (available from NCDA). A list of updated links from this book is also maintained on NCDA’s website.

Note: The National Career Development Association and the authors and editors of this list of resources make no claim as to the accuracy and validity of the information presented on the web- sites below. The content of the sites below are the property of their respective owners and editors. No warranty, either express or implied, is made by the inclusion of a website on this list.

• Basic Counseling Skills - http://www.basic-counseling-skills.com

• Goal Setting and SMART Goals - http://www.goal-setting-guide.com/goal-setting-tutorials/ smart-goal-setting

Appendix S-2: Sample Career Center Intake Form

Note: You will use this form multiple times in this course. Please make multiple copies before you begin filling in responses.

Client’s Name: Address: City/State: E-Mail: Phone(S): Male:_____________Female:______________Citizenship:_____________________________

Reasons for Seeking Help: (as stated by the client)

Work History: (at least the last three jobs, with dates)

• Helping relationships - http://www.infed.org/helping/helping_relationships.htm

• List of Feeling Words - http://www.presby-me.org/enc_dialogue_feelingwords.htm

• Listening skills - http://www.infoplease.com/homework/listeningskills1.html | http://media. knowitall.org/content/linda-obryon-palmetto-leaders-career-development-scans-skills

• Motivational Interviewing - http://www.motivationalinterviewing.org/

• Setting Career Goals - http://careerplanning.about.com/od/settinggoals/a/goal_setting. htm or http://www.mindtools.com/page6.html

• The Power of Silence - http://advancedlifeskills.com/blog/the-power-of-silence/

• The Importance of Self Care - http://www.schoolcounselor.org/magazine/blogs/january-

Educational Background: (formal and informal education and training)

Desired Job or Job Characteristics:

february-2011/the-importance-of-self-care | http://stress.about.com/od/lowstresslifestyle/a/ selfcare.htm -1



• To Help or Not Help - Resources on Helping Skills and Relationships - http://tohelpornot. com/Helping_Skills.html



Career Center Intake Form (continued)

Specific Job Skills: Next Steps:

Develop an action plan

Ask supervisor about giving the (name of assessment)

Help client find occupational or job informationTraining Needs:

Possible Barriers:Transportation Needs:

Teach client how to use computer-based system and/or the

Internet Help client with job-search skills

Refer for training

Talk to supervisor about possible referral to

Child-Care/Eldercare Needs: Other:

Disability Issues:

Other Concerns:



Appendix S-3: Intake Interview Practice Scenarios

Scenario A

The client you will play is a 22-year old male who just graduated from college with a degree in business. He “couldn’t find the time” to visit the university career center before graduation and has since moved from school back home to your area, making it impossible for him to receive job placement or career counseling services through the school. All of his friends have good jobs lined up, and he feels embarrassed and worried because he hasn’t found anything yet. Last night, his father told him that the family sacrificed to put him through college and that he “owes it to them to make something of himself.” This has left him feeling guilty. He liked studying business in school and had always assumed that he would work in sales, but now he isn’t sure if this will interest him long term. He wants very much to “make a lot of money,” but doesn’t seem particularly interested in the types of jobs that he reads about in the newspaper or on the Internet. He’s hoping that the person he will be meeting with in this interview will tell him which direction to take and do much of the job search work for him, such as writing a resume and setting up interviews.

Scenario B

The client you will play is a 48 year-old male who has just lost his job. His wife works part-time as an art teacher - a job that she enjoys and excels at, but also one that does not pay very well. They have two children in college, and the client is worried about how he will pay the bills when his severance package runs out in two months. He is angry because his position was “outsourced” to another countryandfeelsthatheisbeing“thrownaway” after 13 yearsofgoodservicewiththecompany. He’s also concerned that his job skills are not as highly sought after as they once were, due to the growth of outsourcing and the use of new technology. He wonders whether a “washed-up, middle-aged guy” will be able to get another job that pays as well as the one that he left. Some of his colleagues who have also lost their jobs are considering complete career changes. He isn’t sure whether he “has what it takes” to go back to school and learn new skills. His former company has offered him some outplacement services, but he wants to see what other career services are available in the community. He doesn’t want to ask his wife to quit her job to find a higher paying position, and he doesn’t want to ask his children to leave the prestigious universities they are attending in order to enroll at more affordable colleges. He is hoping that the person he will be meeting with can tell him about information and resources that will help him find some workable options.

Scenario C

The client you will play is a 62-year-old female who has just retired from a successful banking career. She and her husband are financially secure and have a beautiful home in one of the city’s better neighborhoods. They have two grown children and three grandchildren who live within several hours drive, and they see their family once or twice a month. The client looked forward to retirement for many years. She had imagined spending her days playing golf, painting, and reading - three favorite activities that she had little time for during her demanding career. However, after five months, she finds herself feeling bored and restless. She says that she wanders around the house looking for something meaningful to do. Though she is able to spend time doing what she enjoys, she misses her colleagues and the sense of accomplishment that she used to get from a job. Many of her friends who are still working tell her how lucky she is to have the freedom to do whatever she wants. This makes her wonder whether she will be able to enjoy her retirement. She wandered past the career center one day and decided to go inside to see what services were offered. She’s a little embarrassed to be there (since she doesn’t “need” to work), but she would like to find out whether someone there could help her come up with some ideas for a part-time job that she would enjoy. Instead of working in a bank, she would like “a change of pace” in a different work environment where she could interact with people. She hasn’t told her husband about this idea because she’s afraid that he will think it sounds “crazy.” He loves being retired and doesn’t seem to understand that it isn’t what she was hoping for.



Appendix S-4: Helping Skills Observation Sheet

Please circle the number to the right of the skill level that you believe describes the career services provider’s demonstrated ability in the role play:

1 = under-utilized; 2 = satisfactory; 3 = very good.Please make any comments or suggestions that you think would be helpful to the career professional on the bottom of the sheet.

Approach to the Client

1. Genuine: the career professional relates to the client in an authentic and sincere way.

2. Empathic: the career professional seems to understand the client’s feelings and experiences and communicates that understanding.

3. Respectful: the career professional is respectful and nonjudgmental toward the client.

Nonverbal Communication

4. Voice: the career professional’s tone of voice and rate of speed seem appropriate for the client.

5. Attending: the career professional listens carefully to the client and demonstrates good SOLER skills.

Basic Helping Skills

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

Comments:

6. Questioning: the career professional uses both open- and closed-ended questions when gathering information from the client.

1 2 3

7. Encouraging: the career professional encourages the client to continue speaking by using minimal encouragers.

1 2 3

8. Clarifying: the career professional clarifies client statements in order to make certain that he or she understands what is being said.

1 2 3

9. Reflecting: the career professional reflects both the feeling and content of what the client has said.

1 2 3



Appendix S-5: Sample Action Plan


Name of Client: Date:__________________

Major Career Needs:

2. Long-term goal: Accomplish by (date):

a. Short-term goal: Time frame:

Resources needed:

Potential barriers:

Strategies to address barriers:

b. Short-term goal: Time frame:

Other needs:

Long-term and Short-term GoalsResources needed:

Potential barriers:

1. Long-term goal: Accomplish by (date): Strategies to address barriers:

a. Short-term goal: Time frame: c. Short-term goal: Time frame:

Resources needed:

Potential barriers:


Resources needed:

Potential barriers:


b. Short-term goal: Time frame:

Resourcesneeded:

Potential barriers:


Community Resources/Referrals That May Provide Additional Help

c. Short-term goal: Time frame:

Resources needed:

Potential barriers:


Chapte ChapteStudent Student Strategies to address barriers:

1- Facilitating Career Development | Student

Chapter 1 Student Appendices

Appendix S-6: Sample Referral Resource Information Form


Nameof Organization:

Address:

Phone Number: Fax Number:

Email: Website:

Contact Person and Title:

Services Offered:

Eligibility Requirements:

Fees:

Office Hours:

Other Information:

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