- The setting of the helping interview : definition, contexts, rules of functioning of the psychologist/ speech therapist (e.g., length and timing of the session, frequency and interval, honorarium, taking notes and recordings, personal contacts), ethics and deontology (respect, professional secrecy, acting out), importance and usefulness of the setting
- Relational responses (exploratory, estimative, reassurance, interpretative, comprehensive, solution-problem)
- The relational attitudes of the psychologist and speech therapist (authenticity/congruence, empathy, unconditional positive regard)
- The techniques and tools of the helping interview (types of questions and types of reflections)
- Nonverbal communication (proxemics, kinesthesia, paralanguage, autonomic responses, silences)
At the end of this learning unit, the student is able to : | |
| 1 | On successful completion of this course, each student will be able:
At a conceptual level - to master knowledge that help explain and understand the quality of interactions between a psychologist/speech therapist and a client (A1). - to master knowledge concerning helping interviews intended to improve a given situation (B1) - to analyze a situation (individual) in relation to theories, concepts, research findings, methods and tools dealing with the provision of a helping interview(A2)
At a practice level - to plan an intervention in the form of a helping interview intended to improve a given situation (at the individual level) (B2) - to listen to others: to listen actively and understand in an empathic and respectful manner a person in the interpersonal context of a consultation/interview at a basic level (i.e., only one client/patient; adult; face-to-face situation; simple problems) (D1) - to interact and collaborate in a subgroup in a manner appropriate for learning situations, during the practical exercises outside the classroom (at home) and in the supervised series (D2) - to adopt a critical constructive attitude to others and oneself in learning situations, during the practical exercises outside the classroom (at home) and in the supervised series(D3) - to act as a professional in the field of psychology and speech language, referring to the principles of, among others, ethics and deontology(E3) - to use the means and opportunities for one¿s own self-developmentas a person and professional (F1 and F2) |
The contribution of this Teaching Unit to the development and command of the skills and learning outcomes of the programme(s) can be accessed at the end of this sheet, in the section entitled “Programmes/courses offering this Teaching Unit”.
The Volume 2 deals with the practical exercises. They are subdivided in
(1) sessions organized in series supervised by facilitators that have themselves a practice of the interview (7 sessions of 2 hours)
(2) work done « at home » in subgroups of 4 students (6 exercises). The practical exercises consist of role plays and several guided exercises that intend to acquire know-how and way of being in relation to doing helping interviews at a basic level of skill.
(3) self-learning of basic relational skills with an e-learning website (this site presents theoretical backgrounds, videos clips, exercises and decoding of the responses, MCQ tests, Jaeken & Zech, 2014) : http://www.uclouvain.be/helpingskills.
The practical exercises necessitate the personal and active involvement of the students. Students are required to sign an informed consent assuring the confidentiality of the contents before they are allowed to participate to the exercises.
