The Skilled Helper Chapter 8

Running Head: THE SKILLED HELPER CHAPTER 8

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THE SKILLED HELPER CHAPTER 8 2

PART III THE SKILLED HELPER PROBLEM-MANAGEMENT AND

OPPORTUNITY-DEVELOPMENT APPROACH TO HELPING Chapter 8 AN

OVERVIEW OF THE PROBLEM-MANAGEMENT PROCESS

Chapter 1 provided a broad picture of the problem-management and opportunity-development

process. Part III provides a detailed picture of this process, which serves as an integrative

framework for all the key ingredients of successful therapy. Chapter 8 provides a more detailed

overview of the problem management process, but it is still just that—an overview. The details

follow in Chapters 9-14. If possible, do exercise 8.1 before reading Chapter 8 or completing the

other exercises in this chapter.

EXERCISE 8.1: WHAT DO PEOPLE THINK COUNSELING INVOLVES?

As we have seen, one of your jobs as therapists is to explain what therapy is about and the

approach you are taking. Getting clients on board the problem-management process is critical. It

helps, then, to know what might be in the client’s mind as he or she arrives for the first session.

This exercise is designed to give you some sense of how helping, counseling, or therapy

(whatever the name used) is seen by the “public.” This exercise does not pretend to be a

scientific investigation.

1. Interview three or four friends, relatives, or colleagues. Ask them what they think counseling

is. 2. Get more than just a definition. Using your communication skills, help them expand on

whatever definition or description they provide.

3. Write a summary of the main facets in their definitions and descriptions.

4. Meet with two or three of your fellow learners and share what you’ve discovered.

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5. What range of definitions/descriptions of counseling emerges from your discussion? What are

the themes? What are the variations?

6. Finally, discuss the importance of sharing with clients what your approach to counseling is,

what the helper’s role and responsibilities are, and what the client’s role and responsibilities are.

EXERCISE 8.2: EXPLAINING THE BASIC TERMINOLOGY

You need to understand and be ready to explain to others two terms used throughout the

problem management process. They are “stage” and the “tasks” within the stages. Understanding

these two terms is essential for understanding the kind of client-focused flexibility that permeates

the problem management process. Do this exercise with a learning partner. 1. Have a discussion

with your learning partner about what the term “stage” means and does not mean. If you disagree

in any way, be ready to explain both the agreements and the disagreements to others. Finally,

write out your common understanding (the elements you agree on) of the term “stage.”

“Stage”means:

___________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________________

______________________________________________________________________________

2. Repeat the above for the term “task.” “Task” means:

______________________________________________________________________________

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______________________________________________________________________________

3. Share your findings with another group. Finally, the instructor will take up the issue with the

entire training group. The outcome is a shared understanding of both these terms. 4. Why is a

clear understanding of these terms important?

______________________________________________________________________________

EXERCISE 8.3: WHAT KIND OF PROBLEM-MANAGER AND OPPORTUNITY-

DEVELOPER AM I?—A SELF-ASSESSMENT

As a counselor, you are going to be helping clients manage problem situations and develop

unused or underused opportunities. It would be odd if you were not using these same skills in

managing your own life. Here is an opportunity to use the problem-management process or

framework as a self-assessment tool. Helpers can and should become better problem managers

throughout their lives. Rate each of following on a scale from 1-7 (with 7 as a high score). As

mentioned before, when self-rating, push yourself to be honest. Stage I:-Task-A Behaviors

•_____ I spot problem situations as they begin to develop.

•_____ I tend to address issues directly and immediately.

•_____ I act on the “prevention is better than cure” principle.

•_____ I’m always on the watch for life-enhancing opportunities.

•_____ I analyze problem situations clearly; I quickly grasp what’s going on.

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•_____ I quickly analyze the potential of any given opportunity.

•_____ I apply these behaviors to the rest of problem management—goal setting, strategy

development, and implementation.

Name one behavior you would like to be better at.

______________________________________________________________________________

Stage I: Task-B Behaviors

•_____ I am open to getting feedback from others.

•_____ I find ways of getting in touch with my blind spots

•_____ I am open to exploring my blind spots with others.

•_____ I translate blind spots into useful, life-enhancing new perspectives.

•_____ I understand that I can have blind spots at any stage or task of the helping process.

•_____ I am a vigilant person. Name one behavior you would like to be better at.

______________________________________________________________________________

Stage I: Task-C Behaviors

•_____ I know how to separate the important issues of life from the trivial.

•_____ I know the difference between what is critical and what is merely useful.

•_____ In both problem management and opportunity development I focus on the bigger issues

of life.

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•_____ I do not let myself become a victim of the trivial things of life. Name one behavior you

would like to be better at.

______________________________________________________________________________

Stage II: Task-A Behaviors

•_____ I’m open to problem-managing and opportunity-developing possibilities.

•_____ The psychology of hope is important for me.

•_____ I brainstorm about the future.

•_____ The concept of “possible selves” is important for me.

•_____ I look for ways of increasing my creativity. Name one behavior you would like to be

better at.

______________________________________________________________________________

Stage II: Task B-Behaviors

•_____ Goals play an important role in my life.

•_____ Even though I am goal-driven, I am still flexible.

•_____ My goals have the kind of focus and clarity needed to drive action.

•_____ I appreciate all kinds of goals—emerging, adaptive, and coping.

•_____ I tailor goals to the kind of problem situation or opportunity at hand. Name one behavior

you would like to be better at.

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______________________________________________________________________________

Stage II: Task C-Behaviors

•_____ I have a practical understanding of the dynamics of incentives, commitment, and

motivation.

•_____ The goals I set are both useful and, in some way, appealing even when they are difficult.

•_____ I take my commitments—both to myself and to others—seriously.

Name one behavior you would like to be better at.

______________________________________________________________________________

Stage-III Behaviors

•_____ I know that there are usually several paths to a goal.

•_____ I explore these paths diligently.

•_____ I choose strategies that fit my style and the circumstances.

•_____ Whenever required, I turn the strategies I choose into a step-by-step plan.

•_____ My plans are living realities, not just words on a page. Name one behavior you would

like to be better at.

______________________________________________________________________________

Implementation Behavior

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•_____ I am a doer, not just a dreamer.

•_____ As soon as I start to think about a problem situation or an opportunity, I begin engaging

in little actions that get me moving toward more substantial outcomes.

•_____ The stages and tasks outlined above make me think of things I can do.

•_____ I am open to changing my cognitive behavior, my external behavior, and/or the ways I

express my emotions.

•_____ My actions are usually focused, not just actions for the sake of action. Name one

behavior you would like to be better at.

______________________________________________________________________________

General Problem Management Behavior

•_____ The behaviors outlined above constitute a mentality, a way of approaching life.

•_____ The behaviors outlined are often implicit rather than explicit.

•_____ The framework is in my bones; it is part of my lifestyle. All in all, what kind of problem

manager are you? Where do your strengths lie? Your weaknesses?

EXERCISE 8.4: PREPARING TO TELL YOUR STORY—PROBLEM SITUATIONS

As mentioned earlier, the counselor training program is an opportunity for you to examine many

different aspects of your life and to make changes that will help you become an effective

therapist. All helpers have problems or issues that could lessen their effectiveness. Knowing

what yours are is an important part of training. You have already completed some exercises that

were designed to help you spot strengths and weaknesses in your life. Here is one more self-

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exploration exercise as you move into learning and practicing the problem-management process

in detail. The following sentence-completion exercise will

help you to choose issues that you would like to and are willing to discuss. Do these sentence-

completion exercises quickly.

1. One of my biggest problems is

2. I’m quite concerned about

3. Something I fail to do that gets me into trouble is

4. The social setting of life I find most troublesome is

5. The most frequent negative feelings in my life are

6. These negative feelings take place when

7. The person I have most trouble with is

8. What I find most troublesome in this relationship is

9. Life would be better if

10. I tend to shortchange myself when I

11. I don’t cope very well with

12. I get anxious when

13. A value I fail to put into practice is

14. I’m afraid to

15. I wish I 1

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6. I wish I didn’t

17. What others dislike most about me is

18. I don’t seem to have the skills I need in order to

19. A problem that keeps coming back is

20. If I could change just one thing in myself it would be

Once you have finished, place a check-mark next to the issues you might be willing to discuss

with a friend, partner, or in the training group. Then circle the checked issues you believe are

most closely related to becoming an effective helper. Finally, with a learning partner, discuss the

items you have both checked and circled.

EXERCISE 8.5: PREPARING TO TELL YOUR STORY—UNUSED OPPORTUNITIES

This sentence-completion exercise mirrors the preceding one but deals with unused or underused

strengths and opportunities rather than problems. Undeveloped strengths and opportunities can

affect the quality of your helping.

1. I could be better at

2. Those who know me know that, when I want to, I can

3. I’ve always wanted to

4. I regret that I haven’t

5. When I’m at my best I

6. I’m glad when I

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7. Those who know me know that I can

8. A value that I try hard to practice is

9. When I’m at my best with people I

10. I can’t always count on myself to

11. Something I’m handling better this year than last is

12. If I were managing my life better I would

13. A recent problem I haven’t handled as well as I might is

14. I have the courage to

15. I aspire to

16. I think that I have the guts to

17. An example of some unfinished business I have is

18. When I think of my maturity I

19. One way in which I could be more dependable is

20. I communicate most effectively with others when

Once you have finished, place a check-mark next to the unused opportunities you might be

willing to discuss with a friend, partner, or in the training groups. Then circle the checked issues

you believe are most closely related to becoming an effective helper. Finally, discuss the items

that you have both checked and circled with a learning partner.

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EXERCISE 8.6: FLEXIBILITY OF THE PROBLEM-MANAGEMENT FRAMEWORK IN

ACTION

As noted in Chapter 8 of the text, the problem-management framework is intended to be flexible.

This flexibility is an acknowledgement that making progress on a problem can unfold in a

variety of ways, depending on the values and preferences of the client. If you have a solid

understanding of the term’s “stage” and “task,” it will become clear how flexibly you can use

them.

1. What is meant by the “sequential logic” of the stages and tasks of the problem-management

process?

______________________________________________________________________________

2. How does the “clinical use” of the stages and tasks of the problem-management process take

precedence over its “sequential logic”?

______________________________________________________________________________

3. Explain this statement: Clients can begin their stories anywhere they want in the “geography”

of helping.

______________________________________________________________________________

4. Explain this statement: Within therapy, clients can move to whatever stage or task they think

will be helpful.

______________________________________________________________________________

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5. Explain this statement: Throughout therapy, therapists can suggest that the client move to a

stage or task of the problem-management process that the therapist believes will help the client

make progress— doing so, however, in collaboration with the client.

______________________________________________________________________________

EXERCISE 8.7: STARTING POINTS AND FLEXIBILITY

When clients tell their stories, they start anywhere within the “geography” of helping. It is your

job to know what their starting point is, to follow their logic, and to help them engage in

whatever stages and tasks that will help them achieve the outcomes they are looking for. Name

the starting point for each of the following cases.

1. Read the case, answer the questions, and check out your answers with a learning partner.

Case 1. Jessica looks very harried. She sits down but does not seem to know where to start.

Finally, she says, “It’s just not working. I’ve done just about everything the bank’s financial

‘counselor’ asked me to do. I’ve made a budget. I’ve cut back on my credit card use. I’m

living very frugally. I buy just necessities. And still they won’t do anything to help me stave

off foreclosure proceedings. I’m at my wit’s end!” The client’s starting point

___________________________________________________________________________

How would you proceed?

___________________________________________________________________________

Case 2. The client is a sailor who has just been released from captivity. He spent three weeks

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in the custody of pirates who captured his ship. He has been back home for two weeks. He

speaks very hesitatingly as he says, “This has been one of the worst times of my life. I felt

that my life was in danger every minute I was there. I thought being freed would take care of

everything. But I’m still a mess. I can’t sleep. I thought it would be great to get back to my

family, but, to tell the truth, I haven’t been easy to live with. My whole life has changed. The

client’s starting point

___________________________________________________________________________

How would you proceed?

___________________________________________________________________________

Case 3. This client has just got out of jail. As a pedophile, his name is on the sexual predator

list. He is a mandated client. Getting post-imprisonment therapy was a requirement for his

release. He says, “I just can’t go back to jail. Ever! But if I’m honest with myself, I can say

that I never want to offend again. Part of me really means that for a whole variety of reasons.

But you’ve seen a lot of guys like me. You know and I know that the urges just don’t go

away. That’s the other side of me. What do people like me do?”

The client’s starting point

___________________________________________________________________________

How would you proceed?

___________________________________________________________________________

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Case 4. This client has been out of work for 18 months. His job search has been very

frustrating. He says, “Eighteen months and not even a nibble. Forty years old and nothing!

Now this week I get two job offers and it’s got me all twisted up. I’ve got a degree in civil

engineering. I’ve been offered a job by a real estate developer. The pay is quite decent. It

would help me put my finances back in order. But the company is new and who knows

what’s going to happen in commercial real estate over the next few years. The second offer I

got by networking with a couple of friends of mine. It’s with the city. The pay isn’t that

good, but the are some tradeoffs. My assumption is that job security would be better. But is it

security in a sort of dead-end job? And there is a pension scheme. But who knows what’s

going to happen with government pension schemes? Two job offers. I should be deliriously

happy, but I’m in turmoil.” The client’s starting point

___________________________________________________________________________

How would you proceed?

___________________________________________________________________________

2. How much do your answers differ from those of your learning partner? How can you go

about reconciling the differences?

EXERCISE 8.8: USING CLIENT FEEDBACK

Regularly monitoring the progress of treatment, the quality of the helping relationship, and

the value of each session is a key ingredient of successful therapy. Then, if anything goes

wrong, you can address it immediately and make the needed changes. Below, you are given

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the opportunity to practice asking for feedback from clients who have sought your help. For

each of the case examples provided, do the following:

1. Write down some ideas you think would be helpful to address the following three areas:

A. Progress being made on the identified problem. Select a way that is comfortable for

you to discuss with the client what progress (or the lack thereof) that he or she is making

(some helpers use a rating scale to describe progress, while others ask open-ended question

such as “How far along do you think you are in managing the problem situation?”).

B. The quality and usefulness of each session and the helping relationship itself. Select a

way that is comfortable for you to ask how the client feels about how you are working on the

problem together (How satisfied are you with the way we are working on your concerns?

How has this session gone?).

C. Making use of feedback. Identify what you might change as a result of the feedback you

receive from the client.

Example: Samirah, a beginning counselor, has been working with Garett for three sessions.

Garett sought help in order to decide whether he wants to leave his marriage of five years or

stay and try to work on it. He has a 10-month-old daughter but has become increasingly

unhappy with his marriage. His wife had a brief affair 3 years ago, and he has been unable or

has refused to forgive her. He was going to leave the marriage, but she became pregnant and

now he is confused about what he should do. He is thinking of staying because of the child

although he believes she got pregnant to save the marriage. Samirah has been focused on the

concept of forgiveness. At the beginning of the fourth session, Samirah asks Garett for

feedback:

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A. Progress in Managing the Problem Situation

Samirah : Garett, I wanted to check in and ask about your progress on making a decision.

How much closer do you feel like you are to making a decision compared to our first

session?

Garett: I feel like I have made some progress. I didn’t realize how angry I was at her and

how trapped I feel. I can see the reasons for wanting to leave versus staying more clearly.

The next likely goal for me will be to develop a plan and get the courage to leave.

B. Helpfulness of the Relationship and the Sessions

Samirah: Well, overall, how do you think we’re doing together?

Garett: I am lot more comfortable with you now, but it’s still hard work. I really believe

that you have my best interests at heart, and I know you won’t try to force me into any

decision.

Samirah: How do you think today’s session went?

Garett: I squirmed when you invited me to talk about what I think might be going on

inside my wife. I think it was your way of maybe helping me to find more constructive

ways of talking with her. But what you did was fair. I want to be fair, too, even though

I’m still angry.

Samirah: Is there anything you would change about how we’re working together?

Garett: We’ve focused a lot on forgiveness and that has felt less helpful. I have forgiven a

lot in our marriage and I am usually the one in relationships who just sucks it up. I go

along to get along, if you know what I mean. Maybe it’s time for me to stand up for

myself and acknowledge that what I feel matters.

C.Making Use of the Feedback

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Samirah suggested that in the next session she might role play his wife and Garett could

experiment ways of expressing his anger and hurt—not as ways of retaliating, but as ways

that would facilitate progress in decision making and moving away from “swallowing his

feelings” to expressing them both honestly and constructively.

2. Choose one of the following examples and, like the Samirah-Garett case, write a scenario

depicting how a request for feedback might go and how you as a therapist would make

use of the feedback. Deal with progress (or the lack thereof) being made, the helpfulness

of the session, the quality of the relationship, and making use of the feedback. Use your

imagination in developing the case.

Case 1. Federico has seen Ellen, a 20-year-old African American female, for five sessions at

a university counseling center. Ellen sought therapy because she felt depressed and is tired of

feeling “ugly and fat.” Federico has talked about exercise as one way to feel better and

address her concerns with her weight.

Ellen has reluctantly agreed but has not been very talkative and rarely makes eye contact. She

has not reported any improvement or differences in previous sessions.

Case 2. Terry, a 42-year-old White male, has had one session with his drug and alcohol

counselor Pam on his long-standing drinking problem. He sought treatment because he is

tired of living alone and living a “dead end life.” He wants to quit drinking and go back to

school. Terry played professional baseball after signing a contract out of high school; he got

injured and lost his dream of playing in the major leagues. He is now motivated by a new

dream—being a high school teacher and coach. Pam has primarily focused on listening to

and understanding his story and has started to ask about his drinking behaviors and what

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triggers his drinking to excess. Terry has been sober for a week and seems excited about

continuing treatment.

3. Share your scenario with a learning partner. Provide each other with constructive

feedback.

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What Do People Think Counselling Involves?

People may have different ideas and expectations about what counseling involves, depending on their

personal experiences, cultural background, and the media representations they have encountered.

However, here are some common perceptions of what counseling may involve:

3. Talking to a professional: Many people associate counseling with talking to a trained

professional, such as a counselor or therapist, about their thoughts, feelings, and concerns. They

may perceive counseling as a safe and confidential space where they can express themselves

without judgment or fear of repercussions.

4. Emotional support: Counseling is often seen as a form of emotional support that can help

individuals cope with difficult situations, such as mental health issues, relationship problems, or

stressful life events. People may expect their counselor to offer empathy, validation, and

guidance in navigating their challenges.

5. Problem-solving: Counseling may also be perceived as a way to address specific problems or

issues, such as anxiety, depression, addiction, or trauma. People may expect their counselor to

help them identify the root causes of their problems, develop coping skills, and set goals for

improvement.

6. Active listening: People may think of counseling as a process of active listening, where the

counselor listens attentively to their concerns and provides feedback and insights. They may

expect their counselor to ask probing questions, reflect on their experiences, and challenge their

assumptions.

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7. Personal growth: Finally, counseling may be seen as a means of personal growth and self-

discovery. People may hope to gain new insights into themselves, develop greater self-

awareness, and cultivate a more positive and fulfilling sense of identity.It's important to note

that counseling can involve all or some of these aspects, depending on the individual's needs

and goals. Additionally, counseling can take many forms and approaches, including cognitive-

behavioral therapy, psychodynamic therapy, humanistic therapy, and others.

8. Confidentiality: People may also expect confidentiality when they engage in counseling. They

may feel more comfortable opening up about sensitive topics knowing that their counselor will

keep their conversations confidential, unless there is a risk of harm to themselves or others.

9. Non-judgmental environment: Counseling may be perceived as a non-judgmental environment

where people can discuss their problems without fear of being criticized or judged. People may

feel more comfortable sharing their thoughts and feelings when they feel that their counselor is

accepting and understanding.

10. Time-limited: Counseling may also be seen as a time-limited process, where people attend a set

number of sessions with a specific goal in mind. They may expect their counselor to help them

make progress towards their goals within a certain timeframe.

11. Active participation: Finally, people may expect to be active participants in their counseling

sessions. They may need to share their thoughts and feelings honestly, work on homework

assignments, and practice new coping skills in their daily lives to get the most out of

counseling.It's important to keep in mind that counseling is a collaborative process that involves

both the counselor and the client. The specific goals and outcomes of counseling may vary

depending on the individual's needs and circumstances, and the counselor's approach and style.

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12. Empowerment: People may also expect counseling to help them feel empowered and in control

of their lives. Counseling may help them recognize their strengths, set realistic goals, and

develop a sense of agency in making positive changes.

13. Safe space: Counseling can also be seen as a safe space where people can explore their

emotions and experiences without fear of being judged or invalidated. People may feel more

comfortable discussing sensitive topics with a counselor than with friends or family members.

14. Education: Counseling may also involve education about mental health, coping strategies, and

self-care. People may learn about their specific mental health condition, how it affects them,

and what they can do to manage their symptoms.

15. Support network: Counseling can also help people build a support network of friends, family, or

other professionals who can provide additional help and resources. Counselors may refer their

clients to other professionals, such as psychiatrists or support groups, to address specific

needs.Overall, counseling is a flexible and dynamic process that can help people overcome a

wide range of mental health and life challenges. It is important to remember that counseling is

not a one-size-fits-all solution, and what works for one person may not work for another.

However, by seeking counseling, people can gain valuable support, education, and resources to

improve their mental health and overall wellbeing.

16. Validation: People may also seek counseling to feel validated and heard. They may have

experienced invalidation in their past, such as being told to "just get over it" or "stop being so

sensitive," and may feel that their emotions and experiences have been dismissed. In

counseling, they may find a supportive and validating space where they can express themselves

without fear of judgment or invalidation.

17. Self-improvement: Another expectation people may have of counseling is to improve

themselves. They may seek counseling to work on personal growth and development, such as

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improving communication skills, building self-esteem, or cultivating a more positive outlook on

life.

18. Trauma processing: Counseling may also involve processing past trauma or emotional wounds.

People may seek counseling to work through the effects of past abuse, neglect, or other

traumatic experiences. Counselors may use various techniques, such as cognitive-behavioral

therapy or eye movement desensitization and reprocessing (EMDR), to help people process

their trauma and develop coping skills.

19. Relationship improvement: Finally, people may seek counseling to improve their relationships.

They may attend couples or family therapy to work on communication, conflict resolution, or

other relationship issues. Counselors can help people learn healthy communication skills, set

boundaries, and improve their relationships with others.

In conclusion, counseling is a multifaceted process that can help people achieve various goals related to

their mental health, personal growth, and relationships. By seeking counseling, people can gain valuable

insights, skills, and resources to help them overcome challenges and lead more fulfilling lives.

From the interview, the main facets in the definition of counselling is psychological

evaluation and mental healing. According to the interviewee, counselling involves getting a

person to talk about their problems and helping them find lasting solutions. It involves indulging

in activities such as solving puzzles, dancing, exercising and open communication, which expand

the mind in thinking and at the same time acquiring different perception of life. In addition, from

discussion with my fellow learners, we discovered that the similarities in definition is

psychological evaluation and the main variation is that, as others thought of it more as a

professional help, others thought that it was not necessarily professional (Lambert, Shimokawa,

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2011). Also, there are definitions such as, counselling is a confidentiality between the counsellor

and client in the process of helping a client to view things from a positive angle that brings

positive change to their lives

It is important for the counsellor to share with the client what the approach is so that the

client can be aware of the steps and what to expect. Knowing what level has passed and what

more is to be done is important for monitoring progress. Explaining the roles and responsibilities

is also a necessity to create trust with the client. It allows for boundaries for be established so

that the counsellor does not reach a level of being sympathetic with the client but rather

empathetic. For example, letting the client know that one of the responsibilities is confidentiality

enables the client to open up and be ready to accept help (Janse, Jong, 2016). In the same way,

explaining client’s responsibilities and role is important to ensure that the client does not

disrespect the helper but upholds the necessary virtues requires. It is important that the client

knows that being open will allow for faster healing and being honest allows the helper to know

how to approach different challenges that affect the client.

Basic Terminology

Stage is the various steps taken in counselling by the client, the beginning of therapy to

the end, that is when the clients has overcome the problem. The stages take different period of

time depending on the responsiveness of the client to the counsellor’s tasks ( Elgen, 2018).

Task not only mean the different exercises performed by the client, but also the

responsibilities of the counsellor towards the client. These exercises enable the client to express

their emotions and help them perceive solutions. In like manner, the counsellor’s task helps them

to be in check, to keep ethical rules and maintain right relationship with different clients.

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It is important to understand these terms because they are the core to therapy. On one

hand, the client needs to know the stages so that each huddle can be counted as a success and

therefore an encouragement to the individual while on the other hand, tasks are important foe the

counsellor to determine whether they are making a progress with the client or not.

Self-assessment

First, one behaviour I would like to improve on is to be able to quickly analyse potential

of a given situation. Secondly, I would like to be better at translating blind spots into useful life-

enhancing perspectives. Thirdly, I would like to be better at focusing on bigger issues of life both

at opportunity development and problem management. Coupled with that is looking for ways to

increase my creativity. In addition, I would like to be better at tailoring goals depending on the

opportunity at hand and the problem situation. Having a practical understanding of the dynamics

of incentives, commitment and motivation is another behaviour I would like to improve on.

Moreover, choosing strategies that fit my style and the circumstances, together with having

focused actions would be a better behaviour. I have always been great at planning goals and

trying to execute them but my weaknesses have been executing them due to lack of support and

the necessary finances.

Problem Situation

From the discussion with my partner, we agreed that we were concerned about the way the

society was changing and adapting foreign cultures without concern of the traditional ways. This

is because, changes bring about different feelings which may affect our mental state. Equally

important, we both agreed that social setting we find most troublesome is the existence of social

classes. It has brought about social evils such as robbery and corruption. To add to that, we

THE SKILLED HELPER CHAPTER 8 26

agreed that life would be better if people agreed to live in peace and being honest with each

other.

Unused Opportunities

My partner and I agreed that one way we could be dependable would be if we had our own

businesses that help us create an extra shilling to help the society. On the other hand, we regret

that we have not been able to challenge ourselves into taking the risk of working with inmates as

their therapist. The value we try hard to practice is self-control because it is a necessary virtue

that will enable us as therapists to create boundaries with the clients and also be able to restrain

from shouting at a client or advising them.

Flexibility of Problem Management Framework in Action

The Problem Management framework is designed to help organizations identify, analyze, and resolve

problems in a systematic way. The framework provides a structured approach to problem management

that can be adapted to meet the needs of different organizations and situations. Its flexibility allows it to

be applied in a variety of contexts, from IT service management to business process improvement.

One way in which the flexibility of the Problem Management framework can be seen in action is in the

way it can be customized to fit the specific needs of an organization. For example, some organizations

may choose to implement a problem management process that is tightly integrated with their change

management process, while others may prefer to keep the two processes separate. The framework

allows for this kind of customization, which can help organizations to achieve their goals more

effectively.

Another way in which the flexibility of the Problem Management framework can be seen in action is in

the way it can be adapted to address different types of problems. The framework is not limited to

THE SKILLED HELPER CHAPTER 8 27

addressing technical problems within an IT environment, but can also be applied to business process

problems, customer service problems, and other types of issues. This means that organizations can use

the framework to address a wide range of issues and improve their overall performance.

The Problem Management framework also allows for continuous improvement. As organizations use the

framework to address problems, they can gather data and feedback that can be used to refine and

improve the framework itself. This means that the framework is not static, but can evolve over time to

meet changing needs and challenges.

In summary, the flexibility of the Problem Management framework allows it to be applied in a variety of

contexts, customized to fit the needs of different organizations, adapted to address different types of

problems, and improved over time through continuous feedback and refinement. This flexibility makes

the framework a valuable tool for organizations seeking to improve their problem-solving capabilities

and overall performance.

The Problem Management framework can also be integrated with other frameworks and

methodologies. For example, organizations that use the ITIL (Information Technology Infrastructure

Library) framework for IT service management can integrate Problem Management with Incident

Management and Change Management processes to create a more comprehensive approach to

problem resolution. Similarly, organizations that use Lean or Six Sigma methodologies for process

improvement can integrate Problem Management to identify and eliminate problems in their processes.

The flexibility of the Problem Management framework also extends to the tools and technologies used

to support it. While many organizations use specialized software tools to manage their problem

management processes, the framework can be implemented using simple tools such as spreadsheets or

even pen and paper. This means that organizations of all sizes and budgets can implement the

framework without significant investments in technology.

THE SKILLED HELPER CHAPTER 8 28

Finally, the Problem Management framework can be used to support a culture of continuous

improvement within an organization. By encouraging employees to identify and report problems, and by

providing a structured process for addressing those problems, organizations can create a culture of

accountability and problem-solving. This can lead to improved quality, increased efficiency, and greater

customer satisfaction.

In conclusion, the flexibility of the Problem Management framework makes it a valuable tool for

organizations seeking to improve their problem-solving capabilities and overall performance. Whether

an organization is looking to address technical problems within an IT environment, business process

problems, or other types of issues, the framework can be customized to fit their needs and integrated

with other frameworks and methodologies. With its focus on continuous improvement and a culture of

problem-solving, the framework can help organizations to achieve their goals and improve their

performance over time.

Another way in which the flexibility of the Problem Management framework can be seen in action is in

the way it can be applied across different industries and sectors. While the framework has its roots in IT

service management, it can be adapted to address problems in a wide range of industries, including

healthcare, manufacturing, finance, and government. This means that organizations in different sectors

can use the framework to address their unique challenges and improve their operations.

Moreover, the flexibility of the Problem Management framework can be seen in the way it can be used

to support different problem-solving methodologies. For example, the framework can be used to

support root cause analysis (RCA) methodologies, which focus on identifying the underlying causes of

problems, or it can be used to support corrective action/preventive action (CAPA) methodologies, which

focus on implementing corrective and preventive actions to prevent problems from recurring. The

THE SKILLED HELPER CHAPTER 8 29

framework can also be used in conjunction with other problem-solving tools and techniques, such as

fishbone diagrams, brainstorming sessions, and process mapping.

Lastly, the flexibility of the Problem Management framework can be seen in the way it can be scaled to

meet the needs of different organizations. Whether an organization is small or large, the framework can

be adapted to fit its size and complexity. Smaller organizations may choose to implement a simpler

version of the framework, while larger organizations may choose to implement a more robust version

that includes multiple tiers of problem resolution and a more sophisticated reporting and analytics

capability.

In conclusion, the flexibility of the Problem Management framework allows organizations to adapt it to

meet their unique needs, apply it across different industries and sectors, support different problem-

solving methodologies, and scale it to meet the needs of organizations of different sizes and complexity.

By using the framework to identify and resolve problems, organizations can improve their operations,

increase efficiency, and enhance customer satisfaction.

The Problem Management framework also supports collaboration and communication across different

teams and departments within an organization. By providing a structured process for problem

resolution, the framework encourages cross-functional teams to work together to identify and resolve

problems. This can lead to improved communication, collaboration, and coordination across different

teams and departments, as well as increased efficiency and productivity.

Moreover, the flexibility of the Problem Management framework allows for a proactive approach to

problem resolution. The framework encourages organizations to identify and address potential

problems before they become major issues, which can help to prevent downtime, service disruptions,

and other negative impacts on the organization. By taking a proactive approach to problem resolution,

THE SKILLED HELPER CHAPTER 8 30

organizations can improve their operations and reduce the risk of costly downtime and service

disruptions.

Finally, the Problem Management framework provides a mechanism for measuring and monitoring the

effectiveness of problem resolution efforts. By tracking key performance indicators (KPIs) such as the

number of incidents, the time to resolution, and the recurrence of problems, organizations can identify

trends and areas for improvement. This data can be used to refine the problem management process,

improve the effectiveness of problem resolution efforts, and drive continuous improvement.

In conclusion, the flexibility of the Problem Management framework provides organizations with a

structured approach to problem resolution that can be adapted to meet their unique needs. By using

the framework to improve communication and collaboration, take a proactive approach to problem

resolution, and measure the effectiveness of problem resolution efforts, organizations can improve their

operations, reduce downtime and service disruptions, and enhance customer satisfaction. The

framework is a valuable tool for organizations seeking to improve their problem-solving capabilities and

achieve their goals.

Another benefit of the Problem Management framework is that it helps organizations to prioritize their

problem resolution efforts. By using a structured process for problem resolution, organizations can

evaluate the impact and severity of each problem and prioritize their efforts accordingly. This allows

organizations to focus their resources on the most critical problems, which can help to reduce

downtime, service disruptions, and other negative impacts on the organization.

The Problem Management framework also supports continuous improvement by providing a

mechanism for feedback and learning. By capturing and analyzing data on problem resolution efforts,

organizations can identify areas for improvement and refine their processes over time. This can lead to a

THE SKILLED HELPER CHAPTER 8 31

culture of continuous improvement, where employees are encouraged to identify and report problems

and the organization is committed to addressing those problems in a systematic and effective way.

Moreover, the Problem Management framework can help to build trust and confidence among

customers and stakeholders. By demonstrating a commitment to identifying and addressing problems,

organizations can enhance their reputation for reliability and quality. This can lead to increased

customer loyalty, improved brand reputation, and a competitive advantage in the marketplace.

Finally, the Problem Management framework can help organizations to comply with regulatory and

industry standards. Many regulatory bodies and industry associations require organizations to have a

structured process for problem resolution in place. By using the Problem Management framework,

organizations can ensure that they are meeting these requirements and avoiding potential penalties and

legal risks.

In conclusion, the Problem Management framework provides organizations with a structured approach

to problem resolution that can help them to prioritize their efforts, support continuous improvement,

In conclusion, the Problem Management framework provides organizations with a structured approach

to problem resolution that can help them to prioritize their efforts, support continuous improvement,

build trust and confidence among customers and stakeholders, and comply with regulatory and industry

standards. By using the framework to identify and address problems, organizations can improve their

operations, reduce downtime and service disruptions, and enhance customer satisfaction. The

framework is a valuable tool for organizations seeking to improve their problem-solving capabilities and

achieve their goals.

THE SKILLED HELPER CHAPTER 8 32

Sequential logic means that, the present state and behaviour of the person depends on the

previous tasks and stages undertaken.

Saying that clinical use take precedence over sequential logic means that, testing of this tasks and

stages is done on humans first and they happen before the tasks are assigned to clients.

The statement that client can begin their stories anywhere they wan in the geography of helping

means that, the client is allowed to begin stating their problems from any angle they wish, it is

not necessarily the beginning it can also be the end or the middle.

From the statement that clients can move to any topic they think will help means that, the clients

have a free will to begin with any topic they want because it is good when they are open to help

given to them.

Finally, the statement that the therapist can suggest a stage or task they think is helpful but with

in the collaboration of the client means that, the client must agree with the therapist to move to a

different stage because they are the ones to do the task and therefore, one cannot force a client to

perform a certain task, it will not help them in the process.

Flexibility

Case 1: I would begin by telling her that she should calm down, catch a breath and remind her

the reason foe being their is to be able to find a solution to her problem.

Case 2: I would begin by reassuring him that, therapy was a safe place where he should feel safe

enough to say anything and try to create a sense of belonging and freedom.

Case 3: First I would tell him that it its okay to be open because whatever he says is bound to be

confidential. I would I get him to start to talk about what he fees of what he did.

THE SKILLED HELPER CHAPTER 8 33

Case 4: To begin with, I would let him know that he is lucky and help him understand that he

needs to relax in order to make the right decision by taking it easy.

My answers and that of my learning partner were not so different therefore, reconciling them is

not a difficult task because through comparison of our thoughts, we can come up with the most

suitable feedback.

References

What Schema Therapy Offers. (2015). Schema Therapy with Couples, 1-12.

Janse, P. D., Jong, K. D., Dijk, M. K., Hutschemaekers, G. J., & Verbraak, M. J. (2016).

Improving the efficiency of cognitive-behavioural therapy by using formal client feedback.

Psychotherapy Research, 27(5), 525-538.

Lambert, M. J., & Shimokawa, K. (2011). Collecting Client Feedback. Psychotherapy

Relationships That Work, 203-223.

Elgen, M. (2018). Key Stages in Lynn’s Therapy. Reshaping the Self, 61-109.

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