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Case Management
| Definition | Term |
|---|---|
| Gathering data, providing information, and helping clients resolve issues | Interviewing |
| Intensive and personal process than interviewing. More about listening to and understanding a client's life challenges and, with the client, developing strategies for change and growth | Counseling |
| Focuses on more deep-seated personality or behavioral difficulties, and may take longer. Interview clients to obtain basic information and often use counseling as well | Psychotherapy |
| Communication skill units that help you to interact more effectively with a client, whether you are an interviewer, a coach, counselor, or psychotherapist | Microskills |
| These steps provide the specifics that will enable you to work with a multitude of clients and anticipate which skill will likely be most effective with what anticipated result | Microskills hierarchy |
| Your awareness of yourself as a cultural being and your knowledge of, and skills to work effectively with, people different from you | Multicultural competence |
| Observing, practicing, and following professional standards | Ethics |
| A strength based approach in which the interviewer seeks out and listens for times when clients have succeeded in overcoming obstacles. Find something that the client is doing right, and discover the client's resources and supports. | Positive Psychology |
| Defined as supporting your client with individually and culturally appropriate visuals, vocal quality, and body language | Attending behavior |
| Defined as experiencing the world as if you were the client, but with awareness that the client remains separate from you | Empathy |
| Those that can't be answered in a few words. They encourage others to talk and provide you with maximum information. | Open Questions |
| Enable you to obtain specific information and tend to be answered in very few words. | Closed Questions |
| Helps to shorten and clarify the essence of what has just been said, but be sure to use the client's main words when you____________. Often fed back to the client in a questioning tone of voice. | Paraphrasing |
| Uses client comments and integrates thoughts, emotions, and behavior. | Summarizing |
| Identifies a client's key emotions and feeds them back to clarify effective experience. With some clients, the brief acknowledgement of feeling may be more appropriate | Reflection of feelings |
| Acting with a sense of capability and deciding from among a range of alternative actions | Intentionality |
| The ability to learn, grow, recover from, or adapt to stress, trauma, or challenges | Resilience |
| A practical system developed to document your learning, practice, and outcomes. The _________ will help you track your personal progress throughout your journey toward mastering intentional interviewing and counseling | Portfolio of competencies |
| The continued mistreatment and exploitation of a group of people by another person, organization, or culture | Oppression |
| Points out that all of us are multicultural beings and identifies ten dimensions of multiculturalism to consider | RESPECTFUL model |
| Power given through cultural assumptions and stereotypes | Privilege |
| SMALL insults and slights that accumulate and magnify overtime. Associated with discriminatory remarks | Microaggressions |
| A term used to describe language that is calculated to provide a minimum of offense, particularly to the racial, cultural, and other identity groups being described. Denounced by conservative, liberal, and other commentators. | Political Correctness (PC) |
| Occurs when you have more than one relationship with a client. If client is a classmate or friend. | Dual Relationships |
| Includes identifying the needs of the client that cannot be met by the counselor or agency and helping the client find appropriate help for those needs | Referral |
| Health Insurance Portability and Accountability Act requires regarding the protection and confidential handling of protected health information | HIPPA Privacy |
| Are a key route to identifying and encouraging a healthier and more engaged lifestyle. Examples include increased exercise, better nutrition, meditation, and helping others | Therapeutic lifestyle changes (TLC's) |
| the core of developing a relationship and making real contact with clients | Listening |
| What we choose to listen to consciously or unconsciously. | Selective Attention |
| Staying with your clients' topic to encourage full elaboration of the narrative | Verbal tracking |
| Giving louder volume and increased vocal emphasis to certain words and phrases | Verbal underlining |
| Refers to an interviewer response to the client that is less than what the client has said and perhaps even distorts or misunderstands the client. | Subtractive empathy |
| Interviewer responses are roughly interchangeable with those of the client. The interviewer is able to say back accurately what the client has said. | Interchangeable empathy |
| Focuses on strengths and positives in the client, leading to a "can do" rather than a "can't do" attitude | Additive empathy |
| Paired movements that may not be identical but are still harmonious | Movement complementarity |
| A lack of harmony in movement, common between people who disagree markedly or who may not be aware they have subtle conflicts | Movement dissynchrony |
| Refers to the situation in which people who are communicating well "mirror" each other's body language | Movement synchrony |
| Too many questions may give too much control to the interviewer and tend to put clients on the defensive | Bombardment/grilling |
| Another form of bombardment, throwing out too many questions at once may confuse clients. | Multiple questions |
| Are a way in which some interviewers use questions to sell their own points of view | Questions as statements |
| Can put interviewees on the defensive and cause discomfort. But often a basic question to helping a client explore issues of meaning and life vision | Why questions |
| Involves using our cognitive capacity to regulate impulsive emotions and act appropriately in complex situations | Emotional regulation |
| Refers to the ability of the prefrontal cortex to organize cognition and make decisions | Executive (brain) functioning |
| Comprised of short responses that help clients keep talking. They may be verbal (repeating key words and short statements) or nonverbal (head nods and smiling) | Encouraging |
| Large numbers of interconnected neurons working together to achieve a specific outcome | Neural networks |
| The words that people use to name and understand emotions | Vocabulary of emotions |
| Those that have been validated throughout the world in all cultures: sad, mad, glad, scared, disgust, and surprise | Primary emotions |
| Brief acknowledgment of feeling that is just as helpful as a full reflection of feeling | Acknowledging feelings |
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