Psychology /Mors 200 Arts Final - Funeral Service Psychology and Counseling 4 Part 3
Mors 200 Arts Final - Funeral Service Psychology and Counseling 4 Part 3
This deck covers key concepts in funeral service psychology and counseling, focusing on interpersonal skills, counselor characteristics, and effective communication strategies.
Should appear natural, relaxed, and caring.
Facial Expressions
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Key Terms
Term
Definition
Should appear natural, relaxed, and caring.
Facial Expressions
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Arms- at your side or in a position to have your hands in your lap Do not cross arms or legs in front of you- gives the impression of non interest or boredom.
Arm and Leg Position
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Rigid body posture Taking notes Clock watching Letting your gaze wander
Negative Non-Verbal Skills
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Initial learning 1 Awareness of ignorance 2 The individual takes action and obtaines the needed education Uncomfortable use 3 starts the good, better, best analogy Consciously skilled 4 Is the better stage Naturally skilled 5 This is when the individual reaches her best level of practice
Developing Interpersonal Skills (Wolfelt's 5 Stages of Learning)
Step 1: Awareness of ignorance- individual becomes aware that she does not have knowledgeof an area and realizes the need to get more educated. Step 2: The individual takes action and obtains needed education- This is usually at the basic level. Some learners will then take advance learning opportunities to increase their knowledge base.
Initial Learning
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Step 3: Starts the good, better, best analogy. The educated individual takes a leap of faith by trying out these newly acquired skills. There is an initial stage of awkwardness and discomfort but the individual is at the good stage.
Unfortable Use
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| Term | Definition |
|---|---|
Should appear natural, relaxed, and caring. | Facial Expressions |
Arms- at your side or in a position to have your hands in your lap Do not cross arms or legs in front of you- gives the impression of non interest or boredom. | Arm and Leg Position |
Rigid body posture Taking notes Clock watching Letting your gaze wander | Negative Non-Verbal Skills |
Initial learning 1 Awareness of ignorance 2 The individual takes action and obtaines the needed education Uncomfortable use 3 starts the good, better, best analogy Consciously skilled 4 Is the better stage Naturally skilled 5 This is when the individual reaches her best level of practice | Developing Interpersonal Skills (Wolfelt's 5 Stages of Learning) |
Step 1: Awareness of ignorance- individual becomes aware that she does not have knowledgeof an area and realizes the need to get more educated. Step 2: The individual takes action and obtains needed education- This is usually at the basic level. Some learners will then take advance learning opportunities to increase their knowledge base. | Initial Learning |
Step 3: Starts the good, better, best analogy. The educated individual takes a leap of faith by trying out these newly acquired skills. There is an initial stage of awkwardness and discomfort but the individual is at the good stage. | Unfortable Use |
Step 4: The better stage. The individual feels more comfortable but is still practicing at a conscious level. | Consciously Skilled |
Step 5: This is when the individual reaches her best level of practice. - She is being effective with her clients and practicing the attending skills without even realizing it. It is natural and automatic. | Naturally Skilled |
Sincerity Integrity Empathy respect Warmth Caring Genuineness | Characteristics of a Good Counselor or a Helping Funeral Director |
Having a real interest in the people and their problems. | Sincerity |
Being of sound moral principals, upright and honest. | Integrity |
The ability to perceive accurately the feelings of your clients. | Empathy |
Refers to a councelor's approachability and willingness to be open, considerate, and friendly with clients. | Warmth |
The ability to present oneself sincerely; a counselor's spontaneity, consistency, and authentinicity. | Genuineness |
Holding a person in high regard. | Respect |
Desire to counsel Actively listen to the individual Listen with understanding Discern the true situation, the real problem. Give the indivdual additional information when necessary Encourage the individual to solve the problem Help the individual develop a plan of action Follow-up | Do's In a Counseling Relationship |
Tell the client what happened to him, let him tell you. Ask why, value-judgement questions. Use should or ought Blame, cirticize, or embarrass clients Automatically compare the client's experience with your own. Become overly analytical Trivialize or invalidate the client's feelings or concerns Offer the client explanations for thinking, feelings, or behaviors Reduce counseling to giving advice become impatient and/or appear rushed Become over-involved tothe point that you feel overwhelmed Continue in a counseling relationship if you feel threatened by it or inappropriately attached to the client. Breach the client's confidence Misrepresent your capabilities to the client Juge and condemn others Impose your solution becuase of lime limitations, disinterest, or other reasons Treat problems alike Treat people alike Treat counseling sessions alike Do too much talking | Don'ts in the Counseling Relationship |
Asks too many questions Dominates the interaction Inappropriate self-disclosure Offering platitudes or false reassurance Discouraging the expression of emotions Emotional distancing | Barriers to Effective Communication (Wolfelt) |
Violation of confidentiality Claiming expertise which one does not possess Exceeding one's level of professional competence Imposing one's values on a client Creating dependency in a client Sexual activity with a client | Unethical Behaviors for Counselors |
Ethical and legal issue. Circumstances that dictate when counselors must divulge information: When clients pose a dange to themselves or others When the counselor believes that a client under tha age of 16 years is a victim of incest, rape, other abuse or some other crime When ordered by the court to do so Wehn clients request that their records be released to themselves or to a third party | Confidentiality |
Remember that you cannot take away pain of the bereaved. Do not let your own sense of helplessness keep you from reaching out to the griever. Expect to have to tolerate volatile reactions from the bereaved Recognize the cirtical therapeautic value of the gift of presence Make sure you view the loss form the griever's unique perspective Let your genuine concern and caring show Do not let your own needs determine the experience for the griever. Understand that grief is not an easy upward climb Have no expectations that bereaved individuals will behave the way you want them to behave Listen to the story oftheir loved one over and over Understand that some grievers need to visit the cemetery Refer to the deceased by name Grief can be a long lonely journey, be patient Greif can take a tremendous amount of energy. Offer permission to grieve Avoid using the term depressed Do not explain the loss in religious or philosophical terms Do not tell the griever to feel better because tere are other loved ones who are still alive Do not try to unrealistically pretty up the situation Do not forget to plant the seeds of hope Do not encourage responses that do not foster appropriate grief Do not tell them not to cry Hold out the expectation that the griever will successfully complete the mourning process and that the pain will subside. | Intervention Strategies for Grief Counselors (Buffalo General Hospital) |
Lack of self-care Unusual and alarming behavior patterns Suicidial threats or attempts Multiple losses that can be overwhelming Severe withdrawal and/or depression Substance abuse Raidcal lifestyle changes | When to be Concerned |