Contents
Academic literature on the topic 'Interpersonal-skills counseling techniques'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Interpersonal-skills counseling techniques.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Interpersonal-skills counseling techniques"
1
Muthohharoh, Muth, and Yeni Karneli. "LAYANAN KONSELING PERORANGAN DENGAN TEKNIK KURSI KOSONG UNTUK MENINGKATKAN KETERAMPILAN KOMUNIKASI INTERPERSONAL." Guidance 17, no. 01 (2020): 14–19. http://dx.doi.org/10.34005/guidance.v17i01.875.
Full textAbstract:
This research begins from the background regarding each individual's interpersonal communication skills that need to be improved in this globalization era. As an empty chair technical intervention in individual counseling services provided to have interpersonal communication skills, one of those skills is maintaining good communication in the daily environment, especially with parents. This study uses a quantitative method using a survey research design that aims to determine the effectiveness of individual counseling services with empty chair techniques to improve interpersonal communication skills. The purpose of this study is to find a picture of the effectiveness of individual counseling services with empty chair techniques to improve interpersonal communication skills and to find out individual counseling services with effective empty chair techniques to improve interpersonal communication skills. Data processing was performed by comparing the scores of pretest and posttest results on a client (S) aged 20 years. Analysis of the research data used is based on client respondents (S) on the DASS instrument before and after the implementation of individual counseling services with the empty chair technique. Thus it can be concluded that individual counseling services with the empty chair technique are effective for improving interpersonal communication skills.
2
Mulyani, Mulyani, and Rinie Tri Herdiani. "PENGEMBANGAN MODEL BIMBINGAN KELOMPOK TEKNIK OUTBOUND UNTUK MENINGKATKAN KOMUNIKASI ANTAR PRIBADI MAHASISWA." Bikotetik (Bimbingan dan Konseling: Teori dan Praktik) 2, no. 2 (2019): 138. http://dx.doi.org/10.26740/bikotetik.v2n2.p138-143.
Full textAbstract:
In everyday life, interpersonal communication will always happen no exception in the campus environment. Interpersonal communication skills among students is beragam.Seperti case in Tegal UPS campus environment, based on our observations of the student FKIP UPS Tegal particularly Prodi Guidance and Counseling. Students who have good interpersonal communication have an indication as easy to get along, actively organize, many friends, sensitive to the environment, dll.Tujuan of this study was to determine: 1) the real condition of interpersonal communication between students before the implementation of outbound group counseling techniques, 2) for interpersonal communication students after the implementation of the Guidance Group Outbound Techniques ?, 3) to Know apakalah Outbound Engineering Group Guidance models can improve inter-personal communication Mahasiswa.Metode this study is accordance with the problems and research objectives, this research using this type of research and development or research and Development (R & D), which is a type of research that is used to produce a particular product, and test the effectiveness of these products (Borg & Gall in Sugiyono 2010: 407-409) the results was that the study of interpersonal communication students before administration of group counseling services den gan outbound engineering student interpersonal communication before the given group counseling service with outbound techniques, producing interval 103-108, as many as 12 students with a percentage of 40% were classified in the low criteria interpersonal communication students after the administration of guidance services research group with outbound techniques produce interval 121-126, as many as 15 students with a percentage of 50% belonging to the high criteria. Based on the analysis with statistical calculations using t-test is obtained t = 4.763 with 1% significance level and degrees of freedom N-1 = 30-1 = 29, then gained the table = 2.756. It can be concluded that the Model Guidance Outbound Engineering Group can improve interpersonal communication students Prodi BK FKIP UPS Tegal.Kesimpulan that guidance services group, has an important role in developing the ability to interact or communicate as well as to improve communication between students
3
Ososkie, Joseph, and Scott Sabella. "Experiential Counselor Supervision for Rehabilitation Counselors-in-Training." Rehabilitation Research, Policy, and Education 32, no. 3 (2018): 156–67. http://dx.doi.org/10.1891/2168-6653.32.3.156.
Full textAbstract:
Background:Preprofessional training for rehabilitation counselors necessarily includes experiential components designed to develop the clinical skills of trainees. Though there are a broad range of supervision models and modes of delivery available, thorough descriptions of supervisory practices are rare, particularly for existential and experiential approaches.Objective:The purpose of this article is to describe an approach to experiential rehabilitation counselor supervision (ERCS) which orients counselors-in-training toward heightened awareness of the clinical environment and being fully present within their counselor–client interactions. Within this existential approach, the depth of focus on the interpersonal counseling experience is offered as a counterbalance to an overemphasis on technical proficiency and procedural fidelity.Framework:The ERCS process exposes students to counseling and supervision in intensified experiential forms within: (a) the counseling session, (b) individual supervision, and (c) group supervision. The supervision format and mode of trainee observation of the counseling session may vary, though in each case, the focus is on awareness and presence above techniques. During individual supervision, the emphasis on awareness is maintained, though precedence is given to supervisee anxiety, supervisee countertransference, and parallel process. In group supervision, trainee and group process dynamics may initially escalate anxieties, but this format opens opportunities for insight through sharing of experiences, facilitated feedback, and activation of therapeutic factors.Conclusion:The ERCS approach is intended to emphasize the primacy of relational components of counseling and to promote interpersonal learning that will be useful for trainees in their direct client work in internship and future employment.
4
Mustary, Emilia. "Dapatkah Saya Lebih Baik dalam Berkomunikasi dengan Menggunakan Self-Talk Positif?" KOMUNIDA : Media Komunikasi dan Dakwah 10, no. 01 (2020): 135–47. http://dx.doi.org/10.35905/komunida.v10i01.1378.
Full textAbstract:
Islamic guidance and counseling (BKI) students as prospective counselors are required to master communication skills well as one of the characteristics of personality and professionalism that must be possessed. But sometimes, students experience anxiety when they start communicating with others in formal situations, such as academic situations. This study aims to look at the relationship between the frequency of BKI IAIN Parepare students in conducting positive self-talk with the level of communication apprehension. This study uses a quantitative approach. Data is collected by using The Self Talk Scale (Brinthaupt, Hein, & Kramer, 2009) and Personal Report Communication Apprehensioan Questionnaire (McCroskey, 1984). Linear regression analysis test is used to analyze the relationship between the frequency of self-talk with communication apprehension. The sample in this study amounted to 78 students consisting of 15 men and 70 women. The results showed that there was a relationship between the frequency of doing positive self-talk with the level of communication anxiety in students. The implication of this study shows that positive self-talk techniques can be used in a variety of guidance and counseling situations or daily activities in reducing anxiety levels and increasing student personal competence, especially those related to anxiety when conducting interpersonal communication.
5
Navarro, Pablo, Jeanie Sheffield, Sisira Edirippulige, and Matthew Bambling. "Exploring Mental Health Professionals’ Perspectives of Text-Based Online Counseling Effectiveness With Young People: Mixed Methods Pilot Study." JMIR Mental Health 7, no. 1 (2020): e15564. http://dx.doi.org/10.2196/15564.
Full textAbstract:
Background Population-based studies show that the risk of mental ill health is highest among young people aged 10 to 24 years, who are also the least likely to seek professional treatment because of a number of barriers. Electronic mental (e-mental) health services have been advocated as a method for decreasing these barriers for young people, among which text-based online counseling (TBOC) is a primary intervention used at many youth-oriented services. Although TBOC has shown promising results, its outcome variance is greater in comparison with other electronic interventions and adult user groups. Objective This pilot study aimed to explore and confirm e-mental health professional’s perspectives about various domains and themes related to young service users’ (YSUs) motivations for accessing TBOC services and factors related to higher and lower effectiveness on these modalities. Methods Participants were 9 e-mental health professionals who were interviewed individually and in focus groups using a semistructured interview. Thematic analysis of qualitative themes from interview transcripts was examined across the areas of YSU motivations for access and factors that increase and decrease TBOC effectiveness. Results A total of 4 domains and various subthemes were confirmed and identified to be related to YSUs’ characteristics, motivations for accessing TBOC, and moderators of service effectiveness: user characteristics (ie, prior negative help-seeking experience, mental health syndrome, limited social support, and perceived social difficulties), selection factors (ie, safety, avoidance motivation, accessibility, and expectation), and factors perceived to increase effectiveness (ie, general therapeutic benefits, positive service-modality factors, and persisting with counseling despite substantial benefit) and decrease effectiveness (ie, negative service-modality factors). Conclusions Participants perceived YSUs to have polarized expectations of TBOC effectiveness and be motivated by service accessibility and safety, in response to several help-seeking concerns. Factors increasing TBOC effectiveness were using text-based communication, the online counselor’s interpersonal skills and use of self-management and crisis-support strategies, and working with less complex presenting problems or facilitating access to more intensive support. Factors decreasing TBOC effectiveness were working with more complex problems owing to challenges with assessment, the slow pace of text communication, lack of nonverbal conversational cues, and environmental and connectivity issues. Other factors were using ineffective techniques (eg, poor goal setting, focusing, and postcounseling direction) that produced only short-term outcomes, poor timeliness in responding to service requests, rupture in rapport from managing service boundaries, and low YSU readiness and motivation.
6
Barletta, John. "A solution-focussed approach to time-limited counselling." Journal of Psychologists and Counsellors in Schools 8 (November 1998): 105–12. http://dx.doi.org/10.1017/s1037291100003794.
Full textAbstract:
Counsellors routinely work in situations with students, parents and colleagues, where they need to use interpersonal helping and counselling skills. This function has been recently compounded by the emergence of multiple demands which place a new set of challenges on counsellors. Given that many counsellor training programs do not include time-limited counselling techniques, counsellors have traditionally drawn on more problem-focussed, longer-term theories when helping others. This has not always been appropriate or successful. Traditional counselling theories suggest that only highly trained counsellors should be involved in interpersonal helping, simultaneously placing a major emphasis on the clinical nature of problems. This paper presents a relatively new approach to counselling that does not delve intrusively into the past, and is not restricted to professional counsellors. Solution-focussed brief counselling techniques lend themselves well to the education context, and with appropriate attention, can be utilised by counsellors who will become more intentional and f acilitative in their daily interactions.
7
Widyastuti, Dian Ari. "Potret interpersonal communication skill mahasiswa calon konselor." Counsellia: Jurnal Bimbingan dan Konseling 8, no. 1 (2018): 53. http://dx.doi.org/10.25273/counsellia.v8i1.2027.
Full textAbstract:
<p class="AbstractTitle">Tujuan dari studi ini untuk mengetahui tingkat <em>interpersonal communication skill </em>mahasiswa calon konselor. Studi ini merupakan penelitian deskriptif kuantitatif dengan instrumen pengumpulan data berupa skala <em>Interpersonal Communication Skill </em>(ICS). Subjek penelitian berjumlah 105 mahasiswa baru Program Studi Bimbingan dan Konseling di salah satu perguruan tinggi di Kota Yogyakarta yang diambil melalui teknik random sampling. Analisis data menggunakan analisis statistik deskriptif, dimana pengelompokkan kriteria dihitung menggunakan rumus standar deviasi dan mean. Hasil penelitian menunjukkan bahwa sebanyak 14,29% mahasiswa berada pada kriteria <em>interpersonal communication skill</em> sangat tinggi, 23,81% mahasiswa berada pada kriteria <em>interpersonal communication skill</em> tinggi, 37,14% mahasiswa berada pada kriteria <em>interpersonal communication skill</em> sedang, 20% mahasiswa berada pada kriteria s<em>interpersonal communication skill</em> rendah, dan 4,76% siswa berada pada kriteria <em>interpersonal communication skill</em> sangat rendah. Hasil penelitian ini dapat dijadikan sebagai referensi dalam upaya mengembangkan <em>interpersonal communication skill </em>mahasiswa calon konselor.<br /><em><br />Abstract</em><br />The purpose of this study is to determine the interpersonal communication skill level of the counselor candidate students. This study is a quantitative descriptive study with data collection instrument in the form of Interpersonal Communication Skill (ICS) scale. The subjects of the study were 105 students of Guidance and Counseling Study Program in one of the universities in Yogyakarta City which was taken by random sampling technique. The data were analyzed using descriptive statistical analysis, where the criteria were calculated using standard deviation and mean formulas. The results showed that as many as 14.29% of students are in the criteria of interpersonal communication skill is very high, 23.81% of students are in interpersonal communication skill criteria high, 37.14% of students are on interpersonal communication skill criteria are, 20% sinterpersonal communication skills criteria are low, and 4.76% of students are in very low interpersonal communication skill criteria. The results of this study can be used as a reference in an effort to develop interpersonal communication skill prospective student counselor</p>
8
Osmanoğlu, Devrim Erginsoy. "Expansion of the Open Area (Johari Window) and Group Work Directed to Enhancing the Level of Subjective Well-being." Journal of Education and Training Studies 7, no. 5 (2019): 76. http://dx.doi.org/10.11114/jets.v7i5.4128.
Full textAbstract:
Open and healthy communication plays an important role in the determination of human relations. While people are interpreting the bodily feedbacks given by the people they are communicating with to understand their intentions, they rely on the information they give about themselves; that is, their explanations about themselves. The Johari Window technique is the technique that supports the creation of trust in interpersonal relations, as well as the elimination of problems arising in the communication used in counseling processes. According to this technique, the area including an individual's behaviors, attitudes, feelings, experiences, skills or clear information about how he/she looks is called the open area. This area’s being broad plays an important role in the individual’s developing close relationships with other members of society, in his/her happiness or in his/her living positive emotions. In many studies, it was determined that both the physical health and psychological health of the people who shared their knowledge about themselves were positively affected. The purpose of the current study is to expand the open area of the group members participating in nine-session group work by using Johari window so that their understanding and awareness of themselves can be improved and their understanding of others can be enhanced and they can be enabled to see interpersonal differences. The study group of the current research is comprised of 12 students; 5 females and 7 males, from the Department of Psychological Counseling and Guidance who participated in the study on a volunteer basis. In the current study, in order to collect data, the Psychological Well-being Scale, which was developed on the basis of Ryff's (1989) psychological well-being model and the Johari Window Evaluation Form developed according to the model proposed by Joseph Luft and Harry Ingham were used. According to the posttest results obtained at the end of the study, it was observed that the open areas of the university students participating in the group work were expanded and their scores taken from the sub-dimension “positive relationships with others” of the subjective well-being increased.
9
O., Ojewola, Florence. "Stress Factors and Sustainable Development among Undergraduates of Adekunle Ajasin University, Akungba-Akoko, Ondo State, Nigeria." American International Journal of Education and Linguistics Research 3, no. 1 (2020): 1–10. http://dx.doi.org/10.46545/aijelr.v3i1.132.
Full textAbstract:
Stress is a serious problem that students tend to contend with in the course of their academic pursuit. The study investigated stress factors and sustainable development among undergraduates of Adekunle Ajasin University, Akungba-Akoko. Descriptive research of the survey type design was adopted for this study. The population of the study consisted of all the students of Adekunle Ajasin University, Akungba-Akoko . Sample for the study was made up of 450 students selected through simple random sampling technique from the six faculties in the university. Questionnaire was used to collect data from respondents. One research question was raised and three hypotheses were tested at 0.05 alpha level. Data collected were analysed using descriptive and inferential statistics. The results revealed that there was a significant difference in the academic stress of undergraduates of AAUA. The Second hypothesis showed that there was a significant difference in the financial stress of undergraduates of AAUA. The third hypothesis also indicated that there was a significant difference in the psychosocial stress of undergraduates of AAUA. It was recommended that stress among the undergraduates should be handled through the help of counselors, financial assistance through the university work study. Adequate counseling should be made available to teach interpersonal skills and social adjustment programme should be made available for undergraduates.
10
Rothbart, Aaron, and McKay Moore Sohlberg. "Resilience as a Mainstream Clinical Consideration for Speech-Language Pathologists Providing Post–Acquired Brain Injury Neurorehabilitation." Perspectives of the ASHA Special Interest Groups, June 17, 2021, 1–7. http://dx.doi.org/10.1044/2021_persp-20-00249.
Full textAbstract:
Purpose While resilience is seen as fundamental to recovery and rehabilitation processes within the psychology discipline, (Bonanno, 2004), it has received little acknowledgement throughout speech pathology literature. Research suggests that targeting the malleable components associated with the recruitment and development of resilience has the potential to optimize acquired brain injury (ABI) rehabilitation outcomes. This article examines key constructs fundamental to understanding resilience and provides examples of existing evidence-based practices that can be feasibly incorporated into existing neurorehabilitation practices to drive the establishment of resilience. Method Articles describing resilience models and frameworks were examined to identify resilience factors that could be fostered during neurorehabilitation therapy sessions. Results The literature supports a series of common traits across resilience intervention models that enhance the development of resilience including the promotion of optimism, motivation, self-efficacy, and interpersonal connectedness. We describe a number of established communication strategies and counseling techniques that promote these resilience factors and can be integrated into rehabilitation therapy sessions. Conclusions Speech pathologists should consider resilience as a primary and essential clinical ingredient in their rehabilitation interventions. It is important that clinicians are trained in the communication and counseling skills that comprise these ingredients. Bolstering resilience while addressing rehabilitation targets can optimize clinical outcomes.
Books on the topic "Interpersonal-skills counseling techniques"
1
1953-, Rybak Christopher J., ed. Group leadership skills: Interpersonal process in group counseling and therapy. Brooks/Cole--Thomson Learning, 2004.
Find full text
2
Creighton, Allan. Helping teens stop violence: A practical guide for counselors, educators, and parents. Hunter House, 1992.
Find full text
3
Group Leadership Skills: Interpersonal Process in Group Therapy. SAGE Publications, Incorporated, 2017.
Find full text
4
Chen, Mei-whei, and Christopher J. Rybak. Group Leadership Skills: Interpersonal Process in Group Counseling and Therapy. Wadsworth Publishing, 2003.
Find full text
5
Kivel, Paul, and Allan Creighton. Helping Teens Stop Violence: A Practical Guide for Counselors, Educators, and Parents. 2nd ed. Hunter House, 1993.
Find full textBook chapters on the topic "Interpersonal-skills counseling techniques"
1
Rosenstein, Debra Leigh Walls. "Play and Play Therapy." In Encyclopedia of E-Leadership, Counseling and Training. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-068-2.ch049.
Full textAbstract:
Play is the most powerful, the purest, and the most effective form of communication language and self-expression available (walls, 1982). The concept of therapy through play was derived from Melanie Klein (1921) and Anna Freud (1952). Unfortunately, play is a rapidly declining art due in large part to our ever-changing, fast paced and technologically driven society where recesses are being cut and children often turn to video games instead of the outdoors. With this in mind, incorporating play into the daily academic life of children is critical and vital for their total well being – physically, socially and intellectually. The focus of this chapter is to explain the importance of play, provide a review of the literature, and discuss the theoretical framework, techniques and current trends. Special attention will be focused on how educators can utilize play therapy to enhance self-esteem, social, interpersonal and problem solving skills and reduce the everyday stress that surrounds our children today.