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HSE-220 Discussions Module 1 1-1 Discussion: Five Stages of Counseling My name is Kristie, and I am an Air Force retiree after serving for 24 years. I am originally from Missouri, but my final assignment with the Air Force brought me to Hampton Roads, Virginia. I am the mother of two amazing young men (15 and 13). While I spend most of my downtime with my family (or doing homework), I also volunteer at my son's schools and as a Girls on the Run coach within the community, combining social and emotional learning concepts with running for 3rd–8th-grade girls. I am pursuing a BA in Human Services with a Child and Family Development concentration to build on my BA in Psychology with the same concentration. My ideal job would involve combining my military background with my degree studies and my desire to help young people build their emotional intelligence toolbox and break the cycle of becoming adults without these skills by identifying gaps in services, resources, and tools available in schools and communities. The five stages of counseling are: empathic relationship, story and strengths, goals, restory, and action (Ivey et al., 2016) Stage 1: Empathic Relationship—Initiating the Session This stage focuses on building rapport and trust between the client and counselor. It involves creating a supportive environment, establishing the structure for the session, and outlining goals for the session. It's the initial phase where the counselor works on making the client feel comfortable and ready to open up. Stage 2: Story and Strengths—Gathering Data Clients share their stories, concerns, strengths, and resources during this stage. It involves active listening on the part of the counselor and asking follow-up questions to understand the client's perspective related to their concern, including thoughts and feelings. Using the 5 Ws (who, what, when, where, and why), we can get a comprehensive view of the client's concern/situation. Stage 3: Goals—Mutual Goal Setting In this stage, the client and counselor collaborate to set clear and achievable goals. This step is essential for guiding the counseling process and keeping sessions on track while working to achieve the client's desired outcomes. Stage 4: Restory—Working This stage is all about encouraging the client to explore and come up with solutions to their concerns while the counselor guides them through exploring alternatives, redefining their story, exploring new perspectives, and working towards resolution. Stage 5: Action—Concluding This stage is about translating the knowledge gained throughout the session into action for the client. It's about empowering clients to take steps toward positive change in their lives. Based on my experiences as a supervisor, mentor, coach, friend, and parent, the first 4 stages would be less challenging for me for the most part. Obviously, some clients will be more challenging than others, but I feel like I have a foundation of experience with these stages that will allow me to be flexible. I do, however, feel that the last stage might be a challenge; based on previous experience in the roles mentioned above, it's always hard to have done all the work to get them to be able to take actionable steps towards change and then watch them not follow through. It's that old adage, "You can lead a horse water, but you can't make them drink." as a counselor, you can give your clients all the tools for success, but you can't make them apply them. Reference: Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2016). Essentials of Intentional Interviewing: Counseling in a Multicultural World (3rd ed.). Cengage Learning

Module Two 2-1 Discussion: Preparing for the Skills Demonstration Assignment When preparing to sit down with a client, an essential step before the meeting is to clear your mind of any personal issues that might be distracting and set an intention to be present with the client. This is a practice that I use before talking to my children or before having to sit down with young airmen for counseling or feedback sessions when I was in the military. When participating in the module three activity, I plan to use my attending, empathy, and observation skills to create a supportive environment that promotes open and effective communication. I'll do this by focusing on verbal following, visuals, vocal quality, and body language (3Vs + B) (Ivey et al., 2016). Verbal following involves active listening and paraphrasing or summarizing the client's words while asking open-ended questions to clarify or gain more understanding. Visuals require eye contact and facial expressions; maintaining appropriate eye contact lets the client know that you are engaged in what they are saying, and facial expressions can display concern or empathy. Vocal quality is an essential aspect of counseling; you want to maintain a calm and empathic tone. Finally, body language is about adopting an open and non-threatening posture, and avoiding defensive or closed-off body language is key. Positive gestures (such as nodding in agreement) can enhance communication and foster a sense of connection. As a parent of two teenage boys, I practice these skills daily when hearing different stories about either friends, classmates, or teachers. One thing I learned to do is to ask them if they are telling me something to vent or if they are looking for advice. This step has been a game changer in that it prevents me from giving unwanted advice or telling them how I would have handled something "when I was younger." Also, as a parent, it is our nature to want to fix things for our children, but I have learned the importance of letting them work through the problem and identify possible solutions. One area I struggle with is my face speaking before I do sometimes. For example, if I am listening and get confused about something, I have to focus on not letting my face show my confusion. Or if I get an idea while listening, I tend to smile. References: Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2016). Essentials of Intentional Interviewing: Counseling in a Multicultural World (3rd ed.). Cengage Learning

Module Four 4-1 Discussion: Practicing Your Skills in Other Settings Hello Class! This week, the majority of my conversations involved my teenage children. The conversations with my oldest son (16) were mostly related to his school activities (classmates, teachers, and assignments). As many of you can imagine, as a teenager, he has a LOT to say about school. This week, it seemed everything annoyed him, so he vented a lot. While I typically ask if he wants to vent or wants advice, this week I just let him talk. Deliberately practicing single-word encouragers like "tell me more" or "that must be frustrating or distracting" (when talking about kids not being on task) allowed him to be more open and continue the conversation despite sometimes going on tangents. The conversations with my younger son typically revolve around sports knowledge he wants to drop on me or video game information, which I need help with to keep up. It's usually a series of "oh, really" or "interesting" moments. This week, I practiced the brief restatements in my conversations with him, and funny enough, I felt like I retained more of the information and could carry the conversation with him further, as I believe he felt like I was participating versus him just having a one-sided conversation.

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