Explain what helpers should be careful about when sitting with helpees, and particularly around eye contact.
What will be an ideal response?
Rigidly adhering to any of the SOLAR positions may make the helping conversation feel strained or awkward. Helpers should be sensitive to the times when the helpee seems uncomfortable and be careful not to impose direct eye contact during those times. Yet, direct and confident eye contact is helpful in other situations. So, the advice is for normal and appropriate eye contact. Most importantly, the helper’s eye contact should express attentiveness, emotional connection and empathy. The helper should never require the helpee to look back at her directly in the eyes, and she should also refrain from assuming meaning when the helpee avoids direct eye contact. The appropriateness of engaging in direct eye contact is culturally nuanced, and part of helper cross-cultural competence is to be aware of the ways in which this is perceived in the helpee’s culture or family system, and in the social and discursive context of the particular helping relationship.
You might also like to view...
Counselors should work through their own unfinished business with their:
A. colleagues and friends B. friends and supervisor C. supervisor and colleagues D. client and friends
The purpose of this appraoch is to systematically understand past events and phenomena to obtain a clearer understanding of current issues.
a. Ethnographic b. Historical c. Phenomenoloical d. Grounded Theory
The __________ function of the group leader can be seen in action during the problem-swapping exercise ("Couples' Group") as he encourages individual members to speak to the group and share the concerns they are bringing to the forefront and at the same time helps group members respond to the individual
a. Advocacy b. Mediation c. Education d. Brokering
Adler formulated _____________________________, a typological system that assigns personality characteristics according to chronological place in the family
a. personality structure b. social typology c. psychoanalytical categorization d. birth order analysis e. childhood typology