Presentation on theme: "INTERPERSONAL SKILLS (HUMR 186) EDUCATIONAL ASSISTANT AND YOUTH CARE WORKER CERTIFICATE PROGRAMS."— Presentation transcript:
INTERPERSONAL SKILLS (HUMR 186) EDUCATIONAL ASSISTANT AND YOUTH CARE WORKER CERTIFICATE PROGRAMS
Housekeeping MOODLE Entrance surveys Day planners Portfolio course- resources required Lateral Violence campaign Volleyball team
Course Outline Learning Outcomes: – Discuss the importance of interpersonal skills in the human service field – Describe the effects of self concepts and perception on interpersonal relationships – Create a positive communication climate – Describe the unique features of a helping relationship – Integrate helping skills in interactions – Demonstrate assertiveness – Describe the ethical issues in helping relationships
Grading and Assignments Mid Term Exam 25% Final Exam 25% Written Assignment 25 % Role Play 25%
Learning Outcome 1 Discuss the importance of interpersonal skills in the human service field
Interpersonal Qualities for an Effective Helper Communication and Helping are different An emphasis on just communication can leave us with a lot of Talk without the Walk Communication should become a part of the helping process
Personal Characteristics of a Skilled Helper Developed appreciation of racial and cultural identities High levels of self awareness and self acceptance Personal values Genuineness Empathy Respect for others Capacity for intimacy Inviting personal style Ability to function autonomously High energy level High ethical standards
Developed appreciation of racial and cultural identities Have you ever heard/spoke any of these statements I’m not racist, my best friend is……… I’m color blind To me, everyone is the same
High levels of self awareness and self acceptance How do you see yourself? How do others see you? What are your cultural characteristics? What are your psychological characteristics? Strengths? Weaknesses?
Personal values Unique set of values that guide helpers’ behavior (concern for others, belonging, responsibility, and creativity)
Genuineness Being spontaneous, yet avoiding provoking defensiveness To be genuine, helpers must have deep levels of self understanding and self acceptance
Empathy Involves translating your understanding of the client’s experiences, behaviors, feelings Walking in their shoes, apart from your internal processes
Respect for others Involves a reverence for human beings, but is not the acceptance or agreement of every value, attitude, or habit
Capacity for intimacy Establishing an intimate relationship with clients involves the ability to comfortably share your innermost thoughts Pre requisite to intimacy is trust. In order to become a trustworthy person a helper must have the capacity for empathy, respect for others, and genuineness
Inviting personal style Openly and intentionally caring, accepting and active in and out of the formal helping relationship Have a sense of responsibility towards others and are continually amazed and excited by others potential Actions are more important than words
Ability to function autonomously Role is to nurture the personal development of the client, not to satisfy his or her own needs Outcomes are the client’s-not the helpers
High energy level High level of mental and physical energy is required
High ethical standards Code of conduct Ethical practice Personal code
The Communication Process General characteristics – Source or sender: The person who has the idea or the emotion that needs to be received – Receiver: person or group who the message is directed, intentionally or unintentionally – Receiver and Sender switch roles back and forth – Messages, verbal and non verbal are affected by those messages you receive
The Communication Process General characteristics – Message : the content part of communication – Channel : The way the message is sent is called the channel – Multi Channel Communicators: All senses are involved when messages are sent. Seeing other people, smelling, textures on your skin, etc. You are communicating messages to all these interactions at once.
The Communication Process General characteristics – Noise: anything that interferes with either our understanding of a message or affects your ability to send a message External or physical noise: odors, temperature, rattling pipes, etc. Physiological noise: noise within your own body ( tired, hungry, ill, etc.) Psychological noise: daydreaming, prejudices, feelings of personal inadequacy can interfere with the ability to receive or send messages accurately. This type of noise often shows up in the form of defensiveness, constantly trying to justify your thoughts and feelings.
The Communication Process General characteristics – Encode: you try to put your thoughts, ideas and feelings in a way that can be understood – Decode: people who receive the message must interpret the thoughts, feelings and ideas that were sent – Environment: psychological and physical environment is always with us. For example clothing, posture, cultural, social, personal values – Feedback: verbal or nonverbal responses that tell you how your ‘coming across’
Transactional Communication Model Sender Receiver Encodes Decodes Feedback channel(s) Message Feedback Decodes EncodesSender Receiver channel(s) Noise A’s EnvironmentB’s Environment
Communication can be personal and impersonal Personal communication is often an attempt to build/form a relationship Impersonal communication is often about communicating for the purpose of a task
Personal (Interpersonal) Communication Uniqueness – Communication style is unique to the sender/receiver Irreplaceability Each personal relationship has a different energy to it
Feedback Communication is usually a two street Feedback is the response to a message and is a vital part of the communication process
Content and Relational Messages Content-every message has a verbal statement Relational-indicates how the communicators feel about each other
Types of Relational Messages Affinity-the degree to which people like each other Respect-it is more important to be respected than liked Control-who has the power to do what, to whom, under what conditions Conversational control-who has control over the message?