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CNL-515 Topic 4: Problem Identification Practice Exercise All of…
CNL-515 Topic 4: Problem Identification Practice Exercise
All of the skills practiced so far lead up to a problem-solving process. The textbook describes, in detail, how you can help a client to define the problem, set goals, develop alternatives, and move toward action.
STAGE I: PROBLEM IDENTIFICATION
Identifying concerns, defining the real problem
STAGE II: GOAL SETTING
Developing goals
Identifying desired outcomes
STAGE III: IDENTIFYING POSSIBILITIES
Identify possibilities
Explore steps for getting there
STAGE IV: DECIDING AND MAKING A PLAN
Developing an Action Plan
With some clients, all the steps in the change process can be developed in a single session. With other clients, each step in the process may take a number of sessions. The counselor and client may encounter many barriers to change while working through the change process. The counselor will need to understand the process of change and help the client manage resistance to change. The goal of the process is to help clients make changes that will solve the initial concerns and lead to a more satisfying life. To get through this process, the counselor will need to use empathic listening and responding, probing and summarizing skills, and good challenging skills. As the textbook says, these steps do not always go in order (Egan, 2019). Clients may start at many different stages of the process.
The first step of the process is to get a very clear picture of the client’s concerns. You cannot solve a vague, general problem. This first step is to help the client identify a solvable problem (Egan, 2018). One of the things they have discovered in business problem solving is that often people jump to trying to solve a problem before they have clearly identified the problem.
PRACTIC EXERCISE:
For this exercise, you may use yourself as the client or practice the skills on a volunteer.
1.NAME THE PROBLEM:
© 2020. Grand Canyon University. All Rights Reserved.
The first step is simply to name the problem. Examples are below:
”I am having trouble with procrastination on my school work.”
”There is too much on my plate. I can’t keep a balance between school work and my family.”
”My doctor has said that I need to practice some better health behaviors. My blood test results are awful.”
”My wife has said that I had better cut down my drinking or she will leave.”
”My parents are always on my case.”
2.EXPLORE TO UNDERSTAND HOW THE PROBLEM WORKS:
Identify, or help your volunteer identify, a problem to work on. Really explore the problem. Your goal is to have a very clear understanding of the problem you or your volunteer wants to work on.
”What happens?”
”When does it happen?”
”Are there times when the problem occurs?”
”What factors make the problem worse?”
What makes it better?
Are there particular times when the problem is more likely to occur?
Who is involved?
Are there other people who contribute to the problem?
How long has this been a problem?
Are there other factors that contribute to the problem?
What are some of the feelings or thoughts that come up when this problem occurs?
What do you think might be the roots of the problem?
Do you have any thoughts on what might be causing the problem?
What resources might be available to work on the problem?
Read and complete the “Problem Identification Practice Exercise.” How did your problem identification process go? What went well? What could have been better? What difficulties did you run into in identifying the problem? What specific skills would be beneficial when helping a client identify a problem to address in counseling? If working with a family and/or youth how does a counselor/school counselor consider family/school/other perspectives of a problem the client may not consider problematic? For example, a parent, teacher, or spouse may be concerned about alcohol use, yet the client/student does not believe alcohol use is causing any current problems and is not interested in addressing this problem in counseling. If using a volunteer, be sure you obtain verbal consent from the volunteer. Include at least one scholarly reference in your response.
CNL-515 Topic 4: Problem Identification Practice Exercise
All of the skills practiced so far lead up to a problem-solving process. The textbook describes, in detail, how you can help a client to define the problem, set goals, develop alternatives, and move toward action.
STAGE I: PROBLEM IDENTIFICATION
Identifying concerns, defining the real problem
STAGE II: GOAL SETTING
Developing goals
Identifying desired outcomes
STAGE III: IDENTIFYING POSSIBILITIES
Identify possibilities
Explore steps for getting there
STAGE IV: DECIDING AND MAKING A PLAN
Developing an Action Plan
With some clients, all the steps in the change process can be developed in a single session. With other clients, each step in the process may take a number of sessions. The counselor and client may encounter many barriers to change while working through the change process. The counselor will need to understand the process of change and help the client manage resistance to change. The goal of the process is to help clients make changes that will solve the initial concerns and lead to a more satisfying life. To get through this process, the counselor will need to use empathic listening and responding, probing and summarizing skills, and good challenging skills. As the textbook says, these steps do not always go in order (Egan, 2019). Clients may start at many different stages of the process.
The first step of the process is to get a very clear picture of the client’s concerns. You cannot solve a vague, general problem. This first step is to help the client identify a solvable problem (Egan, 2018). One of the things they have discovered in business problem solving is that often people jump to trying to solve a problem before they have clearly identified the problem.
PRACTIC EXERCISE:
For this exercise, you may use yourself as the client or practice the skills on a volunteer.
1.NAME THE PROBLEM:
© 2020. Grand Canyon University. All Rights Reserved.
The first step is simply to name the problem. Examples are below:
”I am having trouble with procrastination on my school work.”
”There is too much on my plate. I can’t keep a balance between school work and my family.”
”My doctor has said that I need to practice some better health behaviors. My blood test results are awful.”
”My wife has said that I had better cut down my drinking or she will leave.”
”My parents are always on my case.”
2.EXPLORE TO UNDERSTAND HOW THE PROBLEM WORKS:
Identify, or help your volunteer identify, a problem to work on. Really explore the problem. Your goal is to have a very clear understanding of the problem you or your volunteer wants to work on.
”What happens?”
”When does it happen?”
”Are there times when the problem occurs?”
”What factors make the problem worse?”
What makes it better?
Are there particular times when the problem is more likely to occur?
Who is involved?
Are there other people who contribute to the problem?
How long has this been a problem?
Are there other factors that contribute to the problem?
What are some of the feelings or thoughts that come up when this problem occurs?
What do you think might be the roots of the problem?
Do you have any thoughts on what might be causing the problem?
What resources might be available to work on the problem?
Read and complete the “Problem Identification Practice Exercise.” How did your problem identification process go? What went well? What could have been better? What difficulties did you run into in identifying the problem? What specific skills would be beneficial when helping a client identify a problem to address in counseling? If working with a family and/or youth how does a counselor/school counselor consider family/school/other perspectives of a problem the client may not consider problematic? For example, a parent, teacher, or spouse may be concerned about alcohol use, yet the client/student does not believe alcohol use is causing any current problems and is not interested in addressing this problem in counseling. If using a volunteer, be sure you obtain verbal consent from the volunteer. Include at least one scholarly reference in your response.
