Human Relation Skills

Course: GCN505 transferable skills
Date: 22-09-2018

1. HUMAN RELATION SKILLS
ZahiruddinOthman
School of Medical Sciences, USM
22-09-2018

2. COMMON FACTORS IN PSYCHOTHERAPY
1.Listening and talking
2.Release of emotion
3.Giving information
4.Providing rationale
5.Restoration of morale
6.Suggestion
7.Guidance and advice
8.Therapeutic relationship
Examples of counseling
Counseling about risks
Counseling to relieve
distress
Interpersonal counseling
Marriage guidance
counseling
Bereavement counseling
Problem-solving counseling
Counselling
Advocating
Coaching
Providing care
Conveying
feelings
Empathizing
Interpersonal skills
Facilitating group
process
Active listening
Motivating

3. Client Counselor
COMMUNICATION
SKILLS
STAGES
Therapeutic relationship
Strategies
Environment

4. LISTENING
•Perceiving nonverbal messages
•Hearing verbal messages
•Cognitive
•Affective
ATTENDING
•Nonverbal responding
•Verbal responding

5. BODY POSITION Tense, relaxed, leaning toward or away from
EYES Teary, open, closed, excessive blinking, twitching
EYES CONTACT Steady, avoiding, shifty
BODY MOVEMENT Fidgeting, head nodding, pointing fingers, taps, hand and leg gestures
BODY POSTURE Stooped shoulders, slouching, legs crossed, rigid, relaxed
MOUTH Smiling, lip biting, licking lips, tight, loose
FACIAL
EXPRESSION
Animated, bland, distracting, frowning, grimaces
SKIN Blushing, rashes, perspiration, paleness
GENERAL
APPEARANCE
Clean, neat, sloppy, well groomed
VOICE Fast, slow, jerky, high pitched, whispers, mumbles
Provide clues to, not
conclusive proof of,
underlying feelings
Nonverbal clues tend to
be more reliable than
verbal clues
Counselor must check
whether verbal and
nonverbal behaviors
are consistent

6. Verbal cognitive messages
•Easier to recognize than affective messages
•Client is often more comfortable talking about thoughts or behaviors
than actually feeling them
•May involve several themes –respond and focus on one theme at a
time in order to clarify and explore all aspects of the situation
Verbal affective messages
•Affective messages are communicated both verbally and nonverbally
•Much more difficult to communicate more difficult to perceive and
hear
•It is important to listen to client’s message and identify his/her feelings
–do not project your own feeling onto the client

7. HEARING
Connotative meaning of words, idiosyncratic uses of language, figure of speech
that tell a deeper story, voice tones and modulation, and stream of associations
SEEING
Posture, gestures, facial expression, and other outward expression of emotion
COMPARING
Noting what is omitted
Dissonance between modes of expression
INTUITING
Attending to one’s own internal reactions
REFLECTING
Thinking it all through outside the immediate pressure during the interview

8. The centrality of inner experience
There are no bad historians
The answer is always inside the patient
Control and power are shared in the interview
It is OK to feel confused and uncertain
Objective truth is never as simple as it seems
Listen to yourself, too
Everything you hear is modified by the client’s filter
Everything you hear is modified by your own filter
There will always be another opportunity to hear more clearly

9. Nonverbal responding
•Examples are occasional nodding, smiling and hand gesturing; maintaining good
eye contact; leaning toward the client; and speaking at moderate rate
•They communicate warmth, understanding, attentiveness, and efficacy, apart from
congruence with verbal behaviors
Verbal responding
•Verbal following: staying with the topic the client is talking about –do not jump
topic
•Communicate to the client that we are truly hearing and understanding them and
their perspective
•Communicate our ability to help, our warmth, acceptance, respect, and caring
•Increase the client’s self-understanding and self-exploration as well as his
understanding of others

10. HELPFUL BEHAVIORS IN COMMUNICATION –I
Verbal Nonverbal
Use understandable words Occasional smiling
Appropriately interprets Maintains good eye contact
Summarizes for patient Occasional head nodding
Responds to primary massages Facial animation
Appropriately gives information Tone of voice similar to patient
Answers question about self as
appropriate
Occasional hand gesturing

11. HELPFUL BEHAVIORS IN COMMUNICATION –II
Verbal Nonverbal
Uses verbal reinforcers Close physical proximity to patient
Use humor occasionally to reduce
tension
Moderate rate of speech
Is nonjudgmental and respectful Body leans toward patient
Add greater understanding to patient
statement
Relaxed, open posture
Phrases interpretation tentativelyConfidant vocal tone

12. NONHELPFUL BEHAVIORS IN COMMUNICATION –I
Verbal Nonverbal
Interrupting Looking away from patient
Giving advice
Sitting far away or turned away from
patient
Preaching Sneering
Placating Frowning
Blaming Scowling
Cajoling Tight mouth
Exhorting Shaking pointed finger

13. NONHELPFUL BEHAVIORS IN COMMUNICATION –II
Verbal Nonverbal
Directing or demanding Distracting gestures
Overanalyzing Yawning
Straying from topic Closing eyes
Talking about self too much Speak too slow or too fast
Minimizing or disbelieving Acting rushed
Intellectualizing Unpleasant tone of voice
Patronizing attitude

14. ADVANCE VERBAL RESPONSE SKILLS –I
MAKING THE MINIMAL
VERBAL RESPONSE
The verbal counterpart of occasional head nodding e.g., “mm-mm,”
“yes,” “I see,”
PARAPHRASING A verbal statement that is interchangeable with the client’s statement
PROBING
An open-ended attempt to obtain more information e.g., “tell me
more,” “let’s talk about…” “I am wondering about…”
REFLECTING
Communicating to the client our understanding of his/her concerns
and perspective, what we have observe nonverbally, what we feel has
been omitted or emphasized, and specific content e.g., “You’re feeling
uncomfortable about seeing him,”
CLARIFYING
An attempt to focus on our understanding the basic nature of a client’s
statement e.g., “I’m confused about… Could you go over that again,
please?”

15. ADVANCE VERBAL RESPONSE SKILLS –II
CHECKING OUT
It occurs when when you are genuinely confused about client’s verbal
or nonverbal behavior e.g., “I feel that you are upset with me. Can we
talk about that?”
INTERPRETING
It occurs when something is added to the client’s statement or tries to
help him/her understand his/her underlying feelings, their relation to
the verbal message, and the relation of both to current situation
CONFRONTING
Providing the client with honest feedback about what is really going
on e.g., “I feel You really don’t want to talk about this,” “You say
you’re angry, yet you’re smiling,”
INFORMING
It occurs when you share objective and factual information. It is
important not to give advice, which is subjective and verges on telling
the client what to do
SUMMARIZING
You synthesize what has been communicated during the session and
highlights the major affective and cognitive themes

16. Qualitative Communication Component Necessary for
Effective Helping –I
EMPATHY
Ability to communicate to the client their own self-
awareness and understanding
POSITIVE REGARD
Drawing on positive assets of the client by selectively
attending to positive aspects of his/her verbalization
and behavior
RESPECT
Stating positive opinions of the client and openly and
honestly acknowledging, appreciating, and tolerating
differences
WARMTH
Showing concern for the client through nonverbal
expression

17. Qualitative Communication Component Necessary for
Effective Helping –II
CONCRETENESS Clarifying facts and feelings specifically
IMMEDIACY
Speaking in the present instead of the past or
future tense
CONFRONTATION
Discussing differences, mixed messages,
incongruities, and discrepancies between verbal
and nonverbal behaviors
GENUINENESS
Being authentic, spontaneous, and sensitive to the
needs of client

18. RELATIONSHIP BUILDING
(development of rapport, trust, honesty,
empathy)
Initiation/entry
Identification and clarification
Agreement on structure/contract
Intensive exploration of problems
Definition of possible goals and objectives
STRATEGIES (WORK)
Mutual acceptance of defined goals and
objectives
Planning of strategies
Use of strategies
Evaluation of strategies
Termination
Follow-up

19. Self
awareness
Social
awareness
Self
management
Social skills
•Working within a
diverse environment
•Working in group
•Understanding our
attitude and personality
•Communicating
effectively
•Etiquette
•Networking
•Communicating verbally
and non-verbally
•Dealing with conflict
•Understanding our
attitude and personality
•Working within union
•Decision making in
group
•Negotiation skills
•Communicating
effectively, verbally and
in writing
•Understanding non-
verbal communication
•Ability to handle change
•Motivating myself
•Being an effective leader
•Making good ethical
choice
•Continuous learning
•Time management
•Self esteem
•Understanding
personal motivation
•Stress management
•Goal setting
Counselling
Advocating
Coaching
Providing care
Conveying
feelings
Empathizing
Interpersonal
skills
Facilitating group
process
Active listening
Motivating

20. Seminars and workshops
•Attending a workshop can improve skills in specific area.
•It could be related to your field or completely unrelated.
Read
•Books, magazines and websites about your industry can keep you abreast
of any change
Convention
•Attending convention in your field can broaden knowledge and provide
important contact and networking opportunities.
Coaching and mentoring
•Find someone who you admire and someone who is successful and learn
from them.
Travel
•Travel broaden our experience
Socially
•Spend time with friends
CONTINUOUS
IMPROVEMENT
A PROCESS OF LEARNING NEW
THINGS TO ENHANCE
YOURSELF PROFESSIONALLY
AND PERSONALLY

21. DO
FIRST
DO
NEXT
DO
LATER
DON’T
DO
High/Low
High/Low

22. Self-esteemis the opinion you have of yourself
and your perception on your value as a person.
High self-esteem people are comfortable with
who they are.
Self-confidenceis your belief in yourself and
your abilities. People with high self-esteem often
have self-confidence, although this may not
always be the case.

23. Self-image
Self-
esteem
Self-
confidence
Self-
efficacy
Projection
Self-efficacyis the confidence you
have to carry out a specific task
Self-imageis how an individual
thinks others view him or her
Projectionis how your self-esteem
is reflected in the way you treat
others

24. 1.Use positive self-talk and visual
imagery
2.Take risks
3.Accomplish
4.Know your strengths and weaknesses
5.Choose to spend time with people
who boost your self-esteem

25. THE JOHARI
WINDOW
(JOSEPHYLUFTAND
HARRY INGHAM, 1955)
Open
self
Blind
self
Hidden
self
Unknown
self
Known to self Unknown to self
Known to others Unknown to others
feedback
disclosure
Johari window is a self-assessment tool to improve human relations

26. Improving
Your
Attitude
When you wake
up in the morning,
decide you are
going to have an
excellent day.
Be conscious of
your negative
thoughts
Try to avoid
negative thinking.
Spend time with
positive people
Spend time in a
comfortable
physical
environment

28. 28
NeurosisNormal

29. UNDERSTAND
YOUR
MOTIVATIONS

30. •Catastrophe
•Life changes
•Hassles
Stressors
•Appraisal
•Perceived control
•Personality
•Coping behavior
•Social support
Intervening factors
•Biological
•Psychological
•Social
Stress reactions

31. General Adaptation SyndromeEffects of stress on performance

32. STRESS
RESPONSE
NEURO-
ENDOCRINE
SYSTEM

33. GOAL
SETTING
There should
always be a
timeframe
attached to a
specific goal.
Most
individuals will
have longer-
term and
shorter-term
goals.
TIME-
ORIENTED
The goal that
is set must be
something you
are willing
and able to
work toward
The goal
cannot be
someone else’s
goal.
REALISTIC
Is the goal
reasonable
enough to be
accomplished?
Make sure the
goal is not out
of reach or
below
standard
performance
ATTAINABLE
From and to
Can you track
the progress
and measure
the outcome
MEASURABLE
Who, What,
Where,
When, Why,
Which
Define the
goal as much
as possible,
with no
ambiguous
language
SPECIFIC

35. Halo effect –drawing a general
positive impression on an
individual on the basis of a single
characteristic
Horn effect –reverse halo effect
Contrast effect –evaluating a
person’s characteristics that are
affected by comparisons of other
people recently encountered

37. WORK
EFFECTIVELY
IN GROUPS
Basic Team
Dynamics
Opencommunication
Effectivecoordination Efficientcooperation
High levels
ofinterdependence

38. CONFLICT
HANDLING
STYLE
Accommodation
Competition
Collaboration
Compromise
Avoidance
Level of competitiveness
Level of cooperation

39. Personality is a set of traits that can explain or
predict a person’s behavior in a variety of situations.
Attitudeis a mental and emotional entity that
characterizes a person

40. FOUR
TEMPERAMENT
THEORY

41. Functional Ensemble of Temperament (FET) model linking traits to teams of NT. Bold shadowed text highlights the names of temperament traits, expression of which depends on a balance within indicated NT
systems. 5-HT: serotonin; DA: dopamine; NA: noradrenalin; ACh: acetylcholine; GH: growth hormone; SOM: somatostatin; PRL: prolactin; OXY: oxytocin; SubP: Substance P; NPY: neuropeptide Y; KOPr, MOPr,
DOPr: kappa-, mu-and delta-opioid receptors correspondingly.
Irina TrofimovaPhil. Trans. R. Soc. B 2018;373:20170167

42. BIG FIVE
PERSONALITY
TRAITS

43. HOLLAND’S
THEORY OF
VOCATIONAL
CHOICE

45. Orderliness,
Perfectionist, Inflexible
Detail Oriented
Unable to Discard
Perfectionism
Can’t Delegate
Work Oriented
Miserly
Over Conscientious
Rigid

46. ANTISOCIAL
PERSONALITY
DISORDER
Disregard Rights of
Others (and meet
Conduct Disorder)
Unlawful
Reckless
Deceitful
Irresponsible
Impulsive
Lack Remorse
Aggressive

47. Grandiose, Needs
Admiration, Without
Empathy
Self Important
Exploitative
Fantasies of Success
Lacks Empathy
Feels Special
Envious
Needs Admiration
Arrogant
Entitled

48. A treatment of psychological
problem in which two or more
clients interact with each other on
both an emotional & cognitive
levels in the presences of one or
more psychotherapists who serve
as catalysts (the person who can
be related to or who can
understand the other’s point of
view), facilitators or interpreters
Goal
•Help Individuals Identify
Maladaptive Behavior
•Help with Emotional
Difficulties through
Feedback
•Offer a Supportive
Environment
Type
•Psychoeducational/
Guidance group
•Counseling/Interpersonal
Problem-Solving Groups
•Psychotherapy Groups
•Task/work Groups
Counselling
Advocating
Coaching
Providing care
Conveying
feelings
Empathizing
Interpersonal
skills
Facilitating
group process
Active listening
Motivating

49. •The purpose is to teach group participant how
to deal with a potential threat, developmental
life events or immediate life crisis
Psychoeducational/ Guidance group
•These groups help participants resolve
problems of living through interpersonal
support and problem solving.
Counseling/Interpersonal Problem-
Solving Groups
•These groups focus on personality
reconstruction or remediation of deep-seated
psychological problems
Psychotherapy Groups
•A group that comes together to perform a task
that has a concrete goal
Task/work Groups
Guidelines for group
therapy
Maintain Confidentiality
Commitment to Attendance
Socializing with Group Members
Putting Feelings into Words Not Actions
Role of Leader and Members

50. •Team acquaints and establishes ground rules. Formalities are preserved and
members are treated as strangersForming/Orientation
•Members start to communicate but still see themselves as individual rather than
part of a the team. They resist control by group leaders and show hostility.Storming/Transition
•People feel part of the team and realize that they can achieve work if they
can accept other viewpoints.Norming/Cohesiveness
•The team work in an open and trusting atmosphere where flexibility is the key
and hierarchy of little importance.Performing/Working
•The team conducts an assessment of the year and implement a plan for
transitioning roles and recognizing members’ contributions.Adjourning/Terminating

51. Selection
Homogenous vs. heterogeneous
Indication & contraindication
Group size
Work best with 6-8 members
Frequency & duration of sessions
1-2 hours
Once a week
Structure
Open or closed

52. •feeling of having problems similar to
others, not alone
Universality
•helping and supporting others Altruism
•encouragement that recovery is
possible
Instillation of
hope
•nurturing support & assistance Guidance
•teaching about problem and
recovery
Imparting
information
•learning new ways to talk about
feelings, observations and concerns
Developing
social skills
•finding out about themselves
& others from the group
Interpersonal
learning
•feeling of belonging to the
group, valuing the group
Cohesion
•release of emotional tension Catharsis
•life & death are realities
Existential
factors
•modeling another’s manners
& recovery skills
Imitative
behavior

53. Mainly as facilitator
Provide a safe, comfortable atmosphere for self-disclosure
Use any transference situations to develop insight into their problems
Whenever appropriate, provide positive reinforcement, that gives ego support and
encourages future growth
Develop ability to recognize when a group member is “ fragile ”; he should be
approached in a gentle, supportive and non-threatening manner
Use silence effectively to encourage introspection and facilitate insight

54. •Focus on irrational thoughts and beliefs of members and restructuring perceptions
and beliefs by substitution of new effective thoughts and beliefsCognitive Therapy
•Behavior is learned so ineffective behavior can be unlearned and replaced by
effective behaviorBehavioral Therapy
•One member of the group can portray someone in another group member's life to
give the other member a chance at practicing how to communicate effectivelyRole Play
•Members write a story about themselves and their lives and then read it aloud for
the group to hear and discussStory Writing and Sharing
•To develop social skills ,interacting in a group homeTask Oriented Groups
•Wide array of art, music, dance, psychodrama and many other techniques having a
defined therapeutic goalTherapeutic Activity Groups