rand kannenberg communication techniques with offenders

Corrections and Substance Abuse Training

Communication Communication Techniques Techniques

with Offenderswith OffendersBy Rand L. Kannenberg

Goals/ObjectivesGoals/ObjectivesAfter participating in this workshop, you will be able to demonstrate an understanding of the following communication After participating in this workshop, you will be able to demonstrate an understanding of the following communication

techniques with clients.techniques with clients.

Opening LinesOpening Lines

Physical Attending Physical Attending and Psychological and Psychological

AttendingAttending

Clinical ListeningClinical Listening

Support and Support and EmpathyEmpathy

Exploration and Exploration and ElaborationElaboration

ClosingClosing

ReferencesReferences

Murphy, B., & Dillon, C. (1998). Murphy, B., & Dillon, C. (1998). Interviewing Interviewing in action: Process and practice. in action: Process and practice. Pacific Pacific Grove, CA: Brooks/Cole (and videotape Grove, CA: Brooks/Cole (and videotape included with book).included with book).

Kannenberg, R. (1994). Kannenberg, R. (1994). Challenge Exam: Challenge Exam: Counseling Skills. Counseling Skills. Denver, CO: ADAD Denver, CO: ADAD (videotape).(videotape).

ExercisesExercises

Must be real life.

No role playing.

Will tell you if situation is about home, work or school;

past or present.

ContractContract(Please write down on back of page.)

•Will not get too private or personal.

•Will say “no” or ask for help as needed.

•Will maintain confidentiality about everyone else in training during breaks and after class.

WHYWHYdo we want to be able to do we want to be able to communicate with clients in communicate with clients in community corrections?community corrections?(Write down your answer. (Write down your answer.

1-3 sentences. 1-3 sentences.

Your neighbor will read it word for word to others.)Your neighbor will read it word for word to others.)

Opening LinesOpening Lines

Did the staff member avoid focal opening lines Did the staff member avoid focal opening lines (directly setting the tone by talking about rules, (directly setting the tone by talking about rules, expectations and guidelines) and use non-expectations and guidelines) and use non-directive opening lines (less focus, less directive opening lines (less focus, less structure, letting the client set the tone and the structure, letting the client set the tone and the agenda)?agenda)?

(Murphy & Dillon, 1998)

Demonstration of Skills

Talk about a past relationship problem.

“Communication Techniques with Clients” Checklist

Opening Lines _____1. Did the staff member avoid focal opening lines (directly setting the tone by talking about rules,

expectations and guidelines) and use non-directive opening lines (less focus, less structure, letting the client set the tone and the agenda)?

Physical Attending and Psychological Attending _____2. Did the staff member assume an open and welcoming body posture? _____3. Did the staff member occasionally sit or lean forward in the direction of the client? _____4. Did the staff member use minimal verbal prompts, encouragers or sounds (“I see,” “okay,” “go on,”

“um/ah/aha,” etc.) to keep the conversation flowing and to show support for the client? _____5. Did the staff member pay attention to his or her own eye contact, hand gestures, head nods, other

movements and facial expressions and use them appropriately?

Clinical Listening _____6. Did the staff member let the client tell his or her story? _____7. Did the staff member pay attention to specific words used by the client and repeat them? _____8. Did the staff member pay attention to themes (ideas or beliefs) and patterns (repetition or consistency)

about client behavior revealed in client stories and comment on them? _____9. Did the staff member listen and watch for client feelings or affect and comment on them? _____10. Did the staff member pay attention to client thoughts and ideas and comment on them?

Support and Empathy _____11. Did the staff member show a warm and caring attitude toward the client (by smiling, making friendly

comments and/or shaking hands)? _____12. Did the staff member emphasize client strengths? _____13. Did the staff member demonstrate empathy for the client (i.e., see the world from his or her perspective)? _____14. Did the staff member reflect the client’s physical statements by mirroring them (i.e., showing them their

reflection)? _____15. Did the staff member reflect the content of the client’s perspective using the same or different words? _____16. Did the staff member reflect the feelings or affect of the client by using the same or different words?

Exploration and Elaboration _____17. Did the staff member avoid closed-ended questions (only requiring one or two word answers), “why”

questions (sounding judgmental), directives hidden in questions (“are you going to do this?”), double questions (more than one question at a time), “ratatat” questioning (one question fired after another), and wrong questions/wrong time/wrong place?

_____18. Did the staff member appropriately use open-ended questions (“talk about,” “tell me about,” “say more about,” etc.) silence (letting the client explore an answer), and “dot-dot-dot” reflection (inviting the client to finish the sentence)?

_____19. Did the staff member appropriately use underlining reflection (repeating and emphasizing important words), summarizing (repeating in condensed form many ideas expressed), and refocusing (returning the

client to the topic)?

Closing _____20. Did the staff member acknowledge the end of the meeting, thank the client for contributing, wish him or

her well and shake hands as well as making certain that everything that needed to be discussed was, and that there are plans made for the next meeting?

x

Physical Attending and Physical Attending and Psychological AttendingPsychological Attending

Did the staff member assume an open and welcoming Did the staff member assume an open and welcoming body posture?body posture?

Did the staff member occasionally sit or lean forward in Did the staff member occasionally sit or lean forward in the direction of the client?the direction of the client?

Did the staff member use minimal verbal prompts, Did the staff member use minimal verbal prompts, encouragers or sounds (“I see,” “okay,” “go on,” encouragers or sounds (“I see,” “okay,” “go on,” “um/ah/aha,” etc.) to keep the conversation flowing “um/ah/aha,” etc.) to keep the conversation flowing and to show support for the client?and to show support for the client?

Did the staff member pay attention to his or her own Did the staff member pay attention to his or her own eye contact, hand gestures, head nods, other eye contact, hand gestures, head nods, other movements and facial expressions and use them movements and facial expressions and use them appropriately?appropriately?



Talk about a present relationship problem.



















xxxx

Clinical ListeningClinical Listening

Did the staff member let the client tell his or her story?Did the staff member let the client tell his or her story?

Did the staff member pay attention to specific Did the staff member pay attention to specific words used by the client and repeat them?words used by the client and repeat them?

Did the staff member pay attention to themes Did the staff member pay attention to themes (ideas or beliefs) and patterns (repetition or (ideas or beliefs) and patterns (repetition or consistency) about client behavior revealed in consistency) about client behavior revealed in client stories and comment on them?client stories and comment on them?

Did the staff member listen and watch for client Did the staff member listen and watch for client feelings or affect and comment on them?feelings or affect and comment on them?

Did the staff member pay attention to client Did the staff member pay attention to client thoughts and ideas and comment on them?thoughts and ideas and comment on them?



Talk about a past education problem.



















xxxx

Support and EmpathySupport and Empathy Did the staff member show a warm and caring attitude Did the staff member show a warm and caring attitude

toward the client (by smiling, making friendly comments toward the client (by smiling, making friendly comments and/or shaking hands)?and/or shaking hands)?

Did the staff member emphasize client strengths?Did the staff member emphasize client strengths? Did the staff member demonstrate empathy for the client Did the staff member demonstrate empathy for the client

(i.e., see the world from his or her perspective)?(i.e., see the world from his or her perspective)? Did the staff member reflect the client’s physical Did the staff member reflect the client’s physical

statements by mirroring them (i.e., showing them their statements by mirroring them (i.e., showing them their reflection)?reflection)?

Did the staff member reflect the content of the client’s perspective using the Did the staff member reflect the content of the client’s perspective using the same or different words?same or different words?

Did the staff member reflect the feelings or affect of the client by using the Did the staff member reflect the feelings or affect of the client by using the same or different words?same or different words?



Talk about a present education problem.



















xxxx

Exploration and ElaborationExploration and Elaboration Did the staff member avoid closed-ended questions (only Did the staff member avoid closed-ended questions (only

requiring one or two word answers), “why” questions (sounding requiring one or two word answers), “why” questions (sounding judgmental), directives hidden in questions (“are you going to do judgmental), directives hidden in questions (“are you going to do this?”), double questions (more than one question at a time), this?”), double questions (more than one question at a time), “ratatat” questioning (one question fired after another), and “ratatat” questioning (one question fired after another), and wrong questions/wrong time/wrong place?wrong questions/wrong time/wrong place?

Did the staff member appropriately use open-Did the staff member appropriately use open-ended questions (“talk about,” “tell me about,” ended questions (“talk about,” “tell me about,” “say more about,” etc.) silence (letting the client “say more about,” etc.) silence (letting the client explore an answer), and “dot-dot-dot” reflection explore an answer), and “dot-dot-dot” reflection (inviting the client to finish the sentence)?(inviting the client to finish the sentence)?

Did the staff member appropriately use underlining reflection Did the staff member appropriately use underlining reflection (repeating and emphasizing important words), summarizing (repeating and emphasizing important words), summarizing (repeating in condensed form many ideas expressed), and (repeating in condensed form many ideas expressed), and

refocusing (returning the client to the topic)?refocusing (returning the client to the topic)? (Murphy & Dillon, 1998)


Talk about a past work related problem.



















x

ClosingClosing

Did the staff member acknowledge the end of the Did the staff member acknowledge the end of the meeting, thank the client for contributing, wish him meeting, thank the client for contributing, wish him or her well and shake hands as well as making or her well and shake hands as well as making certain that everything that needed to be discussed certain that everything that needed to be discussed was, and that there are plans made for the next was, and that there are plans made for the next meeting?meeting?



Talk about a present work related problem.



















x

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