Self-Reflection Essay

SELF-REFLECTION ESSAY 5

Self-ReflectionEssay

Nameof Student

Self-ReflectionEssay

DifficultiesIn Applying The Skills Learnt

Multi-TaskingBetween Reflections Of Content And Reflection Of Feelings

Oneof the difficultiesI faced when comprehending the knowledge and skills was the dilemmaon when to apply reflection of content and reflection of feelings ina conversation. Thisstemmedfrom the fact that I wasconflictedbetween mirroring the client and helping the client. Reflectionof content needs a deeper understanding of the required informationfor it to be applicable. According to Kamore,&ampTiego (2015), multi-tasking between reflection of control andthat of feeling during a peer helping conversation aids an individualin excluding the dilemma of deciding the appropriate time to applythe skills separately.In an instance, reflecting information given by a student with lowgrades and be done simultaneously with the clients feeling offrustrations. Effective multitasking is attainable through acontinued encounter with varied clients experiencing differentchallenges and expressing varied feelings. Experience with suchclients will enable me to learn and thus attain the needed skills inthis field. Dealing with the situation entails developing aprofession oriented mind that doesn’t sway according to the clientsencounter but bases decisions on multitasked approach betweenreflections of content and reflection of feelings and thus avoiding adilemma. The strategy can be applied appropriately in the future tosolve a challenge involving a client depicting some reasons forhis/her conditions while expressing feelings.

CopingWith Transference Of Emotions

Irecalled my customer depicting the struggle she encountersin an attemptto perform well in school and a feeling of guilt developed inside herconsidering the high cost of education especially for internationalstudents yet her parents still pay for her. According to her, lack ofreward for her handwork was the most painful thing about this tussleshe always struggled to deal with it. I found myself in deep emotionsas I tried to sympathize with her. Her situation in school resembledmine and therefore, Icouldunderstandher frustration.

Theoutcome of the session disappointed me. I ended up with a low feelingas I comprehended her pain. Contrary to doing what a peer mentor getsmandatedto, we concentrated most on the disappointments we both encounteredin school. It disenchanted since no positive close was obtained fromthe conversation since I had a hard time coping with emotionaltransference (FMETeam, 2013).

AreasOf Improvements

BeingNon-Judgmental And Affirming

Iwanted to continue a conversation without being non-judgmental and,therefore,I experimented to establish the most effective techniques forattaining this. I found that providing comfort in a non-judgmentalway suits best especially when in a situation of not knowing what tosay. I realized that my customer appreciatesit when I conversed on my dedicationto listening to her and comprehending her endeavor (Duck,&ampMcMahan, 2011).Affirming her courage and generosity in sharing her stories is veryuseful.

Applyingopen-ended or close-ended questionsoffers a way for me to gauge whether my client wanted to speak moreabout the issueratherthan the useof non-judgmental and affirming statements to move on.

EmotionalDistancing

Variouselements playa critical role in changing the mood of a conversation. I realizedaspects such as the useof silence, regulating my breath and the focus on my non-verbalcommunication aids better in this process (Kamore,&ampTiego, 2015).Periods of silence were vital in giving myself and the client anopportunity to calm down and access our inner feelings

Drawinga third party’s story that is similar and relatable offers anotheralternative of remaining neutral and balanced to permitmy clients and mean avenue of letting out our feelings withoutpersonal involvement.I realized that in conversing with my practicum co-worker concerningher depressed colleague, it was vital to dialogue on how my friendcoped with her mother’s depression. The feedback and course givenduring various in-class role added a lot of value to my skills.

References

Cox,J. L., Taylor, H., &amp Haas, W. (1998). German: A Self-TeachingGuide.&nbspTheModern Language Journal,&nbsp82(1),134.

Duck,S. and McMahan, D. T. (2011). Thebasics of communication: A relationship perspective (2ndEd.).Thousand Oaks, CAP: SAGE Publication, Inc.

FMETeam (2013). Effectivecommunication: Communication skills.Retrieved 2016, March 10 from www.free-management-ebooks.com.

Freeman,T. et al. (2006). Peercounselling training.Austin,TX: The University of Texas at Austin.

Kamore,S. K. and Tiego, P. M. (2015). Four pillars of effectivenesspeercounselling programs in Meru South districthigh school. Internationaljournal of humanities and social science,5(2), 254 – 262.

Mcleod,J. (2003). Introductionto counselling.New York, NY: Open University Press.

Toros,K. and Medar, M. (2015, March). Socialwork students’ thoughts on self-reflection: A qualitative studybased on reflective journaling.InternationalJournal of Humanities and Social Science,5(3), 89 – 96.