Egans Theory Essay

This is a 3-stage nonplus or bodwork offered by Egan as useful in ease lot solve problems and develop opportunities. The finales of using the model argon to suspensor mickle to manage their problems in living more effectively and develop unfounded opportunities more fully, and to armed ser evil people become split up at helping themselves in their everyday lives. (Egan G., The Skilled Helper, 1998, p7-8). Thus there is an emphasis on empowerment. Also the person s own schedule is central, and the model seeks to move the person towards fulfill leading to revealcomes which they choose and value.This model is non ground on a cave inicular theory of temperament development, nor on a theory of the ways difficulties develop. It is a framework for conceptualising the helping process, and is outstrip apply in working on issues in the fresh past and the present. As with any model, it provides a map, which can be utilize in exploring, but which is not the territory itsel f. The Egan model and mentoring are not synonymous the model can be used in many an(prenominal) an(prenominal) kinds of helping relationships, and mentoring/co-mentoring can be done using other models, (or none). The model can and should be used flexibly. The model works best if attention is paid to Rogers core conditions, the helpers approach to the vocaliser being based on genuineness, respect, and empathy, and if principles of good active listening are remembered throughout. The Egan model aims to help the talker address 3 main questions1. What is going on?2. What do I extremity instead?3. How might I jerk off to what I unavoidableness?Not everyone needs to address all 3 questions, and at ms people may move back into previously answered ones. For simplicity, well sapidity at the model sequentially. However, the skilled helper volition work with the utterer in all or any of the stages, and move back and ship, as appropriate.Stage 1 is round providing a safe place for t he speaker to divide their story in their own way, and to be fully try and ack straightwayledged. It is whatsoever a space where a person can hear and understand their own story. It is also intimately(predicate) gently helping them avoid their head to see the wider picture and other perspectives, and to find a lead from which to go forward with hope. 1a an expansive partThe helper encourages the speaker to tell their story, and by using good active listening skills and demonstrating the core conditions, helps them to look and unfold the tale, and to reflect. For some, this is enough, for others it is just the beginning. .as you summarised what I said, all the jumble began to make sense. Skills in Stage 1a- active listening, reflecting, paraphrasing, checking understanding, open questions, summarising. reclaimable Questions How do/did you feel roughly that? What are/were you work outing? What is/was that like for you? Keep them open What else is there about that? 1b a challenging partSince they are in the situation, it can be difficult for the person speaking to see it clearly, or from different angles. With the help of empathic reflections and challenges, the speaker uncovers blind spots or gaps in their perceptions and discernment of the situation, of others and ofthemselves their patterns, the impact of their behaviour on the situation, their strengths. Id never thought about how it might feel from my colleagues point of view. * Skills repugn different perspectives, patterns and connections, shoulds and oughts, negative self-talk, blind spots (discrepancies, distortions, incomplete awareness, things implied, whats not said), ownership, specifics, strengths. * expedient Questions* How do others see it/you?* Is there anything youve overlooked?* What does he/she think/feel?* What would s/he say about all this?* What about all of this is a problem for you?* Any other way of flavour at it?1c -Focussing and moving forward race often feel stuck that is wherefore they want to talk. In this stage, the helper seeks to move the speaker from stuckness to hope by helping Them choose an expanse that they abide the energy to move forward on, that would make a deviance and benefit them. I see now the key place to get started is my relationship with K * Skills Facilitating focussing and prioritising an area to work on. * Useful Questions* What in all of this is the most important?* What would be best to work on now?* What would make the most difference?* What is manageable?Stage 1 can be 5 minutes or 5 years it may be all person needs. Stage 2 What do I want instead?People often move from problem to action, or problem to solution, without reflecting on what they genuinely want, or in what way their problems might be opportunities. Stage 2 is about this, about helping the speaker to open up a picture of what they really want, and how things could be better. This stage is very important in generating energy and hope. 2a a o riginal partThe helper helps the speaker to cortical potential their ideal scenario if youcould wake up tomorrow with everything just how you want it, like your ideal world, what would it be like? The speaker is encouraged to broaden their aspect and be imaginative, rather than reflect on practicalities. For some people this is scary, for some liberating. At first it was really difficult but after a while I Jet my imagination go and began to get really excited about what we could hit in the department. * Skills Brainstorming, facilitating imaginative thinking, i.e. * criterion vs. Quality Anything goes throw off fun* Write down ideas verbatim, dont analyse or judge* Keep prompting what else?* Dont hurry, allow lots of time* Useful Questions* What do you ideally want instead?* What would be happening?* What would you be doing/thinking/feeling?* What would you have that you dont have now?* What would it be like if it were better / a bit better? 2b a reality testing partFrom th e creative and visionary brainstorm, the speaker formulates goals which are specific, measurable, achievable/appropriate (for them, in their circumstances), realistic (with reference to the real world), and have a time frame attached, i.e. SMART goals. Goals which are demanding yet achievable are motivating. It feels good to be clear that I want a clear understanding with my colleagues about our respective rules and responsibilities. * Skills facilitating selecting and reality checking with respect to internal and external landscape. * Useful Questions* What only is your goal?* How would you know when youve got there?* What could you manage/are you likely to achieve?* Which feels best for you?* Out of all that, what would be realistic?* When do you want to achieve it by?2c moving forwardThis stage aims to test the pragmatism of the goal before the person moves to action, and to help the speaker check their fealty to the goal by reviewing the costs and benefits to them of achievi ng it. Is it worth it? It feels risky but I need to resolve this. * Skills facilitation of exploring costs and benefits, and checking commitment to goal. * Useful Questions* What will be the benefits when you achieve this?* How will it be different for you when youve done this? * What will be the costs of doing this? Any disadvantages/downsides to doing this? Stage 3 How will I get there?This is the how stage how will the person move towards the goals they have place in Stage 2? It is about possible strategies and specific actions, about doing something to get started, whilst considering what/who might help and hinder making the change. 3a another creative partThe speaker is helped to brainstorm strategies 101 ways to achieve the goal again with prompting and encouragement to think widely. What people, places, ideas, organisations could help? The aim is to rationalise up the person to generate new and different ideas for action, breaking out of old mind-sets. There were gems o f possibilities from seemingly crazy ideas. * Skills Facilitation of brainstorming* Useful Questions* How many different ways are there for you to do this? * Who/what might help?* What has worked before/for others?* What about some wild ideas?3b focussing in on appropriate strategiesWhat from the brainstorm might be selected as a strategy that is realistic for the speaker, in their circumstances, consistent with their values? Forcefield analysis can be used here to look at what internal and external factors (individuals and organisations) are likely to help and hinder action and how these can be modify or weakened respectively. I would feel comfortable trying to have a conversation with him about how he seesthings. * Skills for Stage 3b Facilitation of selecting and reality checking. * Useful Questions* Which of these ideas appeals most?* Which is most likely to work for you?* Which are within your resources/ program line?3c moving to actionThe aim is to help the speaker excogi tate the conterminous steps. The strategy is broken into bite-size chunks of action. Here the speaker is doing almost all the work, producing their action plan. The helper works with them to turn good intention into specific plans with time scales. Whilst being encouraging, its also important not to push the speaker into saying theyll do things to please the helper. I will make sealed we have time together before the fire of the month. I will book a meeting, so that we can be sure of settle down uninterrupted time. I will organise this before Friday. * Skills Facilitation of action planning.* Useful Questions* What will you do first? When?* What will you do next? When?If the end point of producing an action plan has been reached, the experience of trying it out could be the starting point for a follow-up mentoring/co-mentoring session. The work would start in stage I again, telling a new story. If an action plan had not been reached, thats fine too, and the model can be used ove r a series of sessions. The key in using the model, as with any theory or model, is to keep the speakers agenda central, the individual in the foreground and theory in the background, and to use the model for the person, rather than vice versa.