The Significance of Empathy and Trust in Client-Consultant Interactions
Action 1: Empathy
Example: This is demonstrated by Rob’s admission that he understands Lauren’s frustration.
Explanation: Rob empathizes with Lauren’s situation and understands her frustration as a result. Empathy is critical in client-consultant interactions because it promotes mutual understanding and can assist a patient in relaxing. Clients who are provided empathy during treatment have a higher likelihood of success. Social workers that are empathic are more effective and capable of managing their tasks (Wu, 2021). Empathy is critical because it enables us to comprehend what others are going through to respond correctly. It is frequently associated with social behavior, and there is substantial evidence that more excellent empathy results in more helpful behavior. According to a previous study, 34 of 47 studies on the relationship between empathy and recovery produced excellent results (Wu, 2021).
Example: When Rob expresses faith in Lauren that she will begin to feel better if they take action, this is an example of encouragement.
Explanation: Rob exhibits faith in Lauren’s ability to change and assures her that everything will be fine. By assisting someone, you enable them to develop an awareness of their worth, which may urge them to change on an inherent level. By making them feel important and valued, you create a positive relationship. Relationships between nurses and patients have affected a patient’s health outcome (Gesinde, & Harry, 2018). Exhibiting empathy, establishing trust, advocating for the patient, providing educational feedback, and reacting to the patient’s unmet needs are all examples of effective therapeutic encounters.
Example: When Rob tells Lauren to trust him with everything, he promises her that everything will be okay.
Explanation: Rob has strengthened his bond with Lauren by believing in his abilities, as this gives her reason to trust and rely on him. Due to the enhanced patient outcome expectations associated with individuals assessed and treated by providers who have a high degree of confidence, health care professionals need to have a high level of confidence in their communication and clinical (physical) abilities (Zieber & Sedgewick, 2018). Because it can encourage suspicion in you, the client, a therapist should avoid appearing hesitant, bashful, or insecure. This is understandable in the case of beginner therapists, but how can you trust someone who does not believe what they are saying? Professional therapists should be self-assured in their approach to psychotherapy, as they possess considerable experience (supported by extensive training and graduate degrees) (Zieber & Sedgewick, 2018). Confidence is a critical personal factor influencing clinical decision-making because if a clinician believes that they have the skills necessary to assess a patient’s concerns and that the assessment’s outcome will improve the patient quality of life, the clinician is more likely to conduct a successful evaluation. Trust in a client-consultant connection increases both the therapist’s and the patient’s psychotherapy outcomes.
Example: Rob demonstrates how to create an action plan by informing Lauren that they should conduct a few additional tests and inquire about her reaction.
Explanation: After recognizing the patient’s need for change, it is critical to developing an action plan. Whether it is the implementation of strategies and policies, organizational and team learning, or clinical audit and research findings, action planning is a vital element in achieving practice transformation. Action plans are advantageous because they provide a framework for determining the most effective way to complete a task. They aid you in performing duties in a logical order and ensure that no critical steps are missed. Action planning is a collaborative process for determining a course of action for achieving a goal, including what, when, where, and how frequently (Harstad et al., 2020). The strategy is focused on four specific objectives: strengthening mental health leadership, providing comprehensive mental health and social services in community settings, implementing prevention and mental health promotion initiatives, and strengthening mental health research, evidence, and information systems (Harstad et al., 2020). Lauren exemplifies this by declaring, “Just make me feel better.” A specific plan can motivate because it clearly explains what needs to be done and makes action appear simple from the client’s perspective.
The Benefits of Action Planning in Achieving Practice Transformation
Action 1: Breaks Trust
Example: Rob is seen violating trust in video session 2 when he says he wants to speak with Lauren about her drinking.
Explanation: Lauren indicated in session one that everything said would remain confidential, and by disclosing her drinking habits to her parents, Rob has compromised Lauren’s faith in him as a therapist. Any connection requires trust since it allows for vulnerability and self-disclosure. Establishing trust fosters patient engagement and raises the likelihood that the patient would participate actively in their care (Wisk et al., 2021). Patients’ mistrust of the healthcare system can be diminished by establishing a firm foundation of trust between them and their nurse, involving them in their treatment, and improving health outcomes. Active listening and improving verbal and nonverbal communication abilities can all contribute to developing trust. Patients who cannot confide in their therapists will lose motivation to change.
Example: In video session 1, Rob interrupts Lauren and states that the tear was tiny.
Explanation: Interruptions can cause a person to get bewildered and lose focus. Generally, therapists use silence to stimulate reflection, elicit responsibility, facilitate emotional expression, maintain session flow, and convey empathy (Bagley, Levy & Schoenberger, 2019). Therapists keep an eye on the client, reflect on the therapy, and demonstrate interest during periods of stillness. Rob interrupting Lauren is disrespectful, but it also throws her off her game, causing her to lose track of her line of thought and the point she was attempting to make. This might make the victim feel judged and as if they made an error in their speech.
Example: Rob demonstrates insensitivity in video session one by telling Lauren that she should have gotten over it by now.
Explanation: Sensitivity enables a therapist to acquire and maintain competence, defined as the capacity to recognize and comprehend a patient. It is crucial to understand why and how some people are more sensitive (and others are less sensitive) is critical because it reveals information about the varied talents and needs of individuals with varying degrees of sensitivity. Rob is only acknowledging the physical aspect of her impairment with this statement, oblivious to the psychological consequences. He demonstrates insensitivity to Lauren’s circumstances, which may result in her lacking knowledge and comfort, which are critical components of treatment. Rob’s sensitivity issue may also indicate that he has difficulty adapting to the circumstances of others.
Example: Lauren, for instance, responds to Rob’s inquiry on the significance of exercise by reminding him that he came to be made feel better, not to listen to lectures.
Explanation: Lauren’s resistance to change increases due to Rob lecturing her about her choices. When someone feels judged, they may have difficulty progressing and opening up. Nobody should endure something like this, especially from someone ostensibly assisting them. Lectures make patients feel horrible and inundate them with the information they may not want to hear. Traditional techniques, such as lecturing, have been demonstrated to elicit sentiments of discontent and displeasure in studies.
Modification 1: Keep Trust
Confidence must be established to maintain trust, with Rob believing Lauren would change and Lauren believing in Rob as a therapist. Rob must keep their relationship quiet and only mention Lauren’s difficulties in passing while conversing with family members to garner their support and Lauren’s trust. Protecting a client’s privacy is a fundamental concern under several federal and state statutes (Gesinde, & Harry, 2018). No clinician should divulge information about your therapy sessions unless necessary to save someone’s life. They should also refrain from disclosing confidential information about other clients to you. Instead of discussing drinking, he may have introduced the concept of a healthier diet and sleeping patterns.
The Effects of Insensitivity and Interruptions in Therapy Sessions
Modification 2: Good listener
Rob should practice being a more attentive listener rather than interrupting. Rob better understands his client and their requirements by listening to Lauren and then offering his perspective after she is through. In counseling, effective listening skills foster trust, support the client in opening up and sharing their thoughts, and encourage them to express their feelings, enabling the collecting of critical information about the client that will aid in the counseling process’s improvement (Gesinde, & Harry, 2018). Additionally, this provides the client with a sense of being heard and demonstrates the therapist’s willingness to listen. Listening improves your ability to comprehend and communicate, making speaking with you more joyful for others.
Modification 3: Show empathy
Rob should watch Lauren’s behavior to get a greater empathy for his patient. Nonverbal indicators are a great predictor of how someone feels, and Rob can understand how he should respond by considering them (Wu, 2021). Rob may be able to develop more meaningful relationships in the future. Empathy enables the therapist to create a therapeutic relationship with the client by effectively interacting with them and understanding their perspective, goals, personality type, and preferences.
Modification 4: Engagement
The most successful technique of instruction is to engage the patient. Rather than lecturing Lauren on what the pamphlets say, Rob could inquire what Lauren believes would be the best course of action for her, taking her particular values and interests into account. Asking about a patient’s perspective may assist you in engaging them in discussion and ensuring they feel heard (Wu, 2021). Each session should focus on the client’s thoughts, feelings, and actions, with the beginning, middle, and end concentrating on the client’s thoughts, feelings, and activities. Two approaches that can assist therapists in remaining focused include active listening and clearing one’s mind before beginning a session.
Stage 1
Individuals who are pre-contemplating are reluctant to change. They are either unaware of why change is necessary or believe they already understand. To get people to look beyond their first empathy for the situation, demonstrate that their concerns are understood. The following phase would create disparity by emphasizing significant benefits and drawbacks and illustrating why change is necessary (Wu, 2021). It is essential to emphasize the distinction between eliciting intrinsic motivation rather than an extrinsic incentive. “I understand your situation is challenging, Lauren,” Rob would remark, “but if you continue to disregard your asthma medications, you will remain sedentary, which might result in serious health concerns, whereas if you begin taking them consistently, you would feel significantly better.”
Stage 2
In the contemplation phase, an individual acknowledges the need for change but is unsure if they are prepared or will begin later. It is preferable to accentuate ambiguity, which draws attention to one’s doubt and illustrates all of the benefits of change so resolving them (Li et al., 2020). The existence of positive and negative scales is asserted to tip the scales in favor of a positive mentality. “You may resist change since your asthma makes exercise tough, but increasing your daily exercise can help you feel better,” Rob may tell Lauren. Do you want your asthma to keep you from leading a healthy lifestyle?”
Stage 3
The preparation phase follows contemplation, and it is at this phase, that detailed plans for future change are developed. Individuals are unlikely to change unless they see their desired consequences occurring (Li et al., 2020). These persons require encouragement and confidence to carry out these plans, which fall under the MI area of enhancing self-efficacy. This may be seen as Rob said, “You have a well-defined strategy; I am optimistic that your health will improve as a result!”
Stage 4
The Action stage begins as individuals begin implementing their change approach. At this point, people are prone to relapse to previous steps, and they require inspiration to continue. Sustaining self-efficacy is also critical at this stage since it enables individuals to develop confidence in their capacity to stick with the change. Self-efficacy is thought to aid in promoting change by elevating personal expectations. “I instantly noticed a change,” Rob may say to encourage Lauran to continue taking her asthma medication.
Stage 5
One has successfully adhered to their objective and sustained transformation from this point forward. The advantages and disadvantages must be revisited during the maintenance phase. This is done to highlight the earlier behavior errors and ensure they do not repeat them. Disparities are necessary to self-regulate, and they must be continually considered (Li et al., 2020). Lauren may read this as “you appear to be in much better health presently.” Remember how miserable you felt when you didn’t exercise, skipped your prescription, or drank excessively? You’d prefer not to return to that.”
References
Bagley, S. M., Levy, S., & Schoenberger, S. F. (2019). Alcohol use disorders in adolescents. Pediatric Clinics, 66(6), 1063-1074.
Gesinde, B., & Harry, S. (2018). The use of motivational interviewing in improving medication adherence for individuals with asthma: A systematic review. Perspectives in Public Health, 138(6), 329-335.
Harstad, E., Sideridis, G., Kaye, D., Wisk, L. E., Weitzman, E. R., & Levy, S. (2020). Parental Perceptions About Alcohol Use for Their Adolescent with Attention-Deficit/Hyperactivity Disorder. Journal of Developmental & Behavioral Pediatrics, 41(5), 366-372.
Wisk, L. E., Magane, K. M., Nelson, E. B., Tsevat, R. K., Levy, S., & Weitzman, E. R. (2021). Psychoeducational Messaging to Reduce Alcohol Use for College Students With Type 1 Diabetes: Internet-Delivered Pilot Trial. Journal of medical Internet research, 23(9), e26418.
Wu, Y. (2021). Empathy in nurse-patient interaction: a conversation analysis. BMC nursing, 20(1), 1-6.
Zieber, M., & Sedgewick, M. (2018). Competence, confidence and knowledge retention in undergraduate nursing students—a mixed method study. Nurse education today, 62, 16-21.
Li, X., Yang, S., Wang, Y., Yang, B., & Zhang, J. (2020). Effects of a transtheoretical model-based intervention and motivational interviewing on the management of depression in hospitalized patients with coronary heart disease: a randomized controlled trial. BMC Public Health, 20(1), 1-12.
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