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Instructor Note
- The instructor may want to encourage students to attempt self-disclosure and/or
self-involving responses during the role-plays, as they otherwise may exhaust the
time allotted with other sorts of responses.
Activity 8: Triad Role-Plays
Students practice self-disclosure and self-involving skills in 15–20-min role-plays
taking turns as counselor, patient, and observer. Allow another 15 min of feedback
after each role-play. The students should focus on using good helping behaviors. In
these role-plays, the counselor and observer will not have advanced knowledge of
patient-counselor dynamics. As with triad role-plays in other chapters, only the per-
son playing the patient will fully know patient background and issues.
Criteria for Evaluating Counselor Self-Reference Behaviors
Well-timed
Used sparingly
Concise
Intended to meet patient goals
Appropriate depth/intimacy
Follow-up with empathy
Estimated time: 90–105 min.
Instructor Note
- The observer or counselor may wish to stop the role-play if the counselor is obvi-
ously stuck. The triad [except the patient] can then engage in a brief conversation
about the patient’s dynamics, issues, etc., to help the counselor. Then the coun-
selor and patient resume the role-play.
Process
Discuss in the large group: How was it to do this exercise? What are you learning
about self-reference behaviors in general? About yourself? What questions do you
still have about these skills?
Estimated time: 20 min.
12.7 Written Exercises
Exercise 1: Patient Self-Disclosure Questions
For each of the following patients, generate a list of all the questions you can think
of that the patient might ask you to disclose about:
Pregnant adolescent—pregnancy affected with multiple anomalies.
30-year-old patient—tested positive for HD.
11 Counselor Self-Reference: Self-Disclosure andfiSelf-Involving Skills