'Egans Theory Essay\r'

'This is a 3- constitute stupefy or theoretical account offered by Egan as useful in serving lot solve businesss and develop opportunities. The aims of using the model ar to servicing lot ‘to deal their problems in vivacious more(prenominal) effectively and develop un utilize opportunities more fully’, and to ‘help people become break away at helping themselves in their everyday lives.’ (Egan G., ‘The mean Helper’, 1998, p7-8). Thus in that location is an emphasis on empowerment. Also the soulfulness s accept agenda is central, and the model fixks to move the person towards performance take to outcomes which they choose and value.\r\nThis model is non base on a particular theory of personality development, nor on a theory of the ways difficulties develop. It is a launchwork for conceptualising the helping process, and is beaver utilise in working(a) on issues in the recent past and the present. As with any model, it pro vides a map, which gouge be employ in exploring, just now which is not the territory itself. The Egan model and mentoring ar not synonymous; the model tramp be use in many kinds of helping relationships, and mentoring/co-mentoring squirt be seizee using an some other(prenominal) models, (or none!). The model displace and should be used flexibly. The model flora best if attention is nonrecreational to Rogers’ ‘core conditions’, the accessorys approach to the verbaliser being based on genuineness, respect, and empathy, and if principles of good agile listening are remembered throughout. The Egan model aims to help the verbaliser channelise 3 main questions:\r\n1. ‘What is going on?’\r\n2. ‘What do I necessitate instead?’\r\n3. ‘How might I halt to what I pauperization?’\r\nNot everyone needs to address all 3 questions, and at successions people may move back into previously answered ones. For simplicity, we’ll expect at the model sequentially. However, the skilled helper bequeath work with the talker in all or any of the stages, and move back and before, as appropriate.\r\n introduce 1 is closely providing a safe dictate for the loud speaker unit to tell their story in their own way, and to be fully seekd and ack straightledged. It is some a space where a person can hear and understand their own story. It is also about piano helping them lift their head to see the wider trope and other perspectives, and to find a point from which to go forward with h obsolete. 1a †an expansive part\r\nThe helper encourages the speaker to tell their story, and by using good active listening skills and demonstrating the core conditions, helps them to explore and unfold the tale, and to reflect. For some, this is enough, for others it is however the beginning. â€Å"….as you summarised what I said, all the jumble began to make sense.” Skills in phase angle 1a:- act ive listening, reflecting, paraphrasing, checking understanding, open questions, summarising. usable Questions: How do/did you observe about that? What are/were you persuasion? What is/was that deal for you? persist them open! What else is thither about that? 1b †a challenging part\r\nSince they are in the situation, it can be difficult for the person speaking to see it clearly, or from divergent angles. With the help of empathic reflections and challenges, the speaker uncovers blind spots or gaps in their perceptions and judging of the situation, of others and of themselves †their patterns, the impact of their behaviour on the situation, their strengths. â€Å"I’d never thought about how it might feel from my colleague’s point of view.” * Skills: Challenging; different perspectives, patterns and connections, shoulds and oughts, negative self-talk, blind spots (discrepancies, distortions, incomplete awareness, things implied, what’s not sa id), ownership, precises, strengths. * useable Questions:\r\n* How do others see it/you?\r\n* Is there anything you’ve overlooked?\r\n* What does he/she think/feel?\r\n* What would s/he say about all this?\r\n* What about all of this is a problem for you?\r\n* Any other way of looking at it?\r\n1c -Focussing and abject forward\r\nPeople often feel stuck; that is why they postulate to talk. In this stage, the helper seeks to move the speaker from stuckness to hope by helping Them choose an area that they pay back the energy to move forward on, that would make a difference and benefit them. â€Å"I see now the key place to get step to the foreed is my relationship with K” * Skills: Facilitating focussing and prioritising an area to work on. * effective Questions:\r\n* What in all of this is the or so important?\r\n* What would be best to work on now?\r\n* What would make the most difference?\r\n* What is manageable?\r\n constitute 1 can be 5 minutes or 5 years; i t may be all psyche needs. Stage 2 †What do I privation instead?\r\nPeople often move from problem to action, or problem to solution, without reflecting on what they truly regard, 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 creative part\r\nThe helper helps the speaker to brainstorm their sublime scenario; ‘if you could wake up tomorrow with everything just how you want it, like your ideal world, what would it be like?’ The speaker is encouraged to let out their horizon and be imaginative, rather than reflect on practicalities. For some people this is scary, for some liberating. â€Å"At head start it was really difficult but after a while I Jet my imagination go and began to get really excited about what we could execute in the department”. * Skills: Brainstorming, facilitating imaginative thinking, i.e. * Quantity vs. fictitious character Anything goes †provoke fun\r\n* Write down ideas verbatim, don’t analyse or judge\r\n* Keep prompting †‘what else?’\r\n* Don’t hurry, allow oodles of time\r\n* Useful Questions:\r\n* What do you ideally want instead?\r\n* What would be happening?\r\n* What would you be doing/thinking/feeling?\r\n* What would you defecate that you don’t hand over now?\r\n* What would it be like if it were better / a bit better? 2b †a reality test part\r\nFrom the creative and visionary brainstorm, the speaker formulates lasts which are specific, measurable, achievable/appropriate (for them, in their circumstances), realistic (with mention to the real world), and have a time frame attached, i.e. SMART goals. Goals which are demanding yet achievable are motivating. â€Å"It feels good to be clear that I want a clear understanding with my colleagues about our individual rules and responsibilities.” * Skills: facilitating selecting and reality checking with respect to internal and foreign landscape. * Useful Questions:\r\n* What exactly is your goal?\r\n* How would you know when you’ve got there?\r\n* What could you manage/are you possible to achieve?\r\n* Which feels best for you?\r\n* bring out of all that, what would be realistic?\r\n* When do you want to achieve it by?\r\n2c †moving forward\r\nThis stage aims to test the realism of the goal before the person moves to action, and to help the speaker check their inscription to the goal by reviewing the costs and benefits to them of achieving it. Is it worth it? â€Å"It feels risky but I need to resolve this.” * Skills: facilitation of exploring costs and benefits, and checking commitment to goal. * Useful Questions:\r\n* What depart be the benefits when you achieve this?\r\n* How go outing it be different for you when you’ve done this? * What will be the costs of doing this? Any disadvantages/downsides to doing this? Stage 3 †How will I get there?\r\nThis is the ‘how’ stage… how will the person move towards the goals they have identified in Stage 2? It is about possible strategies and specific actions, about doing something to get started, whilst considering what/who might help and abash making the change. 3a †another creative part!\r\nThe 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 free up the person to pass on new and different ideas for action, breaking out of old mind-sets. â€Å"There were gems of possibilities from seemingly crazy ideas”. * Skills: Facilitation of brainstorming\r\n* Useful Questions:\r\n* How many different ways are there for you to do this? * Who/what might help?\r\n* What has worked before/ for others?\r\n* What about some wild ideas?\r\n3b †focussing in on appropriate strategies\r\nWhat from the brainstorm might be selected as a strategy that is realistic for the speaker, in their circumstances, consonant 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 strengthened or mown respectively. â€Å"I would feel comfortable trying to have a conversation with him about how he sees\r\nthings”. * Skills for Stage 3b: Facilitation of selecting and reality checking. * Useful Questions:\r\n* Which of these ideas appeals most?\r\n* Which is most likely to work for you?\r\n* Which are within your resources/control?\r\n3c †moving to action\r\nThe aim is to help the speaker scheme the next steps. The strategy is broken into bite-size chunks of action. Here the speaker is doing almost all the work, producing their action de signing. The helper works with them to turn good intention into specific plans with time scales. Whilst being encouraging, it’s also important not to push the speaker into saying they’ll do things to transport the helper. â€Å"I will make sure we have time together before the end of the month. I will book a meeting, so that we can be sure of quiet uninterrupted time. I will organise this before Friday”. * Skills: Facilitation of action planning.\r\n* Useful Questions:\r\n* What will you do first? When?\r\n* What will you do next? When?\r\nIf the end point of producing an action plan has been reached, the experience of trying it out could be the start 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, that’s fine too, and the model can be used over a series of sessions. The key in using the model, as with any theory or model, is to keep the speakers ag enda central, the individual in the sidle up and theory in the background, and to use the model for the person, rather than vice versa.\r\n'