The Psychiatric Rehabilitation practitioner continues to use both orienting and active listening skills to partner with the participant throughout each step of the Psychiatric Rehabilitation process. The concepts and skills of active listening and orienting are fundamental to Psychiatric Rehabilitation. Click below to learn more about the steps to the skills of orienting and active listening.
Steps include:
Steps include:
a. Listening for content (i.e. What they said)
b. Listening for feeling (i.e. “Sounds like you’re feeling….is that correct?”
c. Listening for feeling and meaning (i.e. “Sounds like you’re frustrated and don’t want to live there anymore, is that correct?”)
A skill is a purposeful behavior performed in a particular environment. Skills are developed with knowledge and are sustained when mastered. There are three types of skills: physical skills (require primarily bodily behaviors), emotional skills (require primarily interpersonal or intrapersonal behaviors), and intellectual skills (require primarily mental behaviors).
Physical
Emotional
Intellectual
Supports and resources are the people, places, things, and activities that are needed in a particular environment. They are as important as skills for goal attainment and can be helpful when:
a. Skills are not fully developed – in this case, they compensate for the absent skill(s) (public transportation for an individual who has not learned how to drive).
b. Skills are fully developed but supports/resources are still needed (public transportation for an individual who knows how to drive but does not have access to a car.)
Support Type Examples:
People
Places
Things
Activities
In Listing Critical Skills and Supports/Resources, the practitioner and participant name the most important skills and supports/resources needed to achieve the desired goal.
There are four steps in Listing Critical Skills and Supports/Resources. They are:
Step 1: Orient the participant to the concept of role requirements and underlying skills.
Step 2: Research the skills and supports/resources needed to achieve success and satisfaction in a goal.
Step 3: Identify which ones are critical to achieve the desired life goal.
Step 4: Explore if there are any underlying skills of the identified critical skill.
Underlying skills for the individual would be: greeting callers, identifying important call content, matching calls to personnel, logging calls.
*Depending on the individual’s strengths, needs and abilities, the underlying skills could be different.
Researching the skills and supports/resources needed in a specific environment helps the participant explore and understand what is needed to be successful and satisfied with their goal. Keep in mind that there can be generic requirements for the domain and unique requirements for the specific environment.
Three ways skills and supports/resources can be researched include:
Working with the participant, identify the behaviors and supports/resources that are most important for them to be successful and satisfied in their chosen environment.
It is important to note that the availability of a resource or support/resource reduces the burden on a participant to learn new skills. Similarly, limited access to needed supports/resources may increase the demands on the participant to learn new skills.
Critical Behavior/Skill: | Underlying Skill: |
Paying Rent | Budgeting, Writing a check |
Expressing negative feeling | N/A |
Describing Skill and Support Use means explaining the individual’s specific use of critical skills and clarifying the supports/resources needed to achieve the goal.
Describing Skill and Support Use means explaining the individual’s specific use of critical skills and clarifying the supports/resources needed to achieve the goal.
There are three aspects to describing a skill and describing a support.
Three aspects to describing a Support/Resource:
Evaluating Skill and Support Utilization means measuring the highest level at which the individual can use critical skills and the current availability of needed supports. This determines what skills and supports/resources the person presently has and which need to be developed.
There are three steps to evaluating skill and support utilization.
Step 1: Design Evaluation Methods
Step 2: Produce Evaluation Tools
Step 3: Conduct Evaluations
Example: Luis wants to work in the Good Neighbor deli as a cashier by November 2024. One skill that he wants/needs to learn is interviewing with the deli owner in person
Who evaluates | Luid and his employment counselor Cat. |
What is evaluated | Luis’ interview skills. |
How the evaluation is done | Roleplays. |
When the evaluation occurs | One roleplay each day for the next two weeks. |
Develop the tools you will use to track the evaluation on the participants skill use. The important thing is that these tools make sense to both the participants and the practitioner.
These can include:
Develop the tools you will use to track the evaluation on the participants skill use. The important thing is that these tools make sense to both the participants and the practitioner.
These can include:
It is important to conduct evaluations to determine the actual level of proficiency of a skill or availability of a support/resource. Conducting evaluations is broken down into three steps:
Step 1: Perform the observations over the time periods given.
Step 2: Fill in the Skills Assessment Chart.
Step 3: Review which are strengths, and which are deficits or areas for improvement or practice.
*The links below allows you to toggle between the different modules
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