Critical Reflection on Applying Microskills in Practice

In this reflection, I assess the dynamics in the applied person-centered micro-skills of

congruence, challenging, and focusing during a counseling session with a client, Sowelo, who

presents with relationship issues and impending commitment phobia. These micro skills

derived from Carl Rogers’ person-centered therapy are crucial in helping clients who as their

therapist develop increased self-awareness and personal development (Raskin & Rogers,

2005). The following reflection will present how I have used those different approaches, and

illustrate how the theory contributes to practice when working with the identified clients.

Understanding the Client’s Experience

Sowelo’s worry that she might not be ready to give her man what he wants or to mark the

relationship as exclusive arises from self-doubt as to matters of love and commitment. She

loves her partner so much but cannot accept the role of having a formal relationship. In return

as her counselor, I make sure that there is little or no judgment and that the environment that

she finds herself in is comfortable. Regard is important in making clients feel that they are

valued with a view to allowing them to express feelings that they would otherwise avoid

(Raskin & Rogers, 2005).

They include Empathy, integrity, and respect for autonomy, out of all personal values that

influence my approach. In an attempt to effectively address the client's needs in therapy, I

understand that my guidelines do not limit me from endorsing my point of view overlooking

Sowelo’s wishes and desires about her condition (Mearns, 2013).

Application of micro skills

Congruence

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Congruence is the characteristic of the counselor, which requires the client’s inner experience

to be expressed outwardly (Raskin & Rogers, 2005). In order to improve the trust with

Sowelo I align my verbal and non-verbal communication to the message of honesty. For

instance, I reassure her thus, ‘As you correctly pointed out, it is so pervasive that it causes

you a lot of distress.’ I want to thank for you trusting me to share this.” This statement

displays compassion and lets her know it is okay to speak out as she feels and as she wants.

On this account, by modeling congruence in the session, I also hope to invite Sowelo to look

at her affect more openly. Studies show that hopelessness not only inhibits the clients from

revealing more information but also affects the counselor-client relationship, and that

counselor authenticity leads to the increased depth of self-inclusiveness by the clients (Corey,

2013).

Challenging

The skill of challenging helps clients face App raisons contradictoires de leur pensée ou de

leur comportement et promouvoir leur épanouissement (Egan, 2013). For Sowelo, I simply

negotiate with her on the issue of commitment by asking her whether or not she really loves

him as she said she does. Maybe your reluctance can be associated with fear rather than a

lack of interest.

She is therefore forced to ask herself if she can repel men because of some phantoms or

incidents. Challenging, if applied appropriately, provides clients with an opportunity to

change their thought patterns (Corey, 2013). However, it has to be done in a very gentle way

so as not to cause people to go into 'defensive' mode.

Focusing

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Focusing helps clients direct their attention to specific areas of concern, enabling deeper

exploration (Egan, 2013). In Sowelo’s case, I narrowed the conversation to her fear of

commitment by asking, "Let's explore what making it official means for you. Is it about

societal expectations, personal readiness, or something else?"

This approach allows Sowelo to identify underlying factors contributing to her reluctance,

paving the way for actionable insights. Effective focusing requires the counselor to strike a

balance between guiding the conversation and allowing the client to lead (Mearns, 2013).

Person-Centered Practice in Action

To practice Rogers' principles in professional practice, I establish a non-judgmental,

accepting atmosphere that allows Sowelo to experience feelings. Below are examples of how

the micro-skills manifest in practice:

1. Congruence:

2. Counselor: I also know that committing can make you feel rather pressured at times.

Yes, it's okay to feel conflicted, that is normal and we can go through this together.

3. Challenging:

4. Counselor: You have talked of a tendency to find the relationships uninteresting and

be uninterested in them.” Could this be related to fear of vulnerability rather than

incompatibility?

5. Focusing:

6. Counselor: How did you feel, what came into your mind when your partner suggested

you make your relationship formal?

It is important here that Sowelo’s independence be respected whilst she is at the same time

urged to explore her interiority.

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Reflection on Communication Skills

Thus, it can be concluded that I managed to apply all micro skills to some extent in order to

meet Sowelo’s concerns, but improvements are possible. This is one of the few areas where I

believe I am capable of growing: active listening. Stating what she said, for instance, saying,

“It seems like you do not want to offend others if the relationship does not progress well” will

allow the client to say more (Egan, 2013).

As well I had an opportunity to ask more questions of this type, which would lead to the

exploration of matter. For example, instead of pointing out to her that she cannot commit to

this relationship, which was the problem that she had told me about, I could have asked,

"What does the word 'commitment' mean to you in this relationship?" Perhaps, it would have

revealed more sub-operations of her mind and heart as well.

Ethical Considerations

Ethical practice is representative of the professionals’ counseling practice. As for the learner,

there is self-directed learning, the need to protect Sowelo’s information, and the learner’s

autonomy in this particular session. According to Corey (2013), the counselor had the

responsibility of helping the client understand himself without having to force them into

coming up with a solution. To do this, I make sure that the questions or concerns raised do

not force Sowelo to make her own decisions but she can reflect on those questions.

Insights and Future Practice

This learning session brings out the point that micro skills have to be unique to the client

being worked with. Indeed, for Sowelo, congruence, challenging, and focusing are useful

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approaches to helping her overcome her fears. However, continuous professional

development is especially important for enhancing these skills any further.

For instance, attending some of the courses in effective listening and emotional self-

awareness would improve my empathy response. From the feedback that the supervisors and

peers provide, a suitable pattern will be realized for the identification of problem areas. Egan

(2013) claimed that ongoing self-practice and self-evaluation of the continuum are the

important principles of counseling.

Conclusion

The focus of this reflection has been on the notion of micro skills in the conduct of

counseling interviews. I encourage Sowelo to face her fears using congruence and help her

disregard improper framing of solutions and use them as challenging and focusing

approaches. These skills are based on Rogers' person-centered approach, which forms a base

for generic and effective practice.

Further on I shall focus on enhancing my knowledge and experience through Continuing

Professional Development and feedback that will guarantee client focus and recognize as

many needs as possible. This commitment to growth reflects the essence of person-centered

therapy: self-actualization potential, defined as the belief in people’s ability to reach their

potential (Raskin & Rogers, 2005).

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References

Corey, G. (2013). Theory and practice of counseling and psychotherapy (9th ed.).

Cengage Learning.

Egan, G. (2013). The skilled helper: A problem-management and opportunity-

development approach to helping (10th ed.). Nelson Education.

Mearns, D., & Thorne, B. (2013). Person-centred counselling in action (4th ed.). SAGE

Publications.

Raskin, N. J., & Rogers, C. R. (2005). Person-centered therapy. In R. J. Corsini & D.

Wedding (Eds.), Current psychotherapies (7th ed., pp. 130–165). Thomson Brooks/Cole.