Reporter: Mrs. Elsie B.

De la Paz
Instructor: Mrs. Eden Solis
Subject: Human Relation in Education
Topic: Facilitative Responding

Facilitative responding during the early stages of a helping relationship allows helpees to
be comfortable being themselves and revealing themselves to the helper.

The following points review what facilitative responding is and does, and summarizes the
major reasons why it is effective.
1. A facilitative response is one which the helper verbally and nonverbally communicates

2.

3.
4.
5.
6.
7.

8.

that he or she has heard what the helpee has said and is attempting to understand how the
helpee feels.
The necessary components of a facilitative response are: (1) empathy - reflecting
accurately and fully the helpee's surface feelings; (2) respect - communicating acceptance
of the helpee as a person of worth; and (3) warmth - showing attentiveness and caring
through appropriate nonverbal behaviors.
A facilitative response restates the helpee's statement, communicating its content and
affect with accuracy and equal intensity.
Facilitative responding begins with careful listening.
Facilitative responding provides a nonthreatening atmosphere in which the helpee feels
accepted and free to express him- or herself in any manner.
Facilitative responding defines the helper's role.
Facilitative responses assist the helpee in getting a complete and accurate picture of himor herself. Just as a mirror reflects our physical self, a facilitative response reflects the
helpee's psychic self, allowing the helpee to see things that usually remain hidden.
Most of us rarely feel we are really understood by others.

Language Distortion
1. Nominalization is the transformation of a verb (action word) into a noun (event word).
2. Generalization hides the richness and detail found in the specific statement.
3. Deletion means that portions of the original experience have been omitted.

Nonfacilitative Versus Facilitative Responding

Behavioral objective: The trainee will recognize specific hazards in responding without the
facilitative conditions or with premature use of the action dimensions and will understand the
advantages of responding facilitative.

Idiosyncratic credit - means that the helpee grants privileges to a helper because of who or what
the helper is. This is desirable in that one may be able to give advice more quickly, but on the
other hand, if the client is not ready to move quickly, idiosyncratic credit may lead to problems.
There are four major reasons why idiosyncratic credit may be given to a particular helper:
1. Degrees, title, vocation. Consider "labels" such as doctor, president, judge, minister,

attorney, coach, teacher-of-the-year, champion, palm reader.

They are able to influence, to become "action-oriented"
2. Common experience. That one gives credibility to and acts upon the suggestions of the

persons whose background is similar to one's own is well established and partially
accounts for the success of self-help groups such as Alcoholics Anonymous and Synanon.
Victims of Rape/ HIV, come to open and become ____
3. Association. You get more respect as an individual if you are a member of a team or

organization that is respected.

Credit
4. Reputation. Some individuals, because of their perceptual skills and good sense, become

known as persons whose advice is worth taking.

giving advice abruptly and pointedly
advice is deemed reputable.

Even though the base relationship may be acknowledged initially, ultimately, it must be
earned.

THE USE OF QUESTIONS IN THE HELPING RELATIONSHIP

A.
1.
2.
3.

Appropriate Use of Questions

To obtain Identification Data or Objective Information
To Clarify
To Pinpoint

B. Inappropriate Use of Questions

1. Creating a Dependency Relationship

2.
3.
4.
5.
6.
7.
8.

Placing the Responsibility for Problem Solving on the Helper

Reducing Active Involvement of the Helpee in the Solution of the Problem
Reducing Helpee Self-Exploration
Producing Invalid Information
Producing Unrealistic Helpee Expectations
Producing Helpee Resentment
Creating a "Lazy," Inattentive Helper

Remember, these outcomes are the result of direct questions used by the helper. Openended questions, on the other hand, usually do not have the same effect because they encourage
helpee involvement and self-exploration. Therefore, the potential helper should develop expertise
in the use of open-ended questions and statements.

Some examples of open-ended questions and statements are the following:

"What kinds of things have you tried?"
"Could you describe some things you have considered doing?"
"I assume you have considered a number of things you could do."
"I assume you have
_____________________."

some

ideas

about

the

reaction

if

you

tried

"What would you predict would happen if you tried _________________?"

"In what other
_____________________?"

kinds

of

situations

do

you

find

yourself

feeling

"Other teachers must have similar reactions if _________________ is so considerate."

Source:
Human Relations Department, A Manual for Educations, 6th Edition, George M. Gazda, et. Al.