University Student: Self-Reflection on Interpersonal Communication

This report provides a self-reflection on interpersonal communication skills, specifically within a career counseling context. The author utilized the Gibbs reflection cycle to analyze a role-play experience where they counseled a student, Justina, facing career-related challenges. The report details the counseling session's description, the author's feelings during the session, an evaluation of their performance, and an analysis of their strengths and weaknesses based on the interaction. The author identifies strengths such as engaging with the client, active listening, and proper questioning, while acknowledging weaknesses in providing specific course information and demonstrating sufficient empathy and compassion. The report concludes with an action plan for improvement, including seeking advice from a supervisor, conducting research, enrolling in professional development courses, and maintaining a journal. The report references several sources to support the analysis of the interpersonal communication skills.

Running head: SELF-REFLECTION ON INTERPERSONAL COMMUNICATION
Self-reflection on interpersonal communication
Name of the student:
Name of the university:
Author note:

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SELF-REFLECTION ON INTERPERSONAL COMMUNICATION
Introduction:
Reflection can be considered as the key tool that allows the individual to undergo a
continued process of self-improvement by the means of being able to discover personal strengths
and limitations (Husebø, O'Regan & Nestel, 2015). It is of extreme help to the health care
professionals where they get the opportunity to enhance their competence and performance skills
while providing assistance. According to the research, communication is considered to be the
area where the career guidance counsellors have the most difficulties in while engaging with the
client (Davies, 2012). In this essay I would take the aid of the Gibbs reflection cycle to
understand my strengths and limitations in interpersonal communication with clients taking the
assistance of a role play.
Description:
The role play experience required me to attend a client named Justina who had been
facing difficulties continuing the course that she had been undergoing. I greeted her warmly and
attempted to sympathetically engage with the client so that she can feel connected and valued in
the counseling session and briefed her about the confidentiality policies. Upon questioning her
regarding her issues, Justina conveyed that she had lost interest in the diploma of due to hearing
from others. Upon hearing that Justina wanted to discontinue her present course only because she
lost interest due to different stories people have told her, I attempted to convey her formally that
her approach to career change plan by hearing stories of other people is wrong and I enquired her
regarding both of options she is considering and urged her to properly look at both options before
taking the step (Sharf, 2016). I also informed her regarding the immigration restrictions on her
for changing courses due her staying in Australia on student visa. On further questioning she

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conveyed to me the fact that she is concerned about the fee structure of both community service
and nursing before deciding on a course. I conveyed to her that I cannot give a direct solution to
her in the first session but as suggestions I advised her to go through unit brochures of both
courses and decide herself career choice after weighing down the pros and cons.
Feelings:
I would like to mention in this context that this had been an excellent opportunity for me
to role play as a career guidance counselor in a real world practicing session. I had been able to
achieve a hands on experience of how to conduct a counseling session with a real client with
serious career choice issues. I believe I had been very excited regarding the session and I was
also nervous, however, I attempted to keep my composure and follow the standard protocol and
have asked all the right and required questions and adequately engaged with the patient taking a
companionate and sympathetic approach. However, I had not been prepared enough with the
exact amount of data and information regarding the courses she was in hence I could not provide
any insight which I think is a drawback of my performance (Paterson & Chapman, 2013).
Evaluation:
In the very beginning of the interview, I asked her about her journey to the facility and
offered her water to help her settle down and begin the counseling session in a comfortable and
positive note for her. However, before formally beginning the counseling I recited out privacy
and confidentiality policy to Justina so that she understand that any details she is sharing with us
is confidential and will not be shared with any third party under any circumstances, so that she
can confidently share her personal details and is aware of all the ethical requirements of the
counseling session. Hence, as per the standard protocol I was successful in completing the first

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phase of the interview. In the next phase, I asked the patient regarding the exact reason she wants
to abandon her course and what other options she had been considering. In response, Justina
seemed very confused and in dilemma regarding what career option she wanted to choose for
herself. It is very common for the students to get confused of their career options and prosperity,
and hence I attempted to guide her through her career choices with suggestions (Walsh &
Osipow, 2014).
Analysis:
As mentioned by Bimrose and Hearne (2012), the key professional soft skills of a career
counselor includes empathy, active listening, effective verbal and nonverbal communication,
insight, active questioning, reflection of content and feeling, flexibility, and tolerance. In this
case, empathy, correct questioning skills and active listening are the group of soft skills that
allow the career counselor to establish an engaging bond with the client (Training, 2012). As per
the step by step actions I have followed in the beginning, I have been successful in engaging with
the client. However, while questioning the client, it is very important for the guidance counselor
to be very respectful and patient of the issues and preferences of the client regardless of their
concerns. In this case, I had not been successful in implementing active listening and
compassionate approach to it due to anxiety and stress. Along with that, I believe that my
personal judgment against changing career plan depending on hearing stories from others
clouded my approach to some extent which could have offended the client. Hence, I could have
taken a more compassionate and empathetic approach to explain the situation to the client.
Conclusion:

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On a concluding note, this had been an excellent opportunity for me to have a chance to
hold a counseling session to understand my personal strengths and weaknesses as a career
guidance counselor. I discovered that my strengths include engaging with the client, proper
questioning, active listening, adequate verbal non-verbal communication, and reflection of
content and feelings. However, I have two weaknesses that needs to be improved further,
empathetic and compassionate throughout the session and knowledge of different educational
backgrounds with fee structures.
Action plan:
The only two areas where I had not been able to implement competency as a career
guidance counselor, being extremely empathetic and compassionate throughout the session and
having enough details about related educational backgrounds with fee structures in order to
better guide the clients. In order to improve these skills I would reach out to my supervisor for
advice, research the internet for better understanding, and would also enroll myself in a
professional development course to enhance my knowledge. I would also join a communication
training course to further develop my communication skills. Along with that, I would also
attempt to maintain a regular journal entries to keep track of progress and start a peer feedback
process to better track my progress (Martin & Nakayama, 2013).

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References:
Bimrose, J., & Hearne, L. (2012). Resilience and career adaptability: Qualitative studies of adult
career counseling. Journal of Vocational Behavior, 81(3), 338-344.
Davies, S. (2012). Embracing reflective practice. Education for Primary Care, 23(1), 9-12.
Husebø, S. E., O'Regan, S., & Nestel, D. (2015). Reflective practice and its role in
simulation. Clinical Simulation in Nursing, 11(8), 368-375.
Martin, J. N., & Nakayama, T. K. (2013). Intercultural communication in contexts. New York:
NY: McGraw-Hill.
Paterson, C., & Chapman, J. (2013). Enhancing skills of critical reflection to evidence learning in
professional practice. Physical Therapy in Sport, 14(3), 133-138.
Sharf, R. S. (2016). Applying career development theory to counseling. Nelson Education.
Training, M. T. D. (2012). Effective communication skills. Bookboon.
Walsh, W. B., & Osipow, S. H. (2014). Career decision making. Routledge.