Intentional Interviewing And Counseling (2010) Allen E. Ivey, Mary Bradford Ivey, Carlos P Zala

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DETERMINING PERSONAL STYLE AND THEORY SKILL INTEGRATION Sequencing skills in different theories —Different theories call for different patterns of skill usage —Different situations call for different patterns of skill usage —Different cultural groups call for different patterns of skill usage INFLUENCING SKILLS AND STRATEGIES Feedback & self-disclosure, logical consequences, information/psychoeducation, directives REFLECTION OF MEANING AND INTERPRETATION/REFRAME FOCUSING CONFRONTATION THE FIVE-STAGE INTERVIEW STRUCTURE Completing an interview using only the basic listening sequence and evaluating that interview for empathic understanding Five Stages of the Interview: Relationship Story and strengths Goals Restory Action REFLECTION OF FEELING ENCOURAGING, PARAPHRASING, AND SUMMARIZING CLIENT OBSERVATION SKILLS OPEN AND CLOSED QUESTIONS ATTENDING BEHAVIOR Culturally and individually appropriate visuals (eye contact), vocal qualities, verbal tracking skills, and body language ETHICS, MULTICULTURAL COMPETENCE, AND WELLNESS The microskills hierarchy: A pyramid for building cultural intentionality (Copyright © 1982, 1987, 2003, 2007, 2010 Allen E Ivey Reprinted by permission.) Basic Listening Sequence SEVENTH EDITION Intentional Interviewing and Counseling Facilitating Client Development in a Multicultural Society Allen E Ivey University of Massachusetts, Amherst Mary Bradford Ivey Microtraining Associates Carlos P Zalaquett University of South Florida, Tampa Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States Intentional Interviewing and Counseling: Facilitating Client Development in a Multicultural Society, Seventh Edition Allen E Ivey, Mary Bradford Ivey, Carlos P Zalaquett Acquisitions Editor: Seth Dobrin Development Editor: Julie Martinez Assistant Editor: Allison Bowie © 2010, 2007 Brooks/Cole, Cengage Learning ALL RIGHTS RESERVED No part of this work covered by the copyright herein may be reproduced, transmitted, stored, or used in any form or by any means graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping, Web distribution, information networks, or information storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without the prior written permission of the publisher Editorial Assistant: Rachel McDonald Technology Project Manager: Andrew Keay Marketing Manager: Trent Whatcott Marketing Assistant: Ting Jian Yap Marketing Communications Manager: Tami Strang For product information and technology assistance, contact us at Cengage Learning Customer & Sales Support, 1-800-354-9706 For permission to use material from this text or product, submit all requests online at www.cengage.com/permissions Further permissions questions can be e-mailed to permissionrequest@cengage.com Content Project Manager: Rita Jaramillo Creative Director: Rob Hugel Library of Congress Control Number: 2008940673 Art Director: Caryl Gorska, Vernon Boes ISBN-13: 978-0-495-60123-4 Print Buyer: Paula Vang ISBN-10: 0-49560123-3 Text Permissions Editor: Mardell Glinski Shultz Production Service: Anne Draus, Scratchgravel Copy Editor: Patterson Lamb Brooks/Cole 10 Davis Drive Belmont, CA 94002-3098 USA Cover Designer: Laurie Anderson Cover Image: Photonica, Getty Images; Photographer: Ralph Mercer, VEER Compositor: Macmillan Publishing Solutions Cengage Learning is a leading provider of customized learning solutions with office locations around the globe, including Singapore, the United Kingdom, Australia, Mexico, Brazil, and Japan Locate your local office at www.cengage.com/global Cengage Learning products are represented in Canada by Nelson Education, Ltd To learn more about Brooks/Cole, visit www.cengage.com/brookscole Purchase any of our products at your local college store or at our preferred online store www.ichapters.com Printed in the United States of America 12 11 10 09 Love is listening —Paul Tillich ◆ To our sons and daughters John Allen Ivey and William Spencer Ivey Elizabeth Bohn Robey and Kathryn Bohn Quirk To my family Jenifer Zalaquett Andrea Zalaquett and Christine Zalaquett ABOUT THE AUTHORS Allen E Ivey is Distinguished University Professor (Emeritus), University of Massachusetts, Amherst, and Professor of Counseling at the University of South Florida, Tampa (courtesy appointment) He is president of Microtraining Associates, an educational publishing firm Allen is a Diplomate in Counseling Psychology and was honored as a “Multicultural Elder” at the National Multicultural Conference and Summit Allen is author or coauthor of more than 40 books and 200 articles and chapters, translated into 20 languages He is the originator of the microskills approach, which is fundamental to this book Mary Bradford Ivey is Vice President of Microtraining Associates and Courtesy Professor of Counseling, University of South Florida, Tampa A former school counselor, she has served as visiting professor at the University of Massachusetts, Amherst; University of Hawai‘i; and Flinders University, South Australia Mary is the author or coauthor of 12 books, translated into multiple languages She is a Nationally Certified Counselor (NCC) and a licensed mental health counselor (LMHC), and she has held a certificate in school counseling She is also known for her work in promoting and explaining development counseling in the United States and internationally Her elementary counseling program was named one of the ten best in the nation She is one of the first 15 honored Fellows of the American Counseling Association Carlos P Zalaquett is Associate Professor and Coordinator of Mental Health Counseling in the Department of Psychological and Social Foundations at the University of South Florida He is also the Director of the USF Successful Latina/o Student Recognition Awards Program and Executive Secretary for the United States and Canada of the Society of Interamerican Psychology Carlos is the author or author of more than 50 scholarly publications and books, including the Spanish version of Basic Attending Skills He has received many awards, including the USF’s Latinos Association’s Faculty of the Year and Tampa’s Hispanic Heritage’s Man of Education Award He is an internationally recognized expert on mental health, diversity, and education and has conducted workshops and lectures in seven countries iv CONTENTS List of Boxes xi Preface xiii As We Begin: Interviewing and Counseling as Science and Art Welcome! What Does This Book Offer for Your Development? The Microskills Model The Science and Art of Interviewing Build on Your Natural Style of Helping Competency Practice Exercise Self-Understanding and Emotional Intelligence Practice Leads to Mastery and Competence A Final Word SECTION I Chapter Chapter Introduction Toward Intentional Interviewing and Counseling 11 Introduction: What Is the “Correct” Response to Offer a Client? 12 Interviewing, Counseling, and Psychotherapy 13 The Core Skills of the Helping Process: The Microskills Hierarchy 14 Drawing Out Client Stories 17 Relationship—Story and Strengths—Goals—Restory—Action 17 Increasing Skill and Flexibility: Intentionality, Cultural Intentionality, and Intentional Prediction 20 Theory and Microskills 22 Brain Research and Neuroscience: Implications for the Interview 26 Summary: Mastering the Skills and Strategies of Intentional Interviewing and Counseling 27 Your Natural Style: An Important Audio or Video Exercise 29 Competency Practice Exercises and Self-Assessment 30 Determining Your Own Style and Theory: Critical Self-Reflection on Your First Interview 32 Ethics, Multicultural Competence, and Wellness 33 Ethics in the Helping Process 34 Diversity and Multicultural Competence 41 v vi Contents Developing Appropriate Intervention Strategies and Techniques 47 Wellness and Positive Psychology 48 Summary: Integrating Wellness, Ethics, and Multicultural Practice 55 Competency Practice Exercises and Portfolio of Competence 57 Determining Your Own Style and Theory: Critical Self-Reflection on Ethics, Multicultural Competence, and Wellness 60 Our Thoughts About Kendra 61 Chapter SECTION II Attending Behavior: Basic to Communication 62 Introduction: The Basics of Listening 64 Example Interviews: I Didn’t Get a Promotion—Is This Discrimination? Instructional Reading: Getting Specific About Listening and Some Multicultural Differences in Style 72 Psychoeducation, Social Skills, and Attending Behavior 78 Using Attending in Challenging Situations 79 Summary: Becoming a Samurai 80 Competency Practice Exercises and Portfolio of Competence 82 Determining Your Own Style and Theory: Critical Self-Reflection on Attending Behavior 89 Response to Client on Page 74 89 Comments on Individual Practice, Exercise 89 67 Hearing Client Stories: How to Organize an Interview Chapter Questions: Opening Communication 93 Introduction: Questioning Questions 94 Example Interview: Conflict at Work 97 Instructional Reading: Making Questions Work for You 101 Coaching and Powerful Coaching Questions 109 Summary: Making Your Decision About Questions 113 Competency Practice Exercises and Portfolio of Competence 115 Determining Your Own Style and Theory: Critical Self-Reflection on Questioning 120 Our Thoughts About Benjamin 120 Chapter Observation Skills 122 Introduction: Keeping Watch on the Interview 123 Example Interview: Is the Issue Difficulty in Studying or Racial Harassment? Instructional Reading 130 Summary: Observation Skills 140 91 125 Contents vii Competency Practice Exercises and Portfolio of Competence 142 Determining Your Own Style and Theory: Critical Self-Reflection on Observation Skills 148 How Allen Responded to the Courtroom Situation 148 Correct Responses for Exercise 148 Chapter Encouraging, Paraphrasing, and Summarizing: Key Skills of Active Listening 149 Introduction: Active Listening 150 Example Interview: They Are Teasing Me About My Shoes 152 Instructional Reading: The Active Listening Skills of Encouraging, Paraphrasing, and Summarizing 157 Summary: Practice, Practice, and Practice 163 Competency Practice Exercises and Portfolio of Competence 165 Determining Your Own Style and Theory: Critical Self-Reflection on the Active Listening Skills 169 Our Thoughts About Jennifer 170 Chapter Observing and Reflecting Feelings: A Foundation of Client Experience 171 Introduction: Reflection of Feeling 172 The Language of Emotion 174 Example Interview: My Mother Has Cancer, My Brothers Don’t Help 175 Instructional Reading: Becoming Aware of and Skilled With Emotional Experience 182 Summary: A Caution About Reflection of Feelings in the Interview 189 Competency Practice Exercises and Portfolio of Competence 191 Determining Your Own Style and Theory: Critical Self-Reflection on Reflection of Feeling 197 List of Feeling Words 198 Chapter Integrating Listening Skills: How to Conduct a Well-Formed Interview 199 Introduction: A Review of Cultural Intentionality and Intentional Competence 200 Instructional Reading 1: Empathy and Microskills 203 Instructional Reading 2: The Five Stages/Dimensions of the Well-Formed Interview 209 Example Decisional Counseling Interview: Using Listening Skills to Help Clients With Interpersonal Conflict 219 Summary: Conducting a Well-Formed Interview 225 Competency Practice Exercises and Portfolio of Competence 227 Determining Your Own Style and Theory: Critical Self-Reflection on Integrating Listening Skills 235 viii Contents SECTION III Chapter Helping Clients Generate New Stories That Lead to Action: Influencing Skills and Strategies The Skills of Confrontation: Supporting While Challenging Clients 239 Introduction: Helping Clients Move From Inaction to Action 240 Instructional Reading: Challenging Clients in a Supportive Fashion 241 Example Interview: Balancing Family Responsibilities 253 Summary: Confrontation and Change 256 Competency Practice Exercises and Portfolio of Competence 257 Determining Your Own Style and Theory: Critical Self-Reflection on Confrontation Our Thoughts About Chris 264 237 263 Chapter 10 Focusing the Interview: Exploring the Story From Multiple Perspectives 265 Introduction to Focusing 266 Example Interview: It’s All My Fault—Helping the Client Understand Self-in-Relation 268 Instructional Reading: Multiple Contextual Perspectives on Client Concerns 272 Advocacy and Social Justice 282 Summary: Being-in-Relation, Becoming a Person-in-Community 283 Competency Practice Exercises and Portfolio of Competence 285 Determining Your Own Style and Theory: Critical Self-Reflection on Focusing 290 Our Thoughts About Vanessa 290 Chapter 11 Reflection of Meaning and Interpretation/Reframing: Helping Clients Restory Their Lives 292 Introduction: Defining the Skills of Reflecting Meaning and Interpretation/Reframing 293 Example Interview: Travis Explores the Meaning of a Recent Divorce 297 Instructional Reading 1: The Specific Skills of Eliciting and Reflection of Meaning Frankl’s Logotherapy: Making Meaning Under Extreme Stress 304 Instructional Reading 2: The Skills of Interpretation/Reframing 307 Summary: Helping Clients Restory Their Lives 312 Competency Practice Exercises and Portfolio of Competence 314 Determining Your Own Style and Theory: Critical Self-Reflection on Reflecting Meaning and Interpretation/Reframing 323 Our Thoughts About Charlis 324 300 486 Subject Index confrontation (continued ) Client Change Scale and, 243, 250–253, 258–259 competencies related to, 262–263 conflict identification and, 243–244, 245 definition of, 241, 257 evaluating effectiveness of, 243, 244, 249–252 example interview illustrating, 252–256 feedback form on, 261 helping clients through, 240–241 incongruity clarification and, 243–244, 246–248 international conflicts and, 248–249 key points about, 256–257 mediation process and, 252, 253 multicultural issues and, 248–249, 257 neuroscience and, 242, 468 practice exercises on, 258–262 research evidence on, 242 self-reflection on, 263–264 steps in process of, 243–250 summary of, 256–257 congruence, 209 consciousness, 25 consultation, 392 content, reflection of, 158–159 contextual issues, 50–51 control, wellness and, 53 conversational distance, 75 conversational styles, 135–137 coping self, 52–53 corpus callosum, 464 corrective feedback, 335, 336 cortisol, 469 “could” questions, 99, 101, 103 counseling alternative theories of, 444, 446, 450 five major approaches to, 398–399 interviewing, psychotherapy, and, 13–14, 28 national and international perspectives on, 18 theoretical interpretations in, 310–312 creative self, 53 cross-cultural situations See multicultural issues cultural background, 61 cultural identity, 52 cultural intentionality, 21, 29, 48, 240, 437, 449 cultural strength inventory, 107 culture definitions of, 21 focus on, 280–281 See also multicultural issues decisional counseling, 364–367 definition of, 393 demonstration interview, 369–387 emotions and feelings in, 365–367 five-stage interview model and, 366, 367 interpretation/reframing and, 311 logical consequences and, 339, 366 overview of actions in, 398–399 prevalence of uses for, 444 principal focus of, 446 supplementary readings on, 452 trait-and-factor theory and, 365 denial, 250, 251 dereflection strategy, 305–306 developmental counseling and therapy (DCT), 188–189 Developmental Counseling and Therapy: Promoting Wellness Over the Lifespan (Ivey, Ivey, Myers, & Sweeney), 135 Diagnostic and Statistical Manual of Mental Disorders-TR (APA), 18 dialectic/systemic emotions, 189, 191 direct challenge, 247 directives, 346–353, 355 free association, 353 homework, 347–348 mindfulness meditation, 349–350 nutrition, 351 physical exercise, 351 positive imagery, 350 practice exercises on, 355–357 relaxation response, 348–349 role-play enactment, 352–353 suggestions for using, 346–347 thought-stopping, 351–352 disabled people, 66 discernment, 295, 302, 303–304 disclosure, 326 See also self-disclosure discrepancies confronting, 240, 246–247 goal setting, 140 identifying, 243–244, 245, 257–258 nonverbal behavior, 132–133, 138–139 observing, 124–125, 132–133, 138–140, 141, 143 verbal behavior, 139 discrimination accumulative stress and, 156 See also prejudice; racism diversity listening skills and, 161–162 multiculturalism and, 41–43, 200 See also multicultural issues dopamine, 160, 466 dual relationships, 40 D deaf people, 66 death and dying theory, 249–250, 257 decisional balance sheet, 366, 432–433 E eating habits, 351 eclectic orientations, 453 eliciting meaning, 293–294, 295–296, 301, 313 emotional intelligence, 6–7 emotions decisional counseling and, 365–367 expression of, 175, 181 identification of, 190 key words related to, 161–162, 173, 184, 198 language of, 174, 191–192, 198 layers of, 175 meaning and, 307 neuroscience research on, 460–464 positive, 185, 187, 337, 464 processing of, 186 styles of, 188–189, 191, 193 transmission of, 160 wellness and, 53 See also reflection of feeling empathic listening, 160 empathy, 7, 203–209 authenticity and, 209 competency in, 234–235 concreteness and, 207 congruence and, 209 definition of, 203–204, 226 feedback form on, 230–231 human experience and, 206 immediacy and, 207 nonjudgmental attitude and, 207–209 positive regard and, 205 practice exercises on, 228–229 research evidence on, 208 respect/warmth and, 207 three types of, 204 Empowering Black Males (Lee), 105 encouragement child counseling and, 152 listening process and, 151, 157–158, 164 practice exercises on, 165–167 encouragers, 151, 152, 157–158, 159, 164 endorphins, 466 enkephalins, 466 environmental focus, 280–281 essential self, 52 ethical witnessing, 283 ethics, 34–40 coaching and, 109–110 codes of, 36 competence and, 35–36, 56 confidentiality and, 37–38, 56 diversity and, 41–42 informed consent and, 36–37, 56 key points related to, 56 power and, 39–40, 56 practice exercises on, 57, 59 sample practice contract, 38 social justice and, 40, 56 technology and, 39 Ethics Updates Web site, 36 Subject Index ethnicity emotions related to, 176 family genogram and, 275–277 international conflict based on, 248–249 observation related to, 125, 126 See also multicultural issues Ethnicity and Family Therapy (McGoldrick, Giordano, & Garcia-Preto), 277 evaluation of confrontation effectiveness, 243, 244, 249–252 See also assessment executive attention, 77 exercise, physical, 53, 54, 351, 460 expression of emotions, 175, 181 external conflicts, 245–246 eye contact attending behavior and, 65, 72–73 confrontation and, 243 cultural intentionality and, 21, 73 observing in clients, 124, 130, 131, 142 F facial expressions, 131–132, 157, 160, 174 See also nonverbal behavior false memories, 96, 242, 350 family focus, 279, 281 family genogram, 273–274, 275–277, 286 family responsibilities, 252–256 family strength inventory, 107 fear neuroscience research on, 462 primary emotion of, 174, 175 words related to, 198 feedback, 7, 333–338 attending behavior and, 86–87 basic listening sequence and, 232–233 brief solution-focused counseling and, 428 cognitive-behavioral therapy and, 414 confrontation and, 246, 261, 336 corrective, 335, 336 empathy and, 230–231 examples of using, 336 focusing and, 288–289 guidelines for effective, 85, 334–335, 354 individual practice with, 337–338 influencing skills and, 333–338, 357 interpretation/reframing and, 321 listening skills and, 168 motivational interviewing and, 435 observation skills and, 143–144 person-centered counseling and, 402 positive vs negative, 335–336 questioning process and, 118–119 reflection of feeling and, 195 reflection of meaning and, 319 research evidence on, 337 feelings See emotions; reflection of feeling feminist therapy, 47, 279 focusing, 265–291 advocacy and, 282–283 applying to challenging issues, 278–280 community genogram and, 267, 268, 272, 273, 274–275, 286 competencies related to, 287, 289–290 contextual perspectives through, 267–268, 272–282 examining beliefs through, 277–278 example interview illustrating, 268–272 family genogram and, 273–274, 275–277, 286 feedback form on, 288–289 international perspective on, 281 interpretation/reframing and, 309 key points about, 284–285 multicultural issues and, 280–281, 282, 284–285, 436 neuroscience and, 282, 468 overview of using, 266–268 practice exercises on, 285–287 research evidence on, 282 selective attention and, 266, 282 self-reflection on, 290 social justice and, 282–283 summary of, 283–285 follow-up process, 218 formal-operational style, 135–136 examples of statements indicating, 136 reflection of feeling and, 188–189, 191 free association, 353 friendship, 52 frontal lobe, 460 functional magnetic resonance imaging (fMRI), 26, 459 future diary, 366–367 G GABA, 466 gender listening skills and, 161 male privilege and, 45 nonverbal behavior and, 131 person-centered counseling and, 399–400 power differentials and, 40 reflection of meaning and, 304 sexual harassment and, 45, 309, 312 strength inventory based on, 107 wellness assessment and, 52 gene expressions, 307 generating new solutions, 250, 252 genograms community, 267, 268, 272, 273, 274–275, 286 family, 273–274, 275–277, 286 genuineness, 332 Gestalt strategies, 352–353 487 gladness neuroscience research on, 463 primary emotion of, 174 words related to, 198 glutamate, 466 goals, 19, 215–216, 233 brief solution-focused counseling and, 420, 424–425 cognitive-behavioral therapy and, 407 discrepancies related to, 140 identifying life mission and, 302, 303–304 interview examples of, 221–222, 374–377, 407 mediation process and, 252 motivational interviewing and, 432–433 mutual setting of, 215–216, 221–222, 233, 374–377 natural style and, 449 grilling, 104 group practice, 59 GROW model, 110–112, 117 H happiness neuroscience research on, 463 words related to, 198 hearing loss, 66 helping alternative theories of, 444, 446, 450 core skills in, 14–16 natural style of, hemispheres of the brain, 464 here-and-now consciousness, 25–26, 207, 279, 303, 332 hippocampus, 186, 460, 462–463 Hispanics See Latinas/Latinos holistic wellness model, 50–51 homework assignments, 218, 347–348 “how” questions, 103 humor, sense of, 53 hyperreflection, 305 hypothalamus, 463 I ideal person, 202, 215 identifying concepts, 7, 443 Identity acronym, 56 imagery, 218, 350, 352 immediacy, 207, 226, 267, 332–333 incongruity confronting, 240, 246–247, 249, 258 identifying, 243–244, 245, 246 observing, 124, 141, 145 indivisible self, 50–51, 56 influencing skills, 325–359 competencies in, 357–358 directives and, 346–353 example interview illustrating, 328–330 488 Subject Index influencing skills (continued ) feedback and, 333–338, 357 information giving and, 343–346 key points about, 354–355 listening skills and, 326–328 logical consequences and, 338–343 neuroscience and, 337 practice exercises on, 333, 337–338, 342–343, 345–346, 355–357 psychoeducation and, 343–346 research evidence on, 337 self-disclosure and, 331–333 self-reflection on, 358 summary of, 353–354 information giving, 343–346, 355 informed consent, 36–37, 56 child counseling and, 156 developing a form for, 59 integrating skills See skill integration integrative theories, 310, 453 intentional competence, 8, 444 intentionality, 20–21 cultural, 21, 29, 48, 240, 437 definition of, 28 intentional prediction, 22, 29 internal conflicts, 245 International Coach Federation (ICF), 113 Internet addictions, 39 interpersonal influence continuum, 327–328, 354 See also influencing skills interpretation/reframing, 292–295, 306–312 basic skill of, 308 client change and, 308–309 competencies in, 322–323 definition of, 293 feedback form on, 321 function of, 293, 294 key points about, 314 neuroscience and, 469 other microskills and, 309–310 practice exercises on, 316–318, 320–322 reflection of meaning vs., 296–297 research evidence on, 306–307 self-reflection on, 323 summary of, 313, 314 theories of counseling and, 310–312 See also reflection of meaning interview analysis, 364, 393 demonstration interview, 369–387 practice exercise on, 393–395 interviewer focus, 280 interviewing alternative theories of, 444, 446, 450 counseling, psychotherapy, and, 13–14, 28 developing competence in, 7–8 implications of neuroscience on, 26–27 microskills and approaches to, 24, 448 motivational, 429–436 note taking during, 224–225 planning process for, 367–368, 391–392, 394 science and art of, 4–5 skills in this book about, 3–4 interview structure, 209–224 action stage and, 217–218, 223–224 circle of stages in, 210, 212 competencies related to, 234–235 counseling approaches and, 398–399 example of using, 219–224 goal-setting stage and, 215–216, 221–222 key points related to, 226 multicultural issues and, 213–214 overview of stages in, 209–212, 456 practice exercise related to, 229, 231–233 relationship stage and, 212–214, 219 restory stage and, 216–217, 222–223 story/strengths stage and, 214–215, 220–221 summary of, 225, 456 “I” statements, 137–138, 145, 331 Ivey Taxonomy, 454–458 interview stages/dimensions, 456 microskills hierarchy, 454–456, 457–458 J Japanese culture, 125, 131–132 Jews, 281, 304 job satisfaction, 307 journaling, 218 K key words bilingual clients and, 161–162 encouragers as, 157, 159 listening for, 134–135, 145 paraphrasing using, 158, 164 reflecting feeling with, 162, 173 knowledge, 43–45 L language bilingual clients and, 161–162 conversational styles and, 135–137 directive strategies and, 353 emotional, 174, 191–192, 198 problem-oriented, 18 See also verbal behavior Latinas/Latinos, 73, 104, 247, 281, 302, 334 learned helplessness, 187 learned optimism, 305 leisure time, 52 life mission, 302, 303–304 limbic system, 186, 461–464 linking, 297, 308 lint picking, 140 listening skills, 149–170 active listening, 150–151 attending behavior and, 64–67, 81 basic listening sequence, 201–202, 226 bilingual clients and, 161 child counseling and, 151–152 competencies in, 167–169 diversity and, 161–162 empathy and, 203–209 encouraging, 151, 157–158 example interview illustrating, 152–155 feedback form on, 168 influencing skills and, 326–328 key points related to, 164 multicultural issues and, 161–162 neuroscience and, 160, 468 overview of, 150–151 paraphrasing, 151, 158–159 practice exercises on, 165–168 questioning and, 108–109 research evidence on, 160 self-reflection on, 169 stress responses and, 156 summarizing, 151, 159–160 logical consequences, 338–343 decision making and, 339, 341, 366 examples of using, 340, 341–342 individual practice in, 342 listening skills and, 342–343 suggestions for using, 340, 354 logotherapy, 304–306 long-term memory (LTM), 25 love and intimacy, 52 M male privilege, 45 Man’s Search for Meaning (Frankl), 292, 305 Martin Luther King Jr Center, 253 meaning centrality of, 293, 294, 313 elicitation of, 293–294, 295–296, 301, 313 interpretation and, 314 neuroscience and, 307 See also reflection of meaning medial prefrontal cortex, 463 mediation process, 253, 257 meditation, 302 memory loss, 240 Mental Health, Culture, Race and Ethnicity (Office of Surgeon General), 32 metaphors, 192 microaggressions, 156, 187, 401 microcounseling model, 23 microskills, competence with, 441–444, 449 definition of, 28 empathy and, 203–209 interview approaches and, 24, 448 listening and, 160 model for learning, 16, 28 natural style and, 441–444 neuropsychology and, 467–469 perspective on using, 445 Subject Index practice and supervision in, 450 preferred use of, 446–447 research on, 23, 29, 203 self-assessment of, 442–443 supplementary readings on, 451–452 theory and, 22–26, 29 See also skill integration microskills hierarchy, 14–16 definition of, 28 Ivey Taxonomy and, 454–456, 457–458 personal competence with, 441–444, 449 summary of, 441–444 microsupervision, 450 middle-class privilege, 45 mindfulness meditation, 349–350 miracle question, 418 mirroring behavior, 132–133 mirror neurons, 208 mixed messages, 243–244, 245 moderate triad, 327, 328, 354 monitoring thoughts, 412 morality, 307 motivation, 6, 307 motivational interviewing (MI), 429–436 action stage in, 434 decision making and, 366, 432–433 feedback form on, 435 general principles of, 429 goal setting in, 432–433 overview of actions in, 398–399 principal focus of, 446 relapse prevention and, 429, 430–431 relationship stage in, 431–432 restory stage in, 433–434 story/strengths stage in, 432 summary of, 436 movement complementarity, 132 movement dissynchrony, 132–133 movement harmonics, 141, 142 movement synchrony, 132, 160 multicultural competence, 41–47 guidelines for, 44 intervention strategies and, 47–48 key points about, 56 overview of diversity and, 41–42 practice exercises on, 32, 57, 59 RESPECTFUL model and, 46–47 self-awareness and, 43–45 supplementary readings on, 452, 453 verbal communication and, 138 Web resources on, 43 worldview and, 46 multicultural counseling and therapy (MCT), 47, 312 multicultural issues attending behavior and, 65–67, 73, 75, 76 bilingual clients and, 161–162 brief solution-focused counseling and, 421–423 cognitive-behavioral therapy and, 413, 415 confrontation and, 247–249, 257 example interview related to, 126–130 focusing and, 280–281, 282, 284–285, 436 interview structure and, 213–214 listening skills and, 161–162 nonverbal behavior and, 125, 131–132 observation skills and, 125, 126, 131–132, 141 person-centered counseling and, 400–401 prejudice and, 41–42 questions and, 104–106, 115 rapport building and, 213 reflection of feeling and, 176, 183, 185 reflection of meaning and, 302, 304 self-disclosure and, 334 supplementary readings on, 452, 453 verbal communication and, 125, 126, 138 multiple questions, 104 Muslims, 302, 304 mutual goal setting, 215–216, 221–222 See also goals mutuality focus, 279 My Voice Will Go With You—The Teaching Stories of Milton H Erickson (Rosen), 415 N narrative theory, 17–18, 20 National Association of Social Workers (NASW), 36, 40 National Career Development Association (NCDA), 36 National Organization for Human Service Education, 39 Native Americans confrontation with, 247 example interview with, 126–130 nonverbal behavior of, 73, 75, 125 verbal behavior of, 126 natural style, 5, 29–30, 440–449 alternative theories and, 444, 446 audio/video exercise on, 30 future integration and, 447, 449 identifying for yourself, 440–441, 449 key points related to, 449 microskills and, 441–444, 446–447, 448 practice exercises on, 5–6, 30–32 strengths of, 5–6 negative consequences, 339 negative feedback, 335–336 negative self-talk, 351 neural networks, 464, 465, 467 neurogenesis, 460 neuroimaging, 459 neurons, 464, 465 neuroplasticity, 26, 460 neuropsychology, 26–27, 459–472 neuroscience, 26–27, 29, 459–472 489 attention and, 77–78, 467 confrontation and, 242, 468 definition of, 459 empathy and, 208 focusing and, 282, 468 future of, 470–471 influencing skills and, 337 interpretation/reframing and, 469 limbic system and, 186, 461–464 listening skills and, 161, 467, 468 microskills concepts and, 467–469 nonverbal behavior and, 131–132, 468 questions and, 96, 467 reflection of feeling and, 186–187, 468 reflection of meaning and, 307–308, 468 social justice and, 469–470 supplementary readings on, 471–472 wellness and, 54 neurotransmitters, 466 New, the, 240–241, 256, 293, 307 newspaper questions, 114 New Zealand Association of Counsellors Inc (NZAC), 36 nonattention, 75 nonjudgmental attitude, 209, 226, 340 nonverbal behavior acculturation and, 133 body language and, 132–133 discrepancies in, 132–133, 138–139 emotional content and, 181 facial expressions and, 131–132 mirroring of, 132–133 multiculturalism and, 125, 131–132 neuroscience and, 131–132, 468 observation skills and, 124, 130–133, 141, 142 research on, 131–132 Web resources on, 125, 131 nonviolent change, 253 norepinephrine, 466 normalizing the narrative, 418 Northern Ireland, 247–249 nose wiping, 139 note taking, 224–225 nucleus accumbens, 463 nutrition, 53, 351 O observation skills, 122–148 competencies in, 147–148 discrepancies and, 124–125, 132–133, 138–140, 141 example interview illustrating, 126–130 facial expressions and, 132 feedback form on, 143–144 importance of, 141 internal conflict and, 124–125, 138–140, 141 490 Subject Index observation skills (continued ) key points related to, 141–142 multiculturalism and, 126, 131–132, 141 nonverbal behavior and, 124, 130–133, 141, 142 overview of, 123–125 practice exercises on, 142–147 reflection of feeling and, 183–184, 188 research evidence on, 131–132 selective attention and, 134, 135 self-reflection on, 148 summary of, 140–141 verbal behavior and, 124, 133–138, 141 occipital lobe, 461 On Becoming a Person (Rogers), 400 “1-2-3” pattern, 326–327, 354 open questions, 95, 114 beginning interviews with, 102 bringing out specifics with, 102 elaborating client’s story with, 102 example of using, 99–101 less verbal clients and, 107–109 major issues around, 102–107 practice exercises on, 115–119 oppression, 413, 415 “other” statements, 137, 145 P pacing clients, 181 paraphrases child counseling and, 152 four dimensions of, 158, 164 interpretation/reframing and, 309 listening process and, 151, 158–159, 164 practice exercises on, 165–167 reflection of feeling vs., 173–174, 192–193 parietal lobe, 460 partial acceptance, 250 partial examination, 252 personal resources, 61 personal strength inventory, 106–107 personal style See natural style person-centered counseling, 397–401, 444 feedback form on, 402 guidelines for, 398 interpretation/reframing and, 311 listening skills and, 225, 328, 401 multicultural issues and, 400–401 overview of actions in, 398–399 principal focus of, 446 supplementary readings on, 452 person-in-community concept, 267 physical disabilities, 66 physical exercise, 53, 54, 351, 460 physical self, 53 pituitary gland, 463 planning interviews, 367–368, 391–392, 394 Political Brain, The (Weston), 307 positive asset search, 106–107 basic listening sequence and, 228 brief solution-focused counseling and, 419 confrontation and, 246 dereflection and, 306 example of using, 221 wellness and, 214 positive consequences, 339 positive emotions, 185, 187, 337, 464 positive feedback, 335, 336 positive imagery, 218, 350, 352 positive psychology, 49, 56, 305 positive regard, 205, 226 positron emission tomography (PET), 459 poverty, 469–470 power ethics related to, 39–40, 56 privilege related to, 45, 56 practice, 7, 450 practice contract, 38 practice exercises See competency practice exercises praise, 335 preconscious, 25 prediction intentional, 22, 29 in Ivey Taxonomy, 454–458 prefrontal cortex, 186, 282, 460 prejudice accumulative stress and, 156 multiculturalism and, 41–42 See also racism privilege, 45, 56, 304 problems language for defining, 18 stages in solving, 365 problem-solving counseling See decisional counseling professional conduct, 110 projective identification, 463 psychoanalysis, 353 psychodynamic theory, 311–312, 453 psychoeducation individual practice in, 345–346 influencing skills and, 343–346, 355 social skills and, 78–79 psychotherapy, 13–14, 28 punishment, 339 Q questions, 93–121 assessment using, 103 at-risk youth and, 105 beginning interviews with, 102 brief solution-focused counseling and, 427 bringing out specifics with, 102, 108 child counseling and, 105, 109, 152 closed, 95, 97–99, 114 coaching, 111–112 competence in asking, 119–120 confrontation and, 247 elaborating client’s story with, 102 examples of using, 97–101, 121 feedback form on, 118–119 key points about, 114–115 less verbal clients and, 107–109 major issues around, 102–107 missing data and, 96–97 multicultural issues and, 104–106, 115 neuroscience and, 96, 467 newspaper, 114 objections to, 95–96 open, 95, 99–101, 102, 114 overview of, 94–95 positive asset search using, 106–107 potential problems with, 104 practice exercises on, 115–119 predicted results of, 22, 94 research evidence on, 96 self-reflection on, 120 stems for asking, 103, 116 summary about using, 113–114 R racism accumulative stress and, 156 cognitive-behavioral therapy and, 413, 415 emotions related to, 176 microaggressions of, 156, 401 self-disclosure about, 334 See also multicultural issues rapport building, 212–213, 369–371 realistic beliefs, 53 real person, 202, 215 recognition, 250, 252 referral, 390, 392, 427 reflection of content, 158–159 reflection of feeling, 171–198 child counseling and, 182 competencies in, 196–197 definition of, 172 developing skills for, 181–182 emotional styles and, 188–189, 191, 193 empathic understanding and, 204 example interview illustrating, 175–180 expression of emotion and, 175, 181 feedback form on, 195 interpretation/reframing and, 309 key points related to, 190–191 language of emotion and, 174, 191–192, 198 multicultural issues and, 176, 183, 185 neuroscience and, 186–187, 468 noting emotional intensity and, 187–189 observation skills and, 183–184, 188 paraphrasing compared to, 173–174, 192–193 positive emotions and, 185, 187 Subject Index practice exercises on, 191–196 predicted results of, 22 research evidence on, 186–187 self-reflection on, 197–198 summary of, 189–191 techniques used for, 184–185 words related to, 174, 191–192, 198 reflection of meaning, 292–306 competencies in, 322–323 definition of, 293 discernment and, 302, 303–304 eliciting meaning and, 293–294, 295–296, 301 example interview illustrating, 297–299 feedback form on, 319 function of, 294–295 interpretation/reframing vs., 296–297 key points about, 313–314 life mission/goals and, 302 logotherapy and, 304–306 multicultural issues and, 302, 304 neuroscience and, 307, 468–469 practice exercises on, 315–316, 318–320 religion/spirituality and, 300, 301, 302, 303–304 research evidence on, 306–307 self-reflection on, 323 seriously ill clients and, 300 summary of, 312–314 value conflicts and, 301–302 See also interpretation/reframing “Reflect on Text” sections, 12n reframing See interpretation/reframing relapse prevention, 429, 430–431 relationship stage, 19, 212–214, 231 brief solution-focused counseling and, 416–418, 423 cognitive-behavioral therapy and, 403 interview examples of, 219, 369–371, 403 motivational interviewing and, 431–432 relaxation response, 348–349 religion contextual focus on, 280 discernment process in, 302, 303–304 neuroscience and, 307 privileges for dominant, 45, 304 reflection of meaning and, 300, 301, 302, 303–304 traumatic events and, 306–307 See also spirituality research on attending behavior, 77–78 on the brain, 26–27, 29, 459–472 on coaching, 112 on confrontation, 242 on empathy, 208 on focusing, 282 on interpretation/reframing, 306–307 on listening skills, 160 on microskills, 23, 29, 203 on nonverbal behavior, 131–132 on observation, 131–132 on questions, 96 on reflection of feeling, 186–187 on reflection of meaning, 306–307 on wellness, 54 resistance, 433–434 respect, 207, 226 RESPECTFUL model, 46–47 restatements, 151, 157, 158, 159, 164 restory strategy, 19, 216–217, 233 brief solution-focused counseling and, 420–421, 425–427 cognitive-behavioral therapy and, 407–411 interview examples of, 222–223, 378–385, 407–411 mediation process and, 253 motivational interviewing and, 433–434 role-plays competence and, directives and, 352–353 listening skills and, 64 new behaviors and, 218 S sadness neuroscience research on, 462 primary emotion of, 174, 175 words related to, 198 Sample Practice Contract, 38 Samurai effect, 80, 450 scaling process, 419 selective attention, 74 focusing using, 266, 282 listening and, 159, 164, 401 neuropsychology and, 77 observing patterns of, 134, 135, 142 self indivisible, 50–51, 56 in person-centered counseling, 397 self-assessment, 59, 442–443 self-awareness, 6, 44–45 self-care, 52 self-disclosure, 331–333 appropriateness of, 334 four dimensions of, 331–332 genuineness in, 332 immediacy in, 332–333 individual practice in, 333 interviewer focus and, 280 key points about, 354–355 multiculturalism and, 334 research evidence on, 337 self-in-relation concept, 267 self-regulation, 6, 282 self-talk, 351 self-understanding, 6–7 self-worth, 54 491 sensorimotor emotional style, 188, 191 sensorimotor techniques, 181 sentence stems, 158, 164, 184 serotonin, 460, 466 sexual harassment, 45, 309, 312 sexual orientation, 32, 40, 47 short-term memory (STM), 25 silence, 75–76, 247 Silent Language, The (Hall), 125, 131 skill integration, 363–395 action stage and, 385–387 case management and, 392 competencies in, 395 consultation and, 392 decisional counseling and, 364–367 goal-setting stage and, 374–377 impact on client, 388–390 interview analysis and, 364, 369–387, 393 key points related to, 393 planning and, 367–368, 391–392, 394 practice exercise on, 393–395 referral process and, 390, 392 relationship stage and, 369–371 restory stage and, 378–385 story/strengths stage and, 371–374 summary of, 389, 392–393 smiling, 125, 160 social brain, 461–464 social context, 61 social emotions, 175 social justice, 40, 56, 282–283, 469–470 social self, 52 social skills, 7, 77, 78–79 solution-focused counseling See brief solution-focused counseling Spanish key words, 161–162 speech patterns, 21, 65, 73–74 spirituality contextual focus and, 280 discernment process in, 302 neuroscience and, 307 reflection of meaning and, 300, 301, 302, 303–304 traumatic events and, 307–308 wellness and, 52 See also religion stammering, 139 statements confrontation, 260 feedback, 338 focus, 285–286 logical consequences, 342 questions as, 104 self-disclosure, 333 step-by-step learning, 27, 81 stereotyping, 21, 133 stories brief solution-focused counseling and, 418–419, 423–424 492 Subject Index stories (continued ) cognitive-behavioral therapy and, 403–407 drawing out, 17, 214, 220, 231 interview examples of, 220–221, 371–374, 403–407 motivational interviewing and, 432 narrative theory and, 17–20, 28 paraphrasing, 158 restorying, 19, 216–217 strengths and, 19, 214–215, 231 strengths assessment of, 51–53 brief solution-focused counseling and, 418–419, 423–424 cognitive-behavioral therapy and, 403–407 interview examples related to, 220–221, 371–374, 403–407 inventory of, 106–107, 214, 221 mediation process and, 152 motivational interviewing and, 432 natural style and, 5–6 positive psychology and, 49, 305 stories and, 19, 214–215, 231 stress, 12 accumulative, 156 conflict and, 240–241 confrontation and, 241, 242 long-term, 240 managing, 52, 401, 446 prevalence of, 401 social justice and, 469–470 structuring process, 213 See also interview structure stuckness, 240 subtractive empathy, 204, 226 summarizations child counseling and, 152 four dimensions of, 164 listening process and, 151, 159–160, 164 practice exercises on, 165–167 supervision, 450 supplementary readings, 451–453, 471–472 See also Web resources supportive statements, 335 T teaching competence, 8, 444 technology, ethics and, 39 temporal lobe, 460–461 termination stage, 217–218, 223–224 See also action stage theories alternative, 444, 446 attribution, 282 counseling, 310–312, 314 death and dying, 249–250, 257 integrative, 310 microskills, 22–26, 29 narrative, 17–18, 20 psychodynamic, 311–312 trait-and-factor, 365 therapeutic relationship, 19 discrepancies in, 140 immediacy in, 207 neuropsychology and, 464–467 racial heritage and, 413 thoughts monitoring automatic, 412 technique for stopping, 351–352 wellness assessment and, 53 timeliness, 333 touching behavior, 125 training as treatment, 78 trait-and-factor theory, 365 transcendence, 250 trauma accumulative stress and, 156 expression of emotions and, 181 reflecting on meaning after, 306–307 treatment plan, 392, 393 trust cross-cultural situations and, 104–106, 213 emotional exploration and, 182 less verbal clients and, 108 V value conflicts, 301–302 verbal behavior concreteness vs abstraction in, 135–137 discrepancies in, 139 “I” and “other” statements in, 137–138 key words used in, 134–135 multiculturalism and, 125, 126 observing in clients, 124, 133–138, 141 selective attention and, 134, 135 See also language verbal tracking, 65, 74–75, 135, 142 video recording of interview sessions, 225, 394 natural style exercise using, 30–32 vision quest, 302 visual contact See eye contact visual impairments, 66 vocal qualities, 65, 73–74, 142 W warmth, 207, 226 warnings, use of, 339 Web resources on microskills training, 451 on mindfulness meditation, 350 on multicultural competence, 32, 43 on neuroscience, 472 on nonverbal communication, 125, 131 on professional ethics codes, 36 wellness, 48–55 assessment of, 51–53, 58 contextual issues in, 50–51 exercise and, 54, 351 holistic model of, 50–51 intentional plan for, 53–55, 57 key points related to, 56–57 neuropsychology and, 54 nutrition and, 351 positive psychology and, 49, 56 practice exercises on, 57–59 research on, 54 strengths and, 214 “what else” questions, 96–97, 417 “what” questions, 103 whistle-blowers, 283 White privilege concept, 45 “why” questions, 100, 103, 104 Wikipedia, 471 working alliance, 19 work issues, 53, 282, 283, 307 worldview, 46 “would” questions, 100, 103 Y You Must Relax (Jacobson), 348 youth at risk, 105 Welcome to the 7th Edition of the Original and Classic Skills Text! ■ Every concept and sentence updated with new concepts for interviewing and multicultural excellence ■ The science and art of helping with warmth, immediacy, plus a competency and results orientation ■ Interactive Resource CD-ROM, websites, electronic Test Bank, Microsoft® PowerPoint slides, and more to facilitate student learning and professor impact What can your students expect from Allen and Mary Ivey and new co-author Carlos Zalaquett? They will find a book that is easy to read and understand and they will become competent in the foundation skills of helping On a base of ethics, multicultural competence, and wellness, they’ll learn the basic listening and influencing skills and empathic understanding in a step-by-step fashion Students will discover how to engage in a well-formed interview using only listening skills—relationship—story and strengths—goals—restory—action They’ll use this model to gain beginning competence in several theories and methods of helping—person-centered, decisional, cognitive-behavioral, brief solution-oriented, and be introduced to Frankl’s Logotherapy and to the new coaching model TABLE OF CONTENTS As We Begin SECTION III: Helping Clients Generate New Stories That Lead to Action: Influencing Skills and Strategies SECTION I: Introduction Toward Intentional Interviewing and Counseling Ethics, Multicultural Competence, and Wellness Attending Behavior: Basic to Communication SECTION II: Hearing Client Stories: How to Organize an Interview Questions: Opening Communication Observation Skills Encouraging, Paraphrasing, and Summarizing: Key Skills of Active Listening Observing and Reflecting Feelings: A Foundation of Client Experience Integrating Listening Skills: How to Conduct a Well-Formed Interview The Skills of Confrontation: Supporting While Challenging Clients 10 Focusing the Interview: Exploring the Story from Multiple Perspectives 11 Reflection of Meaning and Interpretation/Reframing: Helping Clients Restory Their Lives 12 Influencing Skills: Five Strategies for Change SECTION IV: Skill Integration 13 Skill Integration: Putting It All Together 14 Microskills and Counseling Theory: Sequencing Skills and Interview Stages 15 Determining Personal Style and Future Theoretical/ Practical Integration Turn the page to continue your Preview of this edition Key Teaching Tools Accompanied by a comprehensive selection of resources for both instructors and students, Intentional Interviewing and Counseling: Facilitating Client Development in a Multicultural Society, 7th Edition, enables students of multiple backgrounds and levels to master and become competent in necessary skills and competencies in helping Along the way, they are challenged to reevaluate themselves, their strengths, and areas where they can develop further Student Supplements Interactive Resource CD-ROM The popular and effective CD-ROM has been updated to include five new videos and more than 30 interactive exercises Each CD-ROM chapter includes flashcards, interactive exercises, case study, video activity, weblink critique, quiz, and downloadable forms for practice and self-examination Students can access the Portfolio of Competence and use the reflections on personal style and the self-evaluation of chapter competencies checklist to develop a personalized portfolio that will prove invaluable in their journey to become an effective helper In addition, students can email their assignments directly from the CD-ROM to their instructors, if requested The CD-ROM is available standalone or packaged with the text To order the text with the CD-ROM, use ISBN-10: 0-495-60123-3 • ISBN-13: 978-0-495-60123-4 Book Companion Website Accessible from the www.cengage.com/counseling/ivey This helpful website includes additional chapter by chapter study and review resources for students, such as Chapter Outlines, Flashcards, Weblinks, Quizzes, and Essay Questions In addition, you can access and download password-protected resources such as the Instructor Resource Guide and both PowerPoint® versions from this Web site NEW CengageNOW Printed Access Card ISBN-10: 0-495-83258-8 • ISBN-13: 978-0-495-83258-4 CengageNOW is a teaching and learning resource that provides more control in less time and delivers better student outcomes—NOW! And CengageNOW for Ivey, Ivey, and Zalaquett’s text includes exercises and resources from the Interactive Resource CD-ROM, so that students can also use these valuable tools, and gain awareness, knowledge, and skills that they can use NOW in their professional practice! CengageNOW provides: ■ Teaching and learning resource—Creating assignments, grading, quizzing, and track student outcomes all in one intuitive program ■ More control in less time—Flexible assignment and gradebook options to best suit your overall course plan ■ Better student outcomes—A diagnostic Personalized Study Plan (featuring a chapter-specific Pre-test, Study Plan, and Post-test) empowers students to master concepts, prepare for exams, and get a better grade For information on packaging CengageNOW with the text, contact your local sales representative Instructor Supplements Instructor Resource Guide ISBN-10: 0-495-60332-5 • ISBN-13: 978-0-495-60332-0 Available online to adopters, the Instructor Resource Guide (IRG) includes chapter goals and objectives, class procedures, discussion of chapter exercises, and outlines Microskills practice exercises The IRG appendices include a chapter on Developmental Counseling and Therapy (DCT) that many find useful in the skills course Students profit from examining their theoretical/practical preferences via the inventory What is Your Preferred Style? The IRG is available for download at the password-protected Companion Web site (www.cengage.com/counseling/ivey) To obtain the password for the Book Companion Website contact your Cengage Learning representative or the Academic Resource Center at 1-800-423-0563 ExamView® (Windows/Macintosh) and eTest Bank ISBN-10: 0-495-60216-7 • ISBN-13: 978-0-495-60216-3 Quickly create customized tests that can be delivered in print or online ExamView’s simple “what you see is what you get” interface allows you to easily generate tests of up to 250 items (Contains all eTest Bank questions) In addition, an electronic eTest Bank is available Both ExamView and eTest Bank are available through your Cengage Learning sales representative If you have difficulty in finding the eTest Bank contact Elizabeth Robey at Microtraining Associates, info@microtraining.com, and she will be able to help you Microsoft® PowerPoint® Slides These slides come in two versions: brief and extensive Both include materials for each chapter The brief version covers main concepts, while the more detailed adds chapter exercises, self-assessment checklists, and the Portfolio of Competence Instructors can mix slides from both versions based on course needs and personal preferences The PowerPoints are password protected and available for download at www.cengage.com/counseling/ivey For further information, contact your Cengage Learning representative Even more instructor and student resources are available: See page of this Preview New and updated content New and updated content secures the text’s reputation as the most thoroughly researched and classroom-tested counseling and skills text available ■ Over 450 data-based studies ■ Microskills translated into 20 languages ■ Students can take these concepts, practice, self-evaluate, and produce comprehensive Portfolios of Competence The five-stage instructor structure is newly refined to increase student understanding and ability to transfer microskills to multiple theories of helping The Five Stages/Dimensions of the Well-Formed Interview INSTRUCTIONAL READING AND EXAMPLE INTERVIEW 2: COGNITIVE-BEHAVIORAL THERAPY (CBT) AND STRESS MANAGEMENT Co-authored by Edna Brinkley and Allen Ivey* Cognitive-behavioral therapy (CBT) works on the assumption that we can facilitate changee in client behavior and that will be followed by changes in the client’s thoughts and feelings Also, we can change thinking patterns, and behavioral change can often be expected to result d Many feminist-oriented counselors use this method to help women become more direct and achieve their own goals You will find that it is often needed to help career counseling clientss communicate better at work or conduct better job interviews, and that even many physicianss may refer clients to a cognitive-behavioral specialist to learn the skills of life managementt through assertiveness training or stress management Throughout this text, we have mentioned that most and perhaps all of our clients sufferr from stress, which in turn affects thoughts, feeling, behavior, and meanings These samee stressors lead to bodily issues, some of which are permanently damaging For example, thee constant stress placed on a child in a low-income environment negatively affects both bodyy and mind—and can result in early death College students also suffer from stress—exams,, finances, parental, and social pressures The continuing microaggressions of racism, sexism,, sion are also major stressors heterosexism, classism, and other forms of oppression tive behavioral therapy is the one that mostt While all theories seek to combat stress, cognitive ented to stress, but the example interview w directly works on stress itself Not all CBT is oriented gardless of your eventual theoretical orienta-here shows several techniques that can be used, regardless ues tion, to help clients deal with difficult to help issues Relationship: Initiate the session Rapport and structuring “Hello, what would you like to talk about today?” Clients will feel at ease with an understanding of the key ethical issues and the purpose of the interview They may also know you more completely as a person and professional Story and Strengths: Gather data, draw out client stories, concerns, problems, or issues “What’s your concern?” “What are your strengths and resources?” Clients will share thoughts, feelings, behaviors, and their stories in detail as well as strengths and resources Goals: Set goals mutually “What you want to happen?” Clients will discuss and define goals, new ways of thinking, desired feeling states, and desired behavior changes They may learn how to live more effectively with situations that cannot be changed (rape, death, an accident, an illness) Restory: Explore and create, brainstorm and examine alternatives, confront client incongruities and conflict, restory “What are we going to about it?” “Can we generate new ways of thinking, feeling, and behaving?” Clients may reexamine individual goals in new ways, solve problems from at least three generated alternatives, and start the move toward new stories and actions Action: Conclude Plan for generalizing interview learning to “real life” and eventual termination of the interview or series of sessions (“Will you it?”) Clients will demonstrate change in behavior, thoughts, and feelings in daily life outside of the interview y g p p strategies for Tonya to try later outside of the session Tonya: Right, that’s the word—overwhelmed * Dr Brinkley conducted this interview The process notes and comments mments were written jointly by Dr Brinkley and Dr Ivey Dr Brinkley: Let’s stop for a moment and focus on some strengths and supports that we talked about last week Those positives will be part of getting through this Directive with explanation of what’s going to happen This helps the client understand the “why” of the topic change This is a prime example of how interviewers use a strength-based approach to help clients center themselves before really tackling the serious issues However, if this were the first interview, Tonya would likely need to tell her story about challenges and issues before the interviewer could turn to concrete examples and the positive asset search Tonya: Thanks, because it feels like my body is starting to fall apart right now Strengths positives you know that thought-stopping exercise from last week is working great I find saying “STOP” internally really helps when I start thinking too much And last week you helped me realize I have a lot of support from my family You reminded me that I am doing fine in school despite all the pressure And it really helped when we talked about how I made it through coming out in high school when the other kids were giving me such a bad time Perhaps I’m not as hopeless as I feel at times But still, I should be doing better Tonya is becoming aware of how her body relates to her mind and her thoughts She also used the positive asset approach to recall that she is not alone in her difficulties but has supports and many strengths The positive asset search and the wellness approach work! Dr Brinkley: You’re right; you’re not hopeless, especially with all those strengths, so let’s always keep those in mind (Paraphrase, emphasis on strengths) I’d like to go back to something you said earlier about your mind not shutting up Sounds like that’s another stressor for you Example of using attending behavior to return the focus to the issues faced by Tonya We now have a strengths base and the client is more “centered.” You will find that clients who learn that interviewers, counselors, and therapists respect them for their strengths are more open to examining and changing their weaknesses Additional new features ■ A warmer “tone” increasing emphasis on relationship, here and now immediacy, and creativity— the Creative New ■ Coaching as an extension of skilled interviewing and counseling ■ A new chapter on reflection of meaning and interpretation/reframing ■ Clear explanations and illustrations showing how modern neuroscience validates present counseling practice Supportive Confrontation and thee Creative New INSTRUCTIONAL READING: CHALLENGING CLIENTS IN A SUPPORTIVE FASHION Powerful Coaching Questions Nine central and powerful questions used in coaching have been identified by Margaret Moore, director and co-founder of the Coaching and Positive Psychology Insitute at McLean Hospital She is also a faculty member in the Department of Psychiatry at Harvard Medical School She kindly gave us permission to list these uncopyrighted questions in this book Effective coaching assumes a positive working relationship between client and coach Without that, coaching will almost certainly fail To be successful, a coach must be an effective listener, one who uses attending behavior and the important skills of clarifying and summarizing what the client has said This tells clients that you have heard them These skills include observation, encouraging, paraphrasing, acknowledging feelings, and the summary, and they are detailed in Chapters through While we emphasize questions in this chapter, we hope that you will use them minimally when you practice interviewing using only the listening skills presented in Chapter Below are the central questions in the GROW model: G = Goals What is the ideal person you want to be? Your best self ? This is coupled with such questions as “What’s going on your life right now?” “How you imagine your ideal life?” “What matters most to you?” and “What you really want?” You will note the person-centered influence of the real and ideal self here, plus some influence from decisional counseling and meaning issues (Chapters 8, 12, 13) What is the gap between here and your vision? “How does your vision of the future differ from the now?” “How does your real self differ from your ideal self?” In the second question, we see the early confrontation of the discrepancy between the expressed or implied goals in and the client’s present position This is particularly characteristic of brief solution-focused counseling and motivational interviewing (Chapter 13) Why does this vision really matter to you? “How does this goal make a difference in your life.” “Could we get more specific as to how the vision or goal is defined?” This is clearly a meaning issue As we say in Chapter 12, achieving meaning and one’s vision in life is often the most important issue we face in counseling Note how central it is to coaching Clients usually come for counseling because they have some degree of stress associated with conflict They may be stuck in their behaviors, thoughts, feelings, and value decisions There is a real need to move these fixed problems and stories to the New, changing these issues to challenges and opportunities for change Working on the discrepancy between present issues and goals will supply the client with creative strength to move and become “unstuck.” The person-centered counselor seeks to resolve the discrepancy between the real and ide ideal self; the cognitive-behavioral therapist aims to resolve behavioral and thought inconsisten tencies; and the decisional counselor facilitates resolving conflicting wishes and desires Differe ferent theories focus on and confront different aspects of client conversation In effect, they see different routes to problem resolution However, all have the goal of supporting the client and resolving conflict Although all counseling skills are concerned with facilitating change, it is the clarification and confrontation of discrepancies that acts as a lever for the activation of human potential tial Most clients come to an interview seeking some sort of movement or change in their live lives Yet they may resist your efforts to bring about the transformation they seek Your task is to help them move beyond their issues and problems to realize their full potential as human bei beings An understanding of confrontation is basic to helping clients restory their lives When client discrepancies, mixed messages, and conflicts are confronted skillfully and non nonjudgmentally, clients are encouraged to talk in more detail and to resolve their problems and issues Confrontation can be defined in this way: cie Confrontation is not a direct, harsh challenge Think of it, rather, as a more gentle skill that involves listening to the client carefully and respectfully; and, then, seeking to help the client examine self or situation more fully Confrontation is not “going against” the client; it is “going with” the client, seeking clarification and the possibility of a creative New, which enables resolution of difficulties But while the gentle, empathic approach to confrontation is basic, there are many clients who will nee and even prefer a more direct challenge For example, if you are working with an acting-out need a or antisocial client, a firm and more solid confrontation may be necessary The client may sneer a manipulate “nice” helpers, but may be more likely to respect and work with a counselor at and wh listens and offers respect but takes no “garbage” from the client Nonetheless, empathic liswho ten remains central if you are going to establish any type of working relationship tening R = Reality (Story and Strengths) What strengths can you use to help you get there? This should sound very familiar to you Use the questions we provide in this chapter and the many examples throughout the gical orientation book Coaching has a very strength-based and nonpathological and What is the key challenge? “What’s getting in your way?” The language of challenge INSTRUCTIONAL READING: MAKING QUESTIONS WORK FOR YOU ch of too many approaches to possibility is used rather than the problem-focused approach our field Questions make the interview work for me I searched through many questions and found the ones that I thought most helpful in my own practice I then memorized them and now I always draw on them as needed Being prepared makes a difference Norma Gluckstern-Packard Following are several issues around the use of questioning techniques and strategies Questions can be facilitative or they can be so intrusive that clients want to close up and say nothing Use the ideas presented here to help you define your own position around questioning, facilitate your memory of key questions, and learn how questions fit with your natural style The Interactive, Dialogical Interview Effective verbal and nonverbal language in the interview expand the brain in both client and counselor and builds new neural connections through brain plasticity Consciousness, short and long-term memory are defined in clear, unambiguous terms giving students a useful introduction to cutting-edge neuroscience that they can actually use in the interview However, the information is presented so that instructors who not wish to use it at this time can easily bypass it Neuroscience and Emotional Development One example is found in that specific emotions can now be located in the brain (sad, mad, glad, fear) Important for microskills and wellness counseling, the authors find that a positive, strength-based approach helps clients overcome and deal with negative emotions g Counselor (client stimulus) Long-term memory Client (counselor stimulus) STM C STM Long-term memory C Hypothalamus Amygdala FIGURE 13 Counselor and client interaction and their impact on memory and change (Adapted ange (A from Ivey, 2000, pp 54–55.) Pituitary Hip Hippocampus The Limbic System: The Social Brain The limbic system is of prime importance to us as interviewers, counselors, and therapists as it helps us understand issues in emotion and memory (see Figure AII-2) The amygdala is FIGURE AII2 The limbic system: syst The social brain recognized as the central emotional area, particularly concerning the negative emotions of fear, anger, sadness, and disgust But it is also the energizer of emotive strength Drawing information from other parts of the brain, the amygdala signals intensity Each emotional area appears to have its own set of connections in the brain Studies on fear and gladness (positive memories, interactions, situations) have implications for clinical and counseling practice At this point, data on mad (anger) and sad (depression) emotions have more limited practical implications for clinical practice But all negative emotions seem to be affected by skilled counseling and therapy using a positive approach Following are some early studies concerning location of emotions in the brain Continuing a Strong Multicultural Focus Students gain insights needed to draw out client stories Also theyy examine themselves as multicultural beings RESPECTFUL Dimension I am (and you also) Derived from family Embedded in a community Not isolated from prevailing values In certain roles and statuses Taught, socialized, gendered, and sanctioned Yet with freedom to change myself and society — Ruth Jacobs* R E Religion/spirituality Economic/class background S P Sexual identity Personal style and education E C Ethnic/racial identity Chronological/life span challenges Trauma experience T F U *R Jacobs, Be an Outrageous Older Woman, 1991, p 37 Reprinted by permission of Knowledge, Trends, and Ideas, Manchester, CT L Family background Unique physical characteristics Location of residence and language; differences/capabilities Exercises and Portfolio of Competence mpetence nce COMPETENCY PRACTICE EXERCISES AND PORTFOLIO OF COMPETENCE Intentional interviewing and counseling is achieved through practice and experience It will be enh enhanced by your own self-awareness, emotional competence, and ability to observe yourself, thus th learning and growing in skills The competency practice exercises on the following pages are designed to provide you le with learning opportunities in three areas: e Group Practice Exercise 4: Conduct a Wellness Assessment and Develop a Wellness Plan Now that you have engaged in a wellness assessment for yourself, meet with three of your class members and engage in a wellness assessment with one of them Conclude this practice with discussion of a plan for the future The third person will be an observer and provide comments and give feedback on the process We recommend that your volunteer client fill out the Client Feedback Form from Chapter Alternatively, this as a homework assignment with a volunteer Exercise 5: Develop an Informed Consent Form In Individual practice A short series of exercises gives you an opportunity to practice the co concepts Gr Group practice Practice alone can be helpful, but working with others in role-played int interviews or discussions is where the most useful learning occurs Here you can obtain pr precise feedback on your interviewing style And if videotapes or audiotapes are used wi these practice sessions, you’ll find that seeing yourself as others see you is a powerful with ex experience Se Self-assessment You are the person who will use the skills We’d like you to look at yoursel as an interviewer and counselor via some additional exercises self Box 2-2 presents a sample informed consent form, or practicee contract With your small iate for your particular school group, develop your own informed consent form that is appropriate situation and for your state or commonwealth Portfolio of Competence How would you assess your understanding and competencies in the concepts of this chapter? We are asking you to assess yourself and your ability to use the ideas presented here Self-Assessment Reflecting on yourself as a future interviewer, counselor, or psychotherapist via a written journal can be a helpful way to review what you have learned, evaluate your understanding, and think ahead to the future Here are three questions that you may wish to consider What stood out for you personally in the section on ethics? What one thing did you consider most important? Ideas of social justice and action in the community are considered by some a controversial topic What are your thoughts? How comfortable are you with ideas of diversity and working with people different from you? Can you recognize yourself as a multicultural person full of many dimensions of diversity? Additional Resources Helping Professions Learning Center H D Designed to help you bridge the gap between coursework and practice, the Helping Professions Learning Center (HPLC) offers a centralized online H resource that allows you to build your skills and gain even more confidence re and familiarity with the principles that govern the life of the helping an professional The interactive site consists of six learning components: Video pr Activities organized by curriculum area and accompanied by critical thinking Ac questions; Ethics, Diversity and Theory-based Case Studies; Flashcards and qu Practice Quizzes; a Professional Development Center, and a Research and Pr Writing Center W resources with the text, please contact your local Cengage Learning representative For information on n packaging p access to these resou You can locate yourr sales representative by visit visiting the “Find Your Rep” feature on www.cengage.com/counseling You may also call Customer Service at 1-800-423-0563 for assistance Brooks/Cole “Clips for Coursework” Video for the Helping Professions ISBN-10: 0-534-53347-7 | ISBN-13: 978-0-534-53347-2 Available to adopting instructors for classroom use Explore pertinent counseling issues by watching videos of real-life professionals! With a central purpose of exposing students to pertinent issues and scenarios through first-person testimony, this video contains numerous segments that explore social problems and helping strategies through interview and documentary footage of helping professionals and experts in the field Also Available Essentials of Intentional Interviewing: Counseling in a Multicultural World, 1st Edition Allen E Ivey and Mary Bradford Ivey ISBN-10: 0-495-09724-1 | ISBN-13: 978-0-495-09724-2 This book offers you and your students a shorter, more incisive version of the best-selling Intentional Interviewing and Counseling Every sentence and concept has undergone a thorough review to ensure ure re bboth relevant and clarity for beginning helpers It features an active voice, icee, a fleexible modular style, with the same multicultural awareness that thee Iveys I are famous for Needless to say, the renowned Microskills model students vital el off teaching te stu interviewing skills remains central, thus ensuring competence ring mastery ma and com in each concept as they progress through the real-world he ttext ext and an into real-wor practice Instructor Resource Guide, PowerPoint werPooint slides, sl and extensive weble based student supplements are available [...]... respect the client, use appropriate skills and strategies, and seek to alleviate stress Stress and its consequences will be discussed frequently in later chapters CHAPTER 1 Toward Intentional Interviewing and Counseling 13 The aim of this book is to expand your possibilities for responding to people in need Rather than “What is the correct response?” seek to develop multiple possibilities for helping... is hardly surprising that most of our happiness arises in the context of our relationships with others — The Dalai Lama How can intentional interviewing and counseling help you and your clients? Chapter Goals This chapter is designed to identify key ideas of the microskills approach and show how the step-by-step model relates to broad concepts of interviewing, counseling, and psychotherapy These skills... helping people cope with normal problems and opportunities, although these “normal problems” often become quite complex Though many people who interview may also counsel, counseling is most often associated with the professional fields of social work, school counseling, psychology, mental health and clinical counseling, pastoral counseling, and, to a limited extent, psychiatry Clients with relationship... commonalities among interviewing, counseling, and therapy and these will be examined next INTERVIEWING, COUNSELING, AND PSYCHOTHERAPY The terms counseling, interviewing, and psychotherapy are often used interchangeably in this book Though the overlap is considerable, interviewing may be considered the most basic process used for information gathering, problem solving, and psychosocial information giving Interviewing. .. intentionality, cultural intentionality, and intentional competence Anticipate the impact of your comments on client conversation by learning and using the basics of intentional prediction Outline and define the elements of the counseling and therapy model: relationship— story and strengths—goals—restory—action Develop awareness of the impact on the brain of interviewing, counseling, and psychotherapy Examine your... counseling psychologists have taken on psychiatry’s former role SECTION I Introduction in ew rvi e t g Counseling Psyc ho the ra py In 14 FIGURE 11 The interrelationship of interviewing, counseling, and psychotherapy Despite relatively clear differences among interviewing, counseling, and psychotherapy, overlap remains (see Figure 1-1) Effective interviewing can help clients make decisions, and that... HELPING People enter the counseling, psychology, social work, and other human service fields intending to help others This is a caring profession, and your warmth and ability to establish rapport and relationships with many types of people is critical Perhaps you, like most who enter our field, have been told that you are a good listener You may have had friends or family come to you for advice or simply... chapters on influencing skills will provide you with skills and strategies that will further enable clients to restory their lives and move toward change and action Chapter 1 Toward Intentional Interviewing and Counseling We begin with definitions of interviewing, counseling, and psychotherapy Important for your understanding and mastery of interviewing skills is the microskills hierarchy, which provides... 1: Decisional Counseling 364 Interview Planning and Case Conceptualization 367 Demonstration Interview and Analysis: Allen and Mary s Decisional Session Instructional Reading 2: Interview Transcript Analysis and Planning 388 Summary: Integrating Skills 392 Competency Practice Exercise and Portfolio of Competence 393 ix 328 361 369 Microskills and Counseling Theory: Sequencing Skills and Interview Stages... Intentional Interviewing and Counseling presented in this chapter will enable you to ▲ Identify the similarities and differences among interviewing, counseling, and psychotherapy ▲ Understand the step-by-step microskills framework for mastering the interview 11 12 SECTION I Introduction ▲ ▲ ▲ ▲ ▲ ▲ Recognize the varying patterns of microskills used by different theories of counseling and psychotherapy Define intentionality, ... entitled Essentials of Intentional Interviewing Together, the comprehensive and essentials versions of this text Intentional Interviewing and Counseling and Essentials of Intentional Interviewing provide... Allen E Ivey Mary Bradford Ivey Carlos P Zalaquett e-mail: info@emicrotraining.com AS WE BEGIN Interviewing and Counseling as Science and Art WELCOME! Allen: Mary: My first courses in counseling. .. came back several times and shared his ideas and his being with us His impact on all of us AS WE BEGIN Interviewing and Counseling as Science and Art Carlos: Mary, Allen, and Carlos: was profound