Learning the Art of Helping - Building Blocks and Techniques - (7th Edition)

Description

Teach the art of helping through a practical, relationship-focused approach Learning the Art of Helping: Building Blocks and Techniques emphasizes the techniques and skills necessary to be effective in the art of helping, from basic building blocks to advanced therapeutic techniques. The text is practical, innovative, and focused on the relationship between helper and client. The author incorporates the latest research on effective treatments, while offering an integrative perspective. The author’s conversational tone is appealing to students, yet the book is carefully referenced for instructors. The goal is to make beginning helpers become reflective practitioners. Stop and Reflect sections, exercises, homework, class discussion topics, and Journal Starters support this approach. The 7th Edition includes additional coverage of cultural issues in a new chapter, as well as expanded sections highlighting issues of culture in research, the therapeutic relationship, and helping skills specific to children. Cover Title page Copyright Page Dedication page About the author Preface Brief contents Contents Chapter 1 Helping as a Personal Journey The Demands of the Journey Becoming a Reflective Practitioner Using Reflection to Help You Overcome Challenging Situations and Enhance Your Learning Using Reflection to Help Clients with Backgrounds Different from Your Own Using Reflection to Accommodate New Information About Yourself Learning to Reflect Through Exercises in This Book What is Helping? Psychological Helping Interviewing What Are Counseling and Psychotherapy? Coaching Challenges You Will Face in Learning the Art of Helping The Challenge of Development How a Helper Develops: Perry’s Three Stages Taking Responsibility for Your Own Learning Finding a Mentor Finding the Perfect Technique In Limbo Accepting Feedback and Being Perfect Following Ethical Guidelines Individual Differences Who Can Be an Effective Helper? What Can You Bring to a Client? The Nuts and Bolts of Helping Learning Building Blocks and Common Therapeutic Factors Therapeutic Building Blocks Change Techniques The Importance of the Building Blocks The Stages of the Helping Process: A Road Map Summary Exercises Group Exercises Group Discussions Written Exercises Self‐Assessment Homework Journal Starters Chapter 2 The Therapeutic Relationship The Importance of the Therapeutic Relationship in Creating Change What Is a Helping Relationship? Is a Professional Helping Relationship the Same as a Friendship? The Unique Characteristics of a Therapeutic Relationship What Clients Want in a Helping Relationship How Can a Helper Create a Therapeutic Relationship? Relationship Enhancers Self‐Disclosure and the Therapeutic Relationship Other Factors That Help or Strain the Therapeutic Relationship Facilitative Office Environment Distractions Appearing Credible and Taking a Nonhierarchical Stance Therapeutic Faux Pas Transference and Countertransference Summary Exercises Group Exercises Small Group Discussions Written Exercises and Self‐Assessment Homework Journal Starters Chapter 3 The Cultural Climate and the Therapeutic Relationship Differences Make a Difference Disparities Mismatch Between Client and Helper Other Roadblocks How Can You Become Culturally Competent? What Is Culture, and What Should We Do About It? Skills for Helping Someone Who Is Culturally Different The Skill of Cultural Study and Cultural Immersion A Tutorial Stance: The Skill of Understanding the Client’s Culture by Listening Tapping Cultural Support Systems Achieving Credibility and Trust Culturally Adapting Treatment: Tailoring Your Approach to the Client Acknowledging Differences Through the Skill of Broaching Skills for Dealing with Gender Issues Challenges Caused by Differences in Gender Skills for Addressing Gender Issues When the Difference Between Helper and Client Is Gender Religion and Spirituality Exercises Group Exercises Small Group Discussions Self‐Assessment Homework Journal Starters Chapter 4 Invitational Skills Opening Up Listening to the Client’s Story Nonverbal Communication Between Helper and Client Regulation Intimacy Persuasion Nonverbal Skills in the Helping Relationship Eye Contact Body Position Attentive Silence Voice Tone Facial Expressions and Gestures Physical Distance Touching and Warmth Opening Skills: How to Invite Saying Hello: How to Start the First Session How to Start the Next Session Opening Skills Encouragers Questions Summary Exercises Group Exercises Group Discussions Written Exercises Self‐Assessment Homework Journal Starters Chapter 5 Reflecting Skills: Paraphrasing Reasons for Reflecting Reflecting Content and Thoughts, Reflecting Feelings, and Reflecting Meaning The Skill of Paraphrasing: Reflecting Content and Thoughts How to Paraphrase Paraphrasing: What It Is and What It Isn’t When to Paraphrase and the Nonjudgmental Listening Cycle Common Problems in Paraphrasing Simply Reciting the Facts Difficulty Listening to the Story Because of “Noise” Worrying About What to Say Next Being Judgmental and Taking the Client’s Side Being Judgmental of the Client Turning a Paraphrase into a Question Summary Exercises Group Exercises Small Group Discussions Written Exercises Self‐Assessment Homework Journal Starters Chapter 6 Reflecting Skills: Reflecting Feelings The Importance of Understanding Emotions The Skill of Reflecting Feelings Benefits of Reflecting Feelings Why It Is Difficult to Reflect Feelings How to Reflect Feelings Step 1: Identifying the Feeling or Feelings Step 2: Putting the Emotion into Words A Formula for Reflecting Feelings A Formula That Connects Feelings and Content Improving Your Feeling Vocabulary Reflecting Multiple Feelings Instead of Struggling to Find the Right Word Common Problems in Reflecting Feelings and Their Antidotes Asking the Client, “How Did You Feel?” or “How Did That Make You Feel?” Waiting Too Long to Reflect Making Your Reflection a Question Combining a Reflection and a Question: The Error of the Compound Response Focusing on the Client, Not Other People Interrupting Too Soon and Letting the Client Talk Too Long Confusing the Words Feel and Think Missing the Mark: Overshooting and Undershooting Letting Your Reflecting Statements Go on Too Long Summary Exercises Group Exercises Written Exercises Self‐Assessment Homework Journal Starters Chapter 7 Advanced Reflecting Skills: Reflecting Meaning and Summarizing Meaning, Uncovering the Next Layer Why Reflect Meaning? Challenging the Client to Go Deeper: The Inner Circle Strategy Worldview: Meanings Are Personal How to Uncover Meaning in the Story Reflecting Meaning Using Open Questions to Uncover Meaning Summarizing Focusing Summaries Signal Summaries Thematic Summaries Planning Summaries The Nonjudgmental Listening Cycle Ends with Summarizing What Happens After the Nonjudgmental Listening Cycle? A Questioning Cycle Typically Found Early in Training Summary Exercises Group Exercises Small Group Discussions Written Exercises Self‐Assessment Homework Journal Starters Chapter 8 Challenging Skills When Should We Use the Challenging Skills? Giving Feedback Why Is Feedback Important? How to Give Feedback Confrontation What Is a Discrepancy? Why Should Discrepancies Be Confronted? Cognitive Dissonance and Confrontation: Why Confrontation Works Types of Discrepancies and Some Examples How to Confront Steps to Confrontation Common Problems in Confrontation and Their Antidotes Final Cautions About Confrontation Other Ways of Challenging Relationship Immediacy Teaching the Client Self‐Confrontation Challenging Irrational Beliefs Humor as Challenge Summary Exercises Group Exercises Small Group Discussions Written Exercises Self‐Assessment Homework Journal Starters Chapter 9 Assessment and Goal Setting Why Assessment? Assessment Is a Critical Part of Helping Reasons to Spend Time in the Assessment Stage Two Informal Methods of Assessment That Every Helper Uses: Observation and Questioning Observation Questioning Conducting an Intake Interview: What to Assess? A. Affective Assessment B. Behavioral Assessment C. Cognitive Assessment 1. Developmental Issues 2. Family History 3. Cultural and Religious/Spiritual Background 4. Physical Challenges and Strengths Categorizing Clients and Their Problems Organizing the Flood of Information: Making a Diagnosis Goal‐Setting Skills Where Do I Go from Here? Set Goals! Why Must We Set Goals? When to Set Goals What Are the Characteristics of Constructive Goals? Goals Should Be Simple and Specific Goals Should Be Stated Positively Goals Should Be Important to the Client Goals Should Be Collaboration Between Helper and Client Goals Should Be Realistic Resources for Identifying and Clarifying Goals The Technique of Using Questions to Identify a Goal Questions That Help Make the Goal More Specific Questions That Help Turn a Problem into a Goal Questions to Determine a Goal’s Importance Questions to Enhance Collaboration on Goal Setting The Technique of Boiling Down the Problem Constructing Behavioral Objectives Goals Summary Exercises Group Exercises Small Group Discussions Written Exercises Self‐Assessment Homework Journal Starters Chapter 10 Change Techniques, Part I How to Select Change Techniques Replan and the Therapeutic Factors The Parts of REPLAN How the REPLAN System Helps You Plan Treatment Using the Therapeutic Factors Steps in Treatment Planning Using the REPLAN Model Enhancing Efficacy and Self‐Esteem Sources of Low Self‐Esteem Silencing the Internal Critic: The Technique of Countering Practicing New Behaviors Role‐Playing Giving Homework Assignments as Practice Lowering and Raising Emotional Arousal Reducing Negative Emotions Reducing Anxiety and Stress Raising Emotional Arousal and Facilitating Expression Creating Positive Emotions Skills for Helping Children Identifying Helping Skills for Working with Children Using Foundational Skills as a Guideline for Working with Children The Case for Play Therapy Summary Exercises Group Exercises Small Group Discussions Self‐Assessment Homework Journal Starters Chapter 11 Intervention and Action: Change Techniques, Part II Activating Client Expectations, Hope, and Motivation The Demoralization Hypothesis Motivation and Readiness Increasing Expectations and Fostering Hope Asking Three Kinds of Change Questions Encouragement Providing New Learning Experiences Definitions of New Learning Experiences What Client Problems Are Helped Through New Learning? Common Methods for Providing New Learning Experiences The Technique of Reframing Summary Exercises Group Exercises Small Group Discussions Written Exercises Self‐Assessment Homework Journal Starters Chapter 12 Outcome Evaluation and Termination Skills Evaluating the Effectiveness of Helping Basic Outcome Evaluation Methods Use Progress Notes to Track Improvement on Goals Use a Global Measure to Detect Overall Improvement Consistently Assess the Client’s View of Progress and the Therapeutic Relationship Use a Specific Measure Use Subjective Scaling and Self‐Report to Measure Improvement Use Another Person to Monitor Change Use Goal‐Attainment Measures Termination How to Prevent Premature Termination How to Tell Whether Termination Is Needed How to Prepare a Client for Termination Dealing with Loss at Termination The Helper’s Reaction to Termination How to Maintain Therapeutic Gains and Prevent Relapse Following Termination Follow‐Up Booster Sessions Engaging Paraprofessionals Self‐Help Groups Continue Self‐Monitoring Activities Role‐Playing for Relapse Prevention Letter Writing Summary Exercises Group Exercises Small Group Discussions Written Exercises Self‐Assessment Homework Journal Starters Glossary References Name Index Subject Index