Learning the Art of Helping Building Blocks and Techniques, 7th Edition, By Mark E. Young | eBook [PDF]

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Learning the Art of Helping Building Blocks and Techniques About the Author Preface How is this Book Different from Other Books About Helping Skills? What is New in the Seventh Edition? Brief Con... tents Contents Chapter 1 Helping as a Personal Journey Learning Outcomes 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 Ask for Supervision Develop a Support Group of Fellow Learners Become a Client Keep a Personal Journal Other Methods for Reflecting 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 The Dualistic or “Right/Wrong” Stage The Multiplistic Stage The Relativistic Stage 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 Chapter Chapters Chapter Chapter Chapter Change Techniques The Importance of the Building Blocks The Stages of the Helping Process: A Road Map Summary Exercises Group Exercises Exercise 1: Dividing into Groups and Constructing Questions Structured Interview Unstructured Interview Discussion and Analysis Exercise 2: One-way Versus Two-way Communication Group Discussions Discussion 1: Interviewing Discussion 2: Energizing Discussion 3: Your Present Strengths Discussion 4: Your Reaction to New Learning Experiences Written Exercises Exercise 1: Stages of the Road Map Self-Assessment Homework Homework 1: Meet a Professional Homework 2: Review Your Work History Journal Starters Chapter 2 The Therapeutic Relationship Learning Outcomes 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 Physical Closeness, Posture, and Warmth Adapt to the Client’s Unique Characteristics Presence Empathy Neuroscience and Empathy. Helper Empathy. Empathy and Differences. What Empathy Isn’t Empathy Is Not Merely Supporting or Agreeing with the Client. Empathy Is Not Pretending to Understand. Empathy Is Not Taking on Your Client’s Problems. Empathy Is Not Sympathy. Empathy Is Not a One-time Behavior. Self-Disclosure and the Therapeutic Relationship Common Mistakes in Helper Self-Disclosure Other Factors That Help or Strain the Therapeutic Relationship Facilitative Office Environment Distractions Appearing Credible and Taking a Nonhierarchical Stance Nonhierarchical Stance Therapeutic Faux Pas Exclamations of Surprise Being Punitive Giving False Reassurance Psychobabble and Premature Interpretations Probing Traumatic Issues when the Client Strongly Resists Transference and Countertransference What is Transference? Transference as Cognitive Distortion Countertransference: Dealing with the Helper’s Feelings Dealing with Transference from a Client Summary Exercises Group Exercises Exercise 1: Getting Feedback on Your Natural Helping Style Exercise 2: Barriers to Communication Exercise 3: Dealing with Strong Feelings from a Client Small Group Discussions Discussion 1: Case Study Discussion 2: Transference Part 1 Part 2 Discussion 3: Self-Disclosure Written Exercises and Self-Assessment Exercise 1: Identifying Appropriate Helper Self-Disclosure Exercise 2: Roadblocks Exercise Homework Homework 1: Favorite Teachers Homework 2: Your Reactions to Clients Homework 3: Involvement with Clients Journal Starters Chapter 3 The Cultural Climate and the Therapeutic Relationship Learning Outcomes 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 Exercise 1: Pieces of Me (by Shainna Ali) Round 1 Round 2 Group Discussion of Pieces of Me Exercise 2: Walking Identities (by Michelle D. Mitchell) Part A. Part B. Small Group Discussions Discussion 1: Remembering Your Gender Training Self-Assessment Are You Culturally Aware? Homework Homework 1: Minority Experience Homework 2: Clients Who Are Different from You Journal Starters Chapter 4 Invitational Skills Learning Outcomes 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 Touching Warmth Opening Skills: How to Invite Saying Hello: How to Start the First Session How to Start the Next Session Opening Skills Encouragers Door Openers Minimal Encouragers Questions “Why?” Questions Leading Questions Open and Closed Questions Closed Questions. Open Questions. Summary Exercises Group Exercises Exercise 1: First Encounters Exercise 2: Practice and Feedback Session Using Invitational Skills Some Notes on the Helper/Client/Observer Training Group Instructions for Group Exercise 2 Feedback Feedback Checklist 1 (to be completed by Observer 1) Feedback Checklist 2 (to be completed by Observer 2) Categories Feedback on the Use of Encouragers Feedback on the Use of Questions Group Discussions Discussion 1: Open versus Closed Questions Discussion 2: Watch a Video of a Practice Session Between Another Helper and a Client Discussion 3: Eyes Closed Discussion 4: The Effect of Distance Discussion 5: Touch with Caution Discussion 6: Try a 10-Minute Video Session Discussion 7: Sustained Eye Contact Written Exercises Exercise 1: Practice in Classifying Opening Skills Self-Assessment Homework Homework 1: Sound Off Homework 2: Hug Survey Homework 3: Experiment with Silence Journal Starters Chapter 5 Reflecting Skills: Paraphrasing Learning Outcomes 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 A Paraphrase is the Essence of what the Client Says, Not Parroting A Paraphrase Highlights what is Important A Paraphrase is not a Question A Paraphrase Does Not Take Sides When to Paraphrase and the Nonjudgmental Listening Cycle Why is the Cycle Described as Nonjudgmental? Following the Nonjudgmental Listening Cycle Through the Skill of Paraphrasing 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 Exercise 1: Practice Using Invitational Skills, Opening Skills, and Paraphrasing Exercise 2: Replacing Questions with Encouragers and Paraphrases Exercise 3: Give Me the Floor Small Group Discussions Written Exercises Exercise 1: Making Your Paraphrases Nonjudgmental Self-Assessment Homework Homework 1: Stop the Show and Paraphrase Journal Starters Chapter 6 Reflecting Skills: Reflecting Feelings Learning Outcomes 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 INTERRUPTING WITH QUESTIONS 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 Exercise 1: The Alter-Ego Technique for Identifying Feelings The Client The Helper or Listener The Alter Ego The Observer Action Phase Discussion Phase Exercise 2: Using the Feedback Checklist in a Practice Session Exercise 3: Reflecting More than One Feeling Written Exercises Exercise 1: Practice in Identifying Feelings and Reflecting Feelings in Writing Exercise 2: Connecting Feelings and a Paraphrase Self-Assessment Homework Homework 1: Keeping an Emotions Diary Journal Starters Chapter 7 Advanced Reflecting Skills: Reflecting Meaning and Summarizing Learning Outcomes Meaning, Uncovering the Next Layer Why Reflect Meaning? To Understand the Client at a Deeper Level To Lead to Deeper Self-Understanding in the Client To Emphasize that the Story is the Client’s Version To Push the Client to go Deeper To Move the Conversation Deeper Challenging the Client to Go Deeper: The Inner Circle Strategy Worldview: Meanings Are Personal How to Uncover Meaning in the Story Reflecting Meaning Examples of Reflected 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 The Trap Getting Out of the Trap Summary Exercises Group Exercises Exercise 1: Reflecting Meaning Exercise 2: Using Summaries Exercise 3: How Deep Was Your Session? Small Group Discussions Discussion 1: Planning and Focusing Summaries Discussion 2: Creating a Presenting Problem Written Exercises Exercise 1: Identifying Meanings Exercise 2: Constructing a Nonjudgmental Listening Cycle Self-Assessment A Midcourse Checkup Homework Homework 1: First Transcript Homework 2: Alternative to the Transcript—Making a Video Journal Starters Chapter 8 Challenging Skills Learning Outcomes 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 Responding when the Client Denies the Truth of the Confrontation or Shrugs it Off Responding when the Client Accepts One Part of the Confrontation While Rejecting Another Part The Client Appears to Fully Accept the Confrontation. Now What? 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 Exercise 1: Feedback—The Fishbowl Activity Exercise 2: Confrontation The Client’s Role The Helper’s Role The Observer’s Role Post Exercise Discussion Small Group Discussions Discussion 1: Collaborating to Identify Effective Confrontations Written Exercises Exercise 1: Identifying Discrepancies Self-Assessment Self-Assessment Part 1 Self-Assessment Part 2 Using the HCS Helper Competency Scale (HCS) Homework Homework 1: Identifying Discrepancies Through Self-Confrontation Homework 2: Receiving Feedback Journal Starters Chapter 9 Assessment and Goal Setting Learning Outcomes Why Assessment? Assessment Is a Critical Part of Helping Reasons to Spend Time in the Assessment Stage Assessment Helps You Determine Whether the Client is a Good Candidate for the Help You Can Provide Assessment Gives Crucial Information to Plan Useful and Realistic Goals Assessment Helps Clients Discover Other Factors Related to the Problem Assessment Helps us Understand the Psychological Impact of the Client’s Environment Assessment Helps us Recognize the Uniqueness of Individuals Assessment Uncovers the Potential for Violence Assessment Reveals Critical Historical Data Assessment Can Highlight Strengths, Not Just Weaknesses and Pathology Assessment Helps Clients Become Aware of Important Problems Assessment Helps the Helper Choose Which Techniques to Use Two Informal Methods of Assessment That Every Helper Uses: Observation and Questioning Observation What to Observe Speech.  Client’s Clothing.  Grooming.  Posture, Build, and Gait.  Facial Expressions.  Other Bodily Movements.  General Appearance.  Feelings of the Helper.  Questioning Conducting an Intake Interview: What to Assess? A. Affective Assessment B. Behavioral Assessment C. Cognitive Assessment 1. Developmental Issues Children Adolescents College Students Middle Age Older People 2. Family History 3. Cultural and Religious/Spiritual Background 4. Physical Challenges and Strengths Medical Diagnoses Physical Abilities and Disabilities Drug and Alcohol Use and Abuse 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, Objectives, and Interventions Behavioral Objectives Are Behavioral Goals the Only Way to 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 Exercise 1: Practice Interviewing Exercise 2: Boiling Down the Problem Part I: Instructions to Observer 1 Part II: Instructions to Observer 2 Exercise 3: Keeping the Focus on the Client Role of the Client Role of the Helper Role of Observer Small Group Discussions Discussion 1: Religious and Spiritual Beliefs Discussion 2: Gender Issues in Assessment Discussion 3: Constructing Measurable Goals Discussion 4: Ethical Issues in Setting Goals Written Exercises Exercise 1: In-Basket–Out-Basket Exercise 2: Focusing on the Client Self-Assessment Self-Assessment 1: Assessment Self-Assessment 2: Goal Setting Self-Assessment 3: Cultural Encapsulation Homework Homework 1: HIV-Positive Client Homework 2: Assessment of Children Homework 3: Changing a Problem to a Goal Journal Starters Chapter 10 Change Techniques, Part I Learning Outcomes How to Select Change Techniques REPLAN and the Therapeutic Factors The Parts of REPLAN R = Maintaining a Strong Helper/Client Relationship E = Enhancing Efficacy and Self-Esteem P = Practicing New Behaviors L = Lowering and Raising Emotional Arousal A = Activating Client Expectations, Hope, and Motivation N = Providing New Learning Experiences 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 Irrational Beliefs Body Image Silencing the Internal Critic: The Technique of Countering How to Counter Problems and Precautions When Teaching the Countering Technique A Variation on Countering: Thought Stopping Practicing New Behaviors Role-Playing Elements of Role-Playing Three Phases of Psychodramatic Role-Playing Warm-Up. Action. Sharing and Analysis. How to Conduct Role-Playing Problems and Precautions with Role-Playing Giving Homework Assignments as Practice Reasons for Using Homework Examples of Homework Assignments Use of Aides. Self-Monitoring Assignments. Problems and Precautions with Homework Lowering and Raising Emotional Arousal Reducing Negative Emotions Reducing Anxiety and Stress Relaxation Training The Technique of Deep Muscle Relaxation. Meditation for Lowering Emotional Arousal and Increasing Positive Emotions Raising Emotional Arousal and Facilitating Expression Techniques that Stimulate Emotional Arousal and Expression Creating Positive Emotions Gratitude to Increase Positive Emotions Techniques for Increasing Gratitude. Skills for Helping Children Identifying Helping Skills for Working with Children Invitational Skills Reflecting Skills Advanced Reflecting Skills Challenging Skills Goal-Setting Skills Change Techniques for Children Using Foundational Skills as a Guideline for Working with Children The Case for Play Therapy Summary Exercises Group Exercises Exercise 1: Identifying Irrational Beliefs for Enhancing Self-Esteem Part I Part II: Debriefing Exercise 2: Role-Playing for Practicing New Behaviors Step 1: Warm-Up. Step 2: Scene Setting. Step 3: Selecting Roles and Role Reversal. Step 4: Enactment. Step 5: Sharing and Feedback. Exercise 3: Relaxation Training for Lowering Emotional Arousal Small Group Discussions Discussion 1: Selecting Rehearsal Methods Self-Assessment Homework Homework 1: Diary: Keeping Track of Practice Homework 2: A Collage as a Stimulus for Emotional Expression Homework 3: Relaxation Techniques for Lowering Emotional Arousal Homework 4: Keep a Gratitude Journal to Increase Positive Emotions Journal Starters Chapter 11 Intervention and Action: Change Techniques, Part II Learning Outcomes Activating Client Expectations, Hope, and Motivation The Demoralization Hypothesis Motivation and Readiness The Stages of Change Final Thoughts on Motivating Clients Increasing Expectations and Fostering Hope Asking Three Kinds of Change Questions Embedded Questions Scaling Questions The Miracle Question Encouragement Encouragement Versus Praise Who Benefits Most from Encouragement? Types of Encouraging Responses Focusing on the Positive and the Changeable. Emphasizing Equality and Individuality of the Client. Pushing with Enthusiasm. How to Encourage Providing New Learning Experiences Definitions of New Learning Experiences What Client Problems Are Helped Through New Learning? Common Methods for Providing New Learning Experiences Interpretation Bibliotherapy Modeling as New Learning Metaphors and Stories Exposure to Avoided Stimuli Humor Direct Instruction Giving Advice Why Are Professional Helpers Reluctant to Give Advice? When Is Advice Appropriate? Giving Information Brainstorming Creativity and the Art of Helping. What Is Brainstorming? How to Brainstorm. The Technique of Reframing Summary Exercises Group Exercises Exercise 1: Reframing with a Reflecting Team Instructions Step 1: Step 2: Step 3: Step 4: Exercise 2: Practicing Brainstorming Exercise 3: Giving Advice Small Group Discussions Discussion 1: Motivation Discussion 2: Change the Viewing or Change the Doing? Discussion 3: Reversing Assumptions and Brainstorming Written Exercises Exercise 1: Identifying Levels of Client Motivation Self-Assessment Using Praise Assessing Your Skills in This Chapter Homework Homework 1: Knowing Sources of Information and Referral in Your Community Homework 2: Personal Experiments to Develop New Perceptions Journal Starters Chapter 12 Outcome Evaluation and Termination Skills Learning Outcomes 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 SUDS Self-Recording of Specific Behaviors 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 Exercise 1: Develop a Goal-Attainment Scale Exercise 2: Role-Play a Termination Session Small Group Discussions Discussion 1: Justifying Your Job Discussion 2: Sample Case Written Exercises Exercise 1: Functional Analysis and Self-Management Questions to Consider When Utilizing Functional Analysis Self-Assessment Homework Homework 1: A Final Recording and Transcript Step 1 Step 2 Step 3 Homework 2: Evaluate Your Session Using the Helper Competency Scale Helper Competency Scale (HCS) Homework 3: Evaluate the Depth of Your Session Journal Starters Glossary References [Show More]

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