| |
| |
| |
| The Counseling Environment | |
| |
| |
| |
| Characteristics Of The Effective Helper | |
| |
| |
| Introduction | |
| |
| |
| Helper Qualities to Avoid and to Embrace | |
| |
| |
| The Eight Characteristics | |
| |
| |
| Being Empathic | |
| |
| |
| Being Open | |
| |
| |
| Being Real | |
| |
| |
| Having High Internality | |
| |
| |
| Being an Experiencer of Life | |
| |
| |
| Having Good Emotional Health | |
| |
| |
| Being an Alliance Builder | |
| |
| |
| Being Competent | |
| |
| |
| Bringing It All Together | |
| |
| |
| Summary | |
| |
| |
| InfoTrac College Edition | |
| |
| |
| |
| Entering The Agency | |
| |
| |
| Introduction | |
| |
| |
| Client's Initial Contact with Agency | |
| |
| |
| Telephone Contact | |
| |
| |
| Walking into an Agency | |
| |
| |
| Office Atmosphere | |
| |
| |
| Nonverbal Behavior | |
| |
| |
| Attire | |
| |
| |
| Eye Contact | |
| |
| |
| Body Positioning and Facial Expressions | |
| |
| |
| Personal Space | |
| |
| |
| Touch | |
| |
| |
| Voice Intonation and Tone | |
| |
| |
| A Cross-Cultural Perspective on Nonverbal Behavior | |
| |
| |
| Summary | |
| |
| |
| InfoTrac College Edition | |
| |
| |
| |
| Helping Skills | |
| |
| |
| |
| Stages Of The Helping Relationship: Theory, Process, And Skills | |
| |
| |
| Introduction | |
| |
| |
| A Stage Model for Understanding the Helping Relationship | |
| |
| |
| Use of Theory in the Helping Relationship | |
| |
| |
| Views of Human Nature as It Relates to Theory | |
| |
| |
| The Views of Human Nature of Five Prevalent Theories of Counseling | |
| |
| |
| Skills Associated with Varying Theories | |
| |
| |
| What About the Skills We Will Learn in This Text? How Do They Fit in All of This? | |
| |
| |
| Stages of the Helping Relationship | |
| |
| |
| The Pre-Interview Process | |
| |
| |
| |
| Rapport and Trust-Building | |
| |
| |
| |
| Problem Identification | |
| |
| |
| |
| Goal Setting | |
| |
| |
| |
| Work | |
| |
| |
| |
| Closure | |
| |
| |
| |
| The Post-Relationship--The Revolving Door | |
| |
| |
| Summary of Identified Skills and Attitudes of the Stages of the Helping Relationship | |
| |
| |
| Summary | |
| |
| |
| InfoTrac College Edition | |
| |
| |
| |
| Foundational Skills | |
| |
| |
| Introduction | |
| |
| |
| Silence and Pause Time | |
| |
| |
| Listening | |
| |
| |
| Hindrances to Effective Listening | |
| |
| |
| Good Listening | |
| |
| |
| Preparing Yourself for Listening | |
| |
| |
| Empathic Understanding | |
| |
| |
| Formula Responses | |
| |
| |
| Natural Responses | |
| |
| |
| Advanced Empathy | |
| |
| |
| Practicing Empathic Responses | |
| |
| |
| Conclusion | |
| |
| |
| Summary | |
| |
| |
| InfoTrac College Edition | |
| |
| |
| |
| Commonly Used Skills | |
| |
| |
| Introduction | |
| |
| |
| Affirmation Giving and Encouragement | |
| |
| |
| Affirmation Giving | |
| |
| |
| Encouragement | |
| |
| |
| Final Thoughts | |
| |
| |
| Modeling | |
| |
| |
| Inadvertent Modeling | |
| |
| |
| Intentional Modeling | |
| |
| |
| Helper Self-Disclosure | |
| |
| |
| Content Self-Disclosure | |
| |
| |
| Process Self-Disclosure | |
| |
| |
| When to Use Self-Disclosure | |
| |
| |
| Summary | |
| |
| |
| InfoTrac College Edition | |
| |
| |
| |
| Information Gathering | |
| |
| |
| Introduction | |
| |
| |
| Questions | |
| |
| |
| The Purpose of Questions | |
| |
| |
| Direct Questions | |
| |
| |
| Closed Questions | |
| |
| |
| Open Questions | |
| |
| |
| Tentative Questions | |
| |
| |
| Comparing Direct, Closed, Open, and Tentative Questions | |
| |
| |
| The Use of "Why" Questions | |
| |
| |
| When to Use Questions | |
| |
| |
| Conducting a Structured Interview | |
| |
| |
| The Use of Questions in Conducting the Interview | |
| |
| |
| Professional Disclosure Statements and Informed Consent | |
| |
| |
| Gathering the Information | |
| |
| |
| Summary | |
| |
| |
| InfoTrac College Edition | |
| |
| |
| |
| Helper-Centered Skills | |
| |
| |
| Introduction | |
| |
| |
| Solution-Giving Skills | |
| |
| |
| Offering Alternatives | |
| |
| |
| Information Giving | |
| |
| |
| Offering Advice | |
| |
| |
| Final Thoughts About Solution-Giving Responses | |
| |
| |
| Feedback | |
| |
| |
| Confrontation: Challenge with Support | |
| |
| |
| Highlighting Discrepancies When Confronting Clients | |
| |
| |
| Ways of Confronting Client Discrepancies | |
| |
| |
| Interpretation | |
| |
| |
| When to Use and Not Use Interpretation | |
| |
| |
| Specialized Skills | |
| |
| |
| Token Economies | |
| |
| |
| Brief Treatment | |
| |
| |
| Other Specialized Skills | |
| |
| |
| Summary | |
| |
| |
| Special Integration of Skills Exercise | |
| |
| |
| InfoTrac College Edition | |
| |
| |
| |
| Treatment Issues | |
| |
| |
| |
| Case Management | |
| |
| |
| Introduction | |
| |
| |
| Treatment Planning | |
| |
| |
| Assessing Client Needs | |
| |
| |
| Developing Client Goals | |
| |
| |
| Diagnosis | |
| |
| |
| Why Use DSM-IV-TR? | |
| |
| |
| The DSM-IV-TR: A Brief Overview | |
| |
| |
| Making a Diagnosis | |
| |
| |
| Psychotropic Medications | |
| |
| |
| Antipsychotics | |
| |
| |
| Antimanic Medications | |
| |
| |
| Antidepressants | |
| |
| |
| Antianxiety Medications | |
| |
| |
| Stimulants | |
| |
| |
| Final Thoughts on Psychotropic Medications | |
| |
| |
| Case Report Writing | |
| |
| |
| Types of Case Report Writing | |
| |
| |
| Writing Case Notes | |
| |
| |
| Security of Record Keeping | |
| |
| |
| Clients' Rights to Records | |
| |
| |
| Managing and Documenting Client Contact Hours | |
| |
| |
| Managing Client Hours | |
| |
| |
| Documenting Client Contact Hours | |
| |
| |
| Monitoring, Evaluating, and Documenting Progress Toward Client Goals | |
| |
| |
| Making Referrals | |
| |
| |
| Follow-up | |
| |
| |
| Time Management | |
| |
| |
| Summary | |
| |
| |
| Special Integration of Case Management Exercise | |
| |
| |
| InfoTrac College Edition | |
| |
| |
| |
| Multicultural Counseling: Issues And Techniques | |
| |
| |
| Introduction | |
| |
| |
| Why Multicultural Counseling? | |
| |
| |
| The Changing Face of America | |
| |
| |
| Counseling Is Not Working for a Large Segment of the Population | |
| |
| |
| The Helping Relationship and Cultural Diversity | |
| |
| |
| A Model for Understanding Culturally Diverse Clients | |
| |
| |
| Culturally Skilled Professionals: Beliefs and Attitudes, Knowledge, and Skills | |
| |
| |
| The Helping Relationship with Specific Populations | |
| |
| |
| Counseling Individuals from Different Ethnic and Racial Groups | |
| |
| |
| Counseling Individuals from Diverse Religious Backgrounds | |
| |
| |
| Counseling Women | |
| |
| |
| Counseling Men | |
| |
| |
| Counseling Gay Men and Lesbians | |
| |
| |
| Counseling Individuals Who Are HIV Positive | |
| |
| |
| Counseling the Homeless and the Poor | |
| |
| |
| Counseling Older Persons | |
| |
| |
| Counseling People with Mental Illness | |
| |
| |
| Counseling Individuals with Disabilities | |
| |
| |
| The Ethically Astute Cross-Cultural Helper: Always Changing | |
| |
| |
| Summary | |
| |
| |
| InfoTrac College Edition | |
| |
| |
| |
| Ethical And Professional Issues | |
| |
| |
| Introduction | |
| |
| |
| Purpose of Ethical Guidelines | |
| |
| |
| Ethical Decision Making: A Complex Process | |
| |
| |
| Selected Ethical Issues and Ethical Dilemmas | |
| |
| |
| Informed Consent | |
| |
| |
| Competence and Scope of Knowledge | |
| |
| |
| Supervision | |
| |
| |
| Confidentiality | |
| |
| |
| Privileged Communication | |
| |
| |
| Dual Relationships and the Human Service Worker | |
| |
| |
| Sexual Relationships with Clients | |
| |
| |
| Primary Obligation: Client, Agency, or Society? | |
| |
| |
| Continuing Education | |
| |
| |
| Multicultural Counseling | |
| |
| |
| Summary | |
| |
| |
| InfoTrac College Edition | |
| |
| |
| Appendixes | |
| |
| |
| |
| Competency Areas for Skills Standards | |
| |
| |
| |
| Ethical Standards of Human Service Professionals | |
| |
| |
| |
| Summary of Goals, Skills, and Attitudes of the Stages of the Helping Relationship and Exercises Associated with Them | |
| |
| |
| |
| Overview of DSM-IV-TR Diagnoses | |
| |
| |
| |
| Global Assessment of Functioning (GAF) Scale | |
| |
| |
| |
| Four Case Studies | |
| |
| |
| |
| Generic and Trade Names of Common Medications (Generic/Trade) | |
| |
| |
| |
| Example of an Initial Intake Case Report | |
| |
| |
| References | |
| |
| |
| Index | |