| |
| |
| Preface to the Tenth Edition | |
| |
| |
| A Guide To the Tenth Edition | |
| |
| |
| |
| Laying the Groundwork | |
| |
| |
| |
| The Ingredients of Successful Helping | |
| |
| |
| Formal and Informal Helpers: A Very Brief History | |
| |
| |
| What Helping Is About | |
| |
| |
| The Ingredients of Successful Helping | |
| |
| |
| Embracing and Befriending the Uncertainties Inherent in Helping | |
| |
| |
| Moving from Smart to Wise: Managing the Shadow Side of Helping | |
| |
| |
| |
| The Helping; Relationship and the Values That Drive It | |
| |
| |
| The Helping Relationship | |
| |
| |
| The Values That Drive the Helping Relationship | |
| |
| |
| Respect as the Foundation Value | |
| |
| |
| Empathy as the Primary Orientation Value | |
| |
| |
| Proactive Appreciation of Diversity | |
| |
| |
| Self-Responsibility as an Empowerment-Focused Value | |
| |
| |
| A Bias for Action as an Outcome-Focused Value | |
| |
| |
| Shadow-Side Realities in the Helping Relationship | |
| |
| |
| |
| The Therapeutic Dialogues Communication and Relationship-Building Skills | |
| |
| |
| |
| Empathic Presence: Tuning In and Listening | |
| |
| |
| The Importance of Communication Skills in Helping | |
| |
| |
| Dialogue-Focused Interactions with Clients | |
| |
| |
| Visibly Tuning In: The Importance of Empathic Presence | |
| |
| |
| Active Listening: The Foundation of Understanding | |
| |
| |
| Listening to the Key Ingredients of Successful Therapy | |
| |
| |
| The Shadow Side of Listening: Forms of Distorted Listening | |
| |
| |
| |
| Empathic Responding: Working at Mutual Understanding | |
| |
| |
| Introduction to Responding Skills and the Importance of Empathic Relationships | |
| |
| |
| The Three Dimensions of Responding Skills: Perceptiveness, Know-How, and Assertiveness | |
| |
| |
| Responding with Empathy | |
| |
| |
| Becoming Competent and Confident in Responding with Empathy: Principles and Guidelines | |
| |
| |
| Tactics for Responding with Empathy | |
| |
| |
| A Case: Mara, the Client and Carlos, the Helper | |
| |
| |
| The Shadow Side of Responding | |
| |
| |
| |
| The Art of Probing and Summarizing | |
| |
| |
| Nudging | |
| |
| |
| The Art of Probing | |
| |
| |
| The Art of Summarizing: Providing Focus and Direction | |
| |
| |
| Mara and Carlos Revisited | |
| |
| |
| The Shadow Side of Communication Skills: Essential, But Not Everything | |
| |
| |
| Developing Proficiency in Communication Skills | |
| |
| |
| |
| Facilitating Client Self-Challenge: From New Perspectives to New Behavior | |
| |
| |
| Self-Challenge: The Basic Concept | |
| |
| |
| Inviting Clients to Challenge the Blind Spots at the Root of Dysfunctional Thinking, Emotional Expression, and Behavior | |
| |
| |
| Specific Skills for Helping Clients Challenge Their Blind Spots and Move to New Perspectives | |
| |
| |
| |
| Helper Self-Challenge | |
| |
| |
| Guidelines for Effective Invitations to Self-Challenge | |
| |
| |
| The Challenges Related to Helping Clients Manage Reluctance and Resistance | |
| |
| |
| Guidelines for Helping Clients Move Beyond Reluctance and Resistance | |
| |
| |
| The Role of Negotiation in Challenge | |
| |
| |
| The Shadow Side of Helpers | |
| |
| |
| |
| The Skilled Helper Problem-Management and Opportunity-Development Approach to Helping | |
| |
| |
| The Ingredients of Successful Therapy: A Review | |
| |
| |
| |
| An Introduction to the Problem-Management Process | |
| |
| |
| An Overview of the Stages of Problem Management | |
| |
| |
| Flexibility in the Use of the Problem-Management Process | |
| |
| |
| Stages of Change and Client Readiness for Change | |
| |
| |
| Integrative Eclecticism: The Ongoing Search for Best Practice | |
| |
| |
| "How Are We Doing?"-Ongoing Evaluation of the Helping Process | |
| |
| |
| Understanding and Dealing with the Shadow Side of Helping Models | |
| |
| |
| |
| Stage I-A: Help Clients Tell Their Stories | |
| |
| |
| A Brief Introduction to Stage I | |
| |
| |
| Task I-A: Help Clients Tell Their Stories | |
| |
| |
| Guidelines for Helping Clients Tell Their Stories | |
| |
| |
| Help Clients Move into Action Right from the Beginning | |
| |
| |
| |
| Stage I: Task I-B: The Real Story Task I-C: The Right Story | |
| |
| |
| Task I-B: The Real Story | |
| |
| |
| Mara and Carlos in I-B | |
| |
| |
| Help Clients Challenge Themselves to Participate as Fully as Possible in the Helping Process | |
| |
| |
| Immediacy: Dealing with Issues in the Helping Relationship Itself | |
| |
| |
| The Wider Use of I-B: Rising to the Challenge | |
| |
| |
| Task I-C: The Right Story | |
| |
| |
| Help Clients Work on Issues That Will Add Value to Their Lives | |
| |
| |
| Principles for Helping Clients Work on Issues That Make a Difference | |
| |
| |
| The Wider Use of I-C: Making the Right Choices | |
| |
| |
| |
| Stage II: Designing Problem-Managing Goals Task II-A: Possibilities for a Better Future | |
| |
| |
| An Introduction to Stage II | |
| |
| |
| The Role of Hope in Therapy | |
| |
| |
| Task II-A: Help Clients Discover Possibilities for a Better Future | |
| |
| |
| Skills for Identifying Possibilities for a Better Future | |
| |
| |
| Cases Featuring Possibilities for a Better Future | |
| |
| |
| |
| Stage II: Task II-B: Goals, Outcomes, Impact Task II-C: Commitment | |
| |
| |
| The Power of Goal Setting | |
| |
| |
| Task II-B: Goals, Outcomes, Impact: Help Clients Move from Possibilities to Choices | |
| |
| |
| Flexible Guidelines in Helping Clients Set Goal for Themselves | |
| |
| |
| What Kind of Change Do Clients Need and How Much? | |
| |
| |
| Emerging Goals | |
| |
| |
| Task II-C: Help Clients Commit Themselves-"What Am I Willing to Pay for What I Want?" | |
| |
| |
| Help Clients Commit Themselves to a Better Future | |
| |
| |
| Great Expectations: Encourage Client Self-Efficacy-"I Can, I Will" | |
| |
| |
| Stage II and Action | |
| |
| |
| The Shadow Side of Goal Setting | |
| |
| |
| |
| Stage III: Planning the Way Forward | |
| |
| |
| The Three Tasks of Stage III | |
| |
| |
| Mara and Carlos Revisited: Mara's Goals | |
| |
| |
| Task III-A: Help Clients Develop Strategies for Accomplishing Their Goals | |
| |
| |
| Principles for Helping Clients Discover Viable Strategies for Accomplishing Goals | |
| |
| |
| Task III-B: Help Clients Choose Best-Fit Strategies | |
| |
| |
| Bud's Amazing Odyssey | |
| |
| |
| Criteria for Choosing Goal-Accomplishing Strategies | |
| |
| |
| A Balance-Sheet Method for Choosing Strategies | |
| |
| |
| Help Clients Link Best-Fit Strategies to Action | |
| |
| |
| The Shadow Side of Selecting Strategies | |
| |
| |
| Task III-C: Help Clients Formulate Viable Plans | |
| |
| |
| Shaping the Plan: Two Cases | |
| |
| |
| Principles for Humanizing the Mechanics of Constructive Change | |
| |
| |
| Ready-Made Action Programs | |
| |
| |
| |
| Implementation: Making It All Happen | |
| |
| |
| Introduction to Implementation | |
| |
| |
| Mara Moves into Action | |
| |
| |
| Help Clients Move from Planning to Action: Principles of Effective Implementation | |
| |
| |
| Social Support and the Importance of Challenge | |
| |
| |
| The Shadow Side of Implementing Change | |
| |
| |
| Resilience: People's Ability to Hold Themselves Together, Bounce Back, and Grow | |
| |
| |
| Getting Along Without a Helper: A Striking Case | |
| |
| |
| Choosing Not to Change | |
| |
| |
| Revisiting the Key Ingredients of Successful Therapy | |
| |
| |
| References | |
| |
| |
| Name Index | |
| |
| |
| Subject Index | |