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| Labs list | |
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| Acknowledgments | |
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| Preface | |
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| Overview | |
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| Becoming an Effective Helper | |
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| What Is Helping? | |
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| When Do People Seek Help From Others? | |
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| Does Helping Work? | |
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| On Becoming a Helper | |
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| Organization of This Book | |
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| Using the Practice Elements of This Book | |
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| Is This Book Right for You? | |
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| Concluding Comments | |
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| Theoretical Foundation of the Three-Stage Model of Helping | |
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| Assumptions Underlying the Three-Stage Model | |
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| Three-Stage Model | |
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| Essential Components of All Three Stages | |
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| Concluding Comments | |
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| Process of Helping | |
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| Background Variables | |
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| Context Variables | |
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| Moment-by-Moment Interactional Sequence | |
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| External World | |
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| Outcome | |
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| Empirical Research on the Three-Stage Model of Helping | |
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| Concluding Comments | |
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| Ethical Issues in Helping | |
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| An Overview of Ethics | |
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| General Ethical Principles | |
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| Ethical Guidelines for Beginning Helpers | |
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| Working Through an Ethical Dilemma | |
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| Concluding Comments | |
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| Exploration Stage | |
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| Overview of the Exploration Stage | |
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| Theoretical Background: Rogers's Client-Centered Theory | |
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| Goals for the Exploration Stage | |
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| Difficulties Helpers Experience in the Exploration Stage | |
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| Strategies for Overcoming the Difficulties and Managing Anxiety | |
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| Concluding Comments | |
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| Attending and Listening | |
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| Cultural Rules for Attending and Listening | |
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| Types of Attending Behaviors | |
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| Empirical Evidence | |
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| How to Use Attending Behaviors | |
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| How to Listen | |
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| Effects of Attending and Listening | |
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| Difficulties Helpers Experience in Attending and Listening | |
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| Concluding Comments | |
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| Restatement | |
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| Intentions | |
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| Why Use Restatements? | |
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| Empirical Evidence | |
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| How to Use Restatements | |
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| Effects of Restatement | |
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| Difficulties Helpers Experience in Using Restatements | |
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| Open Question | |
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| Intentions | |
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| Why Use Open Questions? | |
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| Empirical Evidence | |
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| How to Ask Open Questions | |
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| Effects of Open Questions | |
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| Difficulties Helpers Experience in Delivering Open Questions | |
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| Reflection of Feelings | |
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| Intentions | |
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| Why Use Reflection of Feelings? | |
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| Empirical Evidence | |
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| How to Reflect Feelings | |
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| Effects of Reflection | |
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| Difficulties Helpers Experience in Delivering Reflection | |
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| Additional Skills for the Exploration Stage | |
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| Information About the Process of Helping | |
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| Approval and Reassurance | |
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| Closed Questions | |
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| Self-Disclosures for Exploration | |
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| Concluding Comments | |
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| Integrating the Skills of the Exploration Stage | |
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| Conducting the Exploration Stage | |
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| Helper Tasks | |
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| Dealing With Problematic Clinical Situations | |
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| An Example of an Extended Interaction | |
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| Ideas for Research | |
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| Insight Stage | |
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| Overview of the Insight Stage | |
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| Theoretical Background: Psychoanalytic Theory | |
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| Goals for the Insight Stage | |
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| Skills Used in the Insight Stage | |
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| Difficulties Helpers Experience in the Insight Stage | |
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| Strategies for Overcoming the Difficulties | |
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| Concluding Comments | |
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| Challenge | |
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| Types of Challenges | |
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| Intentions | |
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| Why Use Challenges? | |
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| Empirical Evidence | |
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| How to Challenge | |
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| Effects of Challenge | |
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| Difficulties Helpers Experience in Using Challenges | |
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| Interpretation | |
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| Intentions | |
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| Why Give Interpretations? | |
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| Empirical Evidence | |
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| How to Interpret | |
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| Sources of Data for Developing Interpretations | |
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| Effects of Interpretation | |
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| Difficulties Helpers Experience in Using Interpretation | |
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| Self-Disclosure | |
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| Intentions | |
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| Why Use Self-Disclosures? | |
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| Empirical Evidence | |
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| How to Self-Disclose | |
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| Effects of Self-Disclosure | |
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| Difficulties Helpers Experience in Using Self-Disclosures | |
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| Immediacy | |
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| Intentions | |
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| Why Use Immediacy? | |
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| Empirical Evidence | |
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| How to Use Immediacy | |
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| Effects of Immediacy | |
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| Difficulties Helpers Experience in Using Immediacy | |
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| Integrating the Skills of the Insight Stage | |
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| How to Integrate Skills in the Insight Stage | |
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| Development of Hypotheses About Client Dynamics | |
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| Difficulties Helpers Experience in the Insight Stage | |
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| An Example of an Extended Interaction | |
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| Ideas for Research | |
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| Action Stage | |
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| Overview of the Action Stage | |
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| Cognitive-Behavorial Theories | |
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| Goals of the Action Stage | |
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| Skills Used in the Action Stage | |
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| Difficulties Helpers Experience in the Action Stage | |
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| Strategies for Overcoming the Difficulties | |
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| Concluding Comments | |
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| Information | |
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| Types of Information | |
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| Intentions | |
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| Why Give Information? | |
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| Empirical Evidence | |
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| How to Give Information | |
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| Effects of Giving Information | |
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| Difficulties Helpers Experience in Providing Information | |
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| Direct Guidance | |
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| Types of Direct Guidance | |
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| Directives Through Self-Disclosure | |
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| Intentions | |
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| Why Give Direct Guidance? | |
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| Empirical Evidence | |
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| How to Give Direct Guidance | |
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| Effects of Direct Guidance | |
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| Difficulties Helpers Experience in Using Direct Guidance | |
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| Integrating the Skills of the Action Stage | |
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| Steps to Take in the Action Stage | |
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| An Example of an Extended Interaction | |
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| Ideas for Research | |
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| Final Thoughts | |
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| Putting It All Together | |
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| How to Manage Sessions | |
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| Conceptualizing Client Problems | |
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| Termination | |
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| Examples of an Extended Interaction | |
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| Concluding Comments | |
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| References | |
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| Helper Intentions List | |
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| Helping Skills System | |
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| Using the Helping Skills System for Research | |
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| Client Reactions System | |
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| Client Behavior System | |
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| Process Notes | |
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| Author Index | |
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| Subject Index | |
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| About the Authors | |