| |
| |
| List of Labs | |
| |
| |
| Preface | |
| |
| |
| Acknowledgments | |
| |
| |
| |
| Overview | |
| |
| |
| |
| Introduction to Helping | |
| |
| |
| What Is Helping? | |
| |
| |
| When Do People Seek Help From Others? | |
| |
| |
| Is Helping Effective? | |
| |
| |
| On Becoming a Helper | |
| |
| |
| Organization of This Book | |
| |
| |
| Experiential Component of the Book | |
| |
| |
| Is This Book Right for You? | |
| |
| |
| Research on Helping Skills | |
| |
| |
| Concluding Comments | |
| |
| |
| |
| Theoretical Foundation of the Three-Stage Model of Helping | |
| |
| |
| Assumptions Underlying the Three-Stage Model | |
| |
| |
| Three-Stage Model | |
| |
| |
| Empathic Collaboration | |
| |
| |
| Culture | |
| |
| |
| Concluding Comments | |
| |
| |
| |
| A Model for the Process and Outcome of Helping | |
| |
| |
| Background Variables | |
| |
| |
| Context Variables | |
| |
| |
| Moment-by-Moment Interactional Sequence | |
| |
| |
| External World | |
| |
| |
| Outcome | |
| |
| |
| Empirical Research on the Three-Stage Model of Helping | |
| |
| |
| Concluding Comments | |
| |
| |
| |
| Ethical Issues in Helping | |
| |
| |
| An Overview of Ethics | |
| |
| |
| Ethical Standards Relevant for Beginning Helpers | |
| |
| |
| Working Through an Ethical Dilemma | |
| |
| |
| Concluding Comments | |
| |
| |
| |
| Exploration Stage | |
| |
| |
| |
| Overview of the Exploration Stage | |
| |
| |
| Theoretical Background: Rogers's Client-Centered Theory | |
| |
| |
| Goals for the Exploration Stage | |
| |
| |
| Concluding Comments | |
| |
| |
| |
| Attending and Listening | |
| |
| |
| How to Attend and Listen | |
| |
| |
| Examples of Attending and Listening Skills | |
| |
| |
| Effects of Attending and Listening | |
| |
| |
| Difficulties Helpers Experience in Attending and Listening | |
| |
| |
| Concluding Comments | |
| |
| |
| |
| Open Questions and Probes | |
| |
| |
| Why Use Open Questions and Probes? | |
| |
| |
| How to Ask Open Questions and Probes | |
| |
| |
| Effects of Open Questions and Probes | |
| |
| |
| Difficulties Helpers Experience in Delivering Open Questions and Probes | |
| |
| |
| |
| Restatement | |
| |
| |
| Why Use Restatements? | |
| |
| |
| How to Restate | |
| |
| |
| Effects of Restatement | |
| |
| |
| Difficulties Helpers Experience in Restating | |
| |
| |
| |
| Reflection of Feelings | |
| |
| |
| Why Reflect Feelings? | |
| |
| |
| How to Reflect Feelings | |
| |
| |
| Effects of Reflection | |
| |
| |
| Difficulties Helpers Experience in Delivering Reflection of Feelings | |
| |
| |
| |
| Additional Skills for the Exploration Stage | |
| |
| |
| Information About the Helping Process | |
| |
| |
| Approval-Reassurance | |
| |
| |
| Closed Questions | |
| |
| |
| Self-Disclosures for Exploration | |
| |
| |
| Silence | |
| |
| |
| Concluding Comments | |
| |
| |
| |
| Integrating the Skills of the Exploration Stage | |
| |
| |
| Integrating the Exploration Skills | |
| |
| |
| Helper Self-Awareness | |
| |
| |
| Developing Hypotheses About Clients | |
| |
| |
| An Example of an Extended Interaction | |
| |
| |
| Difficulties Helpers Experience in the Exploration Stage | |
| |
| |
| Strategies for Overcoming the Difficulties and Managing Anxiety | |
| |
| |
| |
| Insight Stage | |
| |
| |
| |
| Overview of the Insight Stage | |
| |
| |
| Theoretical Background: Psychoanalytic Theory | |
| |
| |
| How Psychoanalytic Theories Relate to the Three-Stage Model | |
| |
| |
| Goals for the Insight Stage | |
| |
| |
| Use of the Helper's Perspective | |
| |
| |
| Skills Used in the Insight Stage | |
| |
| |
| |
| Challenge | |
| |
| |
| Why Use Challenges? | |
| |
| |
| How to Challenge | |
| |
| |
| Effects of Challenge | |
| |
| |
| Difficulties Helpers Experience Using Challenges | |
| |
| |
| |
| Interpretation | |
| |
| |
| Why Give Interpretations? | |
| |
| |
| Sources of Data for Developing Interpretations | |
| |
| |
| Accuracy of Interpretations | |
| |
| |
| How to Interpret | |
| |
| |
| Examples of Interpretation | |
| |
| |
| Effects of Interpretation | |
| |
| |
| Potential Difficulties in Using Interpretation | |
| |
| |
| |
| Self-Disclosure of Insight | |
| |
| |
| Why Use Self-Disclosure of Insight? | |
| |
| |
| How to Self-Disclose About Insight | |
| |
| |
| Effects of Self-Disclosure of Insight | |
| |
| |
| Potential Difficulties in Disclosing Insight | |
| |
| |
| |
| Immediacy | |
| |
| |
| Why Use Immediacy? | |
| |
| |
| How to Use Immediacy | |
| |
| |
| Effects of Immediacy | |
| |
| |
| Difficulties Helpers Have in Using Immediacy | |
| |
| |
| |
| Integrating the Skills of the Insight Stage | |
| |
| |
| Integrating the Insight Skills | |
| |
| |
| Caveats About Using Insight Skills | |
| |
| |
| Developing Hypotheses About Client Dynamics | |
| |
| |
| Difficulties Helpers Experience in the Insight Stage | |
| |
| |
| Strategies for Overcoming Difficulties in Implementing the Insight Stage | |
| |
| |
| |
| Action Stage | |
| |
| |
| |
| Overview of the Action Stage | |
| |
| |
| Rationale for the Action Stage | |
| |
| |
| Theoretical Background: Behavioral and Cognitive Theories | |
| |
| |
| How Behavioral and Cognitive Theories Relate to the Three-Stage Model | |
| |
| |
| Goals of the Action Stage | |
| |
| |
| Skills Used in the Action Stage | |
| |
| |
| Steps of the Action Stage | |
| |
| |
| Concluding Comments | |
| |
| |
| |
| Skills of the Action Stage | |
| |
| |
| Giving Information | |
| |
| |
| Feedback About the Client | |
| |
| |
| Process Advisement | |
| |
| |
| Direct Guidance | |
| |
| |
| Disclosure of Strategies | |
| |
| |
| |
| The Steps of the Action Stage | |
| |
| |
| |
| Identify a Specific Problem | |
| |
| |
| |
| Explore the Idea of Action on This Problem | |
| |
| |
| |
| Assess Previous Change Attempts and Social Support | |
| |
| |
| |
| Help Client Decide About Making a Commitment to Change | |
| |
| |
| |
| Brainstorm Options | |
| |
| |
| |
| Choose Action Options | |
| |
| |
| |
| Implement In-Session Interventions | |
| |
| |
| |
| Choose Tasks for Outside the Session | |
| |
| |
| |
| Check on Progress and Modify Assignments | |
| |
| |
| Example of Action Stage Steps | |
| |
| |
| |
| Integrating the Skills of the Action Stage | |
| |
| |
| Integrating the Action Skills | |
| |
| |
| Difficulties Helpers Experience in the Action Stage | |
| |
| |
| Strategies for Overcoming the Difficulties | |
| |
| |
| Example of an Extended Interaction | |
| |
| |
| |
| Final Thoughts | |
| |
| |
| |
| Integrating the Three Stages | |
| |
| |
| Using the Skills in Therapy | |
| |
| |
| Dealing With Difficult Clinical Situations | |
| |
| |
| Concluding Comments | |
| |
| |
| References | |
| |
| |
| Author Index | |
| |
| |
| Subject Index | |
| |
| |
| About the Author | |
| |
| |
| Feedback From | |