Top

Amazon no longer offers textbook rentals. We do!

Learning the Art of Helping Building Blocks and Techniques

by: Young, Mark E.

Learning the Art of Helping Building Blocks and Techniques

by: Young, Mark E.

ISBN 13:
9780134165783
ISBN 10:
0134165780
Edition: 6th
Format: Paperback
Copyright: 08/10/2016
Publisher: Pearson
Newer Edition

New From $131.99

Sorry, this item is currently unavailable.

Free Shipping On Every Order

List Price $133.32 Save $1.33

New $131.99

Usually Ships in 2-3 Business Days

We Buy This Book Back!

Included with your book

Free Shipping On Every Order

Add to Cart

Note: Supplemental materials are not guaranteed with Rental or Used book purchases.

Extend or Purchase Your Rental at Any Time

Need to keep your rental past your due date? At any time before your due date you can extend or purchase your rental through your account.

Learning the Art of Helping Building Blocks and Techniques > ISBN13: 9780134165783

Summary

Students and beginning counselors get step-by-step guidance for developing the skills and techniques they need to effectively help their clients.

This sixth edition of the best-selling Learning the Art of Helping: Building Blocks and Techniques emphasizes the techniques and skills necessary to be effective in the art of helping, from basic building blocks to advanced therapeutic techniques. The text is practical, innovative, and focused on the relationship between helper and client. The author incorporates the latest research on effective treatments, while offering an integrative perspective.

The author’s conversational tone is appealing to students, yet the book is carefully referenced for instructors. The goal is to make beginning helpers become “reflective practitioners.” “Stop and Reflect” sections, exercises, homework, class discussion topics, and Journal Starters support this approach. The sixth edition includes new sections highlighting issues of culture in research, challenges related to gender differences, and helping skills specific to children.

Author Biography

Mark E. Young is Professor at the University of Central Florida. He received his bachelor’s degree from Miami University, his master’s from Wright State University, and his doctorate from Ohio University. He has trained helpers for more than 25 years and worked as a therapist in community mental health, private practice, college counseling centers, and corrections for more than 15 years. Since 2003 he has been affiliated with the Marriage and Family Research Institute teaching relationship skills to low-income couples. His professional writing has focused mainly on therapeutic methods and techniques, wellness, and couples. If you have comments or suggestions on what you have read, please send an e-mail to meyoung3000@gmail.com.

Brief Table of Contents

1. Helping as a Personal Journey

2. The Therapeutic Relationship

3. Invitational Skills

4. Reflecting Skills: Paraphrasing

5. Reflecting Skills: Reflecting Feelings

6. Advanced Reflecting Skills: Reflecting Meaning and Summarizing

7. Challenging Skills

8. Assessment and Goal Setting

9. Change Techniques, Part I

10. Change Techniques, Part II

11. Evaluation, Reflection, and Termination

12. Skills for Helping Someone Who Is Different

Glossary

References

Index

Detailed Table of Contents

Chapter 1 HELPING AS A PERSONAL JOURNEY 1

The Demands of the Journey 1

Becoming a Reflective Practitioner 2

Using Reflection to Help You Overcome Challenging Helping Situations and Enhance Your Learning 3

Using Reflection to Help Clients with Backgrounds Different from Your Own 3

Using Reflection to Accommodate New Information about Yourself 4

Learning to Reflect through Exercises in This Book 6

What is Helping? 6

Psychological Helping 8

Interviewing 8

What Are Counseling and Psychotherapy? 10

Coaching 11

Challenges You Will Face in Learning the Art of Helping 11

The Challenge of Development 12

Taking Responsibility for Your Own Learning 12

Finding a Mentor 14

Finding the Perfect Technique 14

In Limbo 14

Accepting Feedback and Being Perfect 15

Following Ethical Guidelines 15

Individual Differences 17

Who Can Be an Effective Helper? 17

What Can You Bring to a Client? 19

The Nuts and Bolts of Helping 21

Learning Basic Skills and Common Therapeutic Factors 21

Therapeutic Building Blocks 22

Change Techniques 24

The Importance of the Building Blocks 24

The Stages of the Helping Process: A Road Map 24

Summary 26

Exercises 27

Group Exercises 27

Group Discussions 28

Written Exercises 28

Self-Assessment 29

Homework 29

Journal Starters 30

Chapter 2 THE THERAPEUTIC RELATIONSHIP 31

The Importance of the Therapeutic Relationship in Creating Change 33

What Is a Helping Relationship? Is a Professional Helping Relationship the Same as a Friendship? 34

The Unique Characteristics of a Therapeutic Relationship 36

What Clients Want in a Helping Relationship 38

How Can a Helper Create a Therapeutic Relationship? 38

Relationship Enhancers 39

Other Factors That Help or Strain the Therapeutic Relationship 45

Facilitative Office Environment 45

Distractions 46

Appearing Credible and Taking a Nonhierarchical Stance 46

Therapeutic Faux Pas 47

Transference and Countertransference 50

Summary 56

Exercises 57

Group Exercises 57

Small Group Discussions 57

Homework 58

Journal Starters 59

Chapter 3 INVITATIONAL SKILLS 60

Listening to the Client’s Story 61

Nonverbal Communication between Helper and Client 64

Regulation 64

Intimacy 65

Persuasion 65

Nonverbal Skills in the Helping Relationship 65

Eye Contact 66

Body Position 66

Attentive Silence 67

Voice Tone 67

Facial Expressions and Gestures 68

Physical Distance 68

Touching and Warmth 69

Opening Skills: How to Invite 71

Saying Hello: How to Start the First Session 72

How to Start the Next Session 72

Encouragers 73

Questions 74

Summary 79

Exercises 80

Group Exercises 80

Small Group Discussions 82

Written Exercises 83

Self-Assessment 84

Homework 84

Journal Starters 84

Chapter 4 REFLECTING SKILLS: PARAPHRASING 85

Reasons for Reflecting 86

Reflecting Content and Thoughts, Reflecting Feelings, and Reflecting Meaning 86

The Skill of Paraphrasing: Reflecting Content and Thoughts 89

How to Paraphrase 89

Paraphrasing: What It Is and What It Isn’t 90

When to Paraphrase and the Nonjudgmental Listening Cycle 91

Common Problems in Paraphrasing 94

Simply Reciting the Facts 94

Difficulty Listening to the Story because of “Noise” 94

Worrying about What to Say Next 95

Being Judgmental and Taking the Client’s Side 95

Being Judgmental of the Client 96

Turning a Paraphrase into a Question 96

Summary 97

Exercises 97

Group Exercises 97

Small Group Discussions 98

Written Exercises 99

Self-Assessment 99

Homework 99

Journal Starters 100

Chapter 5 REFLECTING SKILLS: REFLECTING FEELINGS 101

The Importance of Understanding Emotions 101

The Skill of Reflecting Feelings 102

The Benefits of Reflecting Feelings 102

Why It Is Difficult to Reflect Feelings 103

How to Reflect Feelings 104

Step 1: Identifying the Feeling or Feelings 104

Step 2: Putting the Emotion into Words 104

Common Problems in Reflecting Feelings and Their Antidotes 110

Asking the Client, “How Did You Feel?” or “How Did That Make You Feel?” 112

Waiting Too Long to Reflect 112

Making Your Reflection a Question 112

Combining a Reflection and a Question: The Error of the Compound Response 113

Focusing on Other People 113

Interrupting Too Soon and Letting the Client Talk Too Long 114

Confusing the Words Feel and Think 115

Missing the Mark: Overshooting and Undershooting 115

Letting Your Reflecting Statements Go On Too Long 116

Summary 117

Exercises 117

Group Exercises 117

Written Exercises 119

Self-Assessment 120

Homework 120

Journal Starters 120

Chapter 6 ADVANCED REFLECTING SKILLS: REFLECTING MEANING AND SUMMARIZING 121

Meaning, Uncovering the Next Layer 122

Why Reflect Meaning? 124

Challenging the Client to Go Deeper: The Inner Circle Strategy 126

Worldview: Meanings Are Personal 129

How to Uncover Meaning in the Story 130

Reflecting Meaning 130

Using Open Questions to Uncover Meaning 133

Summarizing 134

Focusing Summaries 135

Signal Summaries 135

Thematic Summaries 136

Planning Summaries 136

The Nonjudgmental Listening Cycle Ends with Summarizing 137

What Happens after the Nonjudgmental Listening Cycle? 138

A Questioning Cycle Typically Found Early in Training 138

Summary 140

Exercises 141

Group Exercises 141

Small Group Discussions 142

Written Exercises 143

Self-Assessment 145

Homework 145

Journal Starters 146

Chapter 7 CHALLENGING SKILLS 147

When Should We Use the Challenging Skills? 149

Giving Feedback 150

Why Is Feedback Important? 150

How to Give Feedback 151

Confrontation 154

What Is a Discrepancy? 154

Why Should Discrepancies Be Confronted? 154

Cognitive Dissonance and Confrontation: Why Confrontation Works 155

Types of Discrepancies and Some Examples 156

How to Confront 158

Steps to Confrontation 159

Common Problems in Confrontation and Their Antidotes 161

Final Cautions about Confrontation 162

Other Ways of Challenging 163

Relationship Immediacy 163

Teaching the Client Self-Confrontation 164

Challenging Irrational Beliefs 165

Humor as Challenge 166

Summary 167

Exercises 168

Group Exercises 168

Small Group Discussions 169

Written Exercises 170

Self-Assessment 170

Homework 174

Journal Starters 174

Chapter 8 ASSESSMENT AND GOAL SETTING 175

Why Assessment? 176

Assessment Is a Critical Part of Helping 177

Reasons to Spend Time in the Assessment Stage 178

Two Informal Methods of Assessment That Every Helper Uses: Observation and Questioning 181

Observation 181

Questioning 183

Conducting an Intake Interview: What to Assess? 184

A. Affective Assessment 184

B. Behavioral Assessment 184

C. Cognitive Assessment 184

1. Developmental Issues 185

2. Family History 186

3. Cultural and Religious/Spiritual Background 186

4. Physical Challenges and Strengths 186

Categorizing Clients and Their Problems 188

Organizing the Flood of Information: Making a Diagnosis 188

Goal-Setting Skills 188

Where Do I Go from Here? Set Goals! 188

Why Must We Set Goals? 190

When to Set Goals 191

What Are the Characteristics of Constructive Goals? 192

Goals Should Be Simple and Specific 192

Goals Should Be Stated Positively 194

Goals Should Be Important to the Client 195

Goals Should Be Collaboration between Helper and Client 195

Goals Should Be Realistic 196

Resources for Identifying and Clarifying Goals 197

The Technique of Using Questions to Identify a Goal 198

Questions That Help Make the Goal More Specific 198

Questions That Help Turn a Problem into a Goal 198

Questions to Determine a Goal’s Importance 199

Questions to Enhance Collaboration on Goal Setting 199

Questions That Help Confirm That the Goal Is Realistic 199

The Technique of Boiling Down the Problem 201

Summary 203

Exercises 204

Group Exercises 204

Small Group Discussions 205

Written Exercises 206

Self-Assessment 206

Homework 206

Journal Starters 207

Chapter 9 CHANGE TECHNIQUES, PART I 208

What Are Change Techniques? 209

REPLAN and the Common Therapeutic Factors 210

Understanding the Factors or Major Components of the REPLAN Model 210

How the REPLAN System Helps You Plan Treatment 211

Using the Common Therapeutic Factors 212

Steps in Treatment Planning Using the REPLAN Model 212

Enhancing Efficacy and Self-Esteem 214

Sources of Low Self-Esteem 216

Silencing the Internal Critic: The Technique of Countering 218

Practicing New Behaviors 221

Role-Playing 223

Giving Homework Assignments as Practice 226

Lowering and Raising Emotional Arousal 230

Reducing Negative Emotions 230

Reducing Anxiety and Stress 231

Raising Emotional Arousal and Facilitating Expression 234

Creating Positive Emotions 236

Summary 237

Exercises 238

Group Exercises 238

Small Group Discussions 240

Self-Assessment 241

Homework 241

Journal Starters 242

Chapter 10 CHANGE TECHNIQUES, PART II 243

Activating Client Expectations, Hope, and Motivation 244

The Demoralization Hypothesis 244

Motivation and Readiness 245

Increasing Expectations and Fostering Hope 246

Providing New Learning Experiences 256

Definitions of New Learning Experiences 256

What Client Problems Are Helped through New Learning? 257

Common Methods for Providing New Learning Experiences 257

Summary 272

Exercises 272

Group Exercises 272

Small Group Discussions 274

Written Exercises 274

Self-Assessment 275

Homework 275

Journal Starters 275

Chapter 11 EVALUATION, REFLECTION, AND TERMINATION 276

Evaluating the Effectiveness of Helping 277

Basic Outcome Evaluation Methods 279

Use Progress Notes to Track Improvement on Goals 279

Use a Global Measure to Detect Overall Improvement 279

Consistently Assess the Client’s View of Progress and the Therapeutic Relationship 280

Use a Specific Measure 281

Use Subjective Scaling and Self-Report to Measure Improvement 281

Use Another Person to Monitor Change 282

Use Client Satisfaction Scales 282

Use Goal-Attainment Measures 282

Termination 283

How to Prevent Premature Termination 283

How to Tell Whether Termination Is Needed 285

How to Prepare a Client for Termination 286

Dealing with Loss at Termination 286

The Helper’s Reaction to Termination 287

How to Maintain Therapeutic Gains and Prevent Relapse Following Termination 287

Follow-Up 288

Booster Sessions 288

Engaging Paraprofessionals 288

Self-Help Groups 288

Continue Self-Monitoring Activities 288

Role-Playing for Relapse Prevention 289

Letter Writing 289

Summary 289

Exercises 289

Group Exercises 289

Small Group Discussions 290

Written Exercises 290

Self-Assessment 291

Homework 291

Journal Starters 296

Chapter 12 SKILLS FOR HELPING SOMEONE WHO IS DIFFERENT 297

Differences Make a Difference 297

Mismatch between Client and Helper 298

How Can You Become Culturally Competent? 298

What Is Culture, and What Should We Do about It? 299

Skills for Helping Someone Who Is Culturally Different 300

The Skill of Cultural Study and Cultural Immersion 300

A Tutorial Stance: The Skill of Understanding the Client’s Culture by Listening 301

Tapping Cultural Support Systems 301

Achieving Credibility and Trust 301

Culturally Adapting Treatment: Tailoring Your Approach to the Client 302

Acknowledging Differences by Broaching 303

Skills for Dealing with Gender Issues 303

Challenges Caused by Differences in Gender 303

Skills for Addressing Gender Issues 304

When the Difference Is Gender 305

Skills for Helping a Child 306

Identifying Helping Skills for Working with Children 307

Using Basic Skills as a Guideline for Working with Children 311

The Case for Play Therapy 311

Summary 312

Exercises 312

Group Exercises 312

Small Group Discussions 312

Self-Assessment 313

Homework 313

Journal Starters 313

Glossary 315

References 323

Index 349

Supplemental Materials

What is included with this book?

The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.

The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.