Helping skills facilitating exploration insight and action 4th ed pdf

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Library of Congress Cataloging-in-Publication Data

Hill, Clara E., 1948- Helping skills : facilitating exploration, insight, and action / Clara E. Hill. — Fourth edition. pages cm

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Includes bibliographical references. ISBN-13: 978-1-4338-1678-9 ISBN-10: 1-4338-1678-4 1. Counseling. 2. Counseling psychology. 3. Helping behavior. I. Title.

BF636.6.H55 2014 158.3—dc23

2013033731

British Library Cataloguing-in-Publication Data A CIP record is available from the British Library.

Fourth Edition

http://dx.doi.org/10.1037/14345-000

http://dx.doi.org/10.1037/14345-000
To my husband, Jim Gormally, my fellow traveler in the process of learning helping skills;

to my children, Kevin and Katie, who have tested my helping skills; and to my students, who have taught me how to teach helping skills.

Contents

P R E F A C E

A C K N O W L E D G M E N T S

I Overview

Chapter 1. Introduction to Helping What Is Helping? Is Psychotherapy Effective? Facilitative Aspects of Helping Problematic Aspects of Helping When Do People Seek Help From Others? On Becoming a Helper Overview of This Book DVDs Concluding Comments What Do You Think?

Chapter 2. An Overview of the Helping Process Assumptions Underlying the Three-Stage Model The Three-Stage Model Facilitative Conditions A Model for the Process and Outcome of Helping Concluding Comments What Do You Think?

Chapter 3. Ethical Issues in Helping General Ethical Principles Ethical Issues for Beginning Helpers Working Through an Ethical Dilemma Concluding Comments What Do You Think?

Chapter 4. Self-Awareness Self-Knowledge and Self-Insight State of Heightened Self-Focus What Do You Think?

Chapter 5. Cultural Awareness Defining Culture Dimensions of Culture Cultural Issues in the Helping Process Ethical Behavior Related to Culture Becoming a Culturally Competent Helper Difficulties Helpers Have Related to Cultural Issues My Own Experiences of Culture

What Do You Think?

II Exploration Stage

Chapter 6. Overview of the Exploration Stage Theoretical Background: Rogers's Client-Centered Theory Goals for the Exploration Stage Exploration Stage Skills Concluding Comments What Do You Think?

Chapter 7. Skills for Attending, Listening, and Observing Overview of Attending, Listening, and Observing Cultural Issues in Attending, Listening, and Observing Relax and Be Natural but Professional Nonverbal Behaviors That Facilitate Attending Paraverbal Behaviors That Facilitate Attending Behaviors That Facilitate Active Listening and Observing Examples of Inappropriate and Appropriate Attending, Listening,

and Observing Difficulties Helpers Experience in Attending, Listening, and

Observing Concluding Comments What Do You Think?

Chapter 8. Skills for Exploring Thoughts and Narratives Rationale for Exploring Thoughts and Narratives Restatements and Summaries Open Questions and Probes for Thoughts Closed Questions About Thoughts Disclosures of Similarities A Comparison of Skills for Exploring Thoughts What Do You Think?

Chapter 9. Skills for Exploring Feelings Rationale for Exploring Feelings Cultural Considerations in Working With Feelings Reflection of Feelings Disclosure of Feelings Open Questions and Probes About Feelings Focusing A Comparison of Skills for Exploring Feelings What Do You Think?

Chapter 10. Integrating the Skills of the Exploration Stage Choosing Goals to Facilitate Exploration Choosing Skills to Match the Goals and Intentions Implementing the Skills of the Exploration Stage

The Process of the Exploration Stage Cultural Considerations Difficulties Implementing the Exploration Stage Coping Strategies for Managing Difficulties Example of the Exploration Stage What Do You Think?

III Insight Stage

Chapter 11. Overview of the Insight Stage What Is Insight? Theoretical Background: Psychoanalytic Theory Developing Conceptualizations About Client Dynamics Goals and Skills of the Insight Stage Concluding Comments What Do You Think?

Chapter 12. Skills for Challenging Clients and Fostering Awareness Rationale for Using Challenges Theoretical Perspectives on Challenges Types of Challenges Guidelines for Presenting Challenges Difficulties Helpers Experience Using Challenges What Do You Think?

Chapter 13. Skills for Facilitating Insight Open Questions and Probes for Insight Interpretations Disclosures of Insight What Do You Think?

Chapter 14. Skills for Immediacy Types of Immediacy Rationale for Using Immediacy Guidelines for Using Immediacy Example of Immediacy Difficulties Helpers Have in Using Immediacy What Do You Think?

Chapter 15. Integrating the Skills of the Insight Stage Steps for Integrating Insight Skills Caveats About Using Insight Skills Cultural Considerations Difficulties Helpers Might Experience in the Insight Stage Strategies for Overcoming Difficulties in Implementing the Insight

Stage Example of an Extended Interaction in the Insight Stage What Do You Think?

IV Action Stage

Chapter 16. Overview of the Action Stage Rationale for the Action Stage Deterrents to Action Philosophical Underpinnings Markers for Knowing When to Move to Action Theoretical Background: Behavioral and Cognitive Theories Goals of the Action Stage Skills of the Action Stage What Do You Think?

Chapter 17. Steps for Working With Four Action Tasks Relaxation Behavior Change Behavioral Rehearsal Decision Making What Do You Think?

Chapter 18. Integrating the Skills of the Action Stage Implementing the Action Skills Difficulties Helpers Might Experience in the Action Stage Strategies for Overcoming the Difficulties What Do You Think?

V Integration

Chapter 19. Putting It All Together: Working With Clients in the Three-Stage Model Session Management Dealing With Difficult Clients and Clinical Situations Example of an Extended Interaction Concluding Comments What Do You Think?

G L O S S A R Y

R E F E R E N C E S

A B O U T T H E A U T H O R

F E E D B A C K F O R M

Preface

My interest in training helpers has developed from teaching helping skills classes to undergraduate and graduate students for more than 40 years. When I first taught these courses, I felt frustrated in trying to find the right textbook that would embody my philosophy of helping and address the needs of my students. Few, if any, helping skills texts integrate the importance of affect, cognition, and behavior in the process of change. Some concentrate on feelings while disregarding the role of challenge and action in facilitating critical life changes, whereas others highlight insight at the expense of affective exploration and behavior change. Several popular texts focus solely on a problem-solving approach, which neglects the critical role of affect in helping clients express, understand, and alter that with which they are dissatisfied in their lives. Other books do not provide the crucial theoretical and empirical foundation for the helping skills. To address these limitations, I used the knowledge garnered from my experiences as a student, teacher, counselor, supervisor, and researcher to write a book that teaches helpers to assist clients in exploring their feelings and thoughts, gaining new insights about their problems, and moving toward positive behavior changes.