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Learning the Art of Helping: Building Blocks and Techniques 7th Edition PDF – eBook

Author: Mark Young
SKU: 0135680123


  • Authors: by Mark E. Young (Author)
  • File Size: 10 MB
  • Format: PDF
  • Paperback: 397 pages
  • Publisher: Pearson; 7th edition (January 26, 2020)
  • Language: English
  • ISBN-10: 0135680123
  • ISBN-13: 978-0135680124

Download Learning the Art of Helping: Building Blocks and Techniques 7th Edition PDF – eBook

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  • Authors: by Mark E. Young (Author)
  • File Size: 10 MB
  • Format: PDF
  • Paperback: 397 pages
  • Publisher: Pearson; 7th edition (January 26, 2020)
  • Language: English
  • ISBN-10: 0135680123
  • ISBN-13: 978-0135680124

Download Learning the Art of Helping: Building Blocks and Techniques 7th Edition PDF – eBook

The Demands of the Journey 1
Becoming a Reflective Practitioner 2
Using Reflection to Help You Overcome Challenging Situations
and Enhance Your Learning 4
Using Reflection to Help Clients with Backgrounds Different
from Your Own 4
Using Reflection to Accommodate New Information About Yourself 5
Learning to Reflect Through Exercises in This Book 6
What is Helping? 7
Psychological Helping 7
Interviewing 9
What Are Counseling and Psychotherapy? 10
Coaching 11
Challenges You Will Face in Learning the Art of Helping 12
The Challenge of Development 12
How a Helper Develops: Perry’s Three Stages 13
Taking Responsibility for Your Own Learning 16
Finding a Mentor 16
Finding the Perfect Technique 17
In Limbo 17
Accepting Feedback and Being Perfect 17
Following Ethical Guidelines 18
Individual Differences 19
Who Can Be an Effective Helper? 20
What Can You Bring to a Client? 21
The Nuts and Bolts of Helping 23
Learning Building Blocks and Common Therapeutic Factors 23
Therapeutic Building Blocks 24
Change Techniques 26
The Importance of the Building Blocks 26
The Stages of the Helping Process: A Road Map 27
Summary 29

x Contents
Exercises 29
Group Exercises 29
Group Discussions 30
Written Exercises 30
Self-Assessment 31
Homework 32
Journal Starters 32
The Importance of the Therapeutic Relationship in Creating Change 35
What Is a Helping Relationship? Is a Professional Helping Relationship
the Same as a Friendship? 36
The Unique Characteristics of a Therapeutic Relationship 37
What Clients Want in a Helping Relationship 40
How Can a Helper Create a Therapeutic Relationship? 40
Relationship Enhancers 41
Self-Disclosure and the Therapeutic Relationship 45
Other Factors That Help or Strain the Therapeutic Relationship 47
Facilitative Office Environment 47
Distractions 48
Appearing Credible and Taking a Nonhierarchical Stance 48
Therapeutic Faux Pas 49
Transference and Countertransference 52
Summary 58
Exercises 58
Group Exercises 58
Small Group Discussions 59
Written Exercises and Self-Assessment 60
Homework 61
Journal Starters 61
Differences Make a Difference 62
Disparities 63
Mismatch Between Client and Helper 63
Other Roadblocks 63
How Can You Become Culturally Competent? 64
What Is Culture, and What Should We Do About It? 65
Skills for Helping Someone Who Is Culturally Different 66

Contents xi
The Skill of Cultural Study and Cultural Immersion 66
A Tutorial Stance: The Skill of Understanding the Client’s Culture
by Listening 67
Tapping Cultural Support Systems 67
Achieving Credibility and Trust 67
Culturally Adapting Treatment: Tailoring Your Approach
to the Client 68
Acknowledging Differences Through the Skill of Broaching 69
Skills for Dealing with Gender Issues 69
Challenges Caused by Differences in Gender 69
Skills for Addressing Gender Issues 70
When the Difference Between Helper and Client Is Gender 71
Religion and Spirituality 73
Exercises 73
Group Exercises 73
Small Group Discussions 74
Self-Assessment 74
Homework 75
Journal Starters 75
Opening Up 76
Listening to the Client’s Story 77
Nonverbal Communication Between Helper and Client 80
Regulation 80
Intimacy 81
Persuasion 81
Nonverbal Skills in the Helping Relationship 81
Eye Contact 81
Body Position 82
Attentive Silence 83
Voice Tone 83
Facial Expressions and Gestures 83
Physical Distance 84
Touching and Warmth 85
Opening Skills: How to Invite 86
Saying Hello: How to Start the First Session 88
How to Start the Next Session 89

xii Contents
Opening Skills 89
Encouragers 89
Questions 90
Summary 95
Exercises 96
Group Exercises 96
Group Discussions 98
Written Exercises 99
Self-Assessment 100
Homework 100
Journal Starters 100
Reasons for Reflecting 102
Reflecting Content and Thoughts, Reflecting Feelings,
and Reflecting Meaning 102
The Skill of Paraphrasing: Reflecting Content and Thoughts 105
How to Paraphrase 105
Paraphrasing: What It Is and What It Isn’t 106
When to Paraphrase and the Nonjudgmental Listening Cycle 107
Common Problems in Paraphrasing 109
Simply Reciting the Facts 109
Difficulty Listening to the Story Because of “Noise” 110
Worrying About What to Say Next 110
Being Judgmental and Taking the Client’s Side 111
Being Judgmental of the Client 111
Turning a Paraphrase into a Question 112
Summary 112
Exercises 113
Group Exercises 113
Small Group Discussions 114
Written Exercises 114
Self-Assessment 115
Homework 115
Journal Starters 115
The Importance of Understanding Emotions 116
The Skill of Reflecting Feelings 117
Benefits of Reflecting Feelings 117

Contents xiii
Why It Is Difficult to Reflect Feelings 118
How to Reflect Feelings 119
Step 1: Identifying the Feeling or Feelings 119
Step 2: Putting the Emotion into Words 119
A Formula for Reflecting Feelings 122
A Formula That Connects Feelings and Content 122
Improving Your Feeling Vocabulary 124
Reflecting Multiple Feelings Instead of Struggling to Find
the Right Word 124
Common Problems in Reflecting Feelings and Their Antidotes 127
Asking the Client, “How Did You Feel?” or “How Did That Make
You Feel?” 127
Waiting Too Long to Reflect 127
Making Your Reflection a Question 127
Combining a Reflection and a Question: The Error of the Compound
Response 128
Focusing on the Client, Not Other People 128
Interrupting Too Soon and Letting the Client Talk Too Long 129
Confusing the Words Feel and Think 130
Missing the Mark: Overshooting and Undershooting 130
Letting Your Reflecting Statements Go on Too Long 131
Summary 132
Exercises 132
Group Exercises 132
Written Exercises 134
Self-Assessment 135
Homework 135
Journal Starters 135
Meaning, Uncovering the Next Layer 137
Why Reflect Meaning? 139
Challenging the Client to Go Deeper: The Inner Circle Strategy 141
Worldview: Meanings Are Personal 143
How to Uncover Meaning in the Story 145
Reflecting Meaning 146
Using Open Questions to Uncover Meaning 148
Summarizing 149
Focusing Summaries 150

xiv Contents
Signal Summaries 150
Thematic Summaries 151
Planning Summaries 152
The Nonjudgmental Listening Cycle Ends with Summarizing 152
What Happens After the Nonjudgmental Listening Cycle? 153
A Questioning Cycle Typically Found Early in Training 153
Summary 155
Exercises 156
Group Exercises 156
Small Group Discussions 157
Written Exercises 158
Self-Assessment 160
Homework 160
Journal Starters 161
When Should We Use the Challenging Skills? 164
Giving Feedback 165
Why Is Feedback Important? 165
How to Give Feedback 166
Confrontation 168
What Is a Discrepancy? 169
Why Should Discrepancies Be Confronted? 169
Cognitive Dissonance and Confrontation: Why Confrontation Works 170
Types of Discrepancies and Some Examples 171
How to Confront 173
Steps to Confrontation 174
Common Problems in Confrontation and Their Antidotes 175
Final Cautions About Confrontation 177
Other Ways of Challenging 177
Relationship Immediacy 178
Teaching the Client Self-Confrontation 179
Challenging Irrational Beliefs 179
Humor as Challenge 180
Summary 182
Exercises 182
Group Exercises 182
Small Group Discussions 184
Written Exercises 184

Contents xv
Self-Assessment 185
Homework 189
Journal Starters 189
Why Assessment? 191
Assessment Is a Critical Part of Helping 192
Reasons to Spend Time in the Assessment Stage 193
Two Informal Methods of Assessment That Every Helper Uses:
Observation and Questioning 196
Observation 196
Questioning 198
Conducting an Intake Interview: What to Assess? 199
A. Affective Assessment 199
B. Behavioral Assessment 199
C. Cognitive Assessment 199
1. Developmental Issues 199
2. Family History 201
3. Cultural and Religious/Spiritual Background 201
4. Physical Challenges and Strengths 201
Categorizing Clients and Their Problems 202
Organizing the Flood of Information: Making a Diagnosis 202
Goal-Setting Skills 203
Where Do I Go from Here? Set Goals! 203
Why Must We Set Goals? 205
When to Set Goals 206
What Are the Characteristics of Constructive Goals? 207
Goals Should Be Simple and Specific 207
Goals Should Be Stated Positively 209
Goals Should Be Important to the Client 210
Goals Should Be Collaboration Between Helper and Client 210
Goals Should Be Realistic 211
Resources for Identifying and Clarifying Goals 212
The Technique of Using Questions to Identify a Goal 212
Questions That Help Make the Goal More Specific 213
Questions That Help Turn a Problem into a Goal 214
Questions to Determine a Goal’s Importance 214
Questions to Enhance Collaboration on Goal Setting 214

xvi Contents
The Technique of Boiling Down the Problem 215
Constructing Behavioral Objectives Goals 217
Summary 218
Exercises 219
Group Exercises 219
Small Group Discussions 220
Written Exercises 221
Self-Assessment 222
Homework 222
Journal Starters 223
How to Select Change Techniques 224
Replay and the Therapeutic Factors 226
The Parts of REPLAN 226
How the REPLAN System Helps You Plan Treatment 227
Using the Therapeutic Factors 228
Steps in Treatment Planning Using the REPLAN Model 228
Enhancing Efficacy and Self-Esteem 230
Sources of Low Self-Esteem 232
Silencing the Internal Critic: The Technique of Countering 234
Practicing New Behaviors 237
Role-Playing 238
Giving Homework Assignments as Practice 242
Lowering and Raising Emotional Arousal 246
Reducing Negative Emotions 246
Reducing Anxiety and Stress 247
Raising Emotional Arousal and Facilitating Expression 250
Creating Positive Emotions 252
Skills for Helping Children 253
Identifying Helping Skills for Working with Children 254
Using Foundational Skills as a Guideline for Working with
Children 258
The Case for Play Therapy 259
Summary 259
Exercises 260
Group Exercises 260
Small Group Discussions 262

Contents xvii
Self-Assessment 263
Homework 263
Journal Starters 264
Activating Client Expectations, Hope, and Motivation 266
The Demoralization Hypothesis 266
Motivation and Readiness 267
Increasing Expectations and Fostering Hope 269
Asking Three Kinds of Change Questions 270
Encouragement 272
Providing New Learning Experiences 278
Definitions of New Learning Experiences 278
What Are Client Problems Helped Through New Learning? 280
Common Methods for Providing New Learning Experiences 280
The Technique of Reframing 292
Summary 294
Exercises 295
Group Exercises 295
Small Group Discussions 296
Written Exercises 297
Self-Assessment 297
Homework 298
Journal Starters 298
Evaluating the Effectiveness of Helping 300
Basic Outcome Evaluation Methods 302
Use Progress Notes to Track Improvement on Goals 302
Use a Global Measure to Detect Overall Improvement 302
Consistently Assess the Client’s View of Progress and the Therapeutic
Relationship 303
Use a Specific Measure 304
Use Subjective Scaling and Self-Report to Measure Improvement 304
Use Another Person to Monitor Change 305
Use Goal-Attainment Measures 305
Termination 306
How to Prevent Premature Termination 306
How to Tell Whether Termination Is Needed 308

xviii Contents
How to Prepare a Client for Termination 309
Dealing with Loss at Termination 309
The Helper’s Reaction to Termination 309
How to Maintain Therapeutic Gains and Prevent Relapse
Following Termination 310
Follow-Up 310
Booster Sessions 311
Engaging Paraprofessionals 311
Self-Help Groups 311
Continue Self-Monitoring Activities 311
Role-Playing for Relapse Prevention 311
Letter Writing 312
Summary 312
Exercises 312
Group Exercises 312
Small Group Discussions 313
Written Exercises 313
Self-Assessment 314
Homework 314
Journal Starters 319
Glossary 320
References 328
Name Index 360
Subject Index 370

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