Helping skills : facilitating exploration, insight, and action / Clara E. Hill.

Format:

Book

Author/Creator:

Hill, Clara E., 1948-

Contributor:

John G. Hartman Memorial Library Fund.

Language:

English

Subjects (All):

Counseling--Textbooks.

Counseling.

Helping behavior.

Helping behavior--Textbooks.

Genre:

Textbooks.

Physical Description:

xxiv, 461 pages : illustrations ; 27 cm

Edition:

Second edition.

Place of Publication:

Washington, DC : American Psychological Association, [2004]

Summary:

Respected clinician and researcher Clara E. Hill has revised and updated her popular textbook, Helping Skills. The volume teaches empirically supported, basic helping skills to undergraduate and first-year graduate students. Following Hill's well-established three-stage model of helping (Exploration, Insight, and Action), the text presents an integrative approach that is grounded in client-centered, psychoanalytic, and cognitive-behavioral theory. Hill's model recognizes the critical roles of affect, cognition, and behavior in the process of change, filling a void left by textbooks that focus narrowly on the processes facilitating change. Material new to this edition includes a revised Action stage, designed to enable instructors to incorporate the current thinking about this area; more attention to multicultural issues; and new measures to test the training model, which will allow students to evaluate their skills and level of confidence. With her accessible yet instructive style, Hill instills enthusiasm for the process of learning to help others. She also encourages students' personal and professional growth with questions that challenge them to think about and discuss the process of becoming helpers and their reasons for doing so.

Contents:

1 Introduction to Helping 3

When Do People Seek Help From Others? 8

Is Helping Effective? 10

On Becoming a Helper 11

2 Theoretical Foundation of the Three-Stage Model of Helping 25

Empathic Collaboration 33

Culture 34

3 A Model for the Process and Outcome of Helping 39

Background Variables 40

Context Variables 44

Moment-by-Moment Interactional Sequence 47

External World 56

Outcome 57

Empirical Research on the Three-Stage Model of Helping 58

4 Ethical Issues in Helping 61

An Overview of Ethics 61

Ethical Standards Relevant for Beginning Helpers 64

Working Through an Ethical Dilemma 73

Part II. Exploration Stage

Theoretical Background: Rogers's Client-Centered Theory 82

6 Attending and Listening 99

Examples of Attending and Listening Skills 111

Effects of Attending and Listening 112

Difficulties Helpers Experience in Attending and Listening 113

7 Open Questions and Probes 117

Why Use Open Questions and Probes? 118

How to Ask Open Questions and Probes 120

Effects of Open Questions and Probes 123

Difficulties Helpers Experience in Delivering Open Questions and Probes 123

8 Restatement 129

Why Use Restatements? 130

How to Restate 132

Effects of Restatement 135

Difficulties Helpers Experience in Restating 135

9 Reflection of Feelings 143

Why Reflect Feelings? 143

Effects of Reflection 159

Difficulties Helpers Experience in Delivering Reflection of Feelings 160

10 Additional Skills for the Exploration Stage 169

Information About the Helping Process 170

Approval-Reassurance 172

Closed Questions 174

Self-Disclosures for Exploration 177

Silence 181

11 Integrating the Skills of the Exploration Stage 185

Helper Self-Awareness 193

Developing Hypotheses About Clients 195

An Example of an Extended Interaction 196

Difficulties Helpers Experience in the Exploration Stage 199

Strategies for Overcoming the Difficulties and Managing Anxiety 203

Part III. Insight Stage

Theoretical Background: Psychoanalytic Theory 215

How Psychoanalytic Theories Relate to the Three-Stage Model 219

Goals for the Insight Stage 220

Use of the Helper's Perspective 223

Skills Used in the Insight Stage 224

13 Challenge 227

Why Use Challenges? 229

Effects of Challenge 237

Difficulties Helpers Experience Using Challenges 238

14 Interpretation 245

Why Give Interpretations? 247

Sources of Data for Developing Interpretations 250

Accuracy of Interpretations 253

Effects of Interpretation 261

Potential Difficulties in Using Interpretation 262

15 Self-Disclosure of Insight 269

Why Use Self-Disclosure of Insight? 270

How to Self-Disclose About Insight 273

Effects of Self-Disclosure of Insight 276

Potential Difficulties in Disclosing Insight 276

16 Immediacy 283

Why Use Immediacy? 284

Effects of Immediacy 292

Difficulties Helpers Have in Using Immediacy 292

17 Integrating the Skills of the Insight Stage 299

Caveats About Using Insight Skills 303

Developing Hypotheses About Client Dynamics 305

Difficulties Helpers Experience in the Insight Stage 306

Strategies for Overcoming Difficulties in Implementing the Insight Stage 308

Part IV. Action Stage

Rationale for the Action Stage 320

Theoretical Background: Behavioral and Cognitive Theories 325

How Behavioral and Cognitive Theories Relate to the Three-Stage Model 331

Skills Used in the Action Stage 332

19 Skills of the Action Stage 335

Giving Information 336

Feedback About the Client 340

Process Advisement 343

Direct Guidance 345

Disclosure of Strategies 350

Step 1. Identify a Specific Problem 354

Step 2. Explore the Idea of Action on This Problem 356

Step 3. Assess Previous Change Attempts and Social Support 358

Step 4. Help Client Decide About Making a Commitment to Change 360

Step 5. Brainstorm Options 361

Step 6. Choose Action Options 362

Step 7. Implement In-Session Interventions 363

Step 8. Choose Tasks for Outside the Session 371

Step 9. Check on Progress and Modify Assignments 373

Example of Action Stage Steps 375

21 Integrating the Skills of the Action Stage 383

Difficulties Helpers Experience in the Action Stage 384

Strategies for Overcoming the Difficulties 387

22 Integrating the Three Stages 401

Using the Skills in Therapy 402

Dealing With Difficult Clinical Situations 411.

Notes:

Includes bibliographical references (pages 421-432) and indexes.

Local Notes:

Acquired for the Penn Libraries with assistance from the John G. Hartman Memorial Library Fund.

ISBN:

1591471044

OCLC:

53880322