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Clinical Interviewing
Fully updated guide to proven, practical strategies for conducting effective interviews – including access code to online videos Clinical Interviewing is the essential guide to conducting initial interviews, suicide assessment, mental status examinations, and psychotherapy skill development. The Sixth Edition This new edition also includes a Registration Access Card with a unique one-time code to access the Wiley Interactive E-Text (Powered by VitalSource), enhanced with dynamic content, including instructional videos and practice questions to further enrich student learning. It provides uninterrupted, mobile access anywhere, anytime.
666 pages, Paperback
First published February 1, 1999
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Displaying 1 - 19 of 19 reviews
April 12, 2022
üniversitede terapi süreciyle ilgili ders veren tüm hocalarıma "bize neden bu kitabı okutmadınız da sıkıcı, anlaşılması güç, tuhaf metinlerde ısrarcı oldunuz?" diye sormak istiyorum. bu kadar öğrenci/amatör dostu, tatlı dilli ve kapsamlı bir kitabın satışta olduğunu daha önceden bilseymişim keşke. hem konuların teorik boyutuna çok boyutlu yaklaşılması hem de vaka sunumlarında farklı perspektiflerden bu bakışın desteklenmesi kitabın en iyi yönüydü bence. alternatiflerden bahsederken "biz şuna katılıyoruz, şuna çok katılamıyoruz ama şöyle bir açıdan işe yarayabilir" şeklinde açıkça fikirlerini belirtmeleri de hoşuma gitti. etkinlik önerileri, direnç ve tıkanıklığa dair tavsiyeler de çok faydalandığım kısımlar oldu.
okuduğum diğer çeviri metinlerde de dikkatimi çeken bir konu olarak çok kültürlülük ve kültürel duyarlılık, bu kitapta da hem tüm bölümlere yedirilmişti hem kendi başına bir bölümdü. aksandan geleneğe, kıyafetten incik cıncığa farklılıkların terapi sürecini nasıl etkileyebileceği üzerine epey düşünülmüştü. kültürel duyarlılıkla ilgili bölüm kitaba sonradan eklenmiş ve türkiye'den bir hoca yazmış o bölümü. bunu görünce şöyle bir düşündüm herhangi bir derste kültürel duyarlılığın konusu açıldı mı ya da bize okutulan kitaplarda değiniliyor muydu bu konuya ya da benden başka okullarda okuyan arkadaşlarımdan duymuş muydum diye, hiç hatırlayamadım. yani amerika'nın bu konudaki sicilinin kabarıklığı hepimizin malumu, bu yüzden iyi örnek olarak görmek mümkün değil ama en azından bir çaba ve ürün var ortada. bizde dini inanç, cinsel yönelim gibi konular yalapşap geçilirken kültürel farklılıklar da yetmiş iki millet klişesine yedirilerek araya sıkıştırılıyor ve konuşulamaz hâle getiriliyor galiba, bilmiyorum.
okuduğum diğer çeviri metinlerde de dikkatimi çeken bir konu olarak çok kültürlülük ve kültürel duyarlılık, bu kitapta da hem tüm bölümlere yedirilmişti hem kendi başına bir bölümdü. aksandan geleneğe, kıyafetten incik cıncığa farklılıkların terapi sürecini nasıl etkileyebileceği üzerine epey düşünülmüştü. kültürel duyarlılıkla ilgili bölüm kitaba sonradan eklenmiş ve türkiye'den bir hoca yazmış o bölümü. bunu görünce şöyle bir düşündüm herhangi bir derste kültürel duyarlılığın konusu açıldı mı ya da bize okutulan kitaplarda değiniliyor muydu bu konuya ya da benden başka okullarda okuyan arkadaşlarımdan duymuş muydum diye, hiç hatırlayamadım. yani amerika'nın bu konudaki sicilinin kabarıklığı hepimizin malumu, bu yüzden iyi örnek olarak görmek mümkün değil ama en azından bir çaba ve ürün var ortada. bizde dini inanç, cinsel yönelim gibi konular yalapşap geçilirken kültürel farklılıklar da yetmiş iki millet klişesine yedirilerek araya sıkıştırılıyor ve konuşulamaz hâle getiriliyor galiba, bilmiyorum.
July 20, 2020
It has excellent points in it. But to be able to incorporate them, you have to spend years practicing each point. Otherwise, you will be self-conscious, which is a no-no, according to the book.
July 9, 2015
برای یاد گرفتن مصاحبه بالینی واقعا کتاب خوبیه . پیشنهاد می کنم دانشجویان شاخه های روان شناسی و مشاوره و کسایی که علاقه مند به این رشته ها هستند یا در حال مراجعه به روان شناس هستند این کتاب رو بخونند .
March 22, 2020
The interactive videos that accompanied each lesson are a great resource for future counselors. I’ll add this to my growing pile of counseling literature to be referenced repeatedly.
March 15, 2017
Tam bir rehber kitapmış. Bu kadar başarılı olacağını tahmin etmemiştim.
August 1, 2019
There is a newer edition of this book, but as someone who didn't need to use this book as a textbook I thought I'd be fine using this one. I could not recommend this book more. It contains far more insight than its size and weight might indicate, and even as someone who isn't formally a grad student (yet) I I couldn't sit down with this book without taking notes or highlighting. Though, there are many video resources which are made available through the purchase of this book, I would recommend watching Carl Rogers' interviews on YouTube. Though, old, they are very relevant to this book because of Rogers' heavy influence on the authors.
Links:
1. Carl Rogers, Gloria Interview: https://www.youtube.com/watch?v=5errJ...
2. Carl Rogers, Sylvia Interview: https://www.youtube.com/watch?v=l-Zde...
3. Carl Rogers Counsels on Anger: https://www.youtube.com/watch?v=uRCD3...
Links:
1. Carl Rogers, Gloria Interview: https://www.youtube.com/watch?v=5errJ...
2. Carl Rogers, Sylvia Interview: https://www.youtube.com/watch?v=l-Zde...
3. Carl Rogers Counsels on Anger: https://www.youtube.com/watch?v=uRCD3...
February 17, 2018
It was a good textbook for someone who had never conducted a clinical interview before.
I appreciated its focus on treating people from different cultures and the clear structure it assigned to interviews. It helped me finally give a name to the different techniques used in therapy, and ut was nice to have some guidelines regarding at which stage of the therapeutic process certain techniques were better to use than others.
The only two flaws: it focused only on therapy and not forensic interviews, which instead was the nexus of my course. And it wasn’t as concise as students always hope for. Some paragraphs were repetitive and unnecessary, but overall it was a light read.
I appreciated its focus on treating people from different cultures and the clear structure it assigned to interviews. It helped me finally give a name to the different techniques used in therapy, and ut was nice to have some guidelines regarding at which stage of the therapeutic process certain techniques were better to use than others.
The only two flaws: it focused only on therapy and not forensic interviews, which instead was the nexus of my course. And it wasn’t as concise as students always hope for. Some paragraphs were repetitive and unnecessary, but overall it was a light read.
April 9, 2021
I liked the interactive element. I learned more from this textbook because I could search through the text easily and see the looks on folks faces during interviews. It's more meaningful when you know the couple who wrote it are married and can see, in a not completely professional way, how they communicate.
September 6, 2017
Useful and practical ideas for clinical practice written in an engaging conversational style makes for a useful and easy read.
November 29, 2018
This was a useful textbook for clinical practice. The video resources are most helpful for clinical social work practice.
October 31, 2021
this was for school but i’m counting it idgaf
April 5, 2020
2016.08.29–2016.11.24
The full Table of Contents surpassed the character limit of Goodreads' review box, so here it is without subtitles of depth >2:
Contents
Sommers-Flanagan J & Sommers-Flanagan R (2013) Clinical Interviewing (5e)
DVD Contents
Preface
• Language Choices
• • Patient or Client or Visitor
• • Sex and Gender
• • Interviewer, Psychotherapist, Counselor, or Therapist
• What’s New in the Fifth Edition?
• • Using the DVD That Comes With This Text
• • Using the Online Instructor’s Manual and Ancillary Materials
Acknowledgments
About the Authors
Part I: Becoming a Mental Health Professional
01. Introduction: Philosophy and Organization
• Chapter Objectives
• Welcome to the Journey
• • Teaching Philosophy
• • Learning Sequence
• Theoretical Orientations
• • Putting It in Practice 1.1: Why Learn Less-Directive Interviewing Skills?
• • A Multicultural Orientation for Clinical Interviewing
• • Three Principles of Multicultural Competence
• • The Perfect Interviewer
• Goals and Objectives of This Book
• Summary
• Suggested Readings and Resources
02. Foundations and Preparations
• Chapter Objectives
• Defining Clinical Interviewing
• • The Nature of a Professional Relationship
• • Client Motivation
• • Collaborative Goal Setting
• • Applying Listening Skills and Psychological Techniques
• • Unique Interactions Between Therapist and Client
• Self-Awareness
• • Forms of Self-Awareness
• The Physical Setting
• • The Room
• • Putting It in Practice 2.3: Staying in Control of the Interview Setting
• • Seating Arrangements
• • Office Clutter and Decor
• • Note Taking
• • Video and Audio Recording
• Professional and Ethical Issues
• • Self-Presentation
• • Time
• • Confidentiality
• • Informed Consent
• • Table 2.1: Confidentiality-Related Statements From the American Psychological Association’s (2010), American Counseling Association’s (2005), and National Association of Social Workers (2008) Ethics Codes
• • Documentation Procedures
• • Stress Management
• Summary
• Suggested Readings and Resources
Part II: Listening and Relationship Development
03. Basic Attending, Listening, and Action Skills
• Chapter Objectives
• Attending Behavior
• • Positive Attending Behavior
• • Negative Attending Behavior
• • Putting It in Practice 3.1: Giving Constructive Feedback
• • Individual and Cultural Differences
• Moving Beyond Attending
• • Table 3.1: Summary of Nondirective Listening Behaviors and Their Usual Effects
• Nondirective Listening Behaviors
• • Silence
• • Paraphrase (or Reflection of Content)
• • Clarification
• • Reflection of Feeling
• • Summarization
• The Pull to Reassurance
• Directive Listening Behaviors
• • Feeling Validation
• • Interpretive Reflection of Feeling
• • Interpretation
• • Confrontation
• • Immediacy
• • Table 3.2: Summary of Directive Listening Behaviors and Their Usual Effects
• Summary
• Suggested Readings and Resources
04. Directives: Questions and Action Skills
• Chapter Objectives
• Section One: Using General and Therapeutic Questions
• • General Types of Questions
• • Benefits and Liabilities of General Questions
• • Therapist Curiosity and Professional Ethics
• • Guidelines in Using General Questions
• • Theory-Based Assessment and Therapeutic Questions
• • Narrative and Solution-Focused Therapeutic Questions
• Section Two: Directive Interviewing Techniques (AKA Directives)
• • Readiness to Change
• • Explanation or Psychoeducation
• • Suggestion
• • Agreement-Disagreement
• • Approval-Disapproval
• • Giving Advice
• • Table 4.3: Summary of Directive Techniques and Their Usual Effects
• • Putting It in Practice 4.3: A Little Advice on Giving Advice
• • Self-Disclosure
• • Urging
• Summary
• Suggested Readings and Resources
05. Evidence-Based Relationships
• Chapter Objectives
• Carl Rogers’s Core Conditions
• • Congruence
• • Unconditional Positive Regard
• • Empathic Understanding
• Evidence-Based Psychoanalytic and Interpersonal Relationship Concepts
• • Transference
• • Countertransference
• • Therapeutic Alliance or Working Alliance
• Additional Theoretical- and Evidence-Based Concepts Related to the Therapeutic Relationship
• • Role Modeling: AKA Identification and Internalization
• • Expertness (Credibility), Attractiveness, and Trustworthiness
• • Mutuality
• • The Client Is the Expert
• Concluding Comments
• Summary
• Suggested Readings and Resources
Part III: Structuring and Assessment
06. An Overview of the Interview Process
• Chapter Objectives
• Structural Models
• The Introduction: First Contact
• • Telephone Contact
• • Initial Face-to-Face Meeting
• • Putting It in Practice 6.1: Standardized Introductions
• • Establishing Rapport
• • Putting the Client at Ease
• • Personalismo and Cultural Connections
• • Striking a Balance
• • Educating Clients and Evaluating Their Expectations
• The Opening
• • The Therapist’s Opening Statement
• • The Client’s Opening Response
• • Evaluating Client Verbal Behavior During the Opening
• • Multicultural Highlight 6.1: Where Does the Problem Reside: Exploring Society’s Contributions to Client Problems
• • Table 6.2: Checklist for Opening Stage
• The Body
• • Sources of Clinical Judgment: Making Inferences
• • Defining Psychological and Emotional Disorders
• • Applying Interventions
• The Closing
• • Table 6.3: Checklist for Body Stage
• • Reassuring and Supporting Your Client
• • Summarizing Crucial Themes and Issues
• • Providing an Initial Case Formulation
• • Instilling Hope
• • Guiding and Empowering Your Client
• • Tying Up Loose Ends
• Termination
• • Watching the Clock
• • Guiding or Controlling Termination
• • Putting It in Practice 6.3: Interpreting and Understanding Doorknob Statements
• • Facing Termination
• Summary
• Suggested Readings and Resources
07. Intake Interviewing and Report Writing
• Chapter Objectives
• What Is an Intake Interview?
• Objectives of Intake Interviewing
• • Identifying, Evaluating, and Exploring Client Problems and Goals
• • Obtaining Background and Historical Information
• • Evaluating Interpersonal Style
• • Assessment of Current Functioning
• • Reviewing Goals and Monitoring Change
• Factors Affecting Intake Interviewing Procedures
• • Client Registration Forms
• • Institutional Setting
• • Theoretical Orientation
• • Professional Background and Professional Affiliation
• Brief Intake Interviewing
• • Obtaining Historical and Interpersonal Style Information
• • A Brief Intake Checklist
• The Intake Report
• • Table 7.2: A Brief Intake Checklist
• • Determining Your Audience
• • Multicultural Highlight 7.1: Using Person-First and Constructive Language
• • Putting It in Practice 7.3: The Intake Report Outline
• • Choosing the Structure and Content of Your Report
• • Current Situation and Functioning
• • Writing Clearly and Concisely
• • Keeping Your Report Confidential
• • Sharing the Report With Your Client
• Summary
• Suggested Readings and Resources
08. The Mental Status Examination
• Chapter Objectives
• Objectivity
• What Is a Mental Status Examination?
• • Mental Status Examination Reports
• The Generic Mental Status Examination
• • Individual and Cultural Considerations
• • The Danger of Single Symptom Generalizations
• • Appearance
• • Behavior or Psychomotor Activity
• • Attitude Toward Examiner (Interviewer)
• • Affect and Mood
• • Speech and Thought
• • Perceptual Disturbances
• • Orientation and Consciousness
• • Memory and Intelligence
• • Reliability, Judgment, and Insight
• When to Use Mental Status Examination
• • Table 8.4: Mental Status Examination Checklist
• • Multicultural Highlight 8.2: Cultural Differences in Mental Status
• Summary
• Suggested Readings and Resources
09. Suicide Assessment
• Chapter Objectives
• Personal Reactions to Suicide
• Suicide Statistics
• Suicide Risk Factors
• • Putting It in Practice 9.1: Risk Factors, Acronyms, and the Evidence Base
• • Mental Disorders and Psychiatric Treatment
• • Social and Personal Factors
• • Demographics: Sex, Age, Race, and Religion
• • Putting It in Practice 9.1: Using a Comprehensive Checklist for a Thorough Suicide Assessment
• Suicide Assessment Interviewing
• • A Reformulation of Suicide Assessment Interviewing and Intervention
• • A Constructive Critique
• • Assessing for Depression
• • Exploring Suicidal Ideation
• • Assessing Suicide Plans
• • Assessing Client Self-Control and Past or Familial Attempts
• • Assessing Suicide Intent
• Suicide Intervention
• • Listening and Being Empathic
• • Establishing a Therapeutic Relationship
• • Suicide Prevention Contracts
• • Safety Planning
• • Identifying Alternatives to Suicide
• • Separating the Psychic Pain From the Self
• • Becoming Directive and Responsible
• • Making Decisions About Hospitalization and Referral
• Professional Issues
• • Can You Work With Suicidal Clients?
• • Consultation
• • Documentation
• • Dealing With Completed Suicides
• • Concluding Comments
• Summary
• Suggested Readings and Resources
10. Diagnosis and Treatment Planning
• Chapter Objectives
• Principles of Psychiatric Diagnosis
• • Defining Mental Disorders
• • Why Diagnose?
• • Specific Diagnostic Criteria
• • Assessment and Diagnosis Problems
• Diagnostic Assessment: Methods and Procedures
• • Diagnostic Interviewing
• The Science of Clinical Interviewing: Diagnostic Reliability and Validity
• A Balanced Approach to Conducting Diagnostic Clinical Interviews
• • Introduction and Role Induction
• • Reviewing Client Problems
• • Client Personal History
• • Mental Status Examination
• • Current Situation
• Treatment Planning
• • Choosing Effective Treatments
• • Factors to Consider
• • Case Formulation and Treatment Planning: A Cognitive-Behavioral Example
• • Multicultural Adaptations
• Summary
• Suggested Readings and Resources
Part IV: Interviewing Special Populations
11. Interviewing in a Diverse and Multicultural World
• Chapter Objectives
• • Facing a Multicultural World
• • Therapist, Know Thyself
• Four Large Worldviews
• • First Nation Peoples Cultures
• • Black or African American Cultures
• • Hispanic/Latina/o American Cultures
• • Asian American Cultures
• Other Diverse Client Populations
• • Putting It in Practice 11.5: Considerations When Interviewing Immigrants
• • Gay, Lesbian, Bisexual, and Transgender People
• • Persons With Disabilities
• • The Religiously Committed
• Cultural Complexities and Identities
• Assessment and Culture-Bound Syndromes
• • Culture-Bound Syndromes
• • Table 11.1: Dos and Don’ts of Initial Interviews With Multicultural Clients
• • Table 11.2: Culturally Specific Mental, Emotional, and Behavioral Disorders
• Professional Considerations
• • Use Multiple Sources for Cultural Consultation and Education
• • Considerations in Small Communities
• • Considerations for Professionals From Other Cultural Backgrounds
• Summary
• Suggested Readings and Resources
12. Challenging Clients and Demanding Situations
• Chapter Objectives
• Challenging Clients
• • Defining and Exploring Resistance
• • Interviewing Clients With Substance Issues or Problems
• • Facilitating Change: Using Motivational Interviewing Strategies and Techniques
• • Assessment and Prediction of Violence and Dangerousness
• Demanding Situations: Crisis and Trauma
• • Interviewing in Difficult Situations
• • Table 12.2: A General Guide to Violence Assessment
• • Disaster Intervention Guidelines: Psychological First Aid
• • Professional Responsibilities
• • Interviewing Trauma Survivors
• Summary
• Suggested Readings and Resources
13. Interviewing and Working With Young Clients
• Chapter Objectives
• Considerations in Working With Children
• The Introduction
• • Preparation and Planning
• • First Contact
• • Putting It in Practice 13.1: A Checklist to Prepare for First Contact
• The Opening
• • First Impressions
• • Office Management and Personal Attire
• • Discussing Confidentiality and Informed Consent
• • Multicultural Highlight 13.1: Individualizing Introductory Statements With Young Clients
• • Handling Referral and Background Information
• • Wishes and Goals
• • Assessing Parents or Caretakers
• • Discussing Assessment and Therapy Procedures
• The Body of the Interview
• • Meeting Separately With Parents or Caretakers
• • User-Friendly Assessment and Information-Gathering Strategies
• • General Considerations for the Body of the Interview
• The Closing
• • Reassuring and Supporting Young Clients
• • Summarizing, Clarifying, and Engaging
• • Empowering Young Clients and Soliciting Feedback
• • Tying Up Loose Ends
• Termination
• Summary
• Suggested Readings and Resources
14. Principles and Tips for Interviewing Couples and Families
• Chapter Objectives
• Some Ironies of Interviewing Couples and Families
• • More Clients, Less Time
• • Defining the Word “Couple”
• • Defining Families
• • The Generic Interview
• Interviewing Stages and Tasks
• • The Introduction
• • The Opening
• • The Body
• • The Closing
• Special Considerations
• • Identifying, Managing, and Modifying Conflict
• • Diversity Issues
• • Shifting From Individual to Couple or Family Therapy
• • Identification, Projection, Joining, and Avoiding
• Summary
• Suggested Readings and Resources
15. Interviewing in Online and Other Non–Face-to-Face (Non-FtF) Environments
• Chapter Objectives
• Technology as an Extension of the Self
• • What’s the Same and What’s Different?
• • Definition of Terms and Communication Modalities
• Non-FtF Assessment and Intervention Research
• • The Therapeutic Alliance (Relationship)
• • Treatment Outcomes
• Ethical and Practical Issues: Problems and Solutions
• • The Interviewer Doesn’t Have Access to Nonverbal Cues
• • There’s Increased Potential for Clients to Misrepresent Themselves
• • Mental Health Provider Credentials May Be Absent
• • Increased Potential for Immediate and Explicit Disclosure
• • Putting It in Practice 15.1: Online Counseling: Ethics and Reality
• • Emergency Response Procedures From a Distance Are Complex and Anxiety-Provoking
• • New and Significant Limitations on Confidentiality
• • Parental Consent to Work Directly With Minor Clients Can Be Problematic
• • The General Solution: Informed Consent
• Conducting Online or Non-FtF Interviews
• • Preparation
• • Multicultural Issues
• Summary
• Suggested Readings and Resources
Appendix: Extended Mental Status Examination—Interviewing Protocol
• Preparation
• • Materials Needed
• • The Importance of Small Talk
• • Introducing the Assessment Protocol
• MSE Categories
• • Orientation and Consciousness
• • Immediate Memory
• • Attention and Calculation
• • Intermediate or Remote Memory
• • Mood and Affect
• • Intermediate Memory Recall
• • Speech and Thought
• • Perceptual Disturbances
• • Cognitive Skills (Intelligence), Abstract Thinking, and Social Judgment
• • Insight and Reliability
• • Appearance
• • Behavior or Psychomotor Activity
• • Attitude Toward the Examiner (and Examination)
• • Evaluating and Communicating Results
References
Author Index
Subject Index
About the DVD
The full Table of Contents surpassed the character limit of Goodreads' review box, so here it is without subtitles of depth >2:
Contents
Sommers-Flanagan J & Sommers-Flanagan R (2013) Clinical Interviewing (5e)
DVD Contents
Preface
• Language Choices
• • Patient or Client or Visitor
• • Sex and Gender
• • Interviewer, Psychotherapist, Counselor, or Therapist
• What’s New in the Fifth Edition?
• • Using the DVD That Comes With This Text
• • Using the Online Instructor’s Manual and Ancillary Materials
Acknowledgments
About the Authors
Part I: Becoming a Mental Health Professional
01. Introduction: Philosophy and Organization
• Chapter Objectives
• Welcome to the Journey
• • Teaching Philosophy
• • Learning Sequence
• Theoretical Orientations
• • Putting It in Practice 1.1: Why Learn Less-Directive Interviewing Skills?
• • A Multicultural Orientation for Clinical Interviewing
• • Three Principles of Multicultural Competence
• • The Perfect Interviewer
• Goals and Objectives of This Book
• Summary
• Suggested Readings and Resources
02. Foundations and Preparations
• Chapter Objectives
• Defining Clinical Interviewing
• • The Nature of a Professional Relationship
• • Client Motivation
• • Collaborative Goal Setting
• • Applying Listening Skills and Psychological Techniques
• • Unique Interactions Between Therapist and Client
• Self-Awareness
• • Forms of Self-Awareness
• The Physical Setting
• • The Room
• • Putting It in Practice 2.3: Staying in Control of the Interview Setting
• • Seating Arrangements
• • Office Clutter and Decor
• • Note Taking
• • Video and Audio Recording
• Professional and Ethical Issues
• • Self-Presentation
• • Time
• • Confidentiality
• • Informed Consent
• • Table 2.1: Confidentiality-Related Statements From the American Psychological Association’s (2010), American Counseling Association’s (2005), and National Association of Social Workers (2008) Ethics Codes
• • Documentation Procedures
• • Stress Management
• Summary
• Suggested Readings and Resources
Part II: Listening and Relationship Development
03. Basic Attending, Listening, and Action Skills
• Chapter Objectives
• Attending Behavior
• • Positive Attending Behavior
• • Negative Attending Behavior
• • Putting It in Practice 3.1: Giving Constructive Feedback
• • Individual and Cultural Differences
• Moving Beyond Attending
• • Table 3.1: Summary of Nondirective Listening Behaviors and Their Usual Effects
• Nondirective Listening Behaviors
• • Silence
• • Paraphrase (or Reflection of Content)
• • Clarification
• • Reflection of Feeling
• • Summarization
• The Pull to Reassurance
• Directive Listening Behaviors
• • Feeling Validation
• • Interpretive Reflection of Feeling
• • Interpretation
• • Confrontation
• • Immediacy
• • Table 3.2: Summary of Directive Listening Behaviors and Their Usual Effects
• Summary
• Suggested Readings and Resources
04. Directives: Questions and Action Skills
• Chapter Objectives
• Section One: Using General and Therapeutic Questions
• • General Types of Questions
• • Benefits and Liabilities of General Questions
• • Therapist Curiosity and Professional Ethics
• • Guidelines in Using General Questions
• • Theory-Based Assessment and Therapeutic Questions
• • Narrative and Solution-Focused Therapeutic Questions
• Section Two: Directive Interviewing Techniques (AKA Directives)
• • Readiness to Change
• • Explanation or Psychoeducation
• • Suggestion
• • Agreement-Disagreement
• • Approval-Disapproval
• • Giving Advice
• • Table 4.3: Summary of Directive Techniques and Their Usual Effects
• • Putting It in Practice 4.3: A Little Advice on Giving Advice
• • Self-Disclosure
• • Urging
• Summary
• Suggested Readings and Resources
05. Evidence-Based Relationships
• Chapter Objectives
• Carl Rogers’s Core Conditions
• • Congruence
• • Unconditional Positive Regard
• • Empathic Understanding
• Evidence-Based Psychoanalytic and Interpersonal Relationship Concepts
• • Transference
• • Countertransference
• • Therapeutic Alliance or Working Alliance
• Additional Theoretical- and Evidence-Based Concepts Related to the Therapeutic Relationship
• • Role Modeling: AKA Identification and Internalization
• • Expertness (Credibility), Attractiveness, and Trustworthiness
• • Mutuality
• • The Client Is the Expert
• Concluding Comments
• Summary
• Suggested Readings and Resources
Part III: Structuring and Assessment
06. An Overview of the Interview Process
• Chapter Objectives
• Structural Models
• The Introduction: First Contact
• • Telephone Contact
• • Initial Face-to-Face Meeting
• • Putting It in Practice 6.1: Standardized Introductions
• • Establishing Rapport
• • Putting the Client at Ease
• • Personalismo and Cultural Connections
• • Striking a Balance
• • Educating Clients and Evaluating Their Expectations
• The Opening
• • The Therapist’s Opening Statement
• • The Client’s Opening Response
• • Evaluating Client Verbal Behavior During the Opening
• • Multicultural Highlight 6.1: Where Does the Problem Reside: Exploring Society’s Contributions to Client Problems
• • Table 6.2: Checklist for Opening Stage
• The Body
• • Sources of Clinical Judgment: Making Inferences
• • Defining Psychological and Emotional Disorders
• • Applying Interventions
• The Closing
• • Table 6.3: Checklist for Body Stage
• • Reassuring and Supporting Your Client
• • Summarizing Crucial Themes and Issues
• • Providing an Initial Case Formulation
• • Instilling Hope
• • Guiding and Empowering Your Client
• • Tying Up Loose Ends
• Termination
• • Watching the Clock
• • Guiding or Controlling Termination
• • Putting It in Practice 6.3: Interpreting and Understanding Doorknob Statements
• • Facing Termination
• Summary
• Suggested Readings and Resources
07. Intake Interviewing and Report Writing
• Chapter Objectives
• What Is an Intake Interview?
• Objectives of Intake Interviewing
• • Identifying, Evaluating, and Exploring Client Problems and Goals
• • Obtaining Background and Historical Information
• • Evaluating Interpersonal Style
• • Assessment of Current Functioning
• • Reviewing Goals and Monitoring Change
• Factors Affecting Intake Interviewing Procedures
• • Client Registration Forms
• • Institutional Setting
• • Theoretical Orientation
• • Professional Background and Professional Affiliation
• Brief Intake Interviewing
• • Obtaining Historical and Interpersonal Style Information
• • A Brief Intake Checklist
• The Intake Report
• • Table 7.2: A Brief Intake Checklist
• • Determining Your Audience
• • Multicultural Highlight 7.1: Using Person-First and Constructive Language
• • Putting It in Practice 7.3: The Intake Report Outline
• • Choosing the Structure and Content of Your Report
• • Current Situation and Functioning
• • Writing Clearly and Concisely
• • Keeping Your Report Confidential
• • Sharing the Report With Your Client
• Summary
• Suggested Readings and Resources
08. The Mental Status Examination
• Chapter Objectives
• Objectivity
• What Is a Mental Status Examination?
• • Mental Status Examination Reports
• The Generic Mental Status Examination
• • Individual and Cultural Considerations
• • The Danger of Single Symptom Generalizations
• • Appearance
• • Behavior or Psychomotor Activity
• • Attitude Toward Examiner (Interviewer)
• • Affect and Mood
• • Speech and Thought
• • Perceptual Disturbances
• • Orientation and Consciousness
• • Memory and Intelligence
• • Reliability, Judgment, and Insight
• When to Use Mental Status Examination
• • Table 8.4: Mental Status Examination Checklist
• • Multicultural Highlight 8.2: Cultural Differences in Mental Status
• Summary
• Suggested Readings and Resources
09. Suicide Assessment
• Chapter Objectives
• Personal Reactions to Suicide
• Suicide Statistics
• Suicide Risk Factors
• • Putting It in Practice 9.1: Risk Factors, Acronyms, and the Evidence Base
• • Mental Disorders and Psychiatric Treatment
• • Social and Personal Factors
• • Demographics: Sex, Age, Race, and Religion
• • Putting It in Practice 9.1: Using a Comprehensive Checklist for a Thorough Suicide Assessment
• Suicide Assessment Interviewing
• • A Reformulation of Suicide Assessment Interviewing and Intervention
• • A Constructive Critique
• • Assessing for Depression
• • Exploring Suicidal Ideation
• • Assessing Suicide Plans
• • Assessing Client Self-Control and Past or Familial Attempts
• • Assessing Suicide Intent
• Suicide Intervention
• • Listening and Being Empathic
• • Establishing a Therapeutic Relationship
• • Suicide Prevention Contracts
• • Safety Planning
• • Identifying Alternatives to Suicide
• • Separating the Psychic Pain From the Self
• • Becoming Directive and Responsible
• • Making Decisions About Hospitalization and Referral
• Professional Issues
• • Can You Work With Suicidal Clients?
• • Consultation
• • Documentation
• • Dealing With Completed Suicides
• • Concluding Comments
• Summary
• Suggested Readings and Resources
10. Diagnosis and Treatment Planning
• Chapter Objectives
• Principles of Psychiatric Diagnosis
• • Defining Mental Disorders
• • Why Diagnose?
• • Specific Diagnostic Criteria
• • Assessment and Diagnosis Problems
• Diagnostic Assessment: Methods and Procedures
• • Diagnostic Interviewing
• The Science of Clinical Interviewing: Diagnostic Reliability and Validity
• A Balanced Approach to Conducting Diagnostic Clinical Interviews
• • Introduction and Role Induction
• • Reviewing Client Problems
• • Client Personal History
• • Mental Status Examination
• • Current Situation
• Treatment Planning
• • Choosing Effective Treatments
• • Factors to Consider
• • Case Formulation and Treatment Planning: A Cognitive-Behavioral Example
• • Multicultural Adaptations
• Summary
• Suggested Readings and Resources
Part IV: Interviewing Special Populations
11. Interviewing in a Diverse and Multicultural World
• Chapter Objectives
• • Facing a Multicultural World
• • Therapist, Know Thyself
• Four Large Worldviews
• • First Nation Peoples Cultures
• • Black or African American Cultures
• • Hispanic/Latina/o American Cultures
• • Asian American Cultures
• Other Diverse Client Populations
• • Putting It in Practice 11.5: Considerations When Interviewing Immigrants
• • Gay, Lesbian, Bisexual, and Transgender People
• • Persons With Disabilities
• • The Religiously Committed
• Cultural Complexities and Identities
• Assessment and Culture-Bound Syndromes
• • Culture-Bound Syndromes
• • Table 11.1: Dos and Don’ts of Initial Interviews With Multicultural Clients
• • Table 11.2: Culturally Specific Mental, Emotional, and Behavioral Disorders
• Professional Considerations
• • Use Multiple Sources for Cultural Consultation and Education
• • Considerations in Small Communities
• • Considerations for Professionals From Other Cultural Backgrounds
• Summary
• Suggested Readings and Resources
12. Challenging Clients and Demanding Situations
• Chapter Objectives
• Challenging Clients
• • Defining and Exploring Resistance
• • Interviewing Clients With Substance Issues or Problems
• • Facilitating Change: Using Motivational Interviewing Strategies and Techniques
• • Assessment and Prediction of Violence and Dangerousness
• Demanding Situations: Crisis and Trauma
• • Interviewing in Difficult Situations
• • Table 12.2: A General Guide to Violence Assessment
• • Disaster Intervention Guidelines: Psychological First Aid
• • Professional Responsibilities
• • Interviewing Trauma Survivors
• Summary
• Suggested Readings and Resources
13. Interviewing and Working With Young Clients
• Chapter Objectives
• Considerations in Working With Children
• The Introduction
• • Preparation and Planning
• • First Contact
• • Putting It in Practice 13.1: A Checklist to Prepare for First Contact
• The Opening
• • First Impressions
• • Office Management and Personal Attire
• • Discussing Confidentiality and Informed Consent
• • Multicultural Highlight 13.1: Individualizing Introductory Statements With Young Clients
• • Handling Referral and Background Information
• • Wishes and Goals
• • Assessing Parents or Caretakers
• • Discussing Assessment and Therapy Procedures
• The Body of the Interview
• • Meeting Separately With Parents or Caretakers
• • User-Friendly Assessment and Information-Gathering Strategies
• • General Considerations for the Body of the Interview
• The Closing
• • Reassuring and Supporting Young Clients
• • Summarizing, Clarifying, and Engaging
• • Empowering Young Clients and Soliciting Feedback
• • Tying Up Loose Ends
• Termination
• Summary
• Suggested Readings and Resources
14. Principles and Tips for Interviewing Couples and Families
• Chapter Objectives
• Some Ironies of Interviewing Couples and Families
• • More Clients, Less Time
• • Defining the Word “Couple”
• • Defining Families
• • The Generic Interview
• Interviewing Stages and Tasks
• • The Introduction
• • The Opening
• • The Body
• • The Closing
• Special Considerations
• • Identifying, Managing, and Modifying Conflict
• • Diversity Issues
• • Shifting From Individual to Couple or Family Therapy
• • Identification, Projection, Joining, and Avoiding
• Summary
• Suggested Readings and Resources
15. Interviewing in Online and Other Non–Face-to-Face (Non-FtF) Environments
• Chapter Objectives
• Technology as an Extension of the Self
• • What’s the Same and What’s Different?
• • Definition of Terms and Communication Modalities
• Non-FtF Assessment and Intervention Research
• • The Therapeutic Alliance (Relationship)
• • Treatment Outcomes
• Ethical and Practical Issues: Problems and Solutions
• • The Interviewer Doesn’t Have Access to Nonverbal Cues
• • There’s Increased Potential for Clients to Misrepresent Themselves
• • Mental Health Provider Credentials May Be Absent
• • Increased Potential for Immediate and Explicit Disclosure
• • Putting It in Practice 15.1: Online Counseling: Ethics and Reality
• • Emergency Response Procedures From a Distance Are Complex and Anxiety-Provoking
• • New and Significant Limitations on Confidentiality
• • Parental Consent to Work Directly With Minor Clients Can Be Problematic
• • The General Solution: Informed Consent
• Conducting Online or Non-FtF Interviews
• • Preparation
• • Multicultural Issues
• Summary
• Suggested Readings and Resources
Appendix: Extended Mental Status Examination—Interviewing Protocol
• Preparation
• • Materials Needed
• • The Importance of Small Talk
• • Introducing the Assessment Protocol
• MSE Categories
• • Orientation and Consciousness
• • Immediate Memory
• • Attention and Calculation
• • Intermediate or Remote Memory
• • Mood and Affect
• • Intermediate Memory Recall
• • Speech and Thought
• • Perceptual Disturbances
• • Cognitive Skills (Intelligence), Abstract Thinking, and Social Judgment
• • Insight and Reliability
• • Appearance
• • Behavior or Psychomotor Activity
• • Attitude Toward the Examiner (and Examination)
• • Evaluating and Communicating Results
References
Author Index
Subject Index
About the DVD
Want to read
December 13, 2020good
This entire review has been hidden because of spoilers.
November 10, 2021
Straight forward textbook for individuals just beginning their journey with counseling. I had to use this book for a Masters Program for Counseling and felt that the boom was good overall, however, there were some chapters where I felt it did not go far in depth and painted a pretty picture of what therapy looks like without speaking about some of the challenges
January 9, 2014
Excellent reference, well written and easy to read. Includes information on interviewing specific client groups and cultures. Includes a DVD of counselling sessions, which really helped.
March 19, 2016
Interesting but thick reading. Definitely reads like the text book that it is.
January 5, 2017
Book used in grad school. Lots of terminology and examples. Good read.
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August 22, 2024Görüşme tekniklerini çok boyutlu ve detaylı bir biçimde ele almış, örneklerle zenginleştirilmiş harika bir kitap.
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January 10, 2012ترجمه هامایاک آوادیس یانس، نیسان گاهان، داود عرب قهستانی، فرید براتی سده
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