Teo's Reviews > Clinical Interviewing

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