Additional Information
Book Details
Abstract
Effective interviewing skills are crucial for those working within the human service industries. This book outlines essential advice and strategies, and offers helpful learning aids, thus providing developing professionals throughout counselling, social work and psychotherapy with a valuable resource for conducting a successful interview.
HELEN CAMERON is Senior Lecturer in the School of Social Work and Social Policy at the University of South Australia, Australia. She is an experienced teacher of practice skills and has published many articles on professional practice.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover | ||
| Contents | v | ||
| Introduction | 1 | ||
| The purpose of this book | 1 | ||
| Who is the interviewer? | 1 | ||
| The helping model in this book | 2 | ||
| Qualities of the effective professional helper | 3 | ||
| Using this book | 3 | ||
| 1 Overview of Processes, Stages and Contexts of Helping | 5 | ||
| Processes and stages within the single interview | 5 | ||
| Beginning the interview effectively | 6 | ||
| Responding with a range of reflective and empathic responses | 6 | ||
| Managing direction and movement throughout the interview | 7 | ||
| Achieving the work of the interview | 7 | ||
| Managing the conclusion of the interview | 8 | ||
| Stages in the helping process over several interviews | 8 | ||
| Stage one – making a connection, exploring issues and gathering relevant information | 9 | ||
| Stage two – locating client strengths, directions and goals | 10 | ||
| Stage three – action strategies for change | 10 | ||
| The contexts of modern interviewing practice in the human services | 11 | ||
| Personal and social contexts for modern life | 11 | ||
| Values contexts in professional practice in the human services | 14 | ||
| Organizational contexts of human service work | 16 | ||
| Gendered contexts of interviewing | 19 | ||
| CHAPTER OVERVIEW | 22 | ||
| 2 Making the Initial Connection with Nonverbal and Verbal Skills | 23 | ||
| Nonverbal skills: key processes in connecting | 24 | ||
| The unspoken realm of communication | 24 | ||
| Gender and culture in nonverbal communication | 25 | ||
| Effective nonverbal behaviour in the interview | 26 | ||
| The classic nonverbal attending position | 28 | ||
| Furniture and physical surrounding for interviewing | 28 | ||
| Avoiding physical barriers | 29 | ||
| Forward body lean | 29 | ||
| Space considerations in body positioning | 30 | ||
| Use of eye contact and qualities of eye gaze | 31 | ||
| Relaxed use of attending functions | 31 | ||
| Facial expression | 32 | ||
| Hand gestures and other body movements | 32 | ||
| Head nodding | 33 | ||
| Psychological attending | 33 | ||
| Following skills in the counselling interview | 35 | ||
| Verbal 'door openers' | 35 | ||
| Occasional sub-verbal sounds | 35 | ||
| Minimal reflections | 36 | ||
| Appropriate attentive silence | 37 | ||
| Verbal foundations of empathic responding | 38 | ||
| Maintaining the reflective approach | 38 | ||
| The concept of active empathy | 40 | ||
| Reaching for shared meaning in the interpreted interview | 41 | ||
| Background issues to consider in using an interpreter | 42 | ||
| Roadblocks to empathic interview management | 45 | ||
| CHAPTER OVERVIEW | 50 | ||
| 3 Paraphrasing as the Foundation of Effective Responding | 51 | ||
| Reflective components of the paraphrase | 51 | ||
| Reflection of feeling | 52 | ||
| Immediacy as a quality of feeling reflections | 53 | ||
| The nature of feelings | 54 | ||
| Expanding vocabularies to accurately acknowledge clients' feelings | 54 | ||
| Feeling word lists | 56 | ||
| Reflection of situation | 58 | ||
| Reflection of behaviour | 59 | ||
| Linking components to make a paraphrase | 61 | ||
| Examples of paraphrases | 62 | ||
| Order of components in a paraphrase | 64 | ||
| Ways to help clients to identify and link feelings, situations and behaviours | 66 | ||
| Self-talk and internal behaviours | 66 | ||
| Separating feelings from situations/behaviours | 67 | ||
| Strengths perspective in paraphrasing | 69 | ||
| Purposes of summaries | 71 | ||
| CHAPTER OVERVIEW | 73 | ||
| 4 Prompting the Client and Recording the Interview | 75 | ||
| Causes of inappropriate probing | 76 | ||
| The difference between questions and probes | 77 | ||
| Open and closed forms of probes | 78 | ||
| Directed and restricted probes | 79 | ||
| Probes to avoid | 79 | ||
| Why questions | 80 | ||
| Leading or suggestive probes | 80 | ||
| Advice disguized as questions | 80 | ||
| Double and garbled questions | 80 | ||
| Accidental questions | 81 | ||
| Probes in different stages of interviewing | 81 | ||
| Purposes of questions or probes in different stages | 82 | ||
| Using probes to help clients to be more specific and detailed in exploring issues | 82 | ||
| Using probes to focus on clients' strengths, needs, wants and goals | 83 | ||
| But avoid probes asking the client about final solutions | 83 | ||
| Recording processes in the interview | 84 | ||
| Pressure of notetaking | 85 | ||
| Taping or video recording interviews | 86 | ||
| General consideration of all types of recording in interviewing | 86 | ||
| CHAPTER OVERVIEW | 87 | ||
| 5 Managing the Focus of the Interview | 89 | ||
| The importance of a preliminary mapping of the issues | 89 | ||
| Defining focus points in the interview | 91 | ||
| Initiating the interaction effectively | 91 | ||
| Getting started | 91 | ||
| Defining purpose and scope | 92 | ||
| Planning the interpreted interview | 93 | ||
| Tensions between empathy and direction | 94 | ||
| Interviewing clients who seem unresponsive | 96 | ||
| The issue of client 'resistance' | 97 | ||
| Focusing the over-talkative client | 98 | ||
| Managing transitions between points in the interview | 99 | ||
| The nature of transitions | 100 | ||
| Types of transitions | 101 | ||
| Steps and processes in the well-managed transition | 102 | ||
| Selecting the issue for focus | 103 | ||
| Summarizing the main points from an issue or aspect of the client's story | 103 | ||
| Signalling the worker's intention to shift the focus | 104 | ||
| Using an open probe to make the shift | 105 | ||
| Empathic responding to the client's follow-on material | 105 | ||
| Concluding the interview | 106 | ||
| CHAPTER OVERVIEW | 109 | ||
| 6 Goal and Action Work with Clients | 111 | ||
| Importance of the behaviour element in preparing for goal-focused work | 112 | ||
| Forms of client behaviour | 112 | ||
| Visible, external behaviours or actions | 113 | ||
| Internalized behaviours | 113 | ||
| Reframing clients' negative thinking | 114 | ||
| Recognizing patterns in clients' thinking | 115 | ||
| Helping clients with blind spots | 118 | ||
| Focusing on goals and managing client change processes | 119 | ||
| Goal directed thinking – or not! | 120 | ||
| Internal thought processes and goal-focused work | 121 | ||
| The positive impact of well-formed goals | 122 | ||
| Well-formed goals | 123 | ||
| Keep goal talk simple | 124 | ||
| Goal bridges and the miracle question | 125 | ||
| Brainstorming strategies | 125 | ||
| Best-fit approach to selecting strategies | 127 | ||
| Turning goals into solution-focused action – the path to change | 128 | ||
| The importance of small 'baby' steps towards change | 128 | ||
| Case study – Jo's plan of baby steps toward change | 128 | ||
| Motivational interviewing approaches | 131 | ||
| Phases of motivational work | 131 | ||
| A framework for assessing motivational states | 132 | ||
| Phase 1 – Building motivation for change | 132 | ||
| Phase 2 – Strengthening clients' commitment to change | 134 | ||
| Cognitive-behavioural strategies | 135 | ||
| Background issues in the development of CBT | 135 | ||
| Continuing importance of inner language and self-talk in behaviour change | 136 | ||
| Conditioning and cognitive learning theory | 137 | ||
| Cognitive information processing | 137 | ||
| Self-attribution and constructive narrative | 137 | ||
| Resilience in goal and action work | 138 | ||
| CHAPTER OVERVIEW | 140 | ||
| 7 Managing Crises: Violence, Self-Harm and Anger | 141 | ||
| Crisis management in interviewing | 141 | ||
| Sources of crises | 142 | ||
| Interviewing emphases with clients in crisis | 143 | ||
| Clients who threaten violence and self-harm | 146 | ||
| Self-protective plans and clients with violent backgrounds | 148 | ||
| Clients who discuss suicide | 148 | ||
| Professional obligations to warn and report | 150 | ||
| Managing anger in interviews | 152 | ||
| Practitioner and client anger | 152 | ||
| Issues about expressed and repressed anger | 153 | ||
| Anger, stress and hostility | 154 | ||
| The uses of anger | 155 | ||
| CHAPTER OVERVIEW | 156 | ||
| 8 Self-care in Counselling | 157 | ||
| Defining stress | 157 | ||
| Three phases of the general adaptation system (GAS) | 158 | ||
| Alarm or reaction | 158 | ||
| Resistance or adaptation | 158 | ||
| Exhaustion | 159 | ||
| A case study of stress | 159 | ||
| Susceptibility and resistance to stress | 161 | ||
| Control issues and stress | 161 | ||
| Professional burnout | 163 | ||
| Symptoms of professional burnout | 164 | ||
| Learning to survive – strategies to manage stress and burnout | 165 | ||
| Organizationally located strategies | 165 | ||
| Maintaining physical health and well-being | 166 | ||
| Defending oneself with communication skills | 166 | ||
| Building internal control | 166 | ||
| Growing resilience in self and others | 167 | ||
| Support and supervision as stress management | 167 | ||
| The value of reflexive learning in practice | 169 | ||
| Layers of learning in reflexive practice | 169 | ||
| Challenges to the reflexive mode of practice | 171 | ||
| Transformative learning practices | 172 | ||
| CHAPTER OVERVIEW AND CONCLUSION | 174 | ||
| Epilogue | 175 | ||
| References | 177 | ||
| Index | 183 | ||
| A | 183 | ||
| B | 183 | ||
| C | 183 | ||
| D | 183 | ||
| E | 183 | ||
| F | 183 | ||
| G | 183 | ||
| H | 183 | ||
| I | 183 | ||
| L | 183 | ||
| M | 183 | ||
| N | 183 | ||
| O | 183 | ||
| P | 184 | ||
| Q | 184 | ||
| R | 184 | ||
| S | 184 | ||
| T | 184 | ||
| U | 184 | ||
| V | 184 | ||
| W | 184 |