Interviewing is one of the most important skills that you'll use in your career. This proven text gives you the tools you need to conduct successful interviews with diverse clients in a variety of professional settings, including social work, counseling, nursing, personnel work, and human services. With an emphasis on the three major stages of interviewing: exploration, clarification, and action, ESSENTIAL INTERVIEWING offers the same programmed-learning model of interviewing that has successfully trained countless members of the helping professions for nearly 30 years. The text makes interview skills clear and specific -- and exposes you to a variety of client situations and cultures. Each chapter highlights an ethical situation you may confront in your future career, further grounding you in current standards of professional practice.
1. Programming a Foundation for Learning.
Stage I: LISTENING AND EXPLORATION: HELPING CLIENTS IDENTIFY THEIR EXPERIENCES, ISSUES, AND PROBLEMS
2. Attending Behavior.
3. Questioning.
4. Reflecting Content.
5. Reflecting Feeling.
6. Integrating Your Listening and Exploration Skills.
Stage II: CLARIFICATION: HELPING CLIENTS TO CLARIFY THEIR EXPERIENCES AND DEVELOP GOALS.
7. Confronting.
8. Communicating Feeling and Immediacy.
9. Self-Disclosure.
10. Interpreting.
Stage III: ACTION: HELPING CLIENTS TO TAKE ACTION.
11. Information Giving.
12. Structuring for Exploration, Clarification, and Action.
13. Enlisting Cooperation.
Stage IV: EFFECTIVE COMMUNICATION: FACILITATING CLARIFICATION, EXPLORATION, AND ACTION.
14. Putting It All Together.
Additional Resources.
Index.
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David R. Evans
David R. Evans is professor emeritus at the University of Western Ontario, where he was a member of the Clinical Psychology Program for 30 years. He has been a consultant to numerous agencies, including hospitals, adolescent facilities, addictions facilities, and police services. He holds a Ph.D. in applied psychology from the University of Toronto. He has twice been a visiting scholar at Wolfson College, Cambridge. He is a past president of the Canadian Psychological Association and the Ontario Psychological Association. He also has been a member of the Council of Representatives of the American Psychological Association and a representative to the International Union of Psychological Science. He is the author of numerous books, chapters, journal articles, tests and papers.
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Margaret T. Hearn
Margaret T. Hearn has spent over 30 years in the field of psychology. She holds a Ph.D. in counseling psychology from the University of Western Ontario. She has had extensive practical and research experience in clinical health psychology with children and adults at London Health Sciences Centre. Before retirement, her involvement was in the area of hospital management. Dr. Hearn has served as a teacher in the departments of psychology, psychiatry and pediatrics at the University of Western Ontario. She is the author of many books, chapters, articles and papers. In addition she has had extensive involvement with psychology at both a professional and regulatory level.
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Max R. Uhlemann
Max R. Uhlemann is Professor of Counseling in the Department of Educational Psychology and Leadership Studies at the University of Victoria where he is Coordinator of the Counseling Graduate Program. He received his doctorate in Counseling Psychology from Colorado State University in 1974. He has been a counselor educator since 1970. He has been a licensed psychologist since 1976. His research and teaching interests include professional and paraprofessional counseling skill training, micro-counseling skill training, interpersonal process in the counseling dyad, multi-cultural issues in counseling, and ethics and legal education and practice. He has had a private practice in counseling and clinical psychology since 1988. The focus of this practice has been on working with individuals experiencing anxiety, depression, grief, loss, and traumatic stress. He was president of the Canadian University and College Counseling Association from 1984 to 1985. He is currently concluding his nine-year editorship of the CANADIAN JOURNAL OF COUNSELING. In 1996, he received the Professional Contribution Award from the Canadian Counseling Association. He has served on ethics committees for the Canadian University and College Counseling Association, College of Psychologists of British Columbia, and Canadian Counseling Association. He is a member of the Canadian Counseling Association, Canadian Psychological Association, College of Psychologists of British Columbia, Canadian Register of Health Service Providers in Psychology, and the Western Association of Counselor Education and Supervision.
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Allen E. Ivey
Allen E. Ivey, Ph.D., is distinguished university professor (emeritus) at the University of Massachusetts, Amherst. A diplomate in counseling psychology, he has presented workshops and keynote lectures with Dr. Mary Ivey throughout the world. Dr. Ivey is a fellow of the American Psychological Association, the American Counseling Association and the Asian-American Psychological Association. His work in diversity led him to be honored as a multicultural elder at the National Multicultural Conference and Summit. He has written more than forty books and two hundred articles and chapters, and his writing has been translated into twenty languages. Dr. Ivey's undergraduate work was in psychology at Stanford University, which was followed by a Fulbright grant to study social work at the University of Copenhagen in Denmark. His Ph.D. is from Harvard University. At Colorado State University, he led the first research studying video in counseling and therapy, and he is the originator of the microskills approach, basic to this book. He was first to introduce applied neuroscience and neurobiology to the helping fields.
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Expanded coverage of ethics in each chapter helps to introduce students to ethical dilemmas and ground them in the most current standards of ethical practice.
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Activity Units at the end of every chapter provide a greater number of demonstrations of working with multicultural clients, helping to prepare students to conduct successful interviews with the diverse populations they will undoubtedly serve in their professional lives.
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Chapter 13, "Enlisting Cooperation," now provides a section on the interviewing of adolescents.
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The examples of words that express feelings (provided in Chapter 5) have been reviewed and extended.
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Chapter objectives have been rewritten to allow for their measurement.
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Where appropriate, Practice Interview Checklists have been reviewed and simplified.
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Expanded coverage of ethics in each chapter helps to introduce you to ethical dilemmas and ground you in the most current standards of ethical practice.
-
Activity Units at the end of every chapter provide many demonstrations of working with multicultural clients, helping to prepare you to conduct successful interviews with the diverse populations you'll undoubtedly serve in your professional life.
-
Chapter 13, "Enlisting Cooperation," now provides a section on the interviewing of adolescents.
-
The examples of words that express feelings (provided in Chapter 5) have been reviewed and extended.
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Chapter objectives provide a roadmap that identifies what you should know, understand, and be able to demonstrate after reading the chapter.
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Where appropriate, Practice Interview Checklists -- which summarize key elements of an interview to aid your review and retention -- have been simplified.
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Readers actively participate in clients' stories through engaging narratives. The book presents three possible responses to a client's statement or question -- one of which is more appropriate than the others -- to give students practice developing effective reactions to common situations. This approach exemplifies the programmed-learning structure of the text.
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Review Questions appear in each chapter after the teaching frame/interview segments. If readers get three or more answers wrong in this review section, they are encouraged to work through the chapter again. New frames and new questions have been added to this edition.
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Activity Units, including practice interview checklists and "Points to Remember" sections, appear in each chapter. Cultural examples and ethical scenarios round out the chapters.
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Based on reviewer feedback, the examples in the text have been broadened so students throughout the helping professions will find them to be more relevant to their practice goals.
-
This book invites you to actively participate in clients' stories through engaging narratives. It presents three possible responses to a client's statement or question -- one of which is more appropriate than the others -- to give you practice developing effective reactions to common situations.
-
Review questions appear in each chapter after the teaching frame/interview segments. If you get three or more answers wrong in this review section, you are encouraged to work through the chapter again. New frames and new questions have been added to this edition.
-
Activity Units, including practice interview checklists and "Points to Remember" sections, appear in each chapter to help you review and remember important information. Cultural examples and ethical scenarios round out the chapters, providing practical insights to further prepare you for your future work.
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Based on reviewer feedback, the examples in the text have been broadened so students throughout the helping professions, including you, will find them to be more relevant to their practice goals.
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