CHAPTER 8 Integrating Listening Skills: How to Conduct a Well-Formed Interview
209
their issues and concerns that may be counter to your own beliefs and values. People who are
working through difficulties and issues do not need to be judged or evaluated, and your neutrality is important if you want to maintain the relationship.
A nonjudgmental attitude is expressed through vocal qualities and body language and by
statements that indicate neither approval nor disapproval. However, as with all qualities and
skills, there arc times when your judgment may facilitate client exploration. There are no
absolutes in counseling and interviewing.
For a moment, stop and think of a client whose behavior troubles you personally. It may
be someone whom you regard as dishonest, a person who is a perpetrator of violence, or one
who shows clear sexism and racism in the interview. These are challenging moments for the
nonjudgmental attitude. You do not have to give up your personal beliefs to present a
nonjudgmental attitude; rather you need to suspend your private thoughts and feelings. If you
are to help these people change and become more intentional, presenting yourself as
nonjudgmental is critical. You do not have to agree with or approve of the thoughts and
behaviors of the client to be nonjudgmental. But you may have an obligation to educate the
client and help her or him move to new understandings and new stories. Nonetheless, you will
still be nonjudgmental in expressing yourself, as change requires a basis of trust and honesty.
Authenticity and Congruence
Arc you personally real? Authenticity and congruence are the reverse of discrepancies and
mixed messages. The hope is that the counselor or interviewer can be congruent and genuine
and not display many discrepancies. Needless to say, however, life is full of discrepancies and
paradoxes, and your ability to be flexible in response to the client may be the most basic
demonstration of your authenticity.
Box 8-3 provides evidence that empathy is identifiable and measurable in the brain.
INSTRUCTIONAL READING 2:THE FIVE STAGES/DIMENSIONS
OF THE WELL-FORMED INTERVIEW
When you use the five-stage interview structure, you can predict how clients may respond.
Note below the brief description of the interview and the general prediction that you can
make.
The Five-Stage Interview Structure
General Prediction
Relationship—story and
The client will establish a positive relationship with the interviewer, will tell the story,
sec realistic goals, develop a new story or
way of viewing issues, and transfer new
learning to daily life.
strengths—
goals—restory----action
Relationship—story and strengths—goals—restory—action is a basic framework that you can
use in virtually all types of interviewing, counseling, and therapy. Combine these
Copyright 2010 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
210
SECTION II Hearing Client Stories: How to Organize an Interview
five interview stages with the basic listening sequence, and you will be able to complete a
full interview using only listening skills. They are basic to what is called decisional
counseling.
evonAmodel&basgclgolEatmlocAs 01Akametaimu:sonutm140
I. Defining the problem. (Story)
2. Defining goals. (Goals)
3. Generating alternative solutions and selecting a more effective approach. (Restory)
To this basic triad, we add developing a relationship with the client as you start the interview.
And,aftx.r4,0,scautictrklias,bclwelgozdqtimentershnidertecrparunodelgofiwplaktri
,144Ago0,001112,2adeztkatAtikkg-Licatuikeimia__
thayala4za,anri erhecie lions#
].„ _ . imetzmaile. Later in this book, you will
see how this structure can be used in many approaches co counseling and therapy, even though
the theories appear to be very different from one another (Ivey & Matthews, 1984; Ivey,
Pedersen, & Ivey, 2001).
EackinterviewavilLimvdiffetent-franualksothersiAndlutuaelatigrushiP-owit.
dio I. You must have the ability to work with different styles. All interviewers use microskills and strategies and tend to follow a sequence of stages from the
-beginning to the end.
iittepvtwletteetoarefonspiisArgair
,x
g, As you move from stage to stage, continue listening. The basic decisional
model is:
1. Relationship---Initiating the session. Rapport, trust building, and structuring.
2. Story and Strengths—Gathering data. Drawing out stories, concerns, problems, or
issues.
3. Gordr—Mutual goal setting. What does the client want to happen?
4. Restory—Working. Exploring alternatives, confronting client incongruities and conflict,
restorying.
5. Action—Terminating. Generalizing and acting on new stories.
IltestufrogswtMitiottiorttlystyssmee&mabtraitmpleratirimo
rstge as`ne
For example, you may be working on rcstorying in Stage 4, bur new issues come up that are really part of Stage 2; you now
see that the original story changes, perhaps requiring new goals to be set. Throughout, the
relationship remains central, and you may need to recyle and refocus on relationship building
at any stage of the session. The five stages of the interview are summarized in Table 8-2.
The Circle of Interviewing Stages (Figure 8-1) is a graphic depiction of the interview process,
another way of visualizing it. Ne_mthartlienvordvIrelationship kpcssiriveassetsia.n4
_.,c44,7„fama,r e„hubmfilhetifelteurippingjnAlizgagg. Relationship and the working alliance are
so important that we include them twice.
AxiTlp_ls,no,bgginnigswendlanckcamsoxnetiznmbmsecto,“lwwnl:inL_n(,o-nmeqlir4rm
4,14,4?§W&Awhi41-ix,gpripwsk,A44slient-work.logether,on,rpnr,,o* Some clients prefer
that you take charge, particularly in the early stages as you gain credibility as a helper.
However, eventually you will want to work with clients on a mutual basis in helping them
reach their goals.
Copyright 2010 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 8 Integrating Listening Skills: How to Conduct a Well-Formed Interview 211
TABLE 8-2 Ihwfritastages,aktkemlicrosld
Recall that the core of the five-stage structure is the
relationship and the strength-based wellness approach. The basic listening skills are crucial for all stages. Decisional counseling and all other theories
can be related to this model.
Stage
Function and Purpose
Commonly Used Skills
Predicted Result
enable the client to feel comfort-
Attending, observation skills,
infirmation giving to help
The client will feel at case with
session.
Develop rapport and structuring. "Hello, what would
able with the interviewing
structure the interview. If the
ethical issues and the purpose
process. Explain what is likely to
client asks you questions, you
of the interview. The client
you like to talk about today?"
happen in the session or series of
may
1. Relationship: Initiate the
2. Story and strengths:
Gather data.
Draw out client stories,
concerns, problems, or
issues. "What's your
concern?" "What arc
your strengths and
resources?"
3. Goals: Mutual goal setting.
Build a working alliance and
use britfselfdisclosure.
an understanding of the key
may also come to know you
interviews, including informed
more completely as a person
consent and ethical issues.
and professional.
Discover and clarify why the
client has come to the interview and listen to the client
stories and issues. Identify
strengths and resources as
Attending and observation skills,
especially the basic listening
sequence and the positive asset
search.
The client will share thoughts,
feelings, and behaviors and
tell the story in detail as well
as present strengths and
resources.
parr of a wellness approach.
Provides purpose and direction
"What do you want to
for the session. Without clear
happen?"
goals, the interview will drift.
Attending skills, especially the
basic listening sequence, certain
influencing skills, especially
confrontation (Chapter 9), may
be useful.
The client will discuss directions in
which he or she might want to
go, new ways of thinking, desired
feeling stares, and behaviors that
might be changed. The client
might also seek to learn how to
live more effectively with
situations or events that cannot
be changed at this point (rape,
death, an accident, an illness). A
more ideal story ending might be
defined.
4. Restory: Working. Exploring
Generate at least three alterna-
alternatives, confronting
client incongruities and
tives that may resolve the client's issues. Creativity is useful
conflict, restorying. "What
are we going to do about
here as you seek to find at least
three alternatives so that the
of influencing skills, depending
on theoretical orientation
it?" "Can we generate new
ways of thinking, feeling,
client has a choice. One choice
at times may be to do nothing
(e.g.,
and behaving?"
but accept things as they are.
is also possible using only
listening skills. Use creativity to
Summary
of major discrepan-
cies with a supportive confrontation. More extensive use
interpretation, reflection
of meaning, feedback). But this
The client may reexamine individual goals in new ways, solve
problems from at least those
alternatives, and start the move
toward new stories and
actions.
solve problems.
5. Action: Terminating.
Generalizing and acting on
new stories. Conclude with
plan for generalizing
interview learning to "real
life" and eventual termination of the interview or
Generalize new learning and
facilitate client changes in
thoughts, feelings, and behaviors in daily life. Commit the
client to homework and
action. As appropriate, plan
for termination of sessions.
Influencing skills, such as directives and infirmation/
explanation, plus attending and
observation skills and the basic
listening sequence.
The client will demonstrate
changes in behavior, thoughts,
and feelings in daily life outside of the interview.
series of sessions. "Will
you do it?"
Copyright 2010 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
212
SECTION II Hearing Client Stories: How to Organize an Interview
Relationship
0)
(Initiating the session:
rapport and
structuring)
0
c 00 -
0C
GO
°
¢S
00'CD
•Q
Z:0)
7c0o
maw
FIGURE 8-1 The
Relationship,
Positive Assets,
and
Wellness
circle of interviewing stages.
heAtntrotrarieralationshirffantBtasz - goairsettinfpsannotalacniwowm_4142 e
ad . If you and your client agree to mutual goals for Stage 3, you have a solid basis for trust
and actually reaching those goals.
_____ fi
CMISG64
. Clients and counselors who agree on goals in a clear fashion have a direction and contract for the sessions. Jointly
revise goals as necessary. Clients who participate in goal setting and understand the reasons for
your helping interventions may be more likely to participate in the process and arc more open
to change. Keeping a joint written record of goals and progress toward them will help clarify
the purpose and direction of counseling and provide accountability standards for insurance
companies. Following is an outline of the five-stage decisional model.
Stage 1. Relationship—Initiating the Session: Rapport,
Trust Building, and Structuring ("Hello")
Building Rapport
"Hello, _____ ."
rtaru
la
it,T,Lra:odjkanyabxougluthessosfigui. Some interviewers give extensive attention to the relationship (rapport) stage, whereas others simply assume rapport and start immediately.
Introducing the interview and building rapport obviously are most important in the first
interview with a client. In some cases relationship building will be lengthy and blend into
treatment.
Copyright 2010 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 8 Integrating Listening Skills; How to Conduct a Well-Formed Interview
213
In much of Western counseling and interviewing theory and practice, the relation ship
stage is quite short. After a brief "Hello," the interview begins with rapport being assumed ,
right or wrong. In reality, Allen found that it could take more than one inteview for him to
develop sufficient trust to build a working relationship with Australian Aborig inal people.
With a history of oppression by White people—such as seeing their children stolen and
used as servants and themselves suffering continued acts of violence—this group starts
with an automatic distrust of Whites. If you are White, expect to work through issues of
distrust as you establish a relationship. You may encounter similar areas of distrust as you
work to establish a relationship with Canadian Dene, Native American Indians, African
Americans, gays/lesbians, people with disabilities, and many other groups who may be
different from you. And if you are are a counselor from any of these groups, you can
encounter difficulties in establishing a real trusting relationship with some Whites, who
automatically distrust you.
ii.r.oly,kbaLlvthr—sessigitkrocus,onidevekvinz,rapRoneand taw (and then continue that
awareness throughout the session). Sometimes new clients want to start immediately, and you
can assume that rapport with them is satisfactory. Observe client attending behavior as a clue
to the nature of the relationship—eye contact, body language, and vocal tone often indicate the
real nature of what the client is saying.
Structuring
SrrPr'nlrjCCA1144Qzortned.xan.sopxmkgthigkis,s_kywslutk4sl
TakiliathgoulwileargaimatjAg7 OrningIwkaPP4)-01Yr-W6,
A114444,12ElliiiS. Explain the purpose of the interview and what he or she can or cannot do.
Some clients need to have the interview explained for them. This may be their first interview,
and they may not know how to behave.
Interviewers conducting a welfare intake interview, for example, find that they can better
assist clients if they indicate very early in the session what they can and can't do and the limits and
goals of the session.ifithealienthiarmeedsabasyrituknowyouswlialfilifronsidezimalla 4.2.w,
21 1.v:4, But don't leave clients hanging. Stay with them until they are situated with someone
who can help.
Your ability to observe clients will tell you when it is appropriate to gather data (Stage 2).
One of the best clues for time CO start is when the client begins talking spontaneously about
concerns. Many—perhaps most—interviews include in Stages I or 2 some variation on "What
would you like to talk about today?" "I'd like to know what your story is and what your goals
are."
Multicultural Considerations
In addition to the comments above, rnaintaimawzrert-esvthar-diffettrwttiltu'rtlwtritjgdbftitirt
relationship,biawary*3,,,w4. In Latin cultures, the concepts of respect and dignity are particularly important and may require a more formal approach. The more experienced your client
is in English-speaking cultures, the more likely he or she will be to understand and accept
traditional counseling and interviewing theory and approaches.
Antlictritie=reindncreasingagreenrenrthttuctaintraininirilttlinimaifferenccs_:agektcplau
4.cicirfswadtk.-a?atraightfimwardsmanaczielatiyelyffortyjamcounselingiaftenthe
Copyright 2010 Ccngage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated. in whole or in part.
214
SECTION II Hearing Client Stories: How to Organize an Interview
interview (for example, see Cheatham & Stewart, 1990; Kim et al., 2003). Your ability to
recognize and respect differences is essential for the success of the interview or
counseling.
t5tageteStory and Strengths—Gathering Data: Drawing Out Stories,
Concerns, Problems, or Issues ("What is your concern?"
"What are your strengths and resources?")
ListeningAathe41401434Ali
"Vtili to tx nacarti?" Thesecomlaziajgamieadoverjetteiitn
megbasorcglAnsdinggdawhwrilletchennoatits. Coupled with that is gathering necessary
information about the client. Some clients may confuse you right at the beginning as they
present you with a long list of issues and concerns. We have discovered that the last item in
the client "laundry list" is often the central issue. Never forget, however, that the entire list is
important.
WhemallewareAgYerahissuesilowneed,,to4gmma0?f,-414isAl
akyaturatuanclalienig.".W.hapllammkinissedi" It may be helpful for you and the client to write
down the several concerns and then prioritize them, identifying the ones that need to be
addressed first.
Thezenrniktaskinahicstageircirovintourithestarytning403,0$44sk Use the basic
listening sequence to elicit facts, thoughts, and feel ings. The newspaper reporter's
checklist of
r
questions helps to ensure that you have
covered the most important issues an 1 concerns underlying client challenges and problems.
In your attempts to define the central client concerns, always ask yourself, what is the real
world of the client? What problem seeks resolution or what opportunity needs to be actualized?
Failure to clearly answer these questions often results in an interview that wanders and lacks
purpose.
PositiveAssetSeardrandA4/ellnest
Finding strengths as you initiate the session can make an important difference; use the BLS
in a positive asset search for strengths that later will help with problem resolution.
hio4iiageancl*
aznacturgbeiespositivg&-LmizauceA4ggeole;
ithomacdookaraerioms'Aqqr.qtyrgi,,.16,k4ivss. Checking out where the client stands on
wellness issues discussed in Chapter 2 enables the client to discover what he or she is doing
right.
ihmthel—pieenterclien ;,t,T
Ii$
• Abk4001elvik,
vustficopskprolipnasoasulLiffue. The power of the positive will enable clients to deal
honestly and bravely with even the most complex issues.
Multicultural Considerations .haralunwird4preklanii-caw.-grubicznioasonlecligno•
G3ngctikrwsiPsAtMkiWft, .m#A4ligitgAwpw. Keep in mind that the problem-focused
language of much of counseling and therapy may be inappropriate for some clients.
Etttshermore,„,54copistage
of,,thc.9y,,,,f4T,7,tix,cjignmkohrniturabbackgrottildr,InarbbettenplacecEinabe thircLaws ,-which7941,911,,client,gnis. If you establish joint goals with your client, you empower that
client, and the two of you may then return to concerns oriented toward helping
Copyright 2010 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 8 Integrating Listening Skills: How to Conduct a Well-Formed Interview
215
that client reach her or his goals. In fact, in brief solution-focused counseling, the interview
often starts with a focus on client goals (Chapter 14).
Stage 3.—Mutual Goal Setting ("What do you want to happen?")
dfixotocathaviignamhaaplaidikeaa*hapftio,44444hava,vgAR
olgoiglindg4thaVastidesittoscbakappening
—Kenneth Blanchard
Wlteriffikimhaufictnu-wantrtogni Many counselors and interviewers summarize the problem or
challenge, then ask a question such as "Whiatemzuldmoi-irnag'Arafigridcalisattionitoklyg?"
itirAkkis?" "Could you take a moment to sit back and develop a
a
fantasy of what you would like to happen?"
ExpecuiclicawraLdiscossEgggralipccfx:
_g
You must helpithenissemtimitupormwk,ohtmeretlegoals Use the basic listening sequence and help clients clarify what they really want.
The word "mutual" is important in goal setting. YourmaktritrzolwalcamitrgrAmp.! 1
tt
scuirigifEimpQmat. Y.oumilLhas-
iciit&ixlipsonfounlyaiiiktab
4 di d
IiitibleitmkruvNiten
77-71iitireybitfat•Titlatnnt to,,theissuesayou and the client don't know where the interview
is going, you may end up somewhere else!
A maxim for the confused interview—be it a difficulty in school, career, partner relationships, depression or anxiety—is this:
Defuxt•gpalr..cmakaalie4oak-plic,Ikaglso.ncretearch4orgstrengthsprescatrowatati
assfrspthSq!garc,likelysilitatvgixainmem. Only then move on to restorying and and
action.
The question of determining outcomes is of interest from a theoretical as well as a practical perspective. Rogers (1957, 1961) talks about
elirwcagoltcr
-rest
Behamiarakpsycholggi§ts often talk about present
behavior compared to desired behavioral goals. Realitytherapim talk about fulfilling unmet
needs, and decisional and brief solution-focused counselors tend to focus on the whatever
concrete goal the client has. Most theoretical orientations ask, "Where is the client, and where
does she or he want to go?" "What is the difference between the real world and the desired
world?"
Go ns il et nr i ml fal k l yk i n v o u g lei no alr z ge nt e nr4 s vi ran k 1 4
,
o d e
A Dteisitorattotmseling:
"On the one hand, your concern may be summarized as ... ,
and on the other hand, your desired outcome is . . . , and you have the following assets and
strengths to help you reach your goals...."
A RgggrjkopclieripKelgensi: "Your real self, as you describe yourself, is.. . . Yet, you see your
ideal self as
, and you have several positive qualities, such as...."
 Cvpfititfgtrehavior.dit"Your present behavior is ... , but you would like co behave differently. For example, you would really like to achieve the change goal of. . ." "As we've
talked, I've noticed some strengths you already have to meet this challenge."
Copyright 2010 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
216
SECTION II Hearing Client Stories: How to Organize an Interview
A Altaitzdavunnriaig: "Your present relationship is described as ..., but you would like to see
it change as follows.... As a couple you seem to have several strengths, such as
, that
will be helpful in resolving the conflict."
A camnrotinse* (confused client): "You are searching for a college major (or life career)
and aren't really sure of your possibilities. Yet, you've described your short- and long-term
goals rather clearly.... You've had several positive work experiences in the past.... How do
you put the the challenges you face with all those strengths?"
Note that all these sentences aim toward concreteness and point out the discrepancy between
the problem definition and the desired outcome. Many clients can use this summary as a
springboard to action. With your support, they will resolve the discrepancy on their own.
Glienrsavhcraremnremelymmotiontlirinvolvedavitintheirproblemsauwmuireanamin45
clicing4icills,audActiy du ccior arryumpan Observing your client's verbal and nonverbal reaction
to this summary of the key discrepancies will help you determine what to do in Stage 4 restorying.
Stage* Restory—Working: Exploring Alternatives, Confronting Client
Incongruities and Conflict, Restorying ("Wbatarewitgoinglolioaboutit?")
" What are we going to do about it?" T hezpur poseinfivilv
findattliehfor,-the,,clienAbYou want to find workable alternatives for the client's daily life
and
I
o
ngterm
living.
Ther.lientauthisstagennarbrstuckanclatnablemtonmup=widiprodtimeAlternarivla The task
of the counselor or interviewer is to help explore possibilities and to assist the client in
finding new ways to act more intentionally in the world. This can be done through common
sense and brainstorming or with the aid of a specific theoretical approach.
Let us consider a school counselor talking with an acting-out teen who just had a major
showdown
with
the
principal.
Wthallambt.
ragvirtrerviefilatrucruritabeftsvosk
is.lasAktablislusAlatipushiwiTappart). The teen may be expected to challenge you, particularly2o as he or she expects you to support the school administration. You
. n judge
but„roAarb,kdagaronrsheztecrirpoinzonvicaz tifxdziszisxianzvffnckively,AimtcaP enlearti. FoUavcixyAuditqpwharzghezeentwouWikc
liapagb, Often, if you hear the client's story first, her or his goals become more workable and
realistic. It does little good, of course, to work with unrealistic goals. ~h rite
e;,3,9,9yw You may have to become an ally of teens if
you are to be effective in important conflicts in the future. If things are going reasonably well,
teens in such situations may be able to describe the conflict from the principal's point of view.
The model summarizations described in the discussion of Stage 3 can be helpful. "On
one hand, you see the situation as
, and your goal is.... But on the other hand, the principal tells a different story, and as you say, the principal's goal is likely to be...." Given that you,
the counselor, have some specific goals, what do you think you can do to reach this client and
find a solution that works? If you have listened well and developed rapport, many teens at this
point are able ro generate ideas to help resolve the situation.
The basic listening sequence and skilled questioning are useful in facilitating client exploration of answers and solutions. Here are some useful questions to assist client problem solving:
Copyright 2010 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CHAPTER 8 integrating Listening Skills: How to Conduct a Well-Formed Interview
217
"What other alternatives can you think of?"
"Can you brainstorm ideas—just anything that occurs to you?"
"What has worked for you before?"
"What parr of the problem is workable if you can't solve it all right now?"
"Which
of the ideas that you have generated appeals to you most?"
9
`What would be the consequence of your taking that alternative?"
In effect, all of these are oriented toward opening clients' thought, leading to new
solutions. Encouraging skills arc useful in helping clients stop and explore possibilities.
Repeat key words that might lead the client to new alternatives for action. .QiumscHLiAiriasislasgtapwbothoaris-lteQriesolvra'ssuesEinacliontsktivesginata The
counkelexttne.e44,o,qtablistw.caspox44yade,finestbpptoblexailancit
cstablidlc4uairt41,91igttcAuxcp,ms. The distinction between the problem and the desired
outcome is the major incongruity the therapist seeks to resolve. This incongruity or
discrepancy may be resolved in three basic ways. Thy-coun.sel,P4E-PA,Asgragglult
skiils4qdar444.4,44—e44,444rue,4t4ergnmandAbAnEfiziecLbacicazummax3mofrstilm
coprer4.5,Aagoid,. Ofttitsitlientsavillagoneramtlieiriawirsynthesi:svaldameamthar
ch2lItuagos, limlietmEdukaheivio-ilivrithwthetitth&atherapisr=nsaild
nwprgiatica. -fliiselfeclikalosur=andwarlirmin a :
rtikill.vimattempmogy4solatetzlie
disArapaste* In that case, the counselor would be working from a personal frame of reference or theory. Finally, in systematic problem solving the counselor and client might
generate or brainstorm alternatives for action and set priorities for the most effective
possibilities.
During Stage 4, it is particularly important to keep the concrete issue, or challenge, in view
while generating alternatives for a solution. However, a decision for action is not enough. You
also need to plan to make sure that feelings, thoughts, and behaviors generalize beyond the
interview itself. Stage 5 of the interview speaks to this task.
,
Stageirdiction----TertninatingeneralizingandsAclingt
,DittieveStories ("Will you do it?")
"Will you do it?" The complexities of the world are such that taking a new behavior back
to the home setting is difficult.
Sosp,04,bpapiesavorlconahmassomptiontlhavbehaviorandAttitutiechangqmilissmwstv t
Qf,,agw,ttnronscious,learo-ingvthgyArusaathamliow41414ba4ge4p0#41.4gc14* This can
happen, but Or tetis-jorzeasinvevidencestharplanninwAndgactuaIlrcontractilagdatwpiwag
fornrforspecifizchanrimmetthedikeliito-o&caftransfemFlmrnio&tizglAvork
acrtallynrhan& Bin
Consider the situation again with the teen in conflict with the principal. You may have
generated some good ideas together, but unless the teen follows up on them, soon he or she will
be back in your office again, and the principal may be wondering why you aren't more effective.
(And if the problem is not with the teen but with an insensitive teacher and/or principal, then
your challenge is that much greater.) Your task is co find something "that works" and changes
the repeating story.
Chatigeoloesmo.E,cotneasil)vancl-,maintaininraurehangwitrthoughls;t4eelingswg
belwiprjpgve,p4nprp,diffigt*. Behavioral psychology has given considerable thought to the
transfer of training and has developed an array of techniques for transfer; even so, clients still
Copyright 2010 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
218
SECTION II Hearing Client Stories: How to Organize an interview
revert to earlier, less intentional behaviors. At this point, we suggest that you examine how to
maintain change in behavior, thoughts, and feelings (see Maintaining Change and Relapse
Prevention Worksheet on page 430). More and more interviewers, therapists, and counselors
arc using some variation of this formal way to ensure that the hard work done in the session
has relevance and impact in the outside world.
Here are examples that different theoretical schools have used to facilitate the transfer of
learning from the interview. Many of these examples are elaborated on later in this book.
Homework. The interviewer may suggest specific tasks for the client to try during the week as
a follow-up to the interview. If you have developed concrete goals for the interview or series of
counseling sessions, a review of progress will lead to specific homework activities.
Role-playing. The client can practice the new behavior in a role-play with the counselor or
interviewer. This emphasizes the specifics of learning and increases the likelihood that the
client will recognize the need for the new behavior after the session is over.
Imagery. Ask the client to imagine the future event and what he or she will specifically need
to do to manage the situation more effectively. Suggest that this image be brought to attention
when the difficulties arise again.
Behavioral charting and journaling. The client may keep a record of the number of times
certain behaviors occur and report back to the counselor. With other clients a journal of reactions to the sessions will be helpful.
Follow-up and support. Ask the client to return periodically, so you can check on the maintenance of behavior. Alternatively, you can use a telephone call or e-mail exchange. The counselor can also provide social and emotional support through difficult periods. This may be
especially helpful in implementing a wellness plan. Phone calls and e-mails to clients can focus
on whether they actually are exercising, arc eating and sleeping better, or are engaging in
positive leisure activities to help them break computer addiction or stop smoking.
Here are some questions you can use to help clients plan their own generalization from
the interview:
"What one thing from the interview stands out for you right now that you might take home?"
"You've generated several ideas and selected one to try. How are we going to know if you
actually do it?"
"What comes to your mind to try as homework for next week that we can look at when we
get together?"
Each of these can be coupled with the basic listening sequence to draw out the generalization
plan in more detail. You may want to ask your client at the close of the interview "Will you do
it?" If you have a written contract, review the goals and actions needed.
These are just a few of the many possibilities to help develop and maintain client change.
Each individual will respond differently to these techniques, and client observation skills are
called for to determine which technique or set of techniques is most likely to be helpful to a
particular person.
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