Intentional Interviewing and
Counseling:
Facilitating Client Development in a
Multicultural Society
7th Edition
Allen E. Ivey
University of Massachusetts
Mary Bradford Ivey
Microtraining Associates
Carlos P. Zalaquett
University of South Florida
Copyright © 2009
Chapter 14
Microskills and Counseling Theory:
Sequencing Skills and
Interview Stages
Our influence is determined by the quality of our being.
Dale E. Turner
Chapter goals
▲
Present four additional important approaches to
counseling from the perspective of the five-stage
interview—person-centered, cognitive behavioral, brief
counseling, and motivational interviewing.
▲
You will be able to apply key features of each theory in
the interview. Microskills analysis and the relationship–
story and strengths–goal–restory–action model will
clarify how to use each theory.
Competency objectives
▲ Conduct a beginning person-centered interview.
▲ Engage in some of the basics of cognitive-behavioral
therapy with an emphasis on stress management.
▲ Practice the basics of brief solution-focused counseling.
▲ Practice key aspects of motivational interviewing.
▲ Realize that there are multiple paths to the resolution of
client concerns and that the definition of change and the
creative New will vary from theory to theory.
INTRODUCTION: MICROSKILLS, FIVE STAGES, AND
THEORETICAL APPROACHES TO THE INTERVIEW
▲ This chapter contains four different approaches to the
interview.
▲ We recommend you focus on one theoretical approach
at a time.
▲ Also, you can select one or two theories and learn these
more fully.
▲ Or, you may prefer to read the full chapter, practicing
later.
▲ Given the complexity of today’s world, it is important to
develop competences is various approaches to reach
the majority of your diverse clientele.
INSTRUCTIONAL READING AND EXAMPLE INTERVIEW 1:
PERSON-CENTERED COUNSELING
▲ Major assumption of person-centered theory: client is
competent and ultimately self-actualizing.
▲ Self-actualized person is able to constantly develop and
achieve full personal potential.
▲ Task of the helper is to listen and help clients discover
that inner, more real self.
▲ Use listening skills and reflection of meaning, with focus
on internal strength and resilience.
INSTRUCTIONAL READING AND EXAMPLE INTERVIEW 1:
PERSON-CENTERED COUNSELING
▲ Focused on the person not the problem.
▲ Focused on meaning and feeling with less interest in the
actual facts.
▲ Goal is self-actualization, helping the client to realize
themselves more fully.
▲ Questions are intrusive and avoided.
▲ Most appropriate for abstract, self-directed / formaloperational clients.
INSTRUCTIONAL READING AND EXAMPLE INTERVIEW 1:
PERSON-CENTERED COUNSELING
Suggested guidelines:
1. Seek to eliminate or minimize questions.
2. Focus almost exclusively on the client. The words you
and your and the client’s name are central.
3. Search for and reflect underlying meaning and consider
reflection of meaning along with paraphrasing, reflection
of feeling, and summarization as the basic skills.
INSTRUCTIONAL READING AND EXAMPLE INTERVIEW 1:
PERSON-CENTERED COUNSELING
Suggested guidelines (cont.):
4. Constantly identify positives to help clients frame their
experience in forward-moving ways. This is called
“positive regard.”
5. Use selected influencing skills of confrontation,
feedback, and self-disclosure, but sparingly.
6. Note that most influencing skills are not part of this
orientation.
Bringing Multicultural Issues Into the
Person-Centered Approach
▲ Focus on both person and
cultural/environmental/contextual issues.
▲ Double-focus enrich client experiencing.
Listening and Selective Attention in
Person-Centered Interviewing
▲ The way you listen influence the way clients respond.
▲ listening exclusively to “I” statements or only on culture,
gender, and context in the person-centered mode affects
the way clients talk about their issues.
Listening and Selective Attention in
Person-Centered Interviewing
FEEDBACK
FORM:
PERSONCENTERED
INTERVIEW
INSTRUCTIONAL READING AND EXAMPLE INTERVIEW 2:
COGNITIVE-BEHAVIORAL THERAPY & STRESS MANAGEMENT
Cognitive-behavioral therapy (CBT) assumptions
▲ Change in client behavior will be followed by changes in
the client’s thoughts and feelings.
▲ Change in thinking patterns will be followed by
behavioral change.
Currently the most practiced theory.
INSTRUCTIONAL READING AND EXAMPLE INTERVIEW 2:
COGNITIVE-BEHAVIORAL THERAPY & STRESS MANAGEMENT
▲ Stress affects thoughts, feeling, behavior, and meanings.
These same stress leads to bodily issues, some of which
are permanently damaging.
 For example, the constant stress placed on a child in a lowincome environment negatively affects both body and mind.
College students also suffer from stress—exams, finances,
parental, and social pressures.
▲ CBT is effective in the treatment of stress.
CBT will use most of the psychoeducational and directive
strategies of Chapter 12.
Let’s Review Dr. Edna Brinkley’s CBT Demonstration
Emphasis on Stress Management
▲ Relationship
Tonya and Dr. B had developed solid relationship in earlier
interviews.
So they could enter into the interview quickly.
▲ Story and Strength
▲ Goals
▲ Restory
▲ Action
Dr. Brinkley and Tonya
▲Story and Strength
Tonya stressed from pressure and likely racism in a predominately
White university.
Strengths first focused on follow-up from thought stopping homework.
Then on family, doing well in school, worked through similar difficult
issues in high school.
Dr. B. focuses on meaning and values
Psychoeducation about cortisol as related to stress
Develops story further on seeming harassment in class.
Dr. Brinkley and Tonya
▲Goals
Brief continuation of goals worked on earlier in the
interviews.
“Calm down, take care of my body as well as my mind, and
have fun.”
These are general, but we have specific directives and
CBT strategies to work with each one.
Dr. Brinkley and Tonya
▲Restory
Three strategies demonstrated as book wants you to see
examples of CBT in action. Dr. B. talks more as she is
demonstrating several strategies.
Usually, we would listen more during the restorying
process.
But, CBT is also a very active mode of counseling and
therapy.
Dr. Brinkley and Tonya
▲Restory (continued)
Breath awareness and visualization. Useful in stress
management to be aware of body and combine this with
visualization of a positive scene. (Draw on this during
stress and/or meditation.)
Note here and now emphasis of the psychoeducation.
Peace, be still. drawing on family story/history provides a
verbal summary of the exercise. 3 minutes to sink the
awareness, image, and verbal statement in the body.
Dr. Brinkley and Tonya
▲Restory (continued)
Cognitive restructuring. Dr. B. helps Tonya to observe her
own cognitive processes, particularly triggers for anxiety
and worry.
Focus on internal self-talk and choice of words. Avoid the
word “should.” Substitute “could.”
What one thinks often becomes real!
Substitute positive thoughts for the negative.
Dr. Brinkley and Tonya
▲Restory (continued)
Automatic thoughts. Dr. B. introduces the 8 point automatic
thoughts chart.
Explained chart and asked Tony to use it as homework.
Provides an important and systematic way for Tonya to
examine her own thought processes as well as
emotions.
Dr. Brinkley and Tonya
▲Restory (continued)
Four specific questions to help client monitor automatic
thoughts.
What is the situation?
Where are you?
Who is there?
What was said and done?
Automatic Thoughts Chart
1.
What emotions did you have? 0=no emotion; 10=very strong
2.
Why physical feelings did you have? Where in your body did feel any
tension? Tension level 0=no tension; 10=very tense
3.
What were your thoughts, your inner self-talk. Verbatim if possible
4.
What was your behavior following these thoughts?
5.
What are some alternative thoughts that may more accurately describe the
situation?
6.
What are your emotions now? 0=no emotion; 10=very strong
7.
What physical feelings do you have now? Where in your body do you feel
any tension? Did you notice any changes in body tension? 0=no tension;
10=very tense
8.
What did you learn from this experience? What new behavior did you do?
Dr. Brinkley and Tonya
▲Action
Dr. B. asks Tonya to summarize her plans for the week.
Calming, “Peace, be still,” should, automatic thoughts
charts are tasks for the week.
No written action contract was agreed on. At times this will
be important. We do need the automatic thoughts chart
in written form.
INSTRUCTIONAL READING AND EXAMPLE INTERVIEW 2:
COGNITIVE-BEHAVIORAL THERAPY & STRESS MANAGEMENT
▲ CBT focuses on thoughts and doing.
▲ Goal is help clients change their cognitions.
▲ Helps clients concretely operate in their environment.
▲ Draws from psychoeducational and directive strategies.
INSTRUCTIONAL READING AND EXAMPLE INTERVIEW 2:
COGNITIVE-BEHAVIORAL THERAPY & STRESS MANAGEMENT
FEEDBACK
FORM:
COGNITIVEBEHAVIORAL
AND/OR
STRESS
MANAGEMENT
INSTRUCTIONAL READING & EXAMPLE INTERVIEW 3:
BRIEF SOLUTION-FOCUSED COUNSELING
▲ Brief solution-oriented interviewing and counseling is
concerned with solutions, not problems.
▲ Focused on goal setting; questions may be the central
skill.
▲ Goal is positive change with brief (less) therapy.
▲ Recognizes that it is normal to have problems; we all
benefit from occasional sessions with helpers.
INSTRUCTIONAL READING & EXAMPLE INTERVIEW 3:
BRIEF SOLUTION-FOCUSED COUNSELING
1. Relationship
▲ Basic questions
▲ Your own mind-set
▲ Relationship
▲ Structuring the session
▲ What else?
INSTRUCTIONAL READING & EXAMPLE INTERVIEW 3:
BRIEF SOLUTION-FOCUSED COUNSELING
1. Relationship
▲ Building rapport is critical before the client will trust you
to help.
▲ Emphasize solutions, rather than the problem.
▲ Establish a positive expectation.
▲ You and the client work in a mutual fashion to achieve a
solution.
INSTRUCTIONAL READING & EXAMPLE INTERVIEW 3:
BRIEF SOLUTION-FOCUSED COUNSELING
1. Relationship
▲ Basic questions:
 What is your goal here today?
 Has anything changed since you decided to come to see me? Are things better
in any way?
 What has gotten better about your concern/issue/problem? What made that
happen?
 What’s keeping it from getting worse?
 Are there any exceptions in this problem? When is the problem not so much of a
problem?
 What do you do right? What have you been doing to keep this issue from really
dragging you down?
 How can we keep that going?
INSTRUCTIONAL READING & EXAMPLE INTERVIEW 3:
BRIEF SOLUTION-FOCUSED COUNSELING
2. Story and Strengths
▲ Basic questions
▲ Being brief
▲ Normalizing the narrative
▲ The positive asset search and wellness
▲ Scaling
INSTRUCTIONAL READING & EXAMPLE INTERVIEW 3:
BRIEF SOLUTION-FOCUSED COUNSELING
2. Story and Strengths
▲ Listening to the client’s story--draw out brief narratives of
concerns, problems, or issues.
▲ Use the basic listening sequence and summarize.
▲ Summary is key to organizing the session and forms the
foundation for more effective goal setting.
▲ Be concrete; clarify with specifics; avoid abstractions.
INSTRUCTIONAL READING & EXAMPLE INTERVIEW 3:
BRIEF SOLUTION-FOCUSED COUNSELING
2. Story and Strengths
▲ Basic questions.
 Are there times when you do not have this problem? When does
the problem not occur?
 What are the exceptions to the problem?
 What’s different about the times when this problem does not
occur?
 How do you get more positive results to happen?
 What are your strengths and resources?
INSTRUCTIONAL READING & EXAMPLE INTERVIEW 3:
BRIEF SOLUTION-FOCUSED COUNSELING
2. Story and Strengths
▲ Basic questions (cont.}.
 The miracle question. Suppose when you go to sleep tonight, a
miracle happens and the concerns that brought you in here
today are resolved. But since you are asleep, you don’t know the
miracle has happened until you wake up tomorrow; what will be
different tomorrow that will tell you a miracle has happened?
 Follow up the miracle question with “How will we know the issue
has been resolved?” and “What are the first steps to keep the
miracle going?”
 These questions require follow-up and exploration to be
effective.
 “What else?”
INSTRUCTIONAL READING & EXAMPLE INTERVIEW 3:
BRIEF SOLUTION-FOCUSED COUNSELING
2. Story and Strengths
▲ Normalizing the narrative:
 Assist the client to see that their issues are a natural, logical
result of their life situation.
 It is normal to have concerns and difficult issues.
 Cultural/environmental/contextual issues may be part of
normalizing the narrative.
 Avoid minimizing serious concerns.
INSTRUCTIONAL READING & EXAMPLE INTERVIEW 3:
BRIEF SOLUTION-FOCUSED COUNSELING
2. Story and Strengths
▲ The positive asset search:
 Search for strengths in the client’s narrative.
 Help the client re-identify with their strengths.
 Give feedback on specific strengths.
 Clients must accept their strengths as real.
INSTRUCTIONAL READING & EXAMPLE INTERVIEW 3:
BRIEF SOLUTION-FOCUSED COUNSELING
2. Story and Strengths
▲ Scaling on a scale from 1 to 10:
 1 means the concern is fully resolved.
 10 means the concern totally overwhelms the client.
 Rate many dimensions.
 “How committed are you to solving the problem?”
 “How likely are you to succeed?”
 “What point marks resolution to the problem?”
INSTRUCTIONAL READING & EXAMPLE INTERVIEW 3:
BRIEF SOLUTION-FOCUSED COUNSELING
3. Goals
▲ Basic questions to ensure clear goals.
▲ Co-constructing concrete, achievable, clear goals with
the client/
 Negotiate specific goals that can be reached.
 Avoid attempts to resolve everything at once.
 Small changes can lead over time to significant differences.
 Remind client of strengths from positive asset search.
INSTRUCTIONAL READING & EXAMPLE INTERVIEW 3:
BRIEF SOLUTION-FOCUSED COUNSELING
3. Goals
▲ Additional questions:
 How do you get that more positive result to happen?
 How is that different from the way you usually handle it?
 What would enable you to feel that life is better?
 What else?
INSTRUCTIONAL READING & EXAMPLE INTERVIEW 3:
BRIEF SOLUTION-FOCUSED COUNSELING
3. Goals
▲ Thinking about change and “taking it home.” Change
negative talk into conversation about change and
possibility.
1. Note what the clients do that is good, useful and effective.
2. Note exceptions to the problem.
3. Promote 1 and 2 above as they relate to clear, specific client
goals.
INSTRUCTIONAL READING & EXAMPLE INTERVIEW 3:
BRIEF SOLUTION-FOCUSED COUNSELING
Stages 4 and 5. Restory/Action: Explore, Create,
Conclude
▲ Brief counseling combines these two stages.
▲ Basic questions
▲ Thinking about change and “taking it home.”
▲ Bringing multicultural issues into brief solution-focused
counseling
INSTRUCTIONAL READING & EXAMPLE INTERVIEW 3:
BRIEF SOLUTION-FOCUSED COUNSELING
Stages 4 and 5. Restory/Action: Explore, Create,
Conclude
▲ Goal is to solidify and organize the solutions and move
toward concrete action.
▲ Focus on transfer of learning and on the idea that
something can be done.
▲ Clearly define goals in specific, manageable form.
INSTRUCTIONAL READING & EXAMPLE INTERVIEW 3:
BRIEF SOLUTION-FOCUSED COUNSELING
FEEDBACK
FORM: BRIEF
SOLUTIONFOCUS
COUNSELING
INSTRUCTIONAL READING & EXAMPLE INTERVIEW 4:
MOTIVATIONAL INTERVIEWING
▲ Motivational interviewing (MI)
▲ “Spirit” of motivational interviewing is based on
collaboration, evoking positive resources and motivation
for change, and affirming client autonomy and selfdirection.
INSTRUCTIONAL READING & EXAMPLE INTERVIEW 4:
MOTIVATIONAL INTERVIEWING
▲ Motivational interviewing (MI) four general principles for
practice:
 express empathy,
 develop discrepancy,
 roll with resistance,
 support self-efficacy.
INSTRUCTIONAL READING & EXAMPLE INTERVIEW 4:
MOTIVATIONAL INTERVIEWING
Stage 1. Relationship: Initiating the Session
▲ build sufficient rapport and trust before starting.
▲ discuss differences of ethnicity/race or gender and share
something of yourself.
▲ change is central goal from the very start.
INSTRUCTIONAL READING & EXAMPLE INTERVIEW 4:
MOTIVATIONAL INTERVIEWING
Stage 1. Relationship: Initiating the Session
▲ How Committed Are You to Change and Reach Your
Goals?
 10-point scale is an important “hook” in MI
 introduces belief in the possibility of change
 shows client’s depth of motivation
 provides clear focus.
INSTRUCTIONAL READING & EXAMPLE INTERVIEW 4:
MOTIVATIONAL INTERVIEWING
Stage 2. Story and Strength: Gathering Data—Drawing
Out Stories, Concerns, Problems, and Issues
▲ “Change talk.”
▲ Use open questions, reflective listening, and
summarization to draw detail and elaboration on the
change issue.
▲ Focus on what is positive, enjoyable, or useful in the
behavior to change.
▲ “Downside” and what goes wrong when the behavior
occurs.
INSTRUCTIONAL READING & EXAMPLE INTERVIEW 4:
MOTIVATIONAL INTERVIEWING
Stage 2. Story and Strength: Gathering Data—Drawing
Out Stories, Concerns, Problems, and Issues
▲ Discuss decisional balance—the balance sheet again
▲ Word “affirmation” is parallel to the positive asset search
▲ Focus on disadvantages of the status quo. (“What is
likely to happen if you don’t stop drinking?”), advantages
of change (“How would it be at home if your drinking
stopped?”), optimism about change (“What are some
supports that will help you maintain change?”), and
intention to change (“Would you be willing to try
stopping?”)
INSTRUCTIONAL READING & EXAMPLE INTERVIEW 4:
MOTIVATIONAL INTERVIEWING
Stage 2. Story and Strength: Gathering Data—Drawing
Out Stories, Concerns, Problems, and Issues
▲ Focus on:
 disadvantages of the status quo (“What is likely to happen if you
don’t stop drinking?”),
 advantages of change (“How would it be at home if your drinking
stopped?”),
 optimism about change (“What are some supports that will help
you maintain change?”), and
 intention to change (“Would you be willing to try stopping?”)
INSTRUCTIONAL READING & EXAMPLE INTERVIEW 4:
MOTIVATIONAL INTERVIEWING
Stage 3. Goals
▲ Explore positive and negative motivation for change.
▲ Decisional balance sheet.
▲ Two classic questions or variations help set up the final
goal.
 “What would you like it to be like in the future?”
 “What are the future consequences of change?”
INSTRUCTIONAL READING & EXAMPLE INTERVIEW 4:
MOTIVATIONAL INTERVIEWING
Stage 4. Restory: Working—Exploring Alternatives,
Confronting Client Incongruities and Conflict,
Restorying
▲ Resistance is the major impediment to change.
▲ Resistance arises from the interpersonal interaction
between counselor and client.
▲ It is a signal that the person is not keeping up with you.
 “Wait a minute; I’m not with you; I don’t agree”
INSTRUCTIONAL READING & EXAMPLE INTERVIEW 4:
MOTIVATIONAL INTERVIEWING
Stage 4. Restory: Working—Exploring Alternatives,
Confronting Client Incongruities and Conflict,
Restorying
▲ A change in counseling style can directly affect client
resistance, driving it upward or downward.
▲ Rather than ignoring resistance, listen and discover what
is going on with the client. Resistance is an opportunity
for you to learn more about the client.
▲ Be prepared to try several different responses until one
is effective.
INSTRUCTIONAL READING & EXAMPLE INTERVIEW 4:
MOTIVATIONAL INTERVIEWING
Stage 4. Restory: Working—Exploring Alternatives,
Confronting Client Incongruities and Conflict,
Restorying
▲ Paraphrasing or reflecting client’s feelings demonstrates
that you are aware of how the client thinks and feels.
▲ Shifting interview focus or reframing the discussion from
another perspective may be helpful. MI even suggests
agreeing with the client and pointing out that the client is
in control
▲ importance of intentionally shifting your skill or focus
when you work with challenging clients.
INSTRUCTIONAL READING & EXAMPLE INTERVIEW 4:
MOTIVATIONAL INTERVIEWING
Stage 4. Restory: Working—Exploring Alternatives,
Confronting Client Incongruities and Conflict,
Restorying
▲ “Confidence talk.”
▲ Behavior change takes confidence and belief in oneself.
▲ Help client focus on specifics of change and how he or
she can deal with them effectively.
▲ Affirms capability of client to change.
▲ Confidence ruler, another 10-point scale in which clients
rates themselves on a 0 to 10 scale.
INSTRUCTIONAL READING & EXAMPLE INTERVIEW 4:
MOTIVATIONAL INTERVIEWING
Stage 5. Action: Terminating—Generalizing and Acting
on New Stories
▲ MI Change plan worksheet or
▲ Maintaining Change and Relapse Prevention Worksheet
(Box 14-5)
 Serve as basis for follow-up and action
▲ Further positive reframing, confidence building, and
listening
▲ Watch for resistance.
INSTRUCTIONAL READING & EXAMPLE INTERVIEW 4:
MOTIVATIONAL INTERVIEWING
A Final Note on Motivational Interviewing
▲ Motivational interviewing appears to be quite effective
across many cultures.
▲ Its nature, clarity, and focus on what can be done to
produce change is an appropriate for working crossculturally.
INSTRUCTIONAL READING & EXAMPLE INTERVIEW 4:
MOTIVATIONAL INTERVIEWING
FEEDBACK
FORM:
MOTIVATIONAL
INTERVIEWING
SUMMARY
▲ This chapter has helped you gain experience with four
approaches to counseling—person centered, cognitivebehavioral, brief solution-focused, and motivational
interviewing.
▲ Using microskills you can engage in the basic strategies
of these theories.
▲ Ultimate goal is to use this newly acquired knowledge
with your clients.
SUMMARY
▲ Now you can access a variety of interviewing styles to
provide more effective help.
▲ We encourage you to study the theories presented here
and to engage in the intentional use of the tools they
provide.
Key Points
Five approaches
▲ Table 14-1 summarizes the structure of decisional
counseling, person-centered helping, cognitivebehavioral therapy, brief solution-focused counseling,
and motivational interviewing.
▲ Though all these approaches may be explained by their
use of microskills and how the interview is structured,
note that their emphases are quite different.
▲ Decisional counseling emphasizes careful listening to
the story/problem/concern/challenge of the client before
acting.
▲ Brief counseling approach emphasizes working on the
problem as quickly as possible.
Key Points
Five approaches
▲ Person-centered helping stresses listening to the client’s
feelings and story in detail, and thoughts and words are
central.
▲ Cognitive-behavioral work, on the other hand, seeks very
actively to encourage the client to change and adopt new
behaviors, thoughts, and feelings, as you observed in
the stress management session.
▲ Brief approaches focus on finding quick answers and
using many questions whereas motivational interviewing
appears to integrate most of the ideas of this book into a
single package, potentially useful for particularly
challenging clients.
Key Points
Multicultural issues
▲ Each style of interviewing requires different adaptations
to be meaningful in multicultural situations. Particularly
helpful in this regard is the concept of focus.
▲ By focusing on the cultural/environmental/contextual
dimensions, you can bring in these issues to all helping
approaches. However, you still must recognize that the
aims of each approach may not be fully compatible with
varying cultures. This same point should be made with
the client regardless of cultural background.
Key Points
Multicultural issues
▲ Some clients may prefer the Rogerian person-centered
approach; others may want solutions and cognitivebehavioral action.
▲ Avoid stereotyping any client with prior expectations.
Key Points
Cultural Intentionality
▲ We are suggesting that the intentional interviewer and
counselor will have more than one interviewing
alternative available. At the same time, it is important
that you select those approaches to helping that are
most comfortable for you. Balancing your knowledge,
skills, and interests as you counsel varying clients will be
a lifetime process of learning for any helping
professional.
COMPETENCY PRACTICE EXERCISE AND
SELF-ASSESSMENT
Chapter 14
Individual Practice
Self-assessment
Individual Practice -- Practice Exercise
IIC
A special type of practice interview
•There is one central exercise for this chapter.
•Seek out a classmate, friend, or colleague who is willing to
work on a single issue for a half-hour to an hour.
•If that person has the interest, suggest that he or she read
portions of this chapter to know what to expect. Alternatively,
share the key points with him or her.
•This is an exercise in joint discovery.
•You may find that sharing the interview plan with your clients
is useful in other forms of counseling and interviewing.
Individual Practice -- Practice Exercise
IIC
A special type of practice interview
•The best way to understand the four approaches in this
chapter is to use each one separately in conducting an
interview.
•As you meet with your volunteer client, share the interview
plan and the key points of your plan.
•Consider working through your first interview with the book
and notes on the table; both of you can use them for reference.
•You may wish to use the feedback form together as a way to
summarize the specific steps.
•
Individual Practice -- Practice Exercise
IIC
A special type of practice interview
Topics that may be amenable to all four approaches:
Friendship, partner, or child difficulties
Relationship problems
School- or job-related issues
Family concerns
Getting started on career planning
Anger management
Expressing feelings more openly
Inadequate balance of work and leisure
Other stress-related issues
Analyzing a Session
Final Transcript Format
Skill Classifications
Listening &
Influencing
Focus
C*
Counselor and Client
Conversation
Process Comments
See Table in chapter 13
(List Skill)
(See
Chapter 9)
* Record “C” for confrontations.
Client Change Scale (CCS)
Final Transcript Evaluation
Denial
1
Full
Examination Decides to
Live With
But No
Partial
Incongruity
Change
Examination
2
Denies or
Discusses
fails to hear part, but not
incongruity.
all of
incongruity.
3
Discusses
incongruity
completely,
but will not
change.
4
Discusses
and is fully
aware of
decision
impact.
Decides to
Change From
Incongruity
5
Discusses
and alters
choices
when faced
with
incongruity.
FORM
IIC
Interview Plan and Objectives Form (in this Ch.)
As you practice, we
encourage you to use the
forms provided. Study your
client after the preceding
session. Complete this form
indicating issues you
anticipate being important in
the next session and how
you plan to handle them.
We provide specific forms
for each specific skill.
FORM
IIC
Creating a Long-Term Treatment Plan (in this Ch.)
As you practice, we
encourage you to use the
forms provided. Use this
form to develop a long-term
treatment plan.
We provide specific forms
for each specific skill.
PORTFOLIO OF COMPETENCE
What Is Your Level of Mastery of this Skill?
IIC
Self-Assessment
 Developing and evaluating your skills and competence
using each of the theories presented should be included
in your Portfolio of Competence.
SELF-ASSESSMENT
Exercise: Self-Evaluation of Skill Integration
IIC
 A checklist for your portfolio has not been developed for
this chapter.
 As mentioned before, developing and evaluating your
own interviewing style becomes the major exercise for
your portfolio.
DETERMINING YOUR OWN
STYLE AND THEORY:
CRITICAL SELF-REFLECTION ON FOUR
THEORETICAL ORIENTATIONS
CRITICAL SELF-REFLECTION
ON SKILL INTEGRATION
 How does the concept of theoretical orientation relate
to your own developing style and theory?
 Which of the four approaches presented most
appeals to you?
 Do you agree with us that decisional counseling
underlies most other approaches as a basic model?
We will not ask you to assess your competence in any of
these approaches as it is far too early and you will want
to work further with each one. Rather, please focus your
attention on your early impressions and where you think
you might go next in building competence in these or
other theoretical orientations.
CRITICAL SELF-REFLECTION
ON SKILL INTEGRATION
 What single idea stood out for you among all those
presented in this chapter, in class, or through
informal learning?
 What stands out for you is likely to be important as a
guide toward your next step.
 What are your thoughts on multicultural issues and
the use of this skill?
 What other points in this chapter struck you as
important?
 How might you use ideas in this chapter to begin the
process of establishing your own style and theory?
 What are your thoughts?
Write your ideas in your journal.