Helping Skills

by Hill, Clara E.

Edition: 2nd

ISBN13: 9781591471042

ISBN10: 1591471044

Format: Hardcover

Pub. Date: 2004-03-01

Publisher(s): Amer Psychological Assn

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Summary

Clara E. Hill has revised and updated her textbook, Helping Skills. The volume teaches empirically supported, basic helping skills to undergraduate and first-year graduate students. Following Hill's three-stage model of helping (Exploration, Insight, and Action), the text presents an integrative approach that is grounded in client-centered, psychoanalytic, and cognitive-behavioral theory. Hill's model recognizes the critical roles of affect, cognition, and behavior in the process of change, filling a void left by textbooks that focus narrowly on the processes facilitating change.
Material new to this edition includes a revised Action stage, designed to enable instructors to incorporate the current thinking about this area; more attention to multicultural issues; and new measures to test the training model, which will allow students to evaluate their skills and level of confidence.
With her accessible yet instructive style, Hill instills enthusiasm for the process of learning to help others. She also encourages students' personal and professional growth with questions that challenge them to think about and discuss the process of becoming helpers and their reasons for doing so.

Author Biography

Clara E. Hill is professor and codirector of the Counseling Psychology Program at the Department of Psychology, University of Maryland.

List of Labs	p. xv
Preface	p. xvii
Acknowledgments	p. xxiii
Overview
Introduction to Helping	p. 3
What Is Helping?	p. 4
When Do People Seek Help From Others?	p. 8
Is Helping Effective?	p. 10
On Becoming a Helper	p. 11
Organization of This Book	p. 14
Experiential Component of the Book	p. 15
Is This Book Right for You?	p. 20
Research on Helping Skills	p. 22
Concluding Comments	p. 22
Theoretical Foundation of the Three-Stage Model of Helping	p. 25
Assumptions Underlying the Three-Stage Model	p. 26
Three-Stage Model	p. 28
Empathic Collaboration	p. 33
Culture	p. 34
Concluding Comments	p. 36
A Model for the Process and Outcome of Helping	p. 39
Background Variables	p. 40
Context Variables	p. 44
Moment-by-Moment Interactional Sequence	p. 47
External World	p. 56
Outcome	p. 57
Empirical Research on the Three-Stage Model of Helping	p. 58
Concluding Comments	p. 59
Ethical Issues in Helping	p. 61
An Overview of Ethics	p. 61
Ethical Standards Relevant for Beginning Helpers	p. 64
Working Through an Ethical Dilemma	p. 73
Concluding Comments	p. 76
Exploration Stage
Overview of the Exploration Stage	p. 81
Theoretical Background: Rogers's Client-Centered Theory	p. 82
Goals for the Exploration Stage	p. 91
Concluding Comments	p. 95
Attending and Listening	p. 99
How to Attend and Listen	p. 101
Examples of Attending and Listening Skills	p. 111
Effects of Attending and Listening	p. 112
Difficulties Helpers Experience in Attending and Listening	p. 113
Concluding Comments	p. 114
Open Questions and Probes	p. 117
Why Use Open Questions and Probes?	p. 118
How to Ask Open Questions and Probes	p. 120
Effects of Open Questions and Probes	p. 123
Difficulties Helpers Experience in Delivering Open Questions and Probes	p. 123
Restatement	p. 129
Why Use Restatements?	p. 130
How to Restate	p. 132
Effects of Restatement	p. 135
Difficulties Helpers Experience in Restating	p. 135
Reflection of Feelings	p. 143
Why Reflect Feelings?	p. 143
How to Reflect Feelings	p. 150
Effects of Reflection	p. 159
Difficulties Helpers Experience in Delivering Reflection of Feelings	p. 160
Additional Skills for the Exploration Stage	p. 169
Information About the Helping Process	p. 170
Approval-Reassurance	p. 172
Closed Questions	p. 174
Self-Disclosures for Exploration	p. 177
Silence	p. 181
Concluding Comments	p. 183
Integrating the Skills of the Exploration Stage	p. 185
Integrating the Exploration Skills	p. 186
Helper Self-Awareness	p. 193
Developing Hypotheses About Clients	p. 195
An Example of an Extended Interaction	p. 196
Difficulties Helpers Experience in the Exploration Stage	p. 199
Strategies for Overcoming the Difficulties and Managing Anxiety	p. 203
Insight Stage
Overview of the Insight Stage	p. 213
Theoretical Background: Psychoanalytic Theory	p. 215
How Psychoanalytic Theories Relate to the Three-Stage Model	p. 219
Goals for the Insight Stage	p. 220
Use of the Helper's Perspective	p. 223
Skills Used in the Insight Stage	p. 224
Challenge	p. 227
Why Use Challenges?	p. 229
How to Challenge	p. 231
Effects of Challenge	p. 237
Difficulties Helpers Experience Using Challenges	p. 238
Interpretation	p. 245
Why Give Interpretations?	p. 247
Sources of Data for Developing Interpretations	p. 250
Accuracy of Interpretations	p. 253
How to Interpret	p. 254
Examples of Interpretation	p. 259
Effects of Interpretation	p. 261
Potential Difficulties in Using Interpretation	p. 262
Self-Disclosure of Insight	p. 269
Why Use Self-Disclosure of Insight?	p. 270
How to Self-Disclose About Insight	p. 273
Effects of Self-Disclosure of Insight	p. 276
Potential Difficulties in Disclosing Insight	p. 276
Immediacy	p. 283
Why Use Immediacy?	p. 284
How to Use Immediacy	p. 287
Effects of Immediacy	p. 292
Difficulties Helpers Have in Using Immediacy	p. 292
Integrating the Skills of the Insight Stage	p. 299
Integrating the Insight Skills	p. 299
Caveats About Using Insight Skills	p. 303
Developing Hypotheses About Client Dynamics	p. 305
Difficulties Helpers Experience in the Insight Stage	p. 306
Strategies for Overcoming Difficulties in Implementing the Insight Stage	p. 308
Action Stage
Overview of the Action Stage	p. 319
Rationale for the Action Stage	p. 320
Theoretical Background: Behavioral and Cognitive Theories	p. 325
How Behavioral and Cognitive Theories Relate to the Three-Stage Model	p. 331
Goals of the Action Stage	p. 331
Skills Used in the Action Stage	p. 332
Steps of the Action Stage	p. 332
Concluding Comments	p. 333
Skills of the Action Stage	p. 335
Giving Information	p. 336
Feedback About the Client	p. 340
Process Advisement	p. 343
Direct Guidance	p. 345
Disclosure of Strategies	p. 350
The Steps of the Action Stage	p. 353
Identify a Specific Problem	p. 354
Explore the Idea of Action on This Problem	p. 356
Assess Previous Change Attempts and Social Support	p. 358
Help Client Decide About Making a Commitment to Change	p. 360
Brainstorm Options	p. 361
Choose Action Options	p. 362
Implement In-Session Interventions	p. 363
Choose Tasks for Outside the Session	p. 371
Check on Progress and Modify Assignments	p. 373
Example of Action Stage Steps	p. 375
Integrating the Skills of the Action Stage	p. 383
Integrating the Action Skills	p. 383
Difficulties Helpers Experience in the Action Stage	p. 384
Strategies for Overcoming the Difficulties	p. 387
Example of an Extended Interaction	p. 388
Final Thoughts
Integrating the Three Stages	p. 401
Using the Skills in Therapy	p. 402
Dealing With Difficult Clinical Situations	p. 411
Concluding Comments	p. 417
References	p. 421
Author Index	p. 433
Subject Index	p. 439
About the Author	p. 459
Feedback From	p. 461
Table of Contents provided by Rittenhouse. All Rights Reserved.