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Exploration, insight, and action: These concepts drive the basic three-step process that this textbook introduces as a way of teaching helping skills to undergraduate and first-year graduate students. Incorporating client-centered, psychoanalytic, and cognitive-behavioral approaches, this practical guide recognizes the critical roles of affect, cognition, and behavior in the change process.

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• Labs list(p. xiii)
• Acknowledgments(p. xv)
• Preface(p. xvii)
• Part I Overview
• 1 Becoming an Effective Helper(p. 3)
• What Is Helping?
• When Do People Seek Help From Others?
• Does Helping Work?
• On Becoming a Helper
• Organization of This Book
• Using the Practice Elements of This Book
• Is This Book Right for You?
• Concluding Comments
• 2 Theoretical Foundation of the Three-Stage Model of Helping(p. 19)
• Assumptions Underlying the Three-Stage Model
• Three-Stage Model
• Essential Components of All Three Stages
• Concluding Comments
• 3 Process of Helping(p. 31)
• Background Variables
• Context Variables
• Moment-by-Moment Interactional Sequence
• External World
• Outcome
• Empirical Research on the Three-Stage Model of Helping
• Concluding Comments
• 4 Ethical Issues in Helping(p. 49)
• An Overview of Ethics
• General Ethical Principles
• Ethical Guidelines for Beginning Helpers
• Working Through an Ethical Dilemma
• Concluding Comments
• Part II Exploration Stage
• 5 Overview of the Exploration Stage(p. 63)
• Theoretical Background: Rogers's Client-Centered Theory
• Goals for the Exploration Stage
• Difficulties Helpers Experience in the Exploration Stage
• Strategies for Overcoming the Difficulties and Managing Anxiety
• Concluding Comments
• 6 Attending and Listening(p. 81)
• Cultural Rules for Attending and Listening
• Types of Attending Behaviors
• Empirical Evidence
• How to Use Attending Behaviors
• How to Listen
• Effects of Attending and Listening
• Difficulties Helpers Experience in Attending and Listening
• Concluding Comments
• 7 Restatement(p. 99)
• Intentions
• Why Use Restatements?
• Empirical Evidence
• How to Use Restatements
• Effects of Restatement
• Difficulties Helpers Experience in Using Restatements
• 8 Open Question(p. 109)
• Intentions
• Why Use Open Questions?
• Empirical Evidence
• How to Ask Open Questions
• Effects of Open Questions
• Difficulties Helpers Experience in Delivering Open Questions
• 9 Reflection of Feelings(p. 121)
• Intentions
• Why Use Reflection of Feelings?
• Empirical Evidence
• How to Reflect Feelings
• Effects of Reflection
• Difficulties Helpers Experience in Delivering Reflection
• 10 Additional Skills for the Exploration Stage(p. 141)
• Information About the Process of Helping
• Approval and Reassurance
• Closed Questions
• Self-Disclosures for Exploration
• Concluding Comments
• 11 Integrating the Skills of the Exploration Stage(p. 151)
• Conducting the Exploration Stage
• Helper Tasks
• Dealing With Problematic Clinical Situations
• An Example of an Extended Interaction
• Ideas for Research
• Part III Insight Stage
• 12 Overview of the Insight Stage(p. 175)
• Theoretical Background: Psychoanalytic Theory
• Goals for the Insight Stage
• Skills Used in the Insight Stage
• Difficulties Helpers Experience in the Insight Stage
• Strategies for Overcoming the Difficulties
• Concluding Comments
• 13 Challenge(p. 187)
• Types of Challenges
• Intentions
• Why Use Challenges?
• Empirical Evidence
• How to Challenge
• Effects of Challenge
• Difficulties Helpers Experience in Using Challenges
• 14 Interpretation(p. 205)
• Intentions
• Why Give Interpretations?
• Empirical Evidence
• How to Interpret
• Sources of Data for Developing Interpretations
• Effects of Interpretation
• Difficulties Helpers Experience in Using Interpretation
• 15 Self-Disclosure(p. 223)
• Intentions
• Why Use Self-Disclosures?
• Empirical Evidence
• How to Self-Disclose
• Effects of Self-Disclosure
• Difficulties Helpers Experience in Using Self-Disclosures
• 16 Immediacy(p. 235)
• Intentions
• Why Use Immediacy?
• Empirical Evidence
• How to Use Immediacy
• Effects of Immediacy
• Difficulties Helpers Experience in Using Immediacy
• 17 Integrating the Skills of the Insight Stage(p. 249)
• How to Integrate Skills in the Insight Stage
• Development of Hypotheses About Client Dynamics
• Difficulties Helpers Experience in the Insight Stage
• An Example of an Extended Interaction
• Ideas for Research
• Part IV Action Stage
• 18 Overview of the Action Stage(p. 263)
• Cognitive-Behavorial Theories
• Goals of the Action Stage
• Skills Used in the Action Stage
• Difficulties Helpers Experience in the Action Stage
• Strategies for Overcoming the Difficulties
• Concluding Comments
• 19 Information(p. 281)
• Types of Information
• Intentions
• Why Give Information?
• Empirical Evidence
• How to Give Information
• Effects of Giving Information
• Difficulties Helpers Experience in Providing Information
• 20 Direct Guidance(p. 291)
• Types of Direct Guidance
• Directives Through Self-Disclosure
• Intentions
• Why Give Direct Guidance?
• Empirical Evidence
• How to Give Direct Guidance
• Effects of Direct Guidance
• Difficulties Helpers Experience in Using Direct Guidance
• 21 Integrating the Skills of the Action Stage(p. 305)
• Steps to Take in the Action Stage
• An Example of an Extended Interaction
• Ideas for Research
• Part V Final Thoughts
• 22 Putting It All Together(p. 327)
• How to Manage Sessions
• Conceptualizing Client Problems
• Termination
• Examples of an Extended Interaction
• Concluding Comments
• References(p. 347)
• Appendix A Helper Intentions List(p. 363)
• Appendix B Helping Skills System(p. 366)
• Appendix C Using the Helping Skills System for Research(p. 372)
• Appendix D Client Reactions System(p. 382)
• Appendix E Client Behavior System(p. 384)
• Appendix F Process Notes(p. 386)
• Author Index(p. 387)
• Subject Index(p. 393)
• About the Authors(p. 401)