Descripciones mejoradas de Syndetics:

Fully updated guide to proven, practical strategies for conducting effective interviews ­- including access code to online videos

Clinical Interviewing is the essential guide to conducting initial interviews, suicide assessment, mental status examinations, and psychotherapy skill development. The Sixth Edition includes:

Updates focusing on latest trends in clinical interviewing research and practice Updated information on technology-based interviewing Access to over 70 videos that show the authors discussing and demonstrating crucial interviewing techniques Online instructor's manual and resources to facilitate teaching Fresh case examples to help apply interviewing skills and concepts New coverage of special populations and multicultural considerations Expanded skills coverage to help facilitate client insight and action

This new edition also includes a Registration Access Card with a unique one-time code to access the Wiley Interactive E-Text (Powered by VitalSource), enhanced with dynamic content, including instructional videos and practice questions to further enrich student learning. It provides uninterrupted, mobile access anywhere, anytime.

Tabla de contenidos provista por Syndetics

• Preface(p. xiii)
• About the Authors(p. xxi)
• Part 1 Foundations of Clinical Interviewing(p. 1)
• Chapter 1 An Introduction to the Clinical Interview(p. 3)
• Learning Objectives(p. 3)
• Chapter Orientation(p. 3)
• Welcome to the Journey(p. 3)
• What Is a Clinical Interview?(p. 5)
• Clinical Interviewing versus Counseling and Psychotherapy(p. 7)
• A Learning Model for Clinical Interviewing(p. 13)
• Multicultural Competencies(p. 17)
• Multicultural Humility(p. 25)
• Summary(p. 28)
• Suggested Readings and Resources(p. 29)
• Chapter 2 Preparation(p. 31)
• Learning Objectives(p. 31)
• Chapter Orientation(p. 31)
• The Physical Setting(p. 31)
• Professional and Ethical Issues(p. 38)
• Multicultural Preparation(p. 55)
• Stress Management and Self-Care(p. 65)
• Summary(p. 68)
• Suggested Readings and Resources(p. 68)
• Chapter 3 An Overview of the Interview Process(p. 71)
• Learning Objectives(p. 71)
• Chapter Orientation(p. 71)
• Stages of a Clinical Interview(p. 71)
• The Introduction(p. 73)
• The Opening(p. 84)
• The Body(p. 90)
• The Closing(p. 95)
• Ending the Session (Termination)(p. 104)
• Summary(p. 107)
• Suggested Readings and Resources(p. 109)
• Part 2 Listening and Relationship Development(p. 111)
• Chapter 4 Nondirective Listening Skills(p. 113)
• Learning Objectives(p. 113)
• Chapter Orientation(p. 113)
• Listening Skills(p. 113)
• Adopting a Therapeutic Attitude(p. 114)
• Why Nondirective Listening Is Also Directive(p. 123)
• The Listening Continuum in Three Parts(p. 125)
• Nondirective Listening Behaviors: Skills for Encouraging Client Talk(p. 126)
• Ethical and Multicultural Considerations(p. 142)
• Not Knowing What to Say(p. 145)
• Summary(p. 146)
• Suggested Readings and Resources(p. 147)
• Chapter 5 Directive Listening Skills(p. 149)
• Learning Objectives(p. 149)
• Chapter Orientation(p. 149)
• Directive Listening Behaviors: Skills for Encouraging Insight(p. 150)
• Ethical and Multicultural Considerations When Using Directive Listening Skills(p. 175)
• Summary(p. 178)
• Suggested Readings and Resources(p. 179)
• Chapter 6 Skills for Directing Clients Toward Action(p. 181)
• Learning Objectives(p. 181)
• Chapter Orientation(p. 181)
• Readiness to Change(p. 181)
• Skills for Encouraging Action: Using Questions(p. 184)
• Using Educational and Directive Techniques(p. 192)
• Ethical and Multicultural Considerations When Encouraging Client Action(p. 204)
• Summary(p. 215)
• Suggested Readings and Resources(p. 216)
• Chapter 7 Evidence-Based Relationships(p. 217)
• Learning Objectives(p. 217)
• Chapter Orientation(p. 217)
• The Great Psychotherapy Debate(p. 217)
• Carl Rogers's Core Conditions(p. 218)
• Other Evidence-Based Relationship Concepts(p. 233)
• Evidence-Based Multicultural Relationships(p. 250)
• Summary(p. 253)
• Suggested Readings and Resources(p. 254)
• Part 3 Structuring and Assessment(p. 255)
• Chapter 8 Intake Interviewing and Report Writing(p. 257)
• Learning Objectives(p. 257)
• Chapter Orientation(p. 257)
• What's an Intake Interview?(p. 257)
• Identifying, Evaluating, and Exploring Client Problems and Goals(p. 259)
• Obtaining Background and Historical Information(p. 267)
• Assessment of Current Functioning(p. 276)
• Brief Intake Interviewing(p. 280)
• The Intake Report(p. 282)
• Do's and Don'ts of Intake Interviews with Diverse Clients(p. 298)
• Summary(p. 300)
• Suggested Readings and Resources(p. 301)
• Chapter 9 The Mental Status Examination(p. 303)
• Learning Objectives(p. 303)
• Chapter Orientation(p. 303)
• What Is a Mental Status Examination?(p. 303)
• Individual and Cultural Considerations(p. 305)
• The Generic Mental Status Examination(p. 308)
• When to Use Mental Status Examinations(p. 340)
• Summary(p. 342)
• Suggested Readings and Resources(p. 342)
• Chapter 10 Suicide Assessment(p. 345)
• Learning Objectives(p. 345)
• Chapter Orientation(p. 345)
• Facing the Suicide Situation(p. 345)
• Suicide Risk Factors, Protective Factors, and Warning Signs(p. 348)
• Building a Theoretical and Research-Based Foundation(p. 356)
• Suicide Assessment Interviewing(p. 360)
• Suicide Interventions(p. 380)
• Ethical and Professional Issues(p. 385)
• Summary(p. 389)
• Suggested Readings and Resources(p. 390)
• Chapter 11 Diagnosis and Treatment Planning(p. 393)
• Learning Objectives(p. 393)
• Chapter Orientation(p. 393)
• Modern Diagnostic Classification Systems(p. 393)
• Defining Mental Disorders(p. 396)
• Diagnostic Interviewing(p. 404)
• The Science of Clinical Interviewing: Diagnostic Reliability and Validity(p. 406)
• Less Structured Diagnostic Clinical Interviews(p. 409)
• Treatment Planning(p. 415)
• Case Formulation and Treatment Planning: A Cognitive-Behavioral Example(p. 423)
• Additional Cultural Modifications and Adaptations(p. 427)
• Summary(p. 428)
• Suggested Readings and Resources(p. 430)
• Part 4 Special Populations and Situations(p. 431)
• Chapter 12 Challenging Clients and Demanding Situations(p. 433)
• Learning Objectives(p. 433)
• Chapter Orientation(p. 433)
• Challenging Clients(p. 433)
• Motivational Interviewing and Other Strategies for Working Through Resistance(p. 436)
• Assessment and Prediction of Violence and Dangerousness(p. 451)
• Demanding Situations: Crisis and Trauma(p. 456)
• Cultural Competencies in Disaster Mental Health(p. 468)
• Summary(p. 470)
• Suggested Readings and Resources(p. 471)
• Chapter 13 Interviewing Young Clients(p. 473)
• Learning Objectives(p. 473)
• Chapter Orientation(p. 473)
• Considerations in Working With Young Clients(p. 473)
• The Introduction(p. 475)
• The Opening(p. 479)
• The Body of the Interview(p. 490)
• Closing and Termination(p. 503)
• Culture in Young Client Interviews(p. 506)
• Summary(p. 508)
• Suggested Readings and Resources(p. 508)
• Chapter 14 Interviewing Couples and Families(p. 511)
• Learning Objectives(p. 511)
• Chapter Orientation(p. 511)
• Challenges and Ironies of Interviewing Couples and Families(p. 511)
• The Introduction(p. 514)
• The Opening(p. 522)
• The Body(p. 528)
• Closing and Termination(p. 540)
• Special Considerations(p. 541)
• Diversity Issues(p. 546)
• Summary(p. 549)
• Suggested Readings and Resources(p. 550)
• Chapter 15 Electronic and Telephonic Interviewing(p. 553)
• Learning Objectives(p. 553)
• Chapter Orientation(p. 553)
• Technology as an Extension of the Self(p. 554)
• Definition of Terms and Communication Modalities(p. 557)
• Non-FtF Assessment and Intervention Research(p. 561)
• Ethical and Practical Issues: Problems and Solutions(p. 565)
• Conducting Online or Non-FtF Interviews(p. 573)
• Multicultural Issues: Culture and Online Culture(p. 575)
• Summary(p. 576)
• Suggested Online Training Resources(p. 577)
• Appendix: Extended Mental Status Examination Interview Protocol(p. 579)
• References(p. 589)
• Author Index(p. 639)
• Subject Index(p. 655)

Notas de autor provistas por Syndetics

John Sommers-Flanagan, PhD, is a clinical psychologist and professor of counselor education at the University of Montana. He is a long-time member of both the American Counseling Association (ACA) and the American Psychological Association (APA).
Rita Sommers-Flanagan, PhD, is professor emeritus at the University of Montana. As a clinical psychologist, she has worked with youth, families, couples, and women for many years.