Descripciones mejoradas de Syndetics:

In this fifth edition of her best‑selling textbook, Clara Hill presents an updated model of essential helping skills for undergraduate and first‑year graduate students.

Hill's model consists of three stages--exploration, insight, and action--in which helpers guide clients in exploring their thoughts and feelings, discovering the origins and consequences of maladaptive thoughts and behaviors, and acting on those discoveries to create positive long‑term change.

This book synthesizes the author's extensive clinical and classroom experience into an easy‑to‑read guide to the helping process. Aspiring helping professionals will learn the theoretical principles behind the three‑stage model and fundamental clinical skills for working with diverse clients. Hill also challenges students to think critically about the helping process, their own biases, and what approach best aligns with their therapeutic skills and goals.

New to this edition are: detailed guidelines for developing and revising case conceptualizations, expanded coverage of cultural awareness, updated case examples that reflect greater diversity among clients and helpers, and additional strategies for addressing therapeutic challenges.

Tabla de contenidos provista por Syndetics

• Preface(p. xi)
• Acknowledgments(p. xvii)
• I Overview(p. 1)
• 1 Introduction to Helping(p. 3)
• What Is Helping?(p. 4)
• Is Psychotherapy Effective?(p. 5)
• Facilitative Aspects of Helping(p. 7)
• Problematic Aspects of Helping(p. 9)
• When Do People Seek Help From Others?(p. 10)
• On Becoming a Helper(p. 12)
• The Process of Learning to Be a Helper(p. 14)
• Ethics(p. 19)
• Overview of This Book(p. 22)
• Concluding Comments(p. 23)
• What Do You Think?(p. 24)
• Key Terms(p. 24)
• 2 A Model of the Helping Process(p. 27)
• My Theory of Personality Development(p. 28)
• My Theory of How People Change(p. 30)
• Background Variables That Contribute to the Helping Process(p. 31)
• The Three Stages of Exploration, Insight, and Action(p. 36)
• Moment-by-Moment Interactional Sequence(p. 41)
• In Between Sessions(p. 45)
• Outcomes of Helping for Clients(p. 46)
• Concluding Comments(p. 47)
• What Do You Think?(p. 48)
• Key Terms(p. 48)
• 3 Self-Awareness(p. 51)
• Self-Knowledge and Self-Insight(p. 52)
• Strategies to Increase Self-Knowledge and Self-Insight(p. 57)
• An Exercise to Promote Self-Awareness(p. 60)
• What Do You Think?(p. 62)
• Key Terms(p. 62)
• 4 Cultural Awareness(p. 67)
• Defining Culture(p. 68)
• Dimensions of Culture(p. 68)
• Cultural Issues in the Helping Process(p. 72)
• Disclosure About Minority Status(p. 73)
• Ethical Behavior Related to Culture and Helping(p. 75)
• Integrating Multicultural Knowledge, Skills, and Altitudes Into One's Style as a Helper(p. 78)
• Difficulties Helpers Have Related to Cultural Issues(p. 79)
• My Own Experiences of Culture(p. 81)
• What Do You Think?(p. 83)
• Key Terms(p. 84)
• II Exploration Stage(p. 87)
• 5 Overview of the Exploration Stage(p. 89)
• Theoretical Background: Rogers's Client-Centered Theory(p. 90)
• Goals for the Exploration Stage(p. 98)
• Preexploration Education(p. 101)
• Concluding Comments(p. 102)
• What Do You Think?(p. 103)
• Key Terms(p. 104)
• 6 Skills for Providing Support(p. 107)
• Overview of Attending and Listening(p. 108)
• Cultural Rules for Nonverbal Communication(p. 108)
• Nonverbal Behaviors That Facilitate Attending(p. 110)
• Paraverbal Behaviors That Facilitate Attending(p. 116)
• Minimal Verbal Behaviors That Facilitate Client Exploration(p. 117)
• Examples of Attending and Listening(p. 123)
• Relax and Be Natural but Professional(p. 124)
• Concluding Comments(p. 125)
• What Do You Think?(p. 125)
• Key Terms(p. 126)
• 7 Skills for Exploring Nonaffective Content, Thoughts, Narratives, and Stories(p. 129)
• Rationale for Exploring Nonaffective Content Thoughts, Narratives, and Stories(p. 129)
• Restatements and Summaries(p. 131)
• Open Questions and Probes for Thoughts(p. 138)
• Closed Questions for Information or Facts(p. 143)
• Distinguishing Between Open and Closed Questions(p. 146)
• A Comparison of Skills for Exploring Nonaffective Content, Thoughts, Narratives, and Stories(p. 147)
• What Do You Think?(p. 147)
• Key Terms(p. 148)
• 8 Skills for Exploring Feelings(p. 151)
• Rationale for Exploring Feelings(p. 152)
• Cultural Considerations in Working With Feelings(p. 154)
• Reflection of Feelings(p. 155)
• Disclosure of Feelings(p. 169)
• Open Questions and Probes About Feelings(p. 172)
• A Comparison of Skills for Exploring Feelings(p. 173)
• Concluding Comments(p. 174)
• What Do You Think?(p. 174)
• Key Terms(p. 174)
• 9 Integrating the Skills of the Exploration Stage(p. 177)
• Case Conceptualization in the Exploration Stage(p. 178)
• Choosing Goals and Intentions to Facilitate Exploration(p. 179)
• Choosing Skills to Match the Goals and Intentions(p. 181)
• Implementing the Skills of the Exploration Stage(p. 183)
• Conducting a Practice Session Focusing on the Exploration Stage(p. 183)
• Dealing With Difficult Clinical Situations in the Exploration Stage(p. 187)
• Difficulties Implementing the Exploration Stage(p. 189)
• Coping Strategies for Managing Difficulties in the Exploration Stage(p. 195)
• Example of the Exploration Stage(p. 199)
• Is It Time to Move to the Insight Stage?(p. 201)
• What Do You Think?(p. 202)
• Key Terms(p. 202)
• III Insight Stage(p. 205)
• 10 Overview of the Insight Stage(p. 207)
• What Is Insight?(p. 208)
• Why Is Insight Necessary?(p. 209)
• Intellectual Versus Emotional Insight(p. 210)
• Markers of Readiness for Insight(p. 211)
• Theoretical Background: Psychoanalytic and Existential Theories(p. 212)
• Setting Expectations in the Insight Stage(p. 221)
• Goals and Skills of the Insight Stage(p. 221)
• Concluding Comments(p. 222)
• What Do You Think?(p. 224)
• Key Terms(p. 224)
• 11 Skills for Fostering Awareness(p. 227)
• Rationale for Using Challenges(p. 228)
• Theoretical Perspectives on Fostering Awareness via Challenges(p. 230)
• Markers of Readiness for Awareness(p. 233)
• Types of Challenges(p. 233)
• General Guidelines for How to Challenge(p. 242)
• Difficulties Helpers Experience Using Challenges(p. 245)
• Concluding Comments(p. 247)
• What Do You Think?(p. 247)
• Key Terms(p. 247)
• 12 Interpretive Skills(p. 251)
• Rationale for Using Interpretive Skills(p. 251)
• Open Questions and Probes for Insight(p. 252)
• How to Do Open Questions and Probes for Insight(p. 253)
• Interpretations(p. 254)
• Disclosures of Insight(p. 270)
• What Do You Think?(p. 275)
• Key Terms(p. 276)
• 13 Skills for Processing the Therapeutic Relationship(p. 279)
• Rationale for Using Immediacy(p. 281)
• Markers of Readiness for Processing the Relationship(p. 284)
• Client Markers Indicating Appropriateness of Processing the Relationship(p. 284)
• Helper Markers for Processing the Relationship(p. 284)
• Types of Immediacy(p. 286)
• Guidelines for Using Immediacy(p. 287)
• Example of Immediacy(p. 290)
• Difficulties Helpers Have in Using Immediacy(p. 291)
• What Do You Think?(p. 292)
• Key Terms(p. 292)
• 14 Integrating the Skills of the Insight Stage(p. 295)
• Case Conceptualization in the Insight Stage(p. 296)
• Implementing the Skills of the Insight Stage(p. 301)
• Caveats About Using Insight Skills(p. 303)
• Difficulties Helpers Might Experience in the Insight Stage(p. 304)
• Strategies for Overcoming Difficulties in Implementing the Insight Stage(p. 309)
• Example of an Extended Interaction in the Insight Stage(p. 310)
• What Do You Think?(p. 312)
• Key Terms(p. 313)
• IV Action Stage(p. 317)
• 15 Overview of the Action Stage(p. 319)
• Rationale for the Action Stage(p. 320)
• Deterrents to Action(p. 321)
• Philosophical Underpinnings(p. 322)
• Markers for Knowing When to Move to Action(p. 323)
• Theoretical Background: Behavioral and Cognitive Theories(p. 324)
• Goals of the Action Stage(p. 329)
• Skills of the Action Stage(p. 330)
• Concluding Comments(p. 348)
• What Do You Think?(p. 348)
• Key Terms(p. 349)
• 16 Steps for Working With Four Action Tasks(p. 353)
• Rationale for Action Tasks(p. 354)
• Relaxation(p. 354)
• Behavior Change(p. 358)
• Behavioral Rehearsal(p. 374)
• Decision Making(p. 382)
• What Do You Think?(p. 387)
• Key Terms(p. 388)
• 17 Integrating the Skills of the Action Stage(p. 391)
• Case Conceptualization in the Action Stage(p. 392)
• Implementing the Action Skills(p. 393)
• Difficulties Helpers Might Experience in the Action Stage(p. 395)
• Strategies for Overcoming the Difficulties(p. 400)
• What Do You Think?(p. 400)
• Key Terms(p. 400)
• V Integration(p. 403)
• 18 Putting It All Together: Working With Clients in the Three-Stage Model(p. 405)
• Intakes(p. 406)
• Helper's Work Between Sessions(p. 407)
• Subsequent Sessions(p. 408)
• Termination(p. 411)
• Dealing With Difficult Clients and Clinical Situations(p. 414)
• Example of the Three-Stage Model(p. 419)
• Concluding Comments(p. 425)
• What Do You Think?(p. 426)
• Key Terms(p. 427)
• Glossary(p. 431)
• References(p. 443)
• Index(p. 469)
• About the Author(p. 483)
• Feedback Form(p. 485)

Notas de autor provistas por Syndetics

Clara E. Hill, PhD, is a professor in the Department of Psychology, University of Maryland. Her awards include the Leona Tyler Award, the Distinguished Psychologist Award, the Distinguished Research Career Award, and the Outstanding Lifetime Achievement Award. Her major research interests are helping skills, the psychotherapy process, training and supervising therapists, dream work, meaning in life, and qualitative research. Dr. Hill has published over 220 journal articles, more than 75 book chapters, and 14 books, including Dream Work in Therapy (2004), and Consensual Qualitative Research (2012), and Meaning in Life (2018). She lives in Silver Spring, MD.