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Written specifically for non-clinical undergraduate students, but also relevant to graduate studies in helping professions, Skills for Helping Professionals, by Anne M. Geroski focuses on helping students develop the skills they need to effectively initiate and maintain helping relationships. After exploring the literature identifying critical components of helping relationships and briefly reviewing developmental and helping theories, the text covers such topics as the helping process, self-awareness, and ethics in helping, and then focuses on specific helping skills such as listening and hearing, empathy, reflecting, paraphrasing, questioning, clarifying, exploring, and offering feedback, encouragement, and psycho-education. The final chapters focus on individuals in crisis and helping in groups.

Tabla de contenidos provista por Syndetics

• Preface(p. xv)
• Acknowledgments(p. xxi)
• About the Author(p. xxv)
• Chapter 1 Helping Processes(p. 1)
• Learning Objectives(p. 1)
• Introduction(p. 1)
• Helping Terms: Helping, Counseling, Psychotherapy, Therapy, and Advocacy(p. 1)
• Helping(p. 1)
• Counseling, Psychotherapy, and Therapy(p. 2)
• Advocacy(p. 3)
• Helping Relationships(p. 4)
• The Contract(p. 5)
• What We Know About Being Helpful(p. 10)
• Competence(p. 10)
• Intentionality and Integrity(p. 13)
• Empathy(p. 13)
• Relationship Attunement and Alliance(p. 15)
• Ability to Inspire and Empower(p. 16)
• Chapter Summary(p. 18)
• Discussion Questions(p. 18)
• Chapter 2 Understanding Development: Theories, Social Context, and Neuroscience(p. 21)
• Learning Objectives(p. 21)
• Introduction(p. 21)
• The Purpose of a Theory(p. 22)
• Theories of Development(p. 23)
• Psychodynamic Theories(p. 24)
• Pathological Theories(p. 26)
• Humanistic Theories(p. 29)
• Behavioral/Learning Theories(p. 33)
• Contemporary Theories(p. 36)
• Cultural and Social Factors in Development(p. 46)
• Social Group Factors That Influence Identity(p. 47)
• External Factors Related to Social Location That Influence Identity(p. 48)
• Contributions From Neuroscience(p. 50)
• The Central Nervous System and Synaptic Functions(p. 51)
• Brain Structures(p. 53)
• Brain Development and Human Development(p. 56)
• Chapter Summary(p. 58)
• Discussion Questions(p. 58)
• Chapter 3 Helping Theories for Working With Others(p. 61)
• Learning Objective(p. 61)
• Introduction(p. 61)
• Case Studies (p. 61)
• Case Study 1 (p. 62)
• Case Study 2(p. 63)
• Theories of Helping(p. 63)
• Psychodynamic Approaches to Helping(p. 64)
• Relationship(p. 66)
• Insight(p. 67)
• Case Studies Illustrating a Psychodynamic Approach to Helping(p. 68)
• Ethological Approaches to Helping(p. 70)
• The Attachment, Self-Regulation, Competence (ARC) Model of Intervention(p. 70)
• Case Studies Illustrating an Attachment Approach to Helping(p. 74)
• Humanistic Approaches to Helping(p. 76)
• Client-Centered Orientation(p. 76)
• Mindfulness(p. 77)
• Existential Conversations(p. 78)
• Positive Psychology Orientation(p. 78)
• Case Studies Illustrating a Humanistic Approach to Helping(p. 80)
• Behavioral and Learning Approaches to Helping(p. 81)
• Behavioral Interventions(p. 81)
• Cognitive-Behavioral Interventions(p. 82)
• Case Studies Illustrating Behavioral or Learning Approaches to Helping(p. 85)
• Contemporary Approaches to Helping(p. 87)
• Feminist Approaches to Helping(p. 87)
• Narrative Conversations(p. 89)
• Case Studies Illustrating Contemporary Approaches to Helping(p. 91)
• Chapter Summary(p. 95)
• Discussion Questions(p. 95)
• Chapter 4 Ethical Principles for Helping Relationships(p. 97)
• Learning Objectives(p. 97)
• Introduction(p. 97)
• Definitions(p. 98)
• Ethics and Professional Practice(p. 100)
• Moral Principles for Helpers(p. 101)
• Key Ethical Concepts for Helping Professionals(p. 102)
• Competence(p. 103)
• Confidentiality(p. 104)
• Protection From Harm and Duty to Warn(p. 106)
• Dual or Multiple Relationships(p. 107)
• Ethical Decision-Making(p. 110)
• Chapter Summary(p. 112)
• Discussion Questions(p. 112)
• Chapter 5 Self-Awareness, Cultural Awareness, and Helper Competence(p. 115)
• Learning Objectives(p. 115)
• Introduction(p. 115)
• Helper Self-Awareness(p. 116)
• Personalization Issues, Vicarious Trauma, and Burnout(p. 117)
• Personalization Issues(p. 117)
• Vicarious Traumatization(p. 118)
• Burnout(p. 119)
• Emotional Self-Regulation(p. 120)
• Emotional Regulation(p. 121)
• Emotional Self-Regulation Strategies(p. 124)
• Assumptions, Values, and Beliefs(p. 129)
• Memory Processes(p. 129)
• Implicit Bias(p. 131)
• Implicit Bias and Assumptions, Values, and Beliefs(p. 132)
• Cultural Competence(p. 134)
• Chapter Summary(p. 137)
• Discussion Questions(p. 138)
• Chapter 6 Setting the Stage for Helping(p. 139)
• Learning Objectives(p. 139)
• Introduction(p. 139)
• Getting Started(p. 140)
• The Helping "Contract"(p. 143)
• Assessment(p. 145)
• Understanding the Helpee(p. 146)
• Understanding the Problem(p. 148)
• Determining the Helpee's Investment in Change(p. 156)
• Goal Setting(p. 158)
• Moving From the Problem to the Goal(p. 158)
• Clear articulation of the Goal(p. 160)
• Action Plans and Expectations(p. 162)
• Action Plan(p. 163)
• Helper Positioning(p. 164)
• Basic Tenets of Positioning Theory(p. 165)
• Discourses and Position Calls(p. 166)
• Relevance of Positioning Theory on Helping Relationships(p. 168)
• Chapter Summary(p. 169)
• Discussion Questions(p. 169)
• Chapter 7 Listening and Basic Responding Skills in Helping Conversations(p. 171)
• Learning Objectives(p. 171)
• Introduction(p. 171)
• Listening and Basic Responding Skills(p. 172)
• Attentive Listening(p. 172)
• Listening Postures(p. 173)
• What to Listen For(p. 176)
• Verbal Messages(p. 177)
• Nonverbal Messages(p. 178)
• Inconsistent Messages(p. 179)
• Context(p. 180)
• Meaning-Making(p. 181)
• Discourse Positions(p. 182)
• Obstacles to Listening(p. 183)
• Listening to Two Voices(p. 184)
• Empathy(p. 186)
• Expressing Empathy(p. 186)
• Reflections(p. 188)
• Paraphrases(p. 190)
• The Purpose of Reflections and Paraphrases(p. 191)
• Questions(p. 194)
• Types of Questions(p. 194)
• Broaching Conversations(p. 199)
• Chapter Summary(p. 202)
• Discussion Questions(p. 202)
• Chapter 8 Skills for Promoting Change(p. 203)
• Learning Objectives(p. 203)
• Introduction(p. 203)
• Informing/Psychoeducation(p. 203)
• Decision-Making and Problem Solving(p. 205)
• Confrontation(p. 208)
• Discrepancies(p. 210)
• Types of Discrepancies(p. 212)
• Confrontation Cautions(p. 213)
• Feedback(p. 214)
• Guidelines for Giving Feedback(p. 217)
• Immediacy(p. 218)
• Types of Immediacy(p. 219)
• Guidelines for Using Immediacy(p. 220)
• Deconstructing Conversations(p. 221)
• Deconstructing Practices(p. 224)
• Case Study Example(p. 225)
• Motivating Change(p. 226)
• Advocacy(p. 229)
• Chapter Summary(p. 232)
• Discussion Questions(p. 232)
• Chapter 9 Helping People in Crisis(p. 233)
• Learning Objectives(p. 233)
• Introduction(p. 233)
• Natural or Human-Made Disasters or Crises(p. 235)
• Effects of Crisis(p. 235)
• Crisis Response Strategies for Helpers(p. 237)
• Approaching the Situation(p. 238)
• Gathering Information(p. 238)
• Provide Safety(p. 240)
• Connect to Resources(p. 242)
• Harm to Self or Others(p. 243)
• Self-Harm Statistics(p. 244)
• Harm to Others Statistics(p. 244)
• Predicting Harm(p. 245)
• Harm to Self(p. 246)
• Self-Harm Triggers(p. 246)
• Self-Harm Escalation(p. 249)
• Self-Harm Crisis(p. 249)
• Responding to Self-Harm Crises(p. 251)
• Harm to Others(p. 252)
• Aggression Triggers(p. 252)
• Aggression Escalation(p. 256)
• Aggression Crisis(p. 258)
• Responding to Threats or Intentions to Harm Others(p. 258)
• Chapter Summary(p. 263)
• Discussion Questions(p. 263)
• Chapter 10 Helping in Groups(p. 265)
• Learning Objectives(p. 265)
• Introduction(p. 265)
• Group Types(p. 266)
• Counseling and Psychotherapy Groups(p. 266)
• Psychoeducational Groups(p. 268)
• Task or Work Groups(p. 269)
• Self-Help Groups(p. 270)
• Basic Concepts in Group Work(p. 270)
• Group Process(p. 271)
• Group Content(p. 273)
• Group Dynamics(p. 273)
• Theories and Models of Group Work(p. 274)
• Systems Theory(p. 275)
• Group Stage Theory(p. 277)
• Group Leader Principles(p. 280)
• 1 Plan Carefully(p. 280)
• 2 Pay Attention to Individual and Group Goals and Needs(p. 283)
• 3 Maintain a Dual Focus on Content and Process(p. 284)
• 4 Display Social and Emotional Intelligence and Fluency(p. 286)
• 5 Use Group Facilitation Skills(p. 287)
• Intervention Skills and Group Stage(p. 292)
• Forming(p. 292)
• Storming(p. 293)
• Forming(p. 295)
• Performing(p. 296)
• Adjourning(p. 296)
• Chapter Summary(p. 298)
• Discussion Questions(p. 298)
• Appendix A Clinical, Nonclinical, and Other Helping Roles(p. 299)
• Appendix B Helping Professional Organizations(p. 307)
• References(p. 317)
• Index(p. 335)

Notas de autor provistas por Syndetics

Anne M. Geroski, Ed.D., is Associate Professor in the Counseling Program at the University of Vermont. In addition to professional journal publications, Dr. Geroski is the author of Sage publication, Skills for Helping Relationship Professionals , as well as Helping Skills for Counselors and Groups in Schools: Preparing, Leading, and Responding (co-author, currently in its second [in press] edition). She has been preparing counselors at the University of Vermont for over 20 years, with a special focus on skill development, work with youth, narrative practice, and a recent study of parenting intentions and practices. Dr. Geroski also has worked as a school and mental health counselor and consultant in a variety of settings in the U.S. and overseas. She currently lives with her partner, Kevin, in Burlington Vermont and they have four young adult children.