The Skilled Helper: A Problem-Management and Opportunity-Development Approach to Helping 11th Edition, ISBN-13: 978-1305865716

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The Skilled Helper: A Problem-Management and Opportunity-Development Approach to Helping 11th Edition, ISBN-13: 978-1305865716

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• Publisher ‏ : ‎ Cengage Learning; 11th edition (March 20, 2018)
• Language ‏ : ‎ English
• 480 pages
• ISBN-10 ‏ : ‎ 1305865715
• ISBN-13 ‏ : ‎ 978-1305865716

NOTE: This book is a standalone book and will not include any access codes.

THE SKILLED HELPER has taught thousands of students a proven, step-by-step counseling process that leads to increased confidence and competence. Internationally recognized for its successful approach to effective helping, the text emphasizes the collaborative nature of the therapist-client relationship and uses a practical, three-stage framework that drives client problem-managing and opportunity-developing action. This eleventh edition emphasizes the “power of basics,” like decision-making skills, which are the key ingredients of successful therapy. You’ll also gain a feeling for the complexity inherent in any helping relationship–but don’t let that reality intimidate you. The authors show you how to adopt a helping process to the needs of your clients. You’ll learn not just what you need to know and understand–but also what you need to DO to be an effective helper.

Table of Contents:

Cover Page

Title Page

Copyright Page

Preface and Guide to the 11th Edition

Dedication

A Chapter-by-Chapter Guide to the 11th Edition

Part I. The Power of Basics

Chapter 1. The Power of Basics: Explore the Ingredients of Successful Helping

. The Skilled Helper Model

1-1. Review the Roles of Both Formal and Informal Helpers

1-2. Appreciate the Power of Basics

1-3. Become Competent in the Key Ingredients of Successful Helping

1. Focus Primarily on the Client and the Contextual Factors of the Client’s Life

Determine Why Clients Seek Help

2. Define Success in Terms of Outcomes with Life-Enhancing Impact for the Client

3. Describe What an Effective Helper Looks Like

4. Develop a Working Alliance with the Client

5. Acquire the Communication Skills Needed to Engage in the Therapeutic Dialogue

6. Integrate the Basic Principles Related to Cognition, Behavior, and Emotions into the Helping Process

7. Use Feedback to Improve the Effectiveness of the Helping Sessions and Clients’ Change Efforts

8. Come to Grips with the Role That Beliefs, Values, Norms, and Moral Principles Play in the Helping Process

9. Help Clients Redo Poor Decisions and Make and Execute Life-Enhancing Decisions

10. Adopt a Treatment Model Aligned with the Universal Problem-Management Process

1-4. Move from Smart to Wise by Managing the Shadow Side of Helping

1-5. Embrace Uncertainty

Chapter 2. Review the Problem-Management & Opportunity-Development Process

Review the Stages of Problem Management and Opportunity Development

Help Clients Answer the Four Major Questions Dealing with Change

Help Clients Deal with the Tasks within Each of the Stages

Implementation: Help the Client Make It All Happen

Be Flexible in the Use of the Problem-Management Process

Move with Clients as They Start and Proceed Differently

Help Clients Engage in Each Stage and Task in Their Own Way

Help Clients Move Back and Forth between Stages and Tasks

Do Not Confuse Flexibility with Mere Randomness or Muddling Through

Learn from Different Versions of the Basic Problem-Management Process

See What a Design Thinking Approach to Helping Has to Offer

Be Ready to Explore Action Learning Approaches to Change

Help Clients Determine if They Are Ready for Change

Use the Problem-Management Framework as “BROWSER”

Use N = 1 to Continually Evaluate the Helping Process

Deal with the Shadow Side of Helping Models

See the Downside of a Lack of a Model or Framework for Change

Note the Confusion Caused by the Needless Multiplication of Helping Models

Avoid Fads and Irrational Forgetfulness

Do Not Fail to Share the Helping Model with Clients

Avoid Rigid Applications of Treatment Methods

Do Not Fail to Become Increasingly Effective by Assimilating the Best Findings of the Helping Professions

Chapter 3. Commit Yourself to the Helping Relationship and the Values That Drive It

Understand What Makes Helping Relationships Work

Start with the Importance of the Relationship Itself

See the Relationship as a Means to an End

Make the Relationship a Working Alliance

Get Off to a Good Start

Keep the Client’s Points of View and Preferences Center Stage

Approach the Relationship as a Forum for Relearning

Reimagine Helpers and Clients as Entrepreneurs

Determine the Key Values That Drive the Working Alliance

See Values as Tools of the Trade

Determine the Values Inherent to Successful Helping

Prize Respect as the Foundation Value

Avoid Behaviors Showing Disrespect

Engage in Behaviors Showing Respect

Make Empathy the Primary Orientation Value

Consider this Brief Overview of Empathy as a Value

See Empathy as a Two-Way Street

Embrace Empathy as Radical Commitment

Develop a Proactive Appreciation of Diversity as a Sense-of-the-World Value

Appreciate the Role of Culture, Personal Culture, and Values

Acquire Competencies Related to Client Diversity and Culture

Develop a Bias toward Action as an Outcome-Focused Value

Understand the Nature of Self-Efficacy

Promote Self-Responsibility by Helping Clients Develop and Use Self-Efficacy

An Amazing Case of Client-Initiated Action

Influence Clients to Embrace Self-Responsibility

Realize that Helping Is a Social-Influence Process

Accept Helping as a Natural, Two-Way Influence Process

Part II. The Therapeutic Dialogue: Master Communication and Relationship-Building Skills

Chapter 4. Therapeutic Presence: Tune In to Clients and Listen Carefully

Become Competent in the Communication Skills Needed in Helping

Make Dialogue Second Nature to Your Interactions with Clients

Turn Taking. 1.

Demonstrate Empathic Presence by Visibly Tuning In to Clients

Adopt Basic Guidelines for Visibly Tuning In to Clients

Use Nonverbal Behavior as a Channel of Communication

Learn to Read the Signals that Both You and Your Clients Are Sending

Make Active Listening the Foundation of Understanding

Avoid Forms of Poor Listening

Listen Carefully to Clients’ Stories in Terms of Experiences, Thoughts, Behaviors, and Feelings

Put It All Together by Listening to the Client’S Integrated Narrative

Process what You Hear in A Thoughtful Search for Meaning

Listen to Your Own Internal Conversation

Listen to the Key Ingredients of Successful Therapy

Listen to the Client

Listen to Your Own Thoughts, Feelings, and Behaviors

Listen to What’s Happening in the Relationship

Listen to the Flow of Communication Skills and Dialogue

Listen to the Two-Way Feedback between You and Your Client

Listen to the Decisions Being Made

Listen to the Key Assumptions, Beliefs, Values, Norms, and Ethical Issues in Play

Listen to the Problem-Management Process Embedded in Whatever Treatment Model You Use

Identify and Deal with All Forms of Distorted Listening

Filtered Listening

Chapter 5. Empathic Responding: Work at Mutual Understanding

Understand the Importance of Responding Skills in Developing Relationships with Clients

Respond Skillfully to What Clients Say Verbally and Nonverbally

Use Empathy as a Communication Skill to Develop Your Relationships

Take a Wide View of Empathy as a Communication Skill

Become Adept in the Three Dimensions of All Responding Skills: Perceptiveness, Know-How, and Assertiveness

Develop Perceptiveness as the Foundation of Responding Skills

Learn the Basic Know-How of Responding Well

Be Assertive in Responding to Clients

Become Competent in the Know-How of Communicating Empathy

Start with the Basic Formula for Communicating Empathy

Respond Accurately to Clients’ Feelings, Emotions, and Moods

Respond Accurately to the Key Experiences, Thoughts, and Behaviors in Clients’ Stories

Adopt Useful Tactics for Responding with Empathy

Respond Selectively to Core Client Messages

Respond to the Context, Not Just to the Words

Learn How to Recover from Inaccurate Understanding

Use Empathy Wisely to Achieve a Number of Therapeutic Goals

Use Empathy throughout the Helping Process

Use Empathic Responses as a Mild Social-Influence Process

Use Empathic Responses as a Way of Bridging Diversity Gaps

Review the Case of Alex, the Client, and Doug, the Helper

Explore the Shadow Side of Responding

No Response

Some Final Words

Chapter 6. Master the Art of Probing and Summarizing

Develop an Appreciation of the Power of Nudging

Become Competent in Various Types of Effective Probing

Use Both Verbal and Nonverbal Prompts

Learn and Use Different Types of Probing

Follow the Guidelines for Using Probes

Follow Probes with Empathic Responses

Provide Focus and Direction by Using Summaries

Use Summaries When They Add Value

Get Clients to Provide Summaries

Review the Use of Summaries and Probes in the Case of Marcus and Andrea

Come to Grips with the Shadow Side of Communication Skills

Keep in Mind that Communication Skills are Necessary but Not Sufficient

Distinguish Between the Helping Relationship and Helping Technologies

Find Ways of Developing Proficiency in Communication Skills

Chapter 7. Help Clients Challenge Themselves:

Understand the Basic Concept of Self-Challenge

Identify the Goals of Challenging

Help Clients Target Areas for Self-Challenge

Invite Clients to Challenge Their Blind Spots

Help Clients Identify Different Kinds of Unawareness

Explore Dysfunctional Awareness: Knowing, but Not Caring

Develop Specific Skills for Helping Clients Challenge Their Blind Spots

Provide Reality-Based Advanced Empathy When It Adds Value

Help Clients Get the Information They Need Even when It Is Challenging

Use Prudent Helper Self-Disclosure, but Sparingly

Be Careful in Making Suggestions and Giving Recommendations

Be Slow to Move to Confrontation

Find Ways to Provide Encouragement

Follow Guidelines for Effective Invitations to Self-Challenge

Earn the Right to Invite Clients to Challenge Themselves

Keep the Goals of Invitations to Client Self-Challenge in Mind

Do Not Force Clients into Decisions, but Do Provide Choice Structure

Be Tentative but Not Apologetic in the Way You Invite Clients to Self-Challenge

Help Clients Make Their Self-Challenges Clear and Specific

Invite Clients to Challenge Unused Strengths Rather than Weaknesses

Help Clients Build on Their Successes

Avoid Shadow-Side Blocks to Challenge

Avoid the “MUM Effect”

Recognize Helper Excuses for Not Inviting Clients to Challenge Themselves

PART III. The Stages and Tasks of the Problem-Management and Opportunity-Development Model

Chapter 8. The Action Arrow: Right from the Beginning Help Clients Turn Talk into Life-Enhancing Action

Understand the Importance of the Action Arrow

Find Ways of Helping Clients Move to Life-Enhancing Action

Help Clients Discover the Value of Action Intentions

Help Clients Overcome Procrastination

Help Clients Identify Unused Resources That Can Facilitate Action

Help Clients Find Incentives and Rewards for Action

Help Clients Develop Action-Focused Self-Contracts

Help Clients Find and Utilize Action-Focused Social Support

Help Clients Find People Willing to Challenge Them to Act

Use Feedback as a Way of Helping Clients Move to Life-Enhancing Action

Help Clients Use Checklists as a Way of Initiating Directional Action

Help Clients Identify Possible Obstacles to Action

Help Clients Deal with Inertia

Help Clients Deal with Entropy: The Tendency of Things to Fall Apart

Help Clients Avoid Imprudent Action

Understand How Reluctance and Resistance are Obstacles to Action

See Reluctance as Misgivings About Change

See Resistance as Reacting to Coercion

Use Guidelines for Helping Clients Deal with Reluctance and Resistance

Avoid Unhelpful Responses to Reluctance and Resistance

Develop Productive Approaches to Dealing with Reluctance and Resistance

Avoid Helper Reluctance and Resistance

Help Clients Tap into Their Resilience, the Ability to Bounce Back and Grow

Help Clients Discover Their Resilience

Encourage Both Bounce-Back Action and Steady-State Action

Understand Factors Contributing to Resilience

Note the Relationship of Resilience to Posttraumatic Growth

Help Clients Get Along without a Helper

Remember that Some Clients Choose Not to Change

Chapter 9. The Three Tasks of Stage I: Help Clients Tell the Story, the Real Story, and the Right Story

Prepare Yourself for Doing the Work of Stages I, II, and III

Review the Graphic of Stage I and Understand What Is Meant by the Term Task

Explore the Challenges Clients Face in Talking about Themselves

Review the Case that Will Be Used to Illustrate Stage I

Task A: Learn Ways of Helping Clients Tell Their Stories

Help the Client Feel Safe in the Helping Encounter

Learn How to Work with All Styles of Storytelling

Start where the Client Starts

Assess the Severity of the Client’s Problems

Help Clients Identify and Clarify Key Issues

Help Clients Explore the Context of Their Concerns

Help Clients Talk Productively about the Past

Right from the Beginning, Help Clients Spot Unused Opportunities

Help Clients See Every Problem as An Opportunity

As Clients Tell Their Stories, Help Them Search for Unused Resources

I-B: Use Self-Challenge to Help Clients Tell the Real Story

Determine the Real Story in the Case of Alisa

Help Clients Challenge the Quality of Their Participation

Consider the Wider Use of Self-Challenge

I-C: Help Clients Focus on the Right Story

Return to the Alisa-Rena Case

Apply the Principles for Helping Clients Choose Issues that Will Make a Difference in Their Lives

Use Self-Challenge to Help Clients Make the Right Decisions

Start Early with Links to Action

Chapter 10. Stage II: Help Clients Design and Set Problem-Managing Goals

Help Clients Determine what Kind of Change They Need or Want

Help Clients Distinguish Needs from Wants

Understand the Continuum between First-Order and Second-Order Change

Master the Art of Setting and Accomplishing Goals

Recognize the Power of Goal Setting

Remember that Therapy Is Both Art and Science

Appreciate the Role of Hope in Therapy

Become Competent in the Three Tasks of Stage II

II-A: Help Clients Discover Possibilities for a Better Future

Help Clients Focus on Their “Possible Selves”

Help Clients Tap into Their Creativity

Help Clients Engage in Divergent Thinking

Use Brainstorming Adaptively

Use Future-Oriented Probes

Help Clients Review Exemplars and Role Models as a Source of Possibilities

Review the Case of Brendan: Dying Better

II-B: Use Flexible Guidelines to Help Clients Set Goals

Help Clients Describe the Future They Want in Outcome Language

Help Clients Move from Broad Aims to Clear and Specific Goals

Help Clients Establish Goals that Make a Difference

Help Clients Formulate Realistic Goals

Help Clients Set Prudent Goals

Help Clients Set Sustainable Goals

Help Clients Choose Flexible Goals

Help Clients Choose Goals Consistent with Their Values

Help Clients Establish Realistic Time Frames for Accomplishing Goals

Remember that Goals can Emerge

II-C: Help Clients Commit Themselves to Their Goals

Review the Relationship of Self-Efficacy to Commitment: A Case

See the Three Tasks of Stage II as Triggers for Action

Task A: Developing Possibilities for a Better Future

Explore the Shadow Side of Goal Setting

Chapter 11. Stage III: Planning-Help Clients Design the Way Forward

Review the Three Tasks of Stage III

Review a Hospital Case that Highlights the Need for Stage-III Skills

III-A: Help Clients Develop Strategies for Accomplishing Their Goals

Use Brainstorming to Help Clients Discover Strategies

Use a Variety of Frameworks to Stimulate Clients’ Search for Strategies

Help Clients Find Social Support in Their Efforts to Change

Help Clients Determine the Skills Needed to Move Forward

Help Clients Use Possible Strategies as Links to Action

III-B: Help Clients Choose Best-Fit Problem-Managing Strategies

Learn Something about Choosing Strategies from Bud’s Amazing Design-Thinking Odyssey

Use Criteria for Choosing Goal-Accomplishing Strategies

Use Strategy Sampling as a Way of Getting the Right Package

Follow the Balance-Sheet Method for Choosing Strategies

Be Aware of the Shadow Side of Strategy Selection

III-C: Help Clients Turn Strategies into Viable Plans

Evaluate the Case of Frank: No Plan of Action

Understand How Plans Add Value to Clients’ Change Programs

Review Two Approaches to Shaping the Plan

Claudia’s Road to Leadership

Humanize the Mechanics of Problem Management and Opportunity Development

Build a Planning Mentality into the Helping Process Right from the Start

Adapt the Helping Process to the Style of the Client

Devise a Plan for the Client and Then Help the Client Tailor It to His or Her Needs

Help Clients Develop Contingency Plans

Come to Terms with the Explosion of Evidence-Based Treatments

Familiarize Yourself with General Well-Being Programs: Nutrition, Exercise, and Stress Reduction

In Choosing Evidence-Based Treatments, Start with Clients’ Needs

Learn the Value of Both Evidence-Based Practice and Practice-Based Evidence from the Evidence-Based Treatment Debate

Sometimes Evidenced-Based Treatments Do Not Work; Sometimes Non-Evidence-Based Treatments Do Work

One Final Reminder

References-11th Edition

Gerard Egan, Ph.D., is Emeritus Professor of Psychology and Organizational Studies at Loyola University of Chicago. He has written over a dozen books and currently writes in the areas of communication, counselling, business and organization effectiveness, management development, the management of innovation and change, leadership and organization politics and culture. He also conducts workshops in these areas and is a consultant at a variety of companies and institutions worldwide.

Robert J. Reese, Ph.D., is Professor and Chair of the Department of Educational, School and Counseling Psychology at the University of Kentucky. He teaches in the American Psychological Association accredited Counseling Psychology doctoral program and is directly involved with counselor training at the master’s and doctoral levels. He is a licensed psychologist. His research is focused in the areas of psychotherapy process/outcome, psychotherapy training and supervision and the use of telehealth technologies to increase the availability of mental health services for underserved populations. Dr. Reese has several publications in top counseling and psychotherapy professional journals.

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