DETERMINING PERSONAL STYLE AND THEORY —Different theories call for different SKILL INTEGRATION patterns of skill usage. —Different situations call for different Sequencing skills in patterns of skill usage. different theories —Different cultural groups call for different patterns of skill usage. INFLUENCING SKILLS AND STRATEGIES Feedback & self-disclosure, logical consequences, information/psychoeducation, directives REFLECTION OF MEANING AND INTERPRETATION/REFRAME FOCUSING CONFRONTATION Five Stages of the Interview: 1. Relationship THE FIVE-STAGE INTERVIEW STRUCTURE 2. Story and strengths Completing an interview using only the basic listening sequence 3. Goals and evaluating that interview for empathic understanding 4. Restory 5. Action REFLECTION OF FEELING Basic ENCOURAGING, PARAPHRASING, AND SUMMARIZING Listening Sequence CLIENT OBSERVATION SKILLS OPEN AND CLOSED QUESTIONS ATTENDING BEHAVIOR Culturally and individually appropriate visuals (eye contact), vocal qualities, verbal tracking skills, and body language ETHICS, MULTICULTURAL COMPETENCE, AND WELLNESS The microskills hierarchy: A pyramid for building cultural intentionality (Copyright © 1982, 1987, 2003, 2007, 2010 Allen E. Ivey. Reprinted by permission.) SEVENTH EDITION Intentional Interviewing and Counseling Facilitating Client Development in a Multicultural Society Allen E. Ivey University of Massachusetts, Amherst Mary Bradford Ivey Microtraining Associates Carlos P. Zalaquett University of South Florida, Tampa Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States Intentional Interviewing and Counseling: © 2010, 2007 Brooks/Cole, Cengage Learning Facilitating Client Development in a ALL RIGHTS RESERVED. No part of this work covered by the copyright Multicultural Society, Seventh Edition herein may be reproduced, transmitted, stored, or used in any form Allen E. Ivey, Mary Bradford Ivey, or by any means graphic, electronic, or mechanical, including but Carlos P. Zalaquett not limited to photocopying, recording, scanning, digitizing, taping, Acquisitions Editor: Seth Dobrin Web distribution, information networks, or information storage and retrieval systems, except as permitted under Section 107 or 108 of the Development Editor: Julie Martinez 1976 United States Copyright Act, without the prior written permission Assistant Editor: Allison Bowie of the publisher. Editorial Assistant: Rachel McDonald Technology Project Manager: Andrew Keay For product information and technology assistance, contact us at Cengage Learning Customer & Sales Support, 1-800-354-9706. 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Locate your local offi ce at Compositor: Macmillan Publishing Solutions www.cengage.com/global. Cengage Learning products are represented in Canada by Nelson Education, Ltd. To learn more about Brooks/Cole, visit www.cengage.com/brookscole. Purchase any of our products at your local college store or at our preferred online store www.ichapters.com. Printed in the United States of America 1 2 3 4 5 6 7 12 11 10 09 Love is listening. —Paul Tillich ◆ To our sons and daughters John Allen Ivey and William Spencer Ivey Elizabeth Bohn Robey and Kathryn Bohn Quirk To my family Jenifer Zalaquett Andrea Zalaquett and Christine Zalaquett ABOUT THE AUTHORS Allen E. Ivey is Distinguished University Professor (Emeritus), University of Massachusetts, Amherst, and Professor of Counseling at the University of South Florida, Tampa (courtesy appointment). He is president of Microtraining Associates, an educational publish- ing fi rm. Allen is a Diplomate in Counseling Psychology and was honored as a “Multicultural Elder” at the National Multicultural Conference and Summit. Allen is author or coauthor of more than 40 books and 200 articles and chapters, translated into 20 languages. He is the originator of the microskills approach, which is fundamental to this book. Mary Bradford Ivey is Vice President of Microtraining Associates and Courtesy Professor of Counseling, University of South Florida, Tampa. A former school counselor, she has served as visiting professor at the University of Massachusetts, Amherst; University of Hawai‘i; and Flinders University, South Australia. Mary is the author or coauthor of 12 books, translated into multiple languages. She is a Nationally Certifi ed Counselor (NCC) and a licensed mental health coun- selor (LMHC), and she has held a certifi cate in school counseling. She is also known for her work in promoting and explaining development counseling in the United States and internationally. Her elementary counseling program was named one of the ten best in the nation. She is one of the fi rst 15 honored Fellows of the American Counseling Association. Carlos P. Zalaquett is Associate Professor and Coordinator of Mental Health Counseling in the Department of Psychological and Social Foundations at the University of South Florida. He is also the Director of the USF Successful Latina/o Student Recognition Awards Program and Executive Secretary for the United States and Canada of the Society of Interamerican Psychology. Carlos is the author or author of more than 50 scholarly publications and 4 books, including the Spanish version of Basic Attending Skills. He has received many awards, including the USF’s Latinos Association’s Faculty of the Year and Tampa’s Hispanic Heritage’s Man of Education Award. He is an internationally recognized expert on mental health, diversity, and education and has conducted workshops and lectures in seven countries. iivv CONTENTS List of Boxes xi Preface xiii As We Begin: Interviewing and Counseling as Science and Art 1 Welcome! 1 What Does This Book Offer for Your Development? 3 The Microskills Model 4 The Science and Art of Interviewing 4 Build on Your Natural Style of Helping 5 Competency Practice Exercise 5 Self-Understanding and Emotional Intelligence 6 Practice Leads to Mastery and Competence 7 A Final Word 8 SECTION I Introduction 9 Chapter 1 Toward Intentional Interviewing and Counseling 11 Introduction: What Is the “Correct” Response to Offer a Client? 12 Interviewing, Counseling, and Psychotherapy 13 The Core Skills of the Helping Process: The Microskills Hierarchy 14 Drawing Out Client Stories 17 Relationship—Story and Strengths—Goals—Restory—Action 17 Increasing Skill and Flexibility: Intentionality, Cultural Intentionality, and Intentional Prediction 20 Theory and Microskills 22 Brain Research and Neuroscience: Implications for the Interview 26 Summary: Mastering the Skills and Strategies of Intentional Interviewing and Counseling 27 Your Natural Style: An Important Audio or Video Exercise 29 Competency Practice Exercises and Self-Assessment 30 Determining Your Own Style and Theory: Critical Self-Reflection on Your First Interview 32 Chapter 2 Ethics, Multicultural Competence, and Wellness 33 Ethics in the Helping Process 34 Diversity and Multicultural Competence 41 v vi Contents Developing Appropriate Intervention Strategies and Techniques 47 Wellness and Positive Psychology 48 Summary: Integrating Wellness, Ethics, and Multicultural Practice 55 Competency Practice Exercises and Portfolio of Competence 57 Determining Your Own Style and Theory: Critical Self-Reflection on Ethics, Multicultural Competence, and Wellness 60 Our Thoughts About Kendra 61 Chapter 3 Attending Behavior: Basic to Communication 62 Introduction: The Basics of Listening 64 Example Interviews: I Didn’t Get a Promotion—Is This Discrimination? 67 Instructional Reading: Getting Specific About Listening and Some Multicultural Differences in Style 72 Psychoeducation, Social Skills, and Attending Behavior 78 Using Attending in Challenging Situations 79 Summary: Becoming a Samurai 80 Competency Practice Exercises and Portfolio of Competence 82 Determining Your Own Style and Theory: Critical Self-Reflection on Attending Behavior 89 Response to Client on Page 74 89 Comments on Individual Practice, Exercise 2 89 SECTION II Hearing Client Stories: How to Organize an Interview 91 Chapter 4 Questions: Opening Communication 93 Introduction: Questioning Questions 94 Example Interview: Conflict at Work 97 Instructional Reading: Making Questions Work for You 101 Coaching and Powerful Coaching Questions 109 Summary: Making Your Decision About Questions 113 Competency Practice Exercises and Portfolio of Competence 115 Determining Your Own Style and Theory: Critical Self-Reflection on Questioning 120 Our Thoughts About Benjamin 120 Chapter 5 Observation Skills 122 Introduction: Keeping Watch on the Interview 123 Example Interview: Is the Issue Difficulty in Studying or Racial Harassment? 125 Instructional Reading 130 Summary: Observation Skills 140 Contents vii Competency Practice Exercises and Portfolio of Competence 142 Determining Your Own Style and Theory: Critical Self-Reflection on Observation Skills 148 How Allen Responded to the Courtroom Situation 148 Correct Responses for Exercise 4 148 Chapter 6 Encouraging, Paraphrasing, and Summarizing: Key Skills of Active Listening 149 Introduction: Active Listening 150 Example Interview: They Are Teasing Me About My Shoes 152 Instructional Reading: The Active Listening Skills of Encouraging, Paraphrasing, and Summarizing 157 Summary: Practice, Practice, and Practice 163 Competency Practice Exercises and Portfolio of Competence 165 Determining Your Own Style and Theory: Critical Self-Reflection on the Active Listening Skills 169 Our Thoughts About Jennifer 170 Chapter 7 Observing and Reflecting Feelings: A Foundation of Client Experience 171 Introduction: Reflection of Feeling 172 The Language of Emotion 174 Example Interview: My Mother Has Cancer, My Brothers Don’t Help 175 Instructional Reading: Becoming Aware of and Skilled With Emotional Experience 182 Summary: A Caution About Reflection of Feelings in the Interview 189 Competency Practice Exercises and Portfolio of Competence 191 Determining Your Own Style and Theory: Critical Self-Reflection on Reflection of Feeling 197 List of Feeling Words 198 Chapter 8 Integrating Listening Skills: How to Conduct a Well-Formed Interview 199 Introduction: A Review of Cultural Intentionality and Intentional Competence 200 Instructional Reading 1: Empathy and Microskills 203 Instructional Reading 2: The Five Stages/Dimensions of the Well-Formed Interview 209 Example Decisional Counseling Interview: Using Listening Skills to Help Clients With Interpersonal Conflict 219 Summary: Conducting a Well-Formed Interview 225 Competency Practice Exercises and Portfolio of Competence 227 Determining Your Own Style and Theory: Critical Self-Reflection on Integrating Listening Skills 235 viii Contents SECTION III Helping Clients Generate New Stories That Lead to Action: Influencing Skills and Strategies 237 Chapter 9 The Skills of Confrontation: Supporting While Challenging Clients 239 Introduction: Helping Clients Move From Inaction to Action 240 Instructional Reading: Challenging Clients in a Supportive Fashion 241 Example Interview: Balancing Family Responsibilities 253 Summary: Confrontation and Change 256 Competency Practice Exercises and Portfolio of Competence 257 Determining Your Own Style and Theory: Critical Self-Reflection on Confrontation 263 Our Thoughts About Chris 264 Chapter 10 Focusing the Interview: Exploring the Story From Multiple Perspectives 265 Introduction to Focusing 266 Example Interview: It’s All My Fault—Helping the Client Understand Self-in-Relation 268 Instructional Reading: Multiple Contextual Perspectives on Client Concerns 272 Advocacy and Social Justice 282 Summary: Being-in-Relation, Becoming a Person-in-Community 283 Competency Practice Exercises and Portfolio of Competence 285 Determining Your Own Style and Theory: Critical Self-Reflection on Focusing 290 Our Thoughts About Vanessa 290 Chapter 11 Reflection of Meaning and Interpretation/Reframing: Helping Clients Restory Their Lives 292 Introduction: Defining the Skills of Reflecting Meaning and Interpretation/Reframing 293 Example Interview: Travis Explores the Meaning of a Recent Divorce 297 Instructional Reading 1: The Specific Skills of Eliciting and Reflection of Meaning 300 Frankl’s Logotherapy: Making Meaning Under Extreme Stress 304 Instructional Reading 2: The Skills of Interpretation/Reframing 307 Summary: Helping Clients Restory Their Lives 312 Competency Practice Exercises and Portfolio of Competence 314 Determining Your Own Style and Theory: Critical Self-Reflection on Reflecting Meaning and Interpretation/Reframing 323 Our Thoughts About Charlis 324