Description |
1 online resource (268 p.) |
Contents |
Cover -- Endorsements -- Half Title -- Title -- Copyright -- Contents -- Acknowledgments -- Preface for instructors/supervisors -- Preface for students/trainees -- Table 1: Interviewing skills across chapters -- Table 2: Diagnoses across chapters -- Table 3: Thought issues across chapters -- Section I Introduction -- 1 Interviewing skills highlighted in the text -- Why were certain skills selected? -- What is attending behavior? -- What is verbal attending? -- What is nonverbal attending? -- Responding to nonverbal behavior -- Commenting on nonverbal behavior -- Identifying feelings |
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What are open-ended and closed questions? -- Using open-ended questions -- Using closed questions -- Further examples of open-ended and closed questions -- What are reflective listening comments? -- Examples of reflective listening -- What is an empathetic comment? -- Empathetic comments that show clients you understand them -- Empathetic comments that validate clients' experiences -- Empathetic comments to support emotional control -- Further examples of empathetic comments in response to client information -- What is summarizing? -- Summarizing to demonstrate listening |
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Summarizing to highlight themes -- Summarizing as a transition -- Summarizing to decrease emotional intensity -- What is supportive redirecting? -- Supportive redirecting for clarity -- Supportive redirecting to prevent avoidance -- Supportive redirecting to change the subject -- What is supportive confrontation? -- When do you make a supportive confrontation? -- How do you make a supportive confrontation? -- What is a process comment? -- Describing a client's interpersonal pattern across relationships -- Describing the interpersonal process between client and interviewer |
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Issues in human diversity during interviewing -- Effective treatment -- Selecting which chapters to use in role-plays -- 2 Highlighted diagnostic practice -- DSM-V-TRTM -- Start with a thorough intake interview -- Be aware of the limited nature of your information -- Ask questions that would rule out diagnoses -- Consider your diagnostic choices -- Understand limits and benefits of DSM-V-TRTM categorical structure -- Conclusion -- 3 Violence and trauma -- How childhood adversity can cause life-long harm -- Prevalence of Manuelas and Toms -- Cascading negative impacts of ACEs |
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Clinical implications -- Childhood -- Adolescence -- Adulthood -- Intergenerational transmission of violence -- Community and situational contexts -- Clinical implications -- Building resilience -- Screening for adverse childhood experiences -- Screening instruments -- Summary -- Clinical implications -- Section II Adult and adolescents 18 and over profiles for use in individual sessions -- Preface to Section II -- Taking the client role -- Taking the interviewer role -- Does the client differ from you in important ways? -- 4 Case of Monisha -- 1. What are your basic statistics? |
Summary |
This text is specifically designed to meet the needs of those teaching and learning interviewing and diagnostic skills in clinical, counselling, and school psychology, counselor education, licensed clinical social workers and other programs preparing mental health professionals |
Notes |
Description based upon print version of record |
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2. How do you behave in the interview? |
Genre/Form |
Electronic books
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Form |
Electronic book
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ISBN |
9781040008867 |
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1040008860 |
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