| Description |
1 online resource (207 pages) : illustrations |
| Contents |
Cover; Title Page; Table of Contents; Preface; 1 Introduction; 1.1 Purpose and Structure; 1.2 For Which Helpers Is this Book Useful?; 1.3 Who Can the Counsellor Help with this Approach?; I Insights Into Helping; 2 The Helper's Basic Attitude; 2.1 Introduction; 2.2 Typical Attitudes of Friends and Relatives; 2.3 The Basic Attitude of the Helper; 2.3.1 The Diagnosis-Prescription Model; 2.3.2 The Cooperation Model; 2.4 The Sophisticated Helper; 3 The Client-Centred Approach; 3.1 Introduction; 3.2 Rogers' Theory; 3.2.1 Self-Actualization; 3.2.2 Unconditional Acceptance |
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3.2.3 The Origin of Problems3.3 Rogers' Method; 3.3.1 Unconditional Positive regard; 3.3.2 Genuineness; 3.3.3 Empathy; 3.4 A Critique of Rogers' Theory; 3.4.1 Is Rogers too Optimistic?; 3.4.2 Is Rogers' Theory too Vague?; 3.4.3 Rogers Is Essential; 3.5 A Cognitive Theory of Experiencing; 3.5.1 Experiencing as an Active Process; 3.5.2 The Role of Feelings; 3.5.3 Does Rogers Really Regard Experiencing as Passive?; 4 The Social Learning Approach; 4.1 Introduction; 4.2 The Social Learning Perspective; 4.3 How Is Behaviour Learnt?; 4.3.1 Learning Through Modelling |
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4.3.2 Learning Through the Consequences of Actions4.4 How Is Behaviour Regulated?; 4.4.1 The Influence of Expectations; 4.4.2 Influencing Expectations; 4.5 Self-Regulation; 4.5.1 Processes of Self-Regulation; 4.5.2 The Tyranny of the Ideal-Image; 5 The helper at work; 5.1 Introduction; 5.2 Clarity of Goals; 5.3 The Roles of the Helper; 5.3.1 The Confidant; 5.3.2 The Communicative Detective; 5.3.3 The Teacher; 5.3.4 The Coach; 5.4 A Helping Model; 5.4.1 Problem Clarification; 5.4.2 Gaining New Insights; 5.4.3 Treatment of the Problem; 5.5 The Model in Practice |
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5.5.1 Cumulative Building of Goals and Tasks5.5.2 Applying the Stages to Problems; 5.5.3 The Model Is not All-Powerful; 5.5.4 Time Is Limited; 5.6 The Helper as a Person; 5.6.1 A Good Human Being?; 5.6.2 A Suspicious Person?; 5.6.3 A Distant or Committed Person?; 5.7 Review and Summary; II Skills and Strategies for Helping; 6 Basic Communication Skills for Problem Clarification; 6.1 Introduction; 6.1.1 Goals of the Initial Interview; 6.1.2 Basic Attitude and Basic Skills; 6.2 Starting the Interview and Making an Initial Contract; 6.3 'Non'-Selective Listening Skills, Attending Behaviour |
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6.3.1 Non-Verbal Behaviour6.3.2 Verbal Following; 6.3.3 Use of Silences; 6.3.4 A Retrospective View; 6.4 Selective Listening Skills; 6.4.1 Asking Questions; 6.4.2 Paraphrasing of Content; 6.4.3 Reflection of Feeling; 6.4.4 Concreteness; 6.4.5 Summarizing; 6.5 Regulating Skills; 6.5.1 Goal-Setting and Goal Evaluation; 6.5.2 Situation Clarification; 6.5.3 Thinking Aloud; 6.5.4 Ending the Counselling Interview; 7 Advanced Communication Skills for Gaining New Insights; 7.1 Introduction; 7.2 Making Insightful Connections; 7.2.1 Interpretation; 7.2.2 Interpretation as a Skill |
| Summary |
This book combines relevant theoretical insights and concrete communication skills necessary for effective psychological counseling and coaching. The book first explores the counselor's basic attitude, and then it examines the views of various client-centered, cognitive behavioral and social learning theories that are important for good counseling. Bridging theory and practice, the book describes the counselor in four roles, as confidant, communicative detective, teacher, and coach. The counselor uses these roles within a three-stage helping model: problem clarification, gaining new insights, |
| Bibliography |
Includes bibliographical references and index |
| Notes |
English |
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Online resource; title from PDF title page (ebrary, viewed June 18, 2014) |
| Subject |
Psychology.
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Information theory.
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psychology.
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PSYCHOLOGY -- Reference.
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Information theory
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Psychology
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| Form |
Electronic book
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| Author |
Molen, H. T. van der, author
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| ISBN |
9789460947100 |
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9460947107 |
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