Intentional Interviewing and Counseling,
9th Edition

Preface and Introduction.
Demystifying the Helping Process.
Section I: THE FOUNDATIONS OF COUNSELING AND PSYCHOTHERAPY.
1. Intentional Interviewing, Counseling, and Psychotherapy.
2. Ethics, Multicultural Competence, Positive Psychology, and Therapeutic Lifestyle Changes.
3. Attending Behavior and Empathy Skills.
4. Observation Skills.
Section II: THE BASIC LISTENING SEQUENCE: HOW TO ORGANIZE A SESSION.
5. Questions: Opening Communication.
6. Encouraging, Paraphrasing, and Summarizing: Active Listening and Cognition.
7. Observing and Reflecting Feelings: The Heart of Empathic Understanding.
8. How to Conduct a Five-Stage Counseling Session Using Only Listening Skills.
Section III: FOCUSING AND EMPATHIC CONFRONTATION: NEUROSCIENCE, MEMORY, AND THE INFLUENCING SKILLS.
9. Focusing the Counseling Session: Contextualizing and Broadening the Story.
10. Empathic Confrontation and the Creative New: Identifying and Challenging Client Conflict.
Section IV: INTERPERSONAL INFLUENCING SKILLS FOR CREATIVE CHANGE.
11. Reflection of Meaning and Interpretation/Reframing: Helping Clients Restory Their Lives.
12. Action Skills for Building Resilience and Managing Stress: Self-Disclosure, Feedback, Logical Consequences, Directives/Instruction, and Psychoeducation.
Section V: SKILL INTEGRATION, THEORY INTO PRACTICE, AND DETERMINING PERSONAL STYLE.
13. Counseling Theory and Practice: How to Integrate the Microskills Approach with Multiple Approaches.
14. Skill Integration and Determining Personal Style.
Appendix I: The Ivey Taxonomy: Definitions of the Microskills and Strategies with Anticipated Client Response.
Appendix II: Ethics.
Appendix III: The Family Genogram.
Appendix IV: Counseling, Neuroscience/Neurobiology, and Microskills.

• Allen E. Ivey

  Allen E. Ivey, Ph.D., is distinguished university professor (emeritus) at the University of Massachusetts, Amherst. A diplomate in counseling psychology, he has presented workshops and keynote lectures with Dr. Mary Ivey throughout the world. Dr. Ivey is a fellow of the American Psychological Association, the American Counseling Association and the Asian-American Psychological Association. His work in diversity led him to be honored as a multicultural elder at the National Multicultural Conference and Summit. He has written more than forty books and two hundred articles and chapters, and his writing has been translated into twenty languages. Dr. Ivey's undergraduate work was in psychology at Stanford University, which was followed by a Fulbright grant to study social work at the University of Copenhagen in Denmark. His Ph.D. is from Harvard University. At Colorado State University, he led the first research studying video in counseling and therapy, and he is the originator of the microskills approach, basic to this book. He was first to introduce applied neuroscience and neurobiology to the helping fields.

• Mary Bradford Ivey

  Mary Bradford Ivey, Ph.D., is a former vice president of Microtraining Associates. She has served as visiting professor at the University of Massachusetts, Amherst; the University of Hawai'i, Manoa; and Flinders University, South Australia. She is a retired elementary counselor and a former stress management counselor at Amherst College. Her comprehensive elementary program was named one of the top ten in the nation at the Christa McAuliffe Conference. Dr. Ivey earned her M.A. in counseling from the University of Wisconsin, and her Ph.D. in organizational development at the University of Massachusetts, Amherst. She is the author or co-author of twenty books (translated into multiple languages) as well as several articles and chapters. A Nationally Certified Counselor (NCC), she has presented workshops and keynote lectures with Dr. Allen Ivey throughout the world. She is also known for her work in promoting and explaining development guidance and counseling in the United States and abroad. She is one of the first fifteen honored fellows of the American Counseling Association and is also a recipient of the American Counseling Association's Ohana Award for her work in multicultural counseling.

• Carlos P. Zalaquett

  Carlos P. Zalaquett, Ph.D., is a professor in the Department of Educational Psychology, Counseling and Special Education at The Pennsylvania State University. He is also a licensed mental health counselor in the state of Florida. He is a past-president of the Interamerican Society of Psychology/Sociedad InterAmericana de Psicología (SIP) and past-president of the Florida Mental Health Counseling Association, the Suncoast Mental Health Counselors Association (SMHCA) and the Florida Behavioral Health Alliance. Dr. Zalaquett is an internationally recognized expert on mental health, counseling, psychotherapy, diversity and education, and he has conducted workshops and lectures in eleven countries. He is the author or co-author of more than sixty scholarly publications and five books, including the Spanish version of BASIC ATTENDING SKILLS. He has received many awards, such as the USF Latinos Association's Faculty of the Year, the Tampa Hispanic Heritage's Man of Education Award and the SMHCA Emeritus Award. His current research focuses on therapeutic outcome. He also uses a neuroscience-based framework to compare brain activity and self-reported decision making. This cutting-edge research integrates mind, brain and body in the exploration of human responses central to counseling and psychotherapy.

• This edition incorporates neuroscience research that further validates the power and importance of attending behavior and empathy by showing that specific parts of the brain are activated during empathic listening.

• Increased integration of cutting-edge neuroscience with counseling skills reflects the fact that counseling and psychotherapy change the brain and build new neural networks in both client and counselor through neural plasticity and neurogenesis. Special attention is paid to portions of the brain that are affected in the helping process. The authors also discuss neuroscience research that stresses a positive wellness orientation to facilitate neural development, along with positive mental health. An updated neuroscience/neurobiology appendix includes additional practical implications.

• A newly integrated chapter on the action influencing skills (Chapter 12) presents the skills of self-disclosure, feedback, logical consequences, directives/instruction, and psychoeducation. The chapter uses data and transcripts of a four-interview case study with a single client who makes progress and becomes able to free herself with the counselor to discuss deeper, more critical relationship issues.

• The emphasis on multicultural and social justice has been increased. This edition introduces Eduardo Duran's concept of the Soul Wound and the historical and intergenerational issue of cultural and individual trauma. Specific new session recommendations help clients who have encountered racism, sexism, bullying, and the many forms of harassment and oppression.

• The critical issue of recognizing stress and its dangerous impact on the brain and body is emphasized throughout; the authors also acknowledge that appropriate levels of stress can be positive and are necessary for learning, change, and building resilience to master more serious and challenging stress. New content illuminates research in wellness and neuroscience, which has revealed the importance of positive psychology and Therapeutic Lifestyle Changes (TLC) as a supplement to stress management and all theoretical approaches.

• The fifth stage of the interview -- action -- receives increased attention with the Action Plan, a systematic comprehensive approach to homework and generalization from the interview to the real world. For some clients, Albert Ellis' term, "homework," feels like school. The Action Plan is more systematic with an emphasis on collaboration and the client's decision as to how to take the interview to the world beyond the session.

• Self-actualization, intentionality, and resilience are clarified and have increased emphasis as goals for the interview. Resilience, especially, has become more central as an action goal to enable clients to adapt and grow as they experience stress. A new section focuses on helping counselors encourage the development of their clients' resilience skills to better cope with future stresses and challenges.

• This edition reflects a refined and more precise definition of empathy. Drawing from neuroscience, paraphrasing is now associated with cognitive empathy, reflection of feeling with affective empathy, and mentalizing with the summary (understanding the clients words more holistically).

• MindTap®, an interactive digital learning experience available with the text, has been updated. The many case studies, Helper Studio and video-based exercises provide practice and further information leading to competence. Downloadable forms and feedback sheets make it easier for students to develop the Portfolio of Competencies. Students who seriously use these resources report that they understand the session better and perform better on examinations.

• This text helps students master the basic skills of the counseling or psychotherapy session: listening, influencing, and integrating these skills into an effective session with individual and multicultural sensitivity. Students also develop beginning mastery of various approaches to theory, sharpen their observation skills, and use those techniques for self-observation and client observation. Halfway through the book, students will be able to conduct a full session using only listening skills.

• Students observe counseling and therapy in action through the many interview example transcripts throughout the book. Each chapter features a sample interview with detailed process notes, research boxes that show the background of important skills, case studies and examples, and boxes and tables that outline key messages in more detail.

• Students are encouraged to analyze with considerable precision their own natural style of helping and, equally or perhaps more important, how their counseling style is received by clients. As a result, they develop a client-centric approach with a genuine desire to help others.

• The popular five-stage interview structure -- relationship, story and strengths, goals, restory, and action -- integrates these concepts and helps students understand and utilize microskills more effectively. The model also makes is easier for students to generalize the five stages to multiple theories and practices in human relations, social work, counseling, and psychotherapy.

• Empathy and empathic communication are presented as a centerpiece to the microskills framework, associated with each and every skill. Students learn to evaluate each intervention for its quality of empathic understanding and whether or not it facilitates the interview process. Every transcript in the text includes process discussions that illustrate the various levels of empathy. Students will be able to evaluate on the spot how their interviewing leads affect the client.

• Ethics and multicultural understanding are also foundational to the microskills hierarchy and students are encouraged to consider these issues throughout the text. Wellness and positive psychology are added to this foundation, including specifics for conducting a wellness assessment.

• Integration of cutting-edge neuroscience includes discussion of the specific impact of neuroscience on interviewing practice. The book's interactive, dialogical view of the interview illustrates how the language and brain of both counselor and client are changed throughout the process. This coverage helps students understand the concepts of consciousness, short-term memory, and how their skills can help the client move new thoughts, feelings, and behaviors to long-term memory.

• Readers are shown, step by step, how to conduct effective motivational interviewing counseling, assertiveness-training sessions, decisional interviews, and person-centered interviews.

• The "Portfolio of Competencies" provides students with a wide variety of exercises and assessment systems, helping them to examine themselves and their orientation to theory and practice.

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