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Essential Interviewing: A Programmed Approach to Effective Communication 9th Edition

David R. Evans, Margaret T. Hearn, Max R. Uhlemann, Allen E. Ivey

  • Published
  • Previous Editions 2011
  • 336 Pages
Starting At 80.00 See pricing and ISBN options

Overview

With an emphasis on the three major stages of interviewing: exploration, clarification, and action, ESSENTIAL INTERVIEWING offers students the same programmed-learning model of interviewing that has successfully trained countless members of the helping professions for nearly 30 years. Based on Ivey's systematic method of interviewer, counselor, and therapist training, as well as Hearn's programmed-learning model, the text makes interview skills clear and specific and exposes students to a variety of client situations and cultures. The authors give students the tools they need to conduct successful interviews with diverse clients in a variety of professional settings, including social work, counseling, nursing, personnel work, and human services. Each chapter highlights an ethical situation students may confront in their future professional lives.

David R. Evans, University of Western Ontario

David R. Evans is professor emeritus at the University of Western Ontario, where he was a member of the Clinical Psychology Program for 30 years. He has been a consultant to numerous agencies, including hospitals, adolescent facilities, addictions facilities, and police services. He holds a Ph.D. in applied psychology from the University of Toronto. He has twice been a visiting scholar at Wolfson College, Cambridge. He is a past president of the Canadian Psychological Association and the Ontario Psychological Association. He also has been a member of the Council of Representatives of the American Psychological Association and a representative to the International Union of Psychological Science. He is the author of numerous books, chapters, journal articles, tests and papers.

Margaret T. Hearn, University of Western Ontario

Margaret T. Hearn has spent over 30 years in the field of psychology. She holds a Ph.D. in counseling psychology from the University of Western Ontario. She has had extensive practical and research experience in clinical health psychology with children and adults at London Health Sciences Centre. Before retirement, her involvement was in the area of hospital management. Dr. Hearn has served as a teacher in the departments of psychology, psychiatry and pediatrics at the University of Western Ontario. She is the author of many books, chapters, articles and papers. In addition she has had extensive involvement with psychology at both a professional and regulatory level.

Max R. Uhlemann, University of Victoria

Max R. Uhlemann is Professor of Counseling in the Department of Educational Psychology and Leadership Studies at the University of Victoria where he is Coordinator of the Counseling Graduate Program. He received his doctorate in Counseling Psychology from Colorado State University in 1974. He has been a counselor educator since 1970. He has been a licensed psychologist since 1976. His research and teaching interests include professional and paraprofessional counseling skill training, micro-counseling skill training, interpersonal process in the counseling dyad, multi-cultural issues in counseling, and ethics and legal education and practice. He has had a private practice in counseling and clinical psychology since 1988. The focus of this practice has been on working with individuals experiencing anxiety, depression, grief, loss, and traumatic stress. He was president of the Canadian University and College Counseling Association from 1984 to 1985. He is currently concluding his nine-year editorship of the CANADIAN JOURNAL OF COUNSELING. In 1996, he received the Professional Contribution Award from the Canadian Counseling Association. He has served on ethics committees for the Canadian University and College Counseling Association, College of Psychologists of British Columbia, and Canadian Counseling Association. He is a member of the Canadian Counseling Association, Canadian Psychological Association, College of Psychologists of British Columbia, Canadian Register of Health Service Providers in Psychology, and the Western Association of Counselor Education and Supervision.

Allen E. Ivey, Distinguished Professor Emeritus, University of Massachusetts, Amherst

Allen E. Ivey is Distinguished University Professor (emeritus) at the University of Massachusetts, Amherst. A Diplomate in counseling psychology, Dr. Ivey is a Fellow of the American Psychological Association, American Counseling Association, and 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 40 books and 200 articles and chapters, translated into 20 languages. Dr. Ivey's undergraduate work was in psychology at Stanford University, followed by a Fulbright Grant to study social work at the University of Copenhagen, Denmark. His doctorate is from Harvard University. He is the originator of the Microskills approach, basic to this book.
  • Expanded coverage of ethics in each chapter helps to introduce students to ethical dilemmas and ground them in the most current standards of ethical practice.
  • Activity Units at the end of every chapter provide a greater number of demonstrations of working with multicultural clients, helping to prepare students to conduct successful interviews with the diverse populations they will undoubtedly serve in their professional lives.
  • Chapter 13, "Enlisting Cooperation," now provides a section on the interviewing of adolescents.
  • The examples of words that express feelings (provided in Chapter 5) have been reviewed and extended.
  • Chapter objectives have been rewritten to allow for their measurement.
  • Where appropriate, Practice Interview Checklists have been reviewed and simplified.
  • Based on reviewer feedback, the examples in the text have been broadened so students throughout the helping professions will find them to be more relevant to their practice goals.
  • Readers actively participate in clients' stories through engaging narratives. The book presents three possible responses to a client's statement or question -- one of which is more appropriate than the others -- to give students practice developing effective reactions to common situations. This approach exemplifies the programmed-learning structure of the text.
  • Review Questions appear in each chapter after the teaching frame/interview segments. If readers get three or more answers wrong in this review section, they are encouraged to work through the chapter again. New frames and new questions have been added to this edition.
  • Activity Units, including practice interview checklists and "Points to Remember" sections, appear in each chapter. Cultural examples and ethical scenarios round out the chapters.
1. Programming a Foundation for Learning.
Stage I: LISTENING AND EXPLORATION: HELPING CLIENTS IDENTIFY THEIR EXPERIENCES, ISSUES, AND PROBLEMS
2. Attending Behavior.
3. Questioning.
4. Reflecting Content.
5. Reflecting Feeling.
6. Integrating Your Listening and Exploration Skills.
Stage II: CLARIFICATION: HELPING CLIENTS TO CLARIFY THEIR EXPERIENCES AND DEVELOP GOALS.
7. Confronting.
8. Communicating Feeling and Immediacy.
9. Self-Disclosure.
10. Interpreting.
Stage III: ACTION: HELPING CLIENTS TO TAKE ACTION.
11. Information Giving.
12. Structuring for Exploration, Clarification, and Action.
13. Enlisting Cooperation.
Stage IV: EFFECTIVE COMMUNICATION: FACILITATING CLARIFICATION, EXPLORATION, AND ACTION.
14. Putting It All Together.
Additional Resources.
Index.
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"A great book, one that I have been in search of for ten years."

"I have previously reviewed this text, and it only gets better! It is invaluable in providing my students with much needed practice in the actual mechanics of what to say."

Cengage provides a range of supplements that are updated in coordination with the main title selection. For more information about these supplements, contact your Learning Consultant.

FOR INSTRUCTORS

Online Instructor's Manual

ISBN: 9781305857445
The Instructor's Manual (IM) contains a variety of resources to aid instructors in preparing and presenting text material in a manner that meets their personal preferences and course needs. It presents chapter-by-chapter suggestions and resources to enhance and facilitate learning.

Online Test Bank

ISBN: 9781305859852
For assessment support, the updated test bank includes true/false, multiple-choice, short answer, and essay questions for each chapter.

Online PowerPoint®

ISBN: 9781305859890
These vibrant Microsoft® PowerPoint® lecture slides for each chapter assist you with your lecture by providing concept coverage using content directly from the textbook.