The Skilled Helper: A Client-Centred Approach

449 Pages·2013·3.943 MB·English

by  Gerard Egan

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• Strong focus on “positive psychology” which includes guidance on how to turn problems into
opportunities, an emphasis on hope and optimism, and a self-healing approach to client-helper
collaboration.
• Egan’s practical three-stage model clearly outlines the nature and goals of effective helping and the
values which drive it.
• Emphasises the collaborative nature of the client-helper relationship, including vivid examples that
show helping skills in action in a vast array of possible relationships and settings.
• Internationalisation of clients’ problems, scenarios, and cultural contexts to include poignant and
relevant examples and cases, particularly from South Africa and the UK.
• Streamlined structure which still fully relects and follows Egan’s practical three stage model but also
includes a new Part IV offering an extensive range of helping exercises to practice in pairs and groups. The Skilled
• Expanded coverage on helping clients tell their stories, and how to tackle client resistance.
• Fresh new text design retains student focus and helps aid learning.
Helper
is essential reading for students taking helping and
counselling courses, together with practising helpers and other counselling and therapy professionals,
throughout Europe, the Middle East and Africa.
A Client-Centred Approach
Gerard Egan
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The Skilled
Helper
A Client-Centred Approach
Gerard Egan
Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States
The Skilled Helper: A Client-Centred © 2014, Cengage Learning EMEA
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Gerard Egan
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This work is adapted from The Skilled Helper, 10th edition
published by Brooks/Cole, a division of Cengage Learning, Inc.
© 2014.
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ISBN: 978-1-4080-9378-8
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1 2 3 4 5 6 7 8 9 10 – 16 15 14
BRIEF CONTENTS
Preface xii
Acknowledgements xv
PARTI: LAYINGTHE FOUNDATIONS 1
1 SuccessfulHelping–AnIntroduction 2
2 TheHelpingRelationship 27
PARTII: THETHERAPEUTIC DIALOGUE: COMMUNICATION AND
RELATIONSHIP-BUILDING SKILLS 53
3 EmpathicPresenceandResponding–BuildingaMutalUnderstanding 54
4 TheArtofProbingandSummarising 104
5 FacilitatingClientSelf-Challenge:FromNewPerspectivestoNewBehaviour 123
6 HelperSelf-ChallengeandOvercomingClientResistance 149
PART III: THE SKILLED HELPER PROBLEM-MANAGEMENT AND
OPPORTUNITY-DEVELOPMENT APPROACHTOHELPING 167
7 AnIntroductiontotheProblem-SolvingandProblem-ManagementProcess 170
8 StageI:HelpingClientsExploreTheirConcernsandTellTheirStories 183
9 StageII:HelpingClientsDesignProblem-ManagingOutcomesandSetGoals 221
10 StageIII:PlanningtheWayForward 267
11 HowtoImplementandMakeItAllHappen 292
PARTIV: EXERCISES TO ASSISTIN BECOMING ASKILLED
HELPER, ANDEXTRACT FROMACOUNSELLING CONVERSATION 317
12 CounsellingSkillsExercises 318
13 ExtractfromaCounsellingConversation 331
References 336
Appendix–UsefulWeblinks 397
NameIndex 404
SubjectIndex 414
iii
CONTENTS
Preface xii EmbracingandBefriendingtheUncertainties
Acknowledgements xv InherentinHelping 21
Theclientandthecontextualfactors
oftheclient’slife 22
PARTI
Thetherapist 22
LAYING THE FOUNDATIONS 1 Thehelpingrelationship 22
Thetherapeuticdialogue 22
1 SuccessfulHelping– An Two-wayfeedbackbetweenclientand
Introduction 2 helper 23
Themodelormethodoftreatment
FormalandInformalHelpers:AVeryBrief
andtheassumptionsbehindit 23
History 2
Thestandardproblem-management
WhatHelpingIsAbout 3
processasahumanuniversal 23
Clientswithproblemsituationsand
Decision making as a human
unusedopportunities 3
universal 23
Thethreeprincipaloutcome-focused
Thebeliefs-values-norms-ethics-
goalsofhelping 5
moralityfactors 24
TheIngredientsofSuccessfulHelping 10
MovingFromSmarttoWise:Managingthe
Theclientandthecontextualfactors
ShadowSideofHelping 25
oftheclient’slife 11
Thepersonofthetherapist 12
Thehelpingrelationship 13
2 TheHelpingRelationship
Communicationskillsattheserviceof 27
dialogue 14 TheHelpingRelationship 28
Two-wayfeedbackbetweenclientand Theimportanceoftherelationship
helper 15 itself 28
Thetreatmentapproachand Therelationshipasameanstoanend 29
itsmethodsandtechniques 16 Therelationshipasaworkingalliance 29
Problemmanagement:Ahuman Gettingofftoagoodstart 30
universalandacommonfactor 16 Keepingtheclient’spointofviewand
Decisionmaking:Apsychological preferencescentrestage 31
universalandacommonfactor 18 Therelationshipasaforumfor
Thebeliefs-values-norms-ethics-morality relearning 32
factorsthatdrivehumanbehaviour 20 Relationshipflexibility 32
iv
CONTENTS v
TheValuesThatDrivetheHelping Connecting 56
Relationship 33 Mutualinfluencing 56
Valuesastoolsofthetrade 34 Cocreatingoutcomes 56
Determiningthevaluesinherentto VisiblyTuningIn:TheImportanceofEmpathic
successfulhelping 34 Presence 57
RespectastheFoundationValue 34 Non-verbalbehaviourasachannelof
Behavioursshowingdisrespect 35 communication 57
Behavioursshowingrespect 35 Advancesintheunderstandingof
EmpathyasthePrimaryOrientationValue 36 non-verbalbehaviour 60
Abriefoverviewofempathy 36 Avoidingmythsaboutnon-verbal
Empathyasatwo-waystreet 37 behaviour 60
Empathyasradicalcommitment 38 ActiveListening:TheFoundationof
ProactiveAppreciationofDiversity 38 Understanding 61
Culture,personalculture,andvalues 38 Formsofpoorlistening 62
Helpercompetenciesrelatedtoclient Empathiclistening:Listeningto
diversity 40 clients’storiesandtheirsearchfor
Specificmulticulturalcompetencies 42 solutions 63
Self-ResponsibilityasanEmpowerment- Puttingitalltogether:Listeningtothe
FocusedValue 43 client’sintegratednarrative 70
Helpingasasocial-influenceprocess 44 Processingwhatyouhear:
Normsforempowermentandself- Thethoughtfulsearchformeaning 72
responsibility 45 Listeningtooneself:Thehelper’s
Conscientiousness 47 internalconversation 74
Self-responsibility,self-regulation, ListeningtotheKeyIngredientsof
self-control 48 SuccessfulTherapy 75
ABiasforActionasanOutcome-Focused Listeningtotheclient 75
Value 48 Listeningtoourselvesastherapists 75
Theneedforbehaviouralactivation 48 Listeningtotherelationship 76
Actionanddiscretionarychange 49 Listeningtotheflowofcommunication
Real-lifefocus 50 anddialogue 76
Shadow-SideRealitiesintheHelping Listeningtothetwo-wayfeedback
Relationship 50 betweenclientandhelper 76
Helpers’andclients’flaws 50 Listeningtotheflowofthemethodof
Incompetenthelpers 51 treatment 76
Listeningtothedecisionsbeingmade 76
Listeningtothekeyassumptions,beliefs,
PARTII
values,norms,ethicalissues,andmoral
THE THERAPEUTIC DIALOGUE: issuesinplay 77
COMMUNICATION AND TheShadowSideofListening:Formsof
RELATIONSHIP-BUILDING DistortedListening 77
SKILLS 53 Filteredlistening 77
Evaluativelistening 78
Stereotype-basedlistening 78
3 Empathic Presence and Fact-centredratherthanperson-
Responding– Buildinga Mutal centredlistening 79
Sympatheticlistening 79
Understanding
54
Interrupting 79
TheImportanceofCommunicationSkillsin IntroductiontoRespondingSkillsandthe
Helping 55 ImportanceofEmpathicRelationships 80
Dialogue-FocusedInteractionswithClients 56 Respondingskills 80
Turntaking 56 Empathicrelationships 81
vi CONTENTS
Empathicresponding:Awideviewof 4 TheArtof Probingand
empathy 82 Summarising
104
TheThreeDimensionsofRespondingSkills:
Nudging 104
Perceptiveness,Know-How,and
TheArtofProbing 105
Assertiveness 83
VerbalandNon-verbalprompts 105
Perceptiveness 84
Differentformsofprobes 106
Know-how 85
Usingquestionseffectively 107
Assertiveness 85
Guidelinesforusingprobes 108
RespondingwithEmpathy 86
Therelationshipbetweensharing
Thebasicformula 86
empathicresponsesandusing
Respondaccuratelytoclients’feelings,
probes 114
emotions,andmoods 87
TheArtofSummarising:Providing
Respondaccuratelytothekey
FocusandDirection 116
experiences,thoughts,andbehaviours
Whentousesummaries 116
inclients’stories 90
Gettingtheclienttoprovidethe
BecomingCompetentandConfidentin
summary 118
RespondingwithEmpathy:Principlesand
TumiandCarlosRevisited 118
Guidelines 92
TheShadowSideofCommunicationSkills:
Useempathicresponsesthroughout
Essential,ButNotEverything 120
thehelpingprocess 92
Communicationskillsasnecessary
Respondselectivelytocoreclient
butnotsufficient 120
messages 93
Thehelpingrelationshipversushelping
Respondtothecontext,notjustthe
technologies 121
words 94
DevelopingProficiencyinCommunication
Useempathicresponsesasamild
social-influenceprocess 95 Skills 121
Useempathicresponsestostimulate
movementthroughoutthehelping
5 FacilitatingClient Self-
process 95
Useempathicresponsesasawayof Challenge:FromNew
bridgingdiversitygaps 96 Perspectives toNew
Recoverfrominaccurate
Behaviour
123
understanding 96
TacticsforRespondingwithEmpathy 97 Self-Challenge:TheBasicConcept 124
Giveyourselftimetothink 97 Thegoalsofchallenging 125
Useshortresponses 97 Targetareasofself-challenge 125
Gearyourresponsetotheclient,but InvitingClientstoChallengetheBlind
remainyourself 98 SpotsattheRootofDysfunctional
ACase:Tumi,theClientandCarlos,the Thinking,EmotionalExpression,and
Helper 99 Behaviour 133
TheShadowSideofResponding 100 Lackofawareness 134
Noresponse 101 Failuretothinkthingsthrough 134
Distractingquestions 101 Self-deception 135
Cliche´s 101 Choosingtostayinthedark 135
Interpretations 101 Knowing,notcaring,andfailing
Advice 102 toseeconsequences 136
Parroting 102 SpecificSkillsforHelpingClientsChallenge
Agreementandsympathy 102 theirBlindSpotsandMovetoNew
Fakingit 103 Perspectives 137
CONTENTS vii
Advancedempathy:Capturing PARTIII
thefullermessageorthemessage THE SKILLED HELPER
behindthemessage 137
PROBLEM-MANAGEMENT AND
Informationsharing 142
OPPORTUNITY-DEVELOPMENT
Helperself-disclosure 143
Makingsuggestionsandgiving APPROACH TO HELPING 167
recommendations 145 TheIngredientsofSuccessfulTherapy:
Strongermedicine:Confrontation 146 AReview 168
Encouragement 147
7 AnIntroduction to theProblem-
6 Helper Self-Challenge and SolvingandProblem-
Overcoming ClientResistance149 Management Process 170
GuidelinesforEffectiveInvitationstoSelf- AnOverviewoftheStagesofProblem
Challenge 150 Management 172
Keepthegoalsofinvitationstoclient StageI:Helpclientsexploretheir
self-challengeinmind 150 concerns 173
Don’tforceclientstomakedecisions, StageII:Helpclientsdetermine
butdoprovide‘‘choicestructure’’ 150 problem-managingoutcomes
Earntherighttoinviteclientsto andsetgoals 173
challengethemselves 151 StageIII:Helpclientsdrawupplans
Helpclientsbespecificintheir toaccomplishgoals 173
self-challenges 152 Implementation:Helpclientsmake
Betentativebutnotapologetic itallhappen 174
inthewayyouinviteclientsto FlexibilityintheuseoftheProblem-
self-challenge 152 ManagementProcess 174
Inviteclientstochallengeunused Clientsstartandproceeddifferently 175
strengthsratherthanweaknesses 153 Clientsengageineachstageandtask
Helpclientsbuildontheirsuccesses 153 differently 175
Makesurethatinvitationsto Becausethestagesandtasksofthe
self-challengerespectclients’values 154 processintermingle,clientswilloften
TheChallengesRelatedtoHelpingClients movebackandforthbetweenthem 176
ManageReluctanceandResistance 155 Flexibilityisnotmererandomnessor
Reluctance:Misgivingsaboutchange 155 chaos 176
Resistance:Reactingtocoercion 158 StagesofChangeandClientReadinessfor
GuidelinesforHelpingClientsMoveBeyond Change 177
ReluctanceandResistance 159 IntegrativeEclecticism:TheOngoing
Avoidunhelpfulresponsestoreluctance SearchforBestPractice 178
andresistance 159 Client-focusedeclecticismand
Psychoanalytictheoryandresistance 160 integration 178
Developproductiveapproaches Theproblem-management
todealingwithreluctanceandresistance 161 frameworkas‘‘browser’’ 179
TheRoleofNegotiationinChallenge 163 ‘‘HowAreWeDoing?’’—Ongoing
Negotiationincounselling 163 EvaluationoftheHelpingProcess 180
Abeginners’framework 164 UnderstandingandDealingwiththeShadow
Helpingclientsnegotiatewith SideofHelpingModels 180
themselves 165 Nomodelorframework 180
TheShadowSideofHelpers 165 Confusingandneedlessmultiplication
The‘‘Mumeffect’’ 165 ofhelpingmodels 180
Excusesfornotinvitingclients Fadsandforgetfulness 181
tochallengethemselves 165 Failuretosharethehelpingmodel 181
viii CONTENTS
Rigidapplicationsoftreatment Inviteclientstoexploretheir
methods 181 ‘‘problem-maintenancestructure’’ 206
Chaosindefiningcompetence 181 Inviteclientstomoveontotheright
Failuretogrowwiththeprofession 182 stageandtaskofthehelpingprocess 207
Theethicsinvolvedinthetrainingof Immediacy:DealingwithIssuesinthe
helpers 182 HelpingRelationshipItself 207
Relationship-focusedimmediacy 208
8 StageI: HelpingClientsExplore Event-focusedimmediacy 209
Situationscallingforimmediacy 210
TheirConcernsandTell Their
TheWiderUseofI-B:Risingtothe
Stories
183 Challenge 210
ABriefIntroductiontoStageI 184 TaskI-C:TheRightStory 210
HowthetasksofStageIpervade Helpclientsworkonissuesthat
theentirehelpingprocess 184 willaddvaluetotheirlives 210
Client-focusedassessment 184 PrinciplesforHelpingClientsWorkon
Linkingtoaction 185 IssuesThatMakeaDifference 212
TaskI-A:HelpClientsTellTheirStories 186 Determinewhetherornothelping
GuidelinesforHelpingClientsTellTheir iscalledfororshouldbecontinued 212
Stories 187 Ifthereisacrisis,firsthelptheclient
Learntoworkwithallstylesof managethecrisis 213
storytelling 188 Beginwithanissuethatseemstobe
Allegoricalstorytellingcanhelp 189 causingtheclientthemostpain 215
Startwheretheclientstarts 190 Beginwithissuestheclientseesas
Assesstheseverityoftheclient’s importantandiswillingtoworkon 216
problems 191 Beginwithsomemanageable
Helpclientsclarifykeyissues 192 sub-problemofalargerproblem
Helpclientsdiscussthecontextoftheir situation 217
concerns 193 Moveasquicklyaspossibletoa
Helpclientstalkproductivelyaboutthe problemthat,ifhandled,willleadto
past 194 somekindofgeneralimprovement 217
Helpclientsspotunusedopportunities 196 Focusonaproblemforwhichthe
Asclientstelltheirstories,helpthem benefitswilloutweighthecosts 218
begintosearchforunusedresources 197 TheWiderUseofI-C:MakingtheRight
Helpclientsseeeveryproblemasan Choices 219
opportunity 199
HelpClientsMoveintoActionRightfromthe
9 StageII:Helping Clients
Beginning 200
DesignProblem-Managing
Helpclientsseetheimportanceof
Outcomesand SetGoals
beingproactive 200 221
Helpclientsusethetimebetween AnIntroductiontoStageII 222
sessionsproductively 201 ThethreetasksofstageII 222
TaskI-B:TheRealStory 202 Solution:Anambiguousterm 223
TumiandCarlosinI-B 203 Therapy:ArtorScience? 224
HelpClientsChallengeThemselvesto TheRoleofHopeinTherapy 224
ParticipateasFullyasPossibleinthe Thenatureofhope 225
HelpingProcess 204 Thebenefitsofhope 226
Inviteclientstoowntheirproblems TaskII-A:HelpClientsDiscover
andunusedopportunities 204 PossibilitiesforaBetterFuture 227
Inviteclientstostatetheirproblems SkillsforIdentifyingPossibilitiesfor
assolvable 206 aBetterFuture 227
CONTENTS ix
Helpclientsfocusontheir‘‘possible Helpclientsconsideradaptivegoals 251
selves’’ 228 Copingasanimportantgoal 252
Helpclientstapintotheircreativity 229 Second-orderchangegoals 254
Helpclientsengageindivergent EmergingGoals 255
thinking 230 TaskII-C:HelpClientsCommit
Usebrainstormingadaptively 231 Themselves—‘‘WhatAmIWillingto
Usefuture-orientedprobes 233 PayforWhatIWant?’’ 255
Helpclientsreviewexemplarsandrole HelpClientsCommitThemselvesto
modelsasasourceofpossibilities 234 aBetterFuture 256
CasesFeaturingPossibilitiesforaBetter Economics:Helpclientssetgoals
Future 236 thatareworthmorethantheycost 256
ThecaseofBrendan:Dyingbetter 236 Incentives:Helpclientssetappealing
TheSalisburyfamilycase 236 goals 257
ThePowerofGoalSetting 237 Ownership:Helpclientsembrace
Goalshelpclientsfocustheirattention 238 andownthegoalstheyset 257
Goalshelpclientsmobilisetheir Obstacles:Helpclientsdealwith
energyanddirecttheireffort 238 competingagendas 259
Goalsprovideincentivesforclientsto GreatExpectations:EncourageClient
searchforstrategiestoaccomplish Self-Efficacy—‘‘ICan,IWill’’ 260
them 238 Thenatureofself-efficacy 261
Clearandspecificgoalshelpclients Helpingclientsdevelopself-efficacy 261
increasepersistence 238 StageIIandAction 263
Dealingwithclients’bottled-up
ThetasksofstageIIastriggersfor
emotionsandtensionwhen
action 263
goalsetting 239 Theroleof‘‘implementationintentions’’
TaskII-B:Goals,Outcomes,Impact: inhelpingclientsact 264
HelpClientsMovefromPossibilitiesto TheShadowSideofGoalSetting 265
Choices 239
FlexibleGuidelinesinHelpingClients 10 StageIII: Planning the Way
SetGoalforThemselves 240 Forward
267
Helpclientsdescribethefuturethey
wantinoutcomeoraccomplishment TheThreeTasksofStageIII 268
language 241 TumiandCarlosRevisited:Tumi’sGoals 269
Helpclientsmovefrombroadaims TaskIII-A:HelpClientsDevelopStrategies
toclearandspecificgoals 242 forAccomplishingTheirGoals 270
Helpclientsestablishgoalsthat PrinciplesforHelpingClientsDiscover
makeadifference 244 ViableStrategiesforAccomplishingGoals 271
Helpclientsformulaterealisticgoals 245 Usebrainstormingtostimulate
Helpclientssetgoalsthatareprudent 246 clients’thinking 271
Helpclientssetgoalsthatcanbe Useframeworksforstimulating
sustained 247 clients’thinkingaboutstrategies 273
Helpclientschoosegoalsthathave Helpclientsdeterminethekindof
someflexibility 247 workingknowledgeandskillsthey
Helpclientschoosegoalsconsistent willneedtomoveforward 274
withtheirvalues 248 TaskIII-B:HelpClientsChooseBest-Fit
Helpclientsestablishrealistictime Strategies 275
framesforaccomplishinggoals 248 Jayden’sAmazingOdyssey 275
WhatKindofChangeDoClientsNeed CriteriaforChoosingGoal-Accomplishing
andHowMuch? 250 Strategies 276
Helpclientsdistinguishneedsfrom Specificstrategies 276
wants 250 Effectivestrategies 276