Chapter 5

Question 1

Battle for structure

Answer 1

Battle that involves issues of administrative control (e.g., scheduling, fees, participation in sessions)

COUNSELORS MUST WIN THIS BATTLE OTHERWISE COUNSELING WILL BE PREMATURELY TERMINATED, LEAVING C & C FEELING WORSE FOR THE EXPERIENCE

Question 2

Battle for initiative

Answer 2

Battle that concerns the motivation for change and client responsibility.

CLIENTS MUST WIN THE THIS BATTLE OTHERWISE COUNSELING WILL BE PREMATURELY TERMINATED, LEAVING C & C FEELING WORSE FOR THE EXPERIENCE

Question 3

unfinished business

Answer 3

unexpressed feelings—such as resentment, hate, pain, hurt, anxiety, guilt, and grief—and events and memories that linger in the background and clamor for completion. Clients with it take longer to treat than clients who have just experienced a difficulty

Question 4

Structure in counseling

Answer 4

a joint understanding between the counselor and client regarding the characteristics, conditions, procedures, and parameters of counseling

Question 5

time limits

Answer 5

such as a 50-minute session

Question 6

action limits

Answer 6

a limit that is for the prevention of destructive behavior

Question 7

role limits

Answer 7

a limit that defines what will be expected of each participant

Question 8

procedural limits

Answer 8

a limit where the client is given the responsibility to work on specific goals or needs

Question 9

reluctant client

Answer 9

type of client who has been referred by a third party and is frequently “unmotivated to seek help”

Examples: Schoolchildren & court-referred clients;
Don’t want to be there, let alone talk;
Frequently terminate counseling prematurely & report dissatisfaction with the process

Question 10

A resistant client

Answer 10

type of client who is unwilling, unready, or opposed to change; may actively seek counseling but does not wish to go through the emotional pain, change in perspective, or enhanced awareness that counseling demands.

Instead, the client clings to the certainty of present behavior, even when such action is counterproductive and dysfunctional. Some resistant clients refuse to make decisions, are superficial in dealing with problems, and take any action to resolve a problem (i.e., do anything a counselor says).

Question 11

foot in the door

Answer 11

asks the client to comply with a minor request and then later follows with a larger request.

For example, an initial request might be “Would you keep a journal of your thoughts and feelings for this week” followed the next week by “I’d like you to keep a journal of your thoughts and feelings from now on.”

Question 12

door in the face

Answer 12

the counselor asks the client to do a seemingly impossible task and then follows by requesting the client to do a more reasonable task.

For instance, the initial request might be “I’d like you to talk briefly to 100 people a day between now and our next session” followed, after the client’s refusal, by “Since that assignment seems to be more than you are comfortable in handling, I’d like you to say hello to just three new people each day.”

Question 13

Confrontation

Answer 13

In this procedure, the counselor simply points out to the client exactly what the client is doing, such as being inconsistent.

For example, a parent might be disciplining children for misbehaving sometimes and then letting them act out at other times. In such situations, the client must take responsibility for responding to the confrontation.

Question 14

mattering

Answer 14

the perception that as human beings we are important and significant to the world around us and to others in our lives

Research shows that mattering to others directly affects individuals’ lives and relationships.

Question 15

YAVIS

Answer 15

young, attractive, verbal, intelligent, and successful

Question 16

HOUNDs

Answer 16

homely, old, unintelligent, nonverbal, and disadvantaged

Question 17

DUDs

Answer 17

dumb, unintelligent, and disadvantaged

Question 18

Expertness

Answer 18

the degree to which counselors are perceived as knowledgeable and informed about their specialty

Question 19

Attractiveness

Answer 19

the perceived similarity between clients and counselors as well as physical features;
speaking in clear, simple, jargon-free sentences and offering appropriate self-disclosure

Question 20

Trustworthiness

Answer 20

related to the sincerity and consistency of counselors

Question 21

probe

Answer 21

a question that usually begins with who, what, where, or how.

Question 22

accent

Answer 22

highlighting the last few words of the client.

For example:
Client: The situation I’m in now is driving me crazy! Counselor: Driving you crazy?

Question 23

Open question

Answer 23

typically begins with what, how, or could and allows the client more latitude to respond. Encourages the client to talk more, unlike in closed questions

Examples are “How does this affect you?” “Could you give me more information?” and “Tell me more about it.”

Question 24

Request for clarification

Answer 24

response counselors use to be sure they understand what clients are saying. These requests require clients to repeat or elaborate on material just covered.

For example, a counselor might say, “Please help me understand this relationship” or “I don’t see the connection here.”

Question 25

restatement

Answer 25

a simple mirror response to a client that lets the client know the counselor is actively listening. Used alone, it is relatively sterile and ineffective:

Client: I’m not sure if I’ll ever find a suitable partner. My job keeps me on the road and isolated.
Counselor: You don’t know if you will ever find a spouse because of the nature of your job.

Question 26

Reflection of feeling

Answer 26

-similar to a restatement, but it deals with verbal and nonverbal expression. Reflections may be on several levels; some convey more empathy than others.

An example is this counselor’s response to a client who is silently sobbing over the loss of a parent:
“You’re still really feeling the pain.

Question 27

Summary of feelings

Answer 27

the act of paraphrasing a number of feelings that the client has conveyed.

For example, a counselor might say to a client, “John, if I understand you correctly, you are feeling depressed over the death of your father and discouraged that your friends have not helped you work through your grief. In addition, you feel your work is boring and that your wife is emotionally distant from you.”

Question 28

Acknowledgment of nonverbal behavior

Answer 28

differs from the previous examples.

For instance, when the counselor says to a client, “I notice that your arms are folded across your chest and you’re looking at the floor.” This type of response does not interpret the meaning of the behavior.

Question 29

Rapport

Answer 29

a genuine interest in and acceptance of a client

Question 30

2 most important micro-skills for rapport building

Answer 30

basic attending behavior and client-observation skills.

The counselor needs to tune in to what the client is thinking and feeling and how he or she is behaving.

Question 31

Sensitivity to client-generated metaphors

Answer 31

using this literary device may help to convey an understanding of the client’s unique way of knowing and at the same time contribute to the development of a shared language and collaborative bond between the client and counselor”

Question 32

door openers

Answer 32

Such noncoercive invitations to talk

“What brings you to see me?”
“What would you like to talk about?”
“You look as if you are in a lot of pain. Tell me about it.”

Question 33

door closers

Answer 33

Judgmental or evaluative responses

Question 34

Empathy

Answer 34

Most important skill.
The counselor’s ability to “enter the client’s phenomenal world, to experience the client’s world as if it were your own without ever losing the ‘as if’ quality”

Question 35

Empathy involves two specific skills

Answer 35

perception and communication

Question 36

Culturally sensitive empathy

Answer 36

perceive the cultural frame of reference from which their clients operate, including their clients’ perceptual and cognitive processes

Question 37

Primary empathy

Answer 37

the ability to respond in such a way that it is apparent to both client and counselor that the counselor has understood the client’s major themes. Conveyed through nonverbal communication and various verbal responses.

For example, the counselor, leaning forward and speaking in a soft, understanding voice, may say to the client, “I hear that your life has been defined by a series of serious losses.”

Question 38

Advanced empathy

Answer 38

a process of helping clients explore themes, issues, and emotions new to their awareness

This second level of empathy is usually inappropriate for an initial interview because it examines too much material too quickly. Clients must be developmentally ready for counseling to be beneficial. Therefore, advanced empathy is used in the working stage of counseling

Question 39

attentiveness

Answer 39

the amount of verbal and nonverbal behavior shown to the client

Question 40

Verbals

Answer 40

probing, requesting clarification, restating, and summarizing feelings-indicates that the counselor is focusing on the person of the client.

Question 41

Nonverbal

Answer 41

physically attending behaviors such as smiling, leaning forward, making eye contact, gesturing, and nodding one’s head are effective ways of conveying to clients that the counselor is interested in and open to them

Question 42

SOLER

Answer 42

S = face the client squarely  
 O = adopt an open posture 
 L = lean toward the client 
E = eye contact 
R = relax

Question 43

Touch Test

Answer 43

“Would you do this with a stranger?

Question 44

Advice-giving

Answer 44

When a counselor does this, especially in the first session, it may in effect deny a client the chance to work through personal thoughts and feelings about a subject and ultimately curtail his or her ability to make difficult decisions, disempowering

Question 45

Lecturing, or preaching

Answer 45

a disguised form of advice-giving.

For example, if a sexually active girl is told “Don’t get involved with boys anymore,” she may do just the opposite to assert her independence.
Instead of lecturing, counselors can be effective by following the client’s lead

Question 46

Excessive questioning

Answer 46

a common mistake of many counselors.
clients feel as though they are being interrogated rather than counseled.
Counseling relationships are more productive when counselors avoid asking more than two questions in a row and keep their questions open rather than closed.

Question 47

Storytelling

Answer 47

the final nonhelpful behavior.
Few counselors can use this well.
Milton Erickson was one. They were metaphorically tailored to the client’s situation.
they directed clients to think about their own situations in light of the stories he told.

Question 48

Unfocused goals

Answer 48

goals that are not identified, too broad, or not prioritized. Sometimes counselors and clients may leave them alone because the time and expense of chasing them is not as productive as changing unwanted behaviors. In most cases, however, it is helpful to identify a client’s goals, put them into a workable form, and decide which goals to pursue first.

Question 49

Unrealistic goals

Answer 49

goals defined by either counselor or client, include happiness, perfection, progress, being number one, and self-actualization.

They have merit but are not easily obtained or sustained.

These goals may best be dealt with by putting them into the context of broader life goals. Then the counselor may encourage the client to devise exploratory and homework strategies for dealing with them.

Question 50

Uncoordinated goals

Answer 50

Generally divided into two groups:

really uncoordinated goals - may be incompatible with one another or with the personality of the client.
A person who seeks counseling but really does not wish to work on changing exemplifies an individual with incompatible goals. Labeled as resistant.

seemingly uncoordinated goals- These individuals may be afraid to take personal responsibility and engage any helper in a “yes, but.. .” dialogue.