Intentional Interviewing And Counseling (2010) Allen E. Ivey, Mary Bradford Ivey, Carlos P Zala

DETERMINING
PERSONAL STYLE
AND THEORY
SKILL INTEGRATION
Sequencing skills in
different theories

—Different theories call for different
patterns of skill usage.
—Different situations call for different
patterns of skill usage.
—Different cultural groups call for
different patterns of skill usage.

INFLUENCING SKILLS
AND STRATEGIES
Feedback & self-disclosure,
logical consequences,
information/psychoeducation, directives
REFLECTION OF MEANING AND
INTERPRETATION/REFRAME
FOCUSING

CONFRONTATION

THE FIVE-STAGE INTERVIEW STRUCTURE
Completing an interview using only the basic listening sequence
and evaluating that interview for empathic understanding

Five Stages of the Interview:

1. Relationship
2. Story and strengths
3. Goals
4. Restory
5. Action

REFLECTION OF FEELING

ENCOURAGING, PARAPHRASING, AND SUMMARIZING
CLIENT OBSERVATION SKILLS
OPEN AND CLOSED QUESTIONS
ATTENDING BEHAVIOR
Culturally and individually appropriate visuals (eye contact),
vocal qualities, verbal tracking skills, and body language
ETHICS, MULTICULTURAL COMPETENCE, AND WELLNESS

The microskills hierarchy: A pyramid for building cultural intentionality
(Copyright © 1982, 1987, 2003, 2007, 2010 Allen E. Ivey. Reprinted by permission.)

Basic
Listening
Sequence


SEVENTH EDITION

Intentional
Interviewing
and Counseling
Facilitating Client Development

in a Multicultural Society

Allen E. Ivey
University of Massachusetts, Amherst

Mary Bradford Ivey
Microtraining Associates

Carlos P. Zalaquett
University of South Florida, Tampa

Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States


Intentional Interviewing and Counseling:
Facilitating Client Development in a
Multicultural Society, Seventh Edition
Allen E. Ivey, Mary Bradford Ivey,
Carlos P. Zalaquett
Acquisitions Editor: Seth Dobrin
Development Editor: Julie Martinez
Assistant Editor: Allison Bowie

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Printed in the United States of America
1 2 3 4 5 6 7 12 11 10 09

Love is listening.
—Paul Tillich

◆
To our sons and daughters
John Allen Ivey and William Spencer Ivey
Elizabeth Bohn Robey and Kathryn Bohn Quirk
To my family
Jenifer Zalaquett
Andrea Zalaquett and Christine Zalaquett


ABOUT THE AUTHORS

Allen E. Ivey is Distinguished University Professor (Emeritus),
University of Massachusetts, Amherst, and Professor of Counseling
at the University of South Florida, Tampa (courtesy appointment).
He is president of Microtraining Associates, an educational publishing firm. Allen is a Diplomate in Counseling Psychology and was
honored as a “Multicultural Elder” at the National Multicultural
Conference and Summit. Allen is author or coauthor of more than
40 books and 200 articles and chapters, translated into 20 languages.
He is the originator of the microskills approach, which is fundamental
to this book.

Mary Bradford Ivey is Vice President of Microtraining Associates and Courtesy
Professor of Counseling, University of South Florida, Tampa. A former school
counselor, she has served as visiting professor at the University of Massachusetts,
Amherst; University of Hawai‘i; and Flinders University, South Australia. Mary
is the author or coauthor of 12 books, translated into multiple languages. She
is a Nationally Certified Counselor (NCC) and a licensed mental health counselor (LMHC), and she has held a certificate in school counseling. She is also

known for her work in promoting and explaining development counseling in
the United States and internationally. Her elementary counseling program was
named one of the ten best in the nation. She is one of the first 15 honored
Fellows of the American Counseling Association.

Carlos P. Zalaquett is Associate Professor and Coordinator of Mental
Health Counseling in the Department of Psychological and Social
Foundations at the University of South Florida. He is also the Director of
the USF Successful Latina/o Student Recognition Awards Program and
Executive Secretary for the United States and Canada of the Society of
Interamerican Psychology. Carlos is the author or author of more than 50
scholarly publications and 4 books, including the Spanish version of Basic
Attending Skills. He has received many awards, including the USF’s Latinos
Association’s Faculty of the Year and Tampa’s Hispanic Heritage’s Man of
Education Award. He is an internationally recognized expert on mental
health, diversity, and education and has conducted workshops and lectures
in seven countries.

iv


CONTENTS

List of Boxes
xi
Preface
xiii
As We Begin: Interviewing and Counseling as Science and Art
Welcome! 1
What Does This Book Offer for Your Development? 3

The Microskills Model 4
The Science and Art of Interviewing 4
Build on Your Natural Style of Helping 5
Competency Practice Exercise 5
Self-Understanding and Emotional Intelligence 6
Practice Leads to Mastery and Competence 7
A Final Word 8

SECTION I
Chapter 1

Chapter 2

1

Introduction

9

Toward Intentional Interviewing and Counseling 11
Introduction: What Is the “Correct” Response to Offer a Client? 12
Interviewing, Counseling, and Psychotherapy 13
The Core Skills of the Helping Process: The Microskills Hierarchy 14
Drawing Out Client Stories 17
Relationship—Story and Strengths—Goals—Restory—Action 17
Increasing Skill and Flexibility: Intentionality, Cultural Intentionality,
and Intentional Prediction 20
Theory and Microskills 22
Brain Research and Neuroscience: Implications for the Interview 26
Summary: Mastering the Skills and Strategies of Intentional Interviewing

and Counseling 27
Your Natural Style: An Important Audio or Video Exercise 29
Competency Practice Exercises and Self-Assessment 30
Determining Your Own Style and Theory: Critical Self-Reflection
on Your First Interview 32
Ethics, Multicultural Competence, and Wellness
33
Ethics in the Helping Process 34
Diversity and Multicultural Competence 41
v


vi

Contents

Developing Appropriate Intervention Strategies and Techniques 47
Wellness and Positive Psychology 48
Summary: Integrating Wellness, Ethics, and Multicultural Practice 55
Competency Practice Exercises and Portfolio of Competence 57
Determining Your Own Style and Theory: Critical Self-Reflection
on Ethics, Multicultural Competence, and Wellness 60
Our Thoughts About Kendra 61

Chapter 3

SECTION II

Attending Behavior: Basic to Communication
62

Introduction: The Basics of Listening 64
Example Interviews: I Didn’t Get a Promotion—Is This Discrimination?
Instructional Reading: Getting Specific About Listening
and Some Multicultural Differences in Style 72
Psychoeducation, Social Skills, and Attending Behavior 78
Using Attending in Challenging Situations 79
Summary: Becoming a Samurai 80
Competency Practice Exercises and Portfolio of Competence 82
Determining Your Own Style and Theory: Critical Self-Reflection
on Attending Behavior 89
Response to Client on Page 74 89
Comments on Individual Practice, Exercise 2 89

67

Hearing Client Stories: How to Organize an Interview

Chapter 4

Questions: Opening Communication 93
Introduction: Questioning Questions 94
Example Interview: Conflict at Work 97
Instructional Reading: Making Questions Work for You 101
Coaching and Powerful Coaching Questions 109
Summary: Making Your Decision About Questions 113
Competency Practice Exercises and Portfolio of Competence 115
Determining Your Own Style and Theory: Critical Self-Reflection
on Questioning 120
Our Thoughts About Benjamin 120

Chapter 5

Observation Skills
122
Introduction: Keeping Watch on the Interview 123
Example Interview: Is the Issue Difficulty in Studying or Racial Harassment?
Instructional Reading 130
Summary: Observation Skills 140

91

125


Contents

vii

Competency Practice Exercises and Portfolio of Competence 142
Determining Your Own Style and Theory: Critical Self-Reflection
on Observation Skills 148
How Allen Responded to the Courtroom Situation 148
Correct Responses for Exercise 4 148

Chapter 6

Encouraging, Paraphrasing, and Summarizing: Key Skills
of Active Listening
149
Introduction: Active Listening 150

Example Interview: They Are Teasing Me About My Shoes 152
Instructional Reading: The Active Listening Skills of Encouraging, Paraphrasing,
and Summarizing 157
Summary: Practice, Practice, and Practice 163
Competency Practice Exercises and Portfolio of Competence 165
Determining Your Own Style and Theory: Critical Self-Reflection on the Active
Listening Skills 169
Our Thoughts About Jennifer 170

Chapter 7

Observing and Reflecting Feelings: A Foundation of Client Experience 171
Introduction: Reflection of Feeling 172
The Language of Emotion
174
Example Interview: My Mother Has Cancer, My Brothers Don’t Help 175
Instructional Reading: Becoming Aware of and Skilled With Emotional Experience 182
Summary: A Caution About Reflection of Feelings in the Interview 189
Competency Practice Exercises and Portfolio of Competence 191
Determining Your Own Style and Theory: Critical Self-Reflection on Reflection
of Feeling 197
List of Feeling Words 198

Chapter 8

Integrating Listening Skills: How to Conduct a Well-Formed Interview
199
Introduction: A Review of Cultural Intentionality and Intentional Competence 200
Instructional Reading 1: Empathy and Microskills 203
Instructional Reading 2: The Five Stages/Dimensions of the

Well-Formed Interview 209
Example Decisional Counseling Interview: Using Listening Skills to Help Clients
With Interpersonal Conflict 219
Summary: Conducting a Well-Formed Interview 225
Competency Practice Exercises and Portfolio of Competence 227
Determining Your Own Style and Theory: Critical Self-Reflection on Integrating
Listening Skills 235


viii

Contents

SECTION III
Chapter 9

Helping Clients Generate New Stories That Lead to Action:
Influencing Skills and Strategies
The Skills of Confrontation: Supporting While Challenging
Clients
239
Introduction: Helping Clients Move From Inaction to Action 240
Instructional Reading: Challenging Clients in a Supportive Fashion 241
Example Interview: Balancing Family Responsibilities 253
Summary: Confrontation and Change 256
Competency Practice Exercises and Portfolio of Competence 257
Determining Your Own Style and Theory: Critical Self-Reflection on Confrontation
Our Thoughts About Chris 264

237

263

Chapter 10

Focusing the Interview: Exploring the Story From Multiple Perspectives 265
Introduction to Focusing 266
Example Interview: It’s All My Fault—Helping the Client Understand
Self-in-Relation 268
Instructional Reading: Multiple Contextual Perspectives on Client Concerns 272
Advocacy and Social Justice 282
Summary: Being-in-Relation, Becoming a Person-in-Community 283
Competency Practice Exercises and Portfolio of Competence 285
Determining Your Own Style and Theory: Critical Self-Reflection on Focusing 290
Our Thoughts About Vanessa 290

Chapter 11

Reflection of Meaning and Interpretation/Reframing:
Helping Clients Restory Their Lives
292
Introduction: Defining the Skills of Reflecting Meaning
and Interpretation/Reframing 293
Example Interview: Travis Explores the Meaning of a Recent Divorce
297
Instructional Reading 1: The Specific Skills of Eliciting and Reflection of Meaning
Frankl’s Logotherapy: Making Meaning Under Extreme Stress 304
Instructional Reading 2: The Skills of Interpretation/Reframing
307
Summary: Helping Clients Restory Their Lives 312

Competency Practice Exercises and Portfolio of Competence 314
Determining Your Own Style and Theory: Critical Self-Reflection
on Reflecting Meaning and Interpretation/Reframing 323
Our Thoughts About Charlis 324

300


Contents

Chapter 12

SECTION IV
Chapter 13

Chapter 14

Influencing Skills: Five Strategies for Change
325
Introduction: The Relationship of Listening and Influencing Skills 326
Example Interview: The Case of Alisia—How Listening Skills Can Influence Clients
Instructional Reading 1 and Exercises: Self-Disclosure 331
Instructional Reading 2 and Exercises: Feedback 333
Instructional Reading 3 and Exercises: Logical Consequences 338
Instructional Reading 4 and Exercises: Information and Psychoeducation 343
Instructional Reading 5 and Exercises: Directives 346
Summary: Inf luencing Skills 353
Competency Practice Exercises and Portfolio of Competence 355
Determining Your Own Style and Theory: Critical Self-Reflection
on Influencing Skills 358

Our Thoughts About Alisia 358

Skill Integration
Skill Integration: Putting It All Together
363
Introduction: Analyzing the Interview 364
Instructional Reading 1: Decisional Counseling 364
Interview Planning and Case Conceptualization 367
Demonstration Interview and Analysis: Allen and Mary’s Decisional Session
Instructional Reading 2: Interview Transcript Analysis and Planning 388
Summary: Integrating Skills 392
Competency Practice Exercise and Portfolio of Competence 393

ix

328

361

369

Microskills and Counseling Theory: Sequencing Skills
and Interview Stages
396
Introduction: Microskills, Five Stages, and Theoretical Approaches
to the Interview 397
Instructional Reading and Example Interview 1: Person-Centered Counseling 397
Instructional Reading and Example Interview 2: Cognitive-Behavioral Therapy
(CBT) and Stress Management
401

Instructional Reading and Example Interview 3: Brief Solution-Focused Counseling 415
Instructional Reading and Example Interview 4: Motivational Interviewing 429
Summary: Integrating Microskills With Counseling 436
Competency Practice Exercises and Portfolio of Competence 437
Determining Your Own Style and Theory: Critical Self-Reflection
on Four Theoretical Orientations 438


x

Contents

Chapter 15

Determining Personal Style and Future Theoretical/Practical Integration
Introduction: Identifying an Authentic Style That Relates to Clients 440
Instructional Reading: Defining Your Personal Style
441
Microskills Practice, Supervision, and Lifetime Growth 450
Summary—As We End: Thanks, Farewell, and Good Luck!
450
Suggested Supplementary Readings 451

Appendix I

The Ivey Taxonomy: Definitions and Predicted Results

Appendix II

Counseling, Neuroscience, and Microskills

References
473
Name Index
481
Subject Index
484

459

454

439


LIST OF BOXES

1-1
1-2
1-3
2-1
2-2
2-3
2-4
2-5
3-1
3-2
3-3
3-4
3-5
4-1

4-2
4-3
5-1
5-2
5-3
5-4
6-1
6-2
6-3
6-4
6-5
7-1
7-2
7-3
7-4
7-5
8-1
8-2
8-3
8-4
8-5

National and International Perspectives on Counseling Skills 18
Research Evidence That You Can Use 23
Client Feedback Form 31
Professional Ethics Codes With Web Sites 36
Sample Practice Contract 38
National and International Perspectives on Counseling Skills 42
Guidelines for Multicultural Competence 44
Research Evidence That You Can Use 54

Attending Behavior and People With Disabilities 66
National and International Perspectives on Counseling Skills 76
Research Evidence That You Can Use 77
Guidelines for Effective Feedback 85
Feedback Form: Attending Behavior 86
Research Evidence That You Can Use 96
National and International Perspectives on Counseling Skills 105
Feedback Form: Questions 118
National and International Perspectives on Counseling Skills 126
Research Evidence That You Can Use 131
The Abstraction Ladder 135
Feedback Form: Observation 143
Listening Skills and Children 152
Accumulative Stress: When Do “Small” Events Become Traumatic? 156
Research Evidence That You Can Use 160
National and International Perspectives on Counseling Skills 161
Feedback Form: Encouraging, Paraphrasing, and Summarizing 168
National and International Perspectives on Counseling Skills 176
Helping Clients Increase or Decrease Emotional Expressiveness 181
National and International Perspectives on Counseling Skills 183
Research Evidence That You Can Use 186
Feedback Form: Observing and Reflecting Feelings 195
Research Evidence That You Can Use 203
National and International Perspectives on Counseling Skills 206
Research Evidence That You Can Use 208
Feedback Form: Empathy 230
Feedback Form: Decisional Interview Using Only the Basic Listening Sequence

232
xi

xii

List of Boxes

9-1
9-2
9-3
9-4
9-5
10-1
10-2
10-3
10-4
10-5
10-6
11-1
11-2
11-3
11-4
11-5
12-1
12-2
12-3
12-4
13-1
13-2
13-3
14-1

14-2
14-3
14-4
14-5
14-6
15-1
15-2

Research Evidence That You Can Use 242
National and International Perspectives on Counseling Skills 248
Kübler-Ross’s Five Stages of Death and Dying Compared With Five Levels
of Change in the Interview 250
Conflict Resolution and Mediation: An Important Psychoeducational Strategy
Feedback Form: Confrontation Using the Client Change Scale 261
Developing a Community Genogram 273
The Community Genogram: Two Visual Examples 274
The Family Genogram 276
National and International Perspectives on Counseling Skills 281
Research Evidence That You Can Use 282
Feedback Form: Focus 288
National and International Perspectives on Counseling Skills 300
Questions Leading Toward Discernment of Life’s Purpose and Meaning 303
Research Evidence That You Can Use 306
Feedback Form: Reflecting Meaning 319
Feedback Form: Interpretation/Reframe 321
The “1-2-3” Pattern of Listening, Influencing, and Observing Client Reaction
When Is Self-Disclosure Appropriate? 334
Research Evidence That You Can Use 337
Feedback Form: Influencing Skills 357
First Interview Plan and Objectives 368

Second Interview Plan and Objectives 391
Interview Plan and Objectives 394
Feedback Form: Person-Centered Interview 402
Feedback Form: Cognitive-Behavioral and/or Stress Management 414
National and International Perspectives on Counseling Skills 422
Feedback Form: Brief Solution-Focused Counseling 428
Maintaining Change and Relapse Prevention Worksheet: Self-Management
Strategies for Skill Retention 430
Feedback Form: Motivational Interviewing 435
National and International Perspectives on Counseling Skills 445
Your Natural Style of Interviewing and Counseling 449

252

327


PREFACE

Welcome to the seventh edition of Intentional Interviewing and Counseling: Facilitating Client
Development in a Multicultural Society. Our goal is to present the critical basics of interviewing, counseling, and therapy with sensitivity to diversity, ethics, and a positive approach to
the interview. This book will ground students in skills and provide a solid introduction to
how skills are used in several theories of interviewing, counseling, and therapy.
The information here is based on more than 40 years of extensive teaching, research studies, and counseling and clinical practice. Each of the authors comes from a different background in practice and research. Designed for the skills course in counseling, human relations,
psychology, and social work, this edition continues our focus on clear presentation of the
specifics of effective and accountable interviewing that enables students to:
▲
▲

▲

▲
▲

▲
▲
▲

Learn and master the key interviewing skills and strategies one by one in a step-by-step
framework.
Work from a solid basis of understanding ethics, multicultural competence, and wellness/
positive psychology. Multicultural and diversity issues, as always, are thoroughly integrated
throughout the text.
Draw out client stories, issues, and problems through the basic listening sequence, and
facilitate developing new stories, leading to client change and action.
Complete a full interview using only listening skills by the time students are halfway
through the book.
Learn and master the influencing skills of confrontation, interpretation/reframing, psychoeducation, and more. Understand how these skills can be used in varying theoretical
approaches.
Integrate key skills and strategies of ethical coaching in their interviewing, counseling, and
therapy practice.
Develop basic competence in five approaches to the interview: decisional, personcentered, cognitive-behavioral, brief counseling, and motivational interviewing.
Examine and self-evaluate their own performance through working with the optional and
popular interactive CD-ROM. On the CD-ROM students will find case studies where
they can make decisions on what they would do with clients, video examples of many
skills, flashcards, practice examinations, downloadable Portfolios of Competence, plus
many other features. Students can email completed exercises from the CD-ROM to their
professors. Complementing the CD-ROM is CengageNOW, the interactive Web site.
There students will find pre- and post-tests that connect to the textbook plus extensive
practice exercises. Students who use these materials attest that they perform better on
examinations.

Suggestions and specifics for a Portfolio of Competence are presented in each chapter. Our
experience has been that a well-done portfolio can help students obtain practicum positions
and, at times, professional jobs as well. If students work on their portfolios and meet basic
objectives regularly, they may complain about the workload, but at the end of the course, the
portfolio makes it clear how much they have learned. It even increases our course ratings!
xiii


xiv

Preface

We have heard from several instructors that they would prefer a shorter version of this
text, to better align with the needs of their courses. Many instructors teach the skills course
at an undergraduate or early graduate level. Others are looking for an abbreviated text for use
in practicum or field experience courses, where students may have limited knowledge of what
actually makes the interview work. For these instructors, we have created a 300-page essentials version of this text, entitled Essentials of Intentional Interviewing.
Together, the comprehensive and essentials versions of this text—Intentional Interviewing and Counseling and Essentials of Intentional Interviewing—provide the flexibility to meet
your teaching needs in skills training. Because they are backed by over 450 databased,
research-based studies, both books have also been used with excellent results in multicultural
courses and in field experience, as either the main text or a supplemental text.

FEATURES NEW TO THE SEVENTH EDITION
The 21st century brings with it many new challenges—the changing ethnic and racial demographics of society, an up-and-down economy in which many individuals suffer, technological innovations, and continuing wars, terrorism, and traumas. These and other issues make
counseling ever more important and prominent in our society. This seventh edition of Intentional Interviewing and Counseling continues the tradition of the past but also seeks to prepare students for an unpredictable future. Former users of this book will find that the basics
are the same, but we have instituted several changes that will enrich the concepts for all
levels of students.
Further streamlining of a text that is research and training based. Intentional Interviewing
and Counseling is the most thoroughly researched and classroom-tested counseling skills text

available. In this latest edition, every concept and sentence has been reviewed to ensure clarity
and relevance. This streamlining makes the text easier to read while ensuring that specific
information is provided. Also, updated research findings are highlighted in the text.
A new “tone” for our scientific base. Throughout this edition, you will note a stronger
emphasis on relationship and the working alliance. This emphasis has always been part of the
listening skills, but in this edition we have given this central area much more attention. You
will also find increased emphasis on the words here and now and immediacy. Counseling and
neuroscience research reveals the importance of the here and now for successful and healthy
living. We have added quotations to each chapter that emphasize the uniqueness and importance of thinking about each skill more broadly. “Love is listening,” the quotation by Paul
Tillich on our dedication page, captures the essence of the hope and goal of this revision.
Relationship—story and strengths—goals—restory—action.1 This is a new formulation of
the popular five-stage interview structure. This language change integrates these concepts and
helps students understand and utilize microskills more effectively. The model also makes it
easier for students to generalize the five stages to multiple theories and practices in human
relations, social work, counseling, and psychotherapy. Nonetheless, the concepts of the fivestage model are still retained within this new, more understandable, language.
1
The terminology “relationship—story and strengths—goals—restory—action” is copyrighted © 2009 by Allen E. Ivey
and is released to Cengage Learning for this seventh edition of Intentional Interviewing and Counseling for use throughout.


Preface

xv

More information on certain skills. Reflection of meaning and interpretation/reframing are
now presented in a new Chapter 11. The added depth gives students a better opportunity to
understand and practice these two central influencing skills. More attention has been given
to the work of Viktor Frankl and the positive reframe.
The logical consequences strategy has been given more emphasis with a focus on its relationship to decisional counseling and the emotional side of decision making.
What was previously termed the advice/information skill is now reframed as information/

psychoeducation. Giving details to clients on where to find career information, how to work
their way through the bureaucracy, and how to relate to family members is indeed an important undertaking that we previously have not addressed fully. When we add that significant
word psychoeducation, it reminds us that we have a crucial role in teaching clients how to be
healthy and exercise sufficiently, how to cope with a difficult boss, how to communicate more
effectively in the family, and how to examine values and goals.
Increased integration of cutting-edge neuroscience with counseling skills. We now know
that interviewing and counseling change the brain and build new neural networks in both
client and counselor through neural plasticity. The discussion of neuroscience and its specific
impact on interviewing practice has been enhanced, including an appendix with additional
practical implications. Students will find that virtually all their learning in the counseling
field is supported by biopsychological research. This material will better enable students to
plan the type of interventions likely to be most successful and help them to understand and
communicate better with other professionals. Appendix II provides diagrams and an overview of neuroscience and counseling.
Cognitive-behavioral therapy and how to’s of practice. These have been added to
Chapter 14, where you will find a complete transcript on how to use stress management in
the session. This interview demonstrates several cognitive-behavioral strategies, such as automatic thoughts, self-management techniques, and how to use information about the brain
during the session.
Predicting skill and interview outcome. We can predict how microskills will affect client
conversation. Each microskill is clearly defined with its predicted outcome in the session.
Needless to say, the root concept of intentionality reminds us that predictions are never perfect and that it is critical to have another response ready for the unexpected we often find in
interviewing and counseling.
Multicultural issues and competencies. Diversity is constantly emphasized in this pathbreaking text, the first to recognize cultural differences in the counseling process. We have
updated the coverage of multicultural issues and added the RESPECTFUL model of diversity dimensions in Chapter 2 with a new interactive exercise. As always, we continue to integrate diversity issues throughout the text.
An interactive, dialogical view of the interview. The interview affects both client and counselor. New and special attention is given to this interaction in which both the language and
brains of both counselor and client are changed throughout the process. Students will 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.
The creative New and the Client Change Scale. The creative New concept, drawn from the
work of theologian Paul Tillich, is introduced in Chapter 9. In interviewing and counseling,

xvi

Preface

the concept of the creative New means that when we help empower clients to solve problems,
resolve issues, and restory their lives, something New has been created. This concept provides
more depth to the Client Change Scale and also enables us to use creativity research and
practice as part of the skills course.
The Client Change Scale (CCS) represents a change of language and expansion of the
Confrontation Impact Scale (CIS), so that students and professionals are aware that the measurement of change flows across all interviewing and counseling. The CCS can be used to
assess client change both in the here and now of the interview and over several sessions.

TEACHING TOOLS
An expanded array of teaching aids supplement Intentional Interviewing and Counseling,
which provide you and your students with many alternatives for instruction.
Book Companion Web site. The Companion Web site, accessed from www.cengage.com/
counseling/ivey, includes chapter-by-chapter study and review resources for students, such as
chapter outlines, flashcards, weblinks, quizzes, and essay questions. In addition, instructors
can access and download password-protected resources such as the Instructor Resource Guide
and two PowerPoint® presentations.
Optional CD-ROM package. The popular and effective CD-ROM has been updated to
include a variety of learning activities and more than 30 interactive exercises. Each CD-ROM
chapter includes most or all of the following: flashcards, interactive exercises, case study,
video activity, weblink critique, quiz, Portfolio of Competence, client feedback form, and
specific skills forms. Each feature is intended to improve students’ learning and practice of the
skills. Flashcards encourage rehearsal of key chapter concepts, short movie vignettes bring to
life specific issues regarding the interview, and quizzes allow students to test their level of
achievement. The CD-ROM helps students work through case studies, interactive exercises,
and video activities, and puts all feedback forms, key training documents, and handouts right
at the student’s and instructor’s fingertips. These updated forms are central for self-assessment

and for skill practice and feedback. Students can access the Portfolio of Competence and use
the reflections on personal style and the self-evaluation of chapter competencies checklist to
develop a personalized portfolio that will prove invaluable in their journey to become effective helpers. Furthermore, students can e-mail their assignments directly from the CD-ROM
to their instructors if requested. The completion of these assignments can be noted in course
management platforms such as Blackboard.
We have endeavored to provide choices for our readers by offering the book alone (ISBN
0-495-59974-3) or the book and CD-ROM prepack (ISBN 0-495-60123-3). We are pleased
that our publisher is able to offer the CD-ROM for a nominal additional fee, as we believe
that the interactivity and learning potential available through this technology are
invaluable.
CengageNOW (Printed Access Card ISBN 0-495-83258-8). This interactive Web site brings
students into the virtual world of education. The comprehensive online learning environment offers the following important features:
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eBook. The complete textbook is available online in CengageNOW.


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A flexible menu. Instructors can assign online chapter readings and assignments according
to their own teaching preferences. Students can move freely between chapters.
Pretests and posttests of textbook material for student self-evaluation. Incorrect answers immediately indicate to students the specific pages in the text where they can find why their
answer needs further consideration and should be changed.
Study plan. CengageNOW offers students a personalized plan of study based on their
responses to pretests. Students can use this plan to focus on specific content areas.
Interactive case studies. CengageNOW offers more than 30 interactive case studies. When
presented with transcripts of interviews, students respond to client statements by selecting
specific interview responses. They receive immediate feedback on their choices. Professionals from around the world also present real cases. Students are asked to think through
their case management plans and then can compare those plans with what the experts
actually did.
Flashcards are used to reinforce student learning and understanding.
Video clips are used in most electronic chapters to illustrate counseling skills. Follow-up
questions allow students to further reflect on their observations.
Weblinks. Links to Web sites related to chapter contents are used throughout this virtual
learning environment. Follow-up questions allow students to further reflect on the content of these Web sites.
Important forms and exercises can be downloaded. By the end of the term, each student will
have a complete Portfolio of Competence that can be presented for field site placements
and even for professional positions.

Instructor Resource Guide (ISBN 0-495-60332-5). Available online to adopters, the Instructor Resource Guide (IRG) includes chapter goals and objectives, suggested class procedures,
additional discussion of end-of-chapter exercises, and microskills practice exercises. The IRG
also includes in the appendices a chapter on developmental counseling and therapy (DCT)
that many professors find useful in beginning skills courses. Students also profit from examining their theoretical/practical preferences via the inventory titled “What Is Your Preferred
Style?” This informal instrument provides a framework for looking at how each student
relates to clients. The IRG is available for download at the password-protected Companion
Web site (www.cengage.com/counseling/ivey). To obtain the password, contact your Cengage Learning representative or call 1-800-354-9706.
eBank Test Bank and ExamView® (Windows/Macintosh, ISBN 0-495-60216-7). An electronic test bank is available upon request from your Cengage Learning representative. The

Test Bank is also available in the flexible and user-friendly ExamView software, which allows
instructors to create and edit tests easily and effectively.
Two sets of PowerPoint ® slides. These are available on the book’s companion Web site at
www.cengage.com/counseling/ivey. One set is quite detailed, covering all the concepts
of each chapter. The second is abbreviated and covers the main concepts. You may download
either or both sets and change and sort/reorder the slides according to your teaching
preferences. You can then project them as PowerPoint presentations from your computer.
Microtraivning supportive Web site. At www.emicrotraining.com, students will find interviews with leaders of the field such as Patricia Arredondo, Michael D’Andrea, Janet E. Helms,


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Jane Myers, Paul Pedersen, and Derald Wing Sue. With more than 100 weblinks, Microtraining Associates, a privately owned company independent of Cengage Learning, is known
for its wide array of multicultural training videos and now has the most complete set in the
nation of supplementary materials on multicultural concerns as well as many videos on counseling and therapy skills and strategies.
DVDs illustrating the microskills. Several DVDs that can supplement this text are available
from Microtraining Associates (phone/fax 888-505-5576, or visit www.emicrotraining.com). A
new Basic Attending Skills video is now available featuring Deryl Bailey and Azara Santiago-Rivera
as well as Mary and Allen Ivey and Norma Gluckstern Packard. These videos and the accompanying text have been translated into Spanish by Carlos Zalaquett. Thus, it is now possible to provide
students with supplemental Spanish language interviewing training. The Basic Influencing Skills
video can be obtained to supplement the last half of this book. A new video, Microcounseling
Supervision: Classifying Interview Behavior, has recently been released with a supplementary CDROM. This should be helpful to students in classifying and working with skills. Those with an
orientation to theoretical approaches should find the new skill and strategy videos useful.

ALTERNATIVE INSTRUCTIONAL SEQUENCES
Each instructor has her or his own view on how to present material. Student backgrounds
and experiences vary from campus to campus. Thus, we’d like to speak to some issues of reordering ideas in the text to match student needs and interests. The order of the chapters in this
book remains basically the same as in the past, but we have separated from the influencing

skills a new chapter on the skills of reflection of meaning and interpretation/reframing. However, some instructors will want to reorder chapters to meet their own instructional goals. We
have tried to organize the chapters in such a way as to make alternative sequencing easy.
Questioning questions. Some instructors prefer to teach questioning after the listening skills of
encouraging, paraphrasing, and reflection of feeling. They point out that some students have difficulty “going beyond” questions and really listening to clients. This more person-centered
approach is certainly effective and a good way to emphasize the importance of active listening.
Challenging confrontation. Another major sequencing issue concerns the placement of confrontation. In Allen and Mary’s book with Paul Pedersen, Intentional Group Counseling: A
Microskills Approach (Microtraining Associates, 2007), we place confrontation skills as the last
set of microskills to be learned. We do this because confrontation in groups is particularly complex. We are aware that it can be equally complex with individuals. One possible approach is to
have the students read just the Client Change Scale information and then apply it to the skills
that follow. Then confrontation can be brought in later. We chose to discuss confrontation in
Chapter 9, because we find that the emphasis on attending, observing, and basic listening skills
in the first half of the book allows effective and early teaching of basic confrontation.
Empathy and reflection of feeling. It may be wise to ask students to read the material on
empathy along with the chapter on reflection of feeling. They really do fit together well. This
may be a particularly apt approach for instructors who like to spend three to six hours of class
time on this area.
Dealing with five theories of counseling. Many instructors choose from decisional, personcentered, CBT, brief, and motivational interviewing, selecting the theories that make the


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xix

most sense to their program. Others have groups in each class study a single theory and present it to their classmates. Advanced students will be able to engage in all five theories by the
end of the course if they are diligent and work hard.
The sections in Chapter 14 can be paired with earlier chapters. Instructors can combine
reading on person-centered interviews with the first eight chapters and cognitive-behavioral
theory with influencing skills in Chapter 13. Brief solution-oriented approaches could be
paired with Chapter 4 on questions, particularly if questions are taught after the other listening skills. Motivational interviewing is a variety of decisional counseling and could be paired
with Chapters 8 and 13.

Teaching in a two-semester course. Some community colleges and universities have used
Intentional Interviewing and Counseling over two semesters, supplemented by other texts. This
enables handling the skills and theories in a more unified plan. Another possibility is to use
the book in both the skills and multicultural courses. These alternatives could be used in
either a single semester or over a two-semester sequence.
Have it your way! Each instructor needs to shape and adapt textbooks to meet the students’
needs and her or his own approach to teaching. Other sequences of skills can be arranged,
and we welcome your feedback on this important and challenging instructional issue. We’ll
give you credit for you contributions.

ACKNOWLEDGMENTS
Thomas Daniels, Memorial University, Cornerbrook, has been central to the development of
the microskills approach for many years, and we are pleased that his summary of research on
over 450 databased studies is available on the CD-ROM that accompanies this book. We are
appreciative of one of our students, Penny John, for permission to use her interview as an
example in Chapter 13. Amanda Russo, a student at Western Kentucky University, also
allowed us to share some of her thoughts about the importance of practicing microskills.
Weijun Zhang’s writing and commentaries remain central to this book. We also thank
Owen Hargie, James Lanier, Courtland Lee, Robert Manthei, Mark Pope, Kathryn Quirk,
Azara Santiago-Rivera, Sandra Rigazio-DiGilio, and Derald Wing Sue for their written contributions. Robert Marx and Joseph Litterer were important in the early development of this
book. Discussions with Otto Payton and Viktor Frankl have clarified the presentation of reflection of meaning. William Matthews was especially helpful in formulating the five-stage model
of the interview. Lia and Zig Kapelis of Flinders University and Adelaide University are thanked
for their support and participation while we served as visiting professors in South Australia.
David Rathman, Chief Executive Officer of Aboriginal Affairs, South Australia, has constantly supported and challenged this book, and his influence shows in many ways. Matthew
Rigney, also of Aboriginal Affairs, was instrumental in introducing us to new ways of thinking. These two people first showed us that traditional, individualistic ways of thinking are
incomplete, and therefore they were critical in the development of the focusing skill with its
emphasis on the cultural/environmental context.
The skills and concepts of this book rely on the work of many different individuals over the
past 30 years, notably Eugene Oetting, Dean Miller, Cheryl Normington, Richard Haase, Max
Uhlemann, and Weston Morrill at Colorado State University, who were there at the inception of the microtraining framework. The following people have been especially important

personally and professionally in the growth of microcounseling and microtraining over the


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years: Bertil Bratt, Norma Gluckstern, Jeanne Phillips, John Moreland, Jerry Authier, David
Evans, Margaret Hearn, Lynn Simek-Morgan, Dwight Allen, Paul and Anne Pedersen,
Lanette Shizuru, Steve Rollin, Bruce Oldershaw, Oscar Gonçalves, Koji Tamase, and
Elizabeth and Thad Robey.
The board of directors of the National Institute of Multicultural Competence—Michael
D’Andrea, Judy Daniels, Don C. Locke, Beverly O’Bryant, Thomas Parham, and Derald
Wing Sue—are now part of our family. Their support and guidance have become central
to our lives. Many of our students at the University of South Florida, Tampa, University of
Massachusetts, the University of Hawai‘i, Manoa, and Flinders University, South Australia,
also contributed in important ways through their reactions, questions, and suggestions.
Fran and Maurie Howe have reviewed seemingly endless revisions of this book over the
years. Their swift and accurate feedback has been really important in our search for authenticity, rigor, and meaning in the theory and practice of interviewing, counseling, and therapy.
Jenifer Zalaquett has been especially important throughout this process. She not only
navigates the paperwork but is instrumental in holding the whole project together.
We are grateful to the following reviewers for their valuable suggestions and comments:
Victoria Bacon, Bridgewater State College; Stephanie Hall, Eastern Kentucky University;
Garrett J. McAuliffe, Old Dominion University; Graham Neuhaus, University of Houston–
Downtown; Uchenna Nwachuku, Southern Connecticut State University; John Patrick,
California University of Pennsylvania; Sandy Perosa, University of Akron; Tiffany RushWilson, Walden University; Holly Seirup, Hofstra University; and Heather Trepal,
University of Texas at San Antonio. They shared ideas and encouraged changes that you see
here, and they also pushed for more clarity and a practical action orientation.
Machiko Fukuhara, Professor Emeritus, Tokiwa University, and president of the Japanese
Association of Microcounseling, has been our friend, colleague, and coauthor for many years.

Her understanding and guidance have contributed in many direct ways to the clarity of our
concepts and to our understanding of multicultural issues. We give special thanks and recognition to this wise partner.
Lisa Gebo and Claire Verduin guided the development of this book for many years, and
they are present on every page. Julie Martinez and Marquita Flemming added their wisdom
to the process and helped us deal with the complexities of the publishing world. These four
experts have become valued friends and consultants. Seth Dobrin, new to the support team,
is a “quick study,” and we have been vastly impressed with his ideas and contributions to this
new version. Without these five individuals, this seventh edition would never have seen the
light of day.
Finally, it is always a pleasure to work with the rest of the group at Brooks/Cole, notably
Trent Whatcott, Andrew Keay, Allison Bowie, Rachel McDonald, Rita Jaramillo, Vernon
Boes, and their associates. Our manuscript editor, Patterson Lamb, has become an important
adviser to us. Anne and Greg Draus of Scratchgravel Publishing Services always do a terrific
job. We thank all of the above.
We would be happy to hear from readers with your suggestions and ideas. Please use the
form at the back of this book to send us your comments. Feel free to contact us also via
e-mail. We appreciate the time that you as a reader are willing to spend with us.
Allen E. Ivey
Mary Bradford Ivey
Carlos P. Zalaquett
e-mail:


AS WE BEGIN

Interviewing and
Counseling as Science
and Art

WELCOME!

Allen:

Mary:

My first courses in counseling were fascinating. I liked the theoretical ideas and the information about testing and careers, but what I
enjoyed most was the course on theories of counseling. To me, this
was the foundation of the whole process.
Then came the second semester and my first real opportunity to
practice what I had learned in my field internship. I really cared,
and I wanted to help clients grow and resolve their issues. But I
found myself overwhelmed by the amount of information shared by
clients making complicated decisions or facing difficult issues. The
theories in the books I had read did not easily apply to real people.
How was I to survive and help? Somehow, I made it through, but I
know I could have done a better job with those early sessions if I
had been more skilled before I started.
Intentional Interviewing and Counseling: Facilitating Client Development in a Multicultural Society is designed to teach you specific skills
that you can use immediately in the session. The book seeks to “demystify” the art of helping. As you move through your practice interviews,
you will find that each step of the microskills hierarchy presents the
specifics of counseling in clear and usable form. Whereas I learned from
a “guess and try” framework, this book will enable you to enter the reality of counseling with understanding and expertise. You’ll encounter
many practice exercises that allow you to test out your understanding
and competence. Later in this book, you will discover that you can
apply these skills with multiple theories of helping.
I arrived at the University of Wisconsin shortly after Carl Rogers
had left, but his influence remained. Rogers came back several times
and shared his ideas and his being with us. His impact on all of us
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AS WE BEGIN

Interviewing and Counseling as Science and Art

Carlos:

Mary, Allen, and
Carlos:

was profound. His person-centered theory emphasized client/counselor relationship, positive regard, and the ability of clients to solve their own problems. He described our role as
counselors as one that focused on listening and reflecting feelings. Asking questions or
influencing a client through directives was something we should not do.
My first experience in counseling found me focusing on a reflective approach. My relationships with clients seemed fine, but something was missing. While listening seemed critical, it often wasn’t enough, especially with less verbal clients. Over time, I learned that
many clients needed a more active stance from the counselor. Gradually, I learned the skills
of interviewing and I found a new, more balanced approach in which relationship and
listening are combined with what we call the influencing skills of helping.
Moreover, I was lucky to work with an outstanding behavioral psychologist, Ray
Hosford, who passed away much too young from ALS, Lou Gehrig’s disease. Ray helped
me see that although person-centered Rogerian methods are critical foundations, there are
many methods and theories that can help clients. He also taught me that an interviewer’s
personal style is highly influential in client growth.
I still recognize solid relationships and listening as fundamental, particularly when we
use the basic listening sequence to hear client stories fully and accurately. The precision of
the microskills helps me be a better listener and also to be more flexible in using varying
approaches to meet the needs of an extremely diverse set of clients.
I have had the privilege of learning from truly outstanding professors and mentors. They
did their best to educate my classmates and me in the art and science of helping. From
them I learned theories and techniques in great length, was mesmerized by each, and

eagerly practiced their different therapeutic approaches. I have also strived to know myself
while attempting to absorb the competencies needed to transform our clients.
I have taught interviewing, counseling, and psychotherapy in four different countries.
In each, my students eagerly acquired the knowledge of our profession and our personal
experience. But the real issue is taking the knowledge you learn and applying it to the
unique individuals that you will meet. This requires flexibility and your ability to continuously change and learn with the client.
Working with people, especially those different from ourselves, taught me about the
limitations of my knowledge and training. This led me to incorporate a respectful and
intentional approach to my clinical and educational work. I learn something new in every
session and class that I teach. My ultimate concern is with those who receive the services
that we all offer.
Together, the three of us highlight the importance of using listening and influencing skills,
conceptualizing cases using a respectful and ethical approach, and having a structure to guide
our interventions. Furthermore, we try to demystify the art and science of helping by providing concrete tools you can use to become successful professionals.
Welcome! We are delighted to have you join us. We believe that there are multiple ways
that we can help clients. Some of you who read this book will become committed to the
person-centered approach; others will move toward the cognitive-behavioral, brief, and perhaps
even psychodynamic/interpersonal orientations. We know that you will incorporate multicultural and diversity issues in your work. All theories and methods have value, particularly
if we match them to client needs. Our own orientation is developmental/integrative for we
believe that there are several routes toward the “truth” of effective interviewing.


Interviewing and Counseling as Science and Art

3

One of your important tasks as a beginning professional is to develop your own system
for integration of skills and theories. We suggest that you start immediately to identify your
own natural style and positive strengths and then use these as a base as you work through this
book. Each of us has a natural gift that enables us to reach others and help them achieve their

goals. We hope that you will take what we present here and then shape the material to fit your
natural style and the needs of those whom you would serve.

WHAT DOES THIS BOOK OFFER FOR YOUR DEVELOPMENT?
Throughout this book, you will be examining intentional interviewing and counseling—an
interviewing approach that is concerned with flexibility and competence. You will learn specific skills that will enable you to help others find new ways to understand their thoughts,
feelings, and behavior. In addition, you will learn how to help them understand the meaning
of what happens to them and their vision of deeper lifetime goals.
Many concepts, ideas, and skills are presented here, but there are some important general
goals that you can expect to achieve. Through step-by-step study and practice you will
encounter and master specific interviewing skills that will enable you to achieve the following. You will be able to
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Engage in the basic microskills of the interview: listen, influence, and structure an effective
session with individual and multicultural sensitivity. In addition, you will accomplish this
with a full awareness of ethics and the importance of a positive wellness approach to the
interview.

Predict the likely impact of your helping interventions on client conversation and be able
to assess the overall impact of your interview and interventions. When clients do not
respond as you expected, your intentional use of microskills will enable you to return to
listening more carefully or choose an alternative strategy.
Conduct a full interview using only listening skills.
Master a basic structure of the interview, relationship—story and strengths—goals—restory—
action, that can be applied to many different theories. You will become skilled in decisional
interviewing and counseling—a foundation theory that will enable you to better understand and work with all theories of helping.
Engage in four additional interviewing, counseling, and psychotherapy theories and important strategies in each—person-centered, cognitive behavioral, brief counseling, and motivational interviewing. Included in this is active case management and treatment planning.
Learn about and build on your natural helping style. As you complete the practice exercises, you
will continue to learn about yourself and how to integrate new skills within your natural style.
Develop the needed foundation for learning skills and theories through ethical practice,
multicultural competence, and a wellness and positive psychology approach to the session.
Develop an understanding of how recent work in neuroscience supports your practice and
skills in interviewing and counseling. In addition, you will have an introduction to the
cutting edge of counseling.
Generate your own story of the practice of interviewing, counseling, and therapy by constructing your personal theory about the helping process. As you encounter client uniqueness
and cultural complexity, anticipate that your story and theory will be one of constant
change, growth, and development.