International interviewing and counseling 9th ivey chapter 12

Intentional Interviewing and
Counseling:
Facilitating Client Development in a
Multicultural Society
9th Edition

Allen E. Ivey

Mary Bradford Ivey

Carlos P. Zalaquett

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Chapter 12

Action Skills for Building Resilience
and Managing Stress: Self-Disclosure,
Feedback, Logical Consequences,
Directives/Instruction, and
Psychoeducation

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Chapter Goals and Competency
Objectives (slide 1 of 2)
▲Awareness and Knowledge
 Understand stress management and how action
influencing skills can be central in building resilience.

 Explore the nature of interpersonal influence, its
specific skills, and our responsibility to work with a
client on an egalitarian basis with an emphasis on
listening before influencing.
 Further understand decision counseling and its
relevance to influencing skills and action with varying
clients and theories of counseling and therapy.
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Chapter Goals and Competency
Objectives (slide 2 of 2)
▲Skills and Action
 Facilitate client self-understanding and empowerment through self-disclosure
and feedback.
 Enable the client to look at the possible positive and negative results of
alternative actions (logical consequences).
 Present new information and ideas to clients in a timely and appropriate fashion
—for example, career information, teaching about sexuality, and results of test
scores (directives, instruction).
 Empower clients with specifics for action leading to physical and mental health
through stress management. Help them restory and take concrete action in their
issues (psychoeducation).
 Develop action plans collaboratively with clients to facilitate taking home learning
and new skills from the session to the “real world.”

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Stress and Stressors

▲ Stress is a psychological and physical response to
change, whether that change is actually happening now
or anticipated in the future.
▲ Everyone experiences positive and negative stress in
life.
▲ Positive stressors tend to make us happy and joyful in
many ways.
▲ Continuous, severe, day-to-day stress or a single
traumatic incident can be seriously damaging to physical
and mental health.
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Optimal Levels of Stress Contrasted
with Chronic Stress

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Stress Management and Therapeutic
Lifestyle Changes
▲ Stress management is a remedial treatment for already
stressed clients.
▲ Stress management techniques are typically focused on
treatment and prevention of stress.
▲ Therapeutic lifestyle changes (TLC) are also
instructional strategies that are oriented to physical and
mental health, bringing together neuroscience, medicine,
and counseling.
 Exercise is generally regarded as the number one TLC.

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Example Stress Management
Strategies

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Self-Disclosure and Feedback
▲ Self-disclosure and feedback are similar to the listening skill of
summation; however, they move beyond the summary to add
client awareness.
▲ Before sharing a personal self-disclosure or providing
feedback, counselors need to have a solid understanding of
where they are in the relationship they are building.
▲ Both skills are used sparingly and only when the client
appears to need more counselor involvement and support.
They require careful listening and understanding before
sharing your thoughts.

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Defining Self-Disclosure
Self-disclosure: Sharing your
own personal experience
related to what the client has
said. Sharing often starts with

an “I” statement. It can also
involved sharing your own
thoughts and feelings
concerning what the client is
experiencing in the immediate
moment, in the here and now.

Anticipated Result: Clients
respond well to carefully said
self-disclosure, especially at
the beginning of a session.
They are often pleased to know
more about you at that point.
Later in the session, sharing
your thoughts and feelings
about the client can enable
them to talk more openly about
their issues. Self-disclosure
almost always needs to be
positive and supportive.

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Defining Feedback
Feedback: Presents

clients
Anticipated Result: Feedback
with clear, nonjudgmental

can be supportive or
information (and
challenging. Supportive
sometimes even opinions)
feedback searches for
on that client’s thoughts,
positives and strengths,
feelings, and behaviors,
while challenges ask
either in the past or in the
clients to think more
here and now.
carefully about
themselves and what they
are saying.

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The Skill of Self-Disclosure and
Feedback
1.

Listen first.

2.

Be brief and concrete.

3.

Use “I” statements.

4.

Be authentic and nonjudgmental

5.

Use appropriate immediacy and tense.

6.

Consider cultural differences and explore differences

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Example Counseling Session: How Do I
Deal With a Difficult Situation at Work?
▲ What to you think about Counselor Onawumi’s use of
self-disclosure and feedback?
▲ Was this helpful?
▲ What did you notice about effective and ineffective
feedback?
▲ What would you have done similarly or differently?

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Defining Logical Consequences
(slide 1 of 3)
▲ Clients facing possible changes in life direction will often
profit from exploring the logical consequences, positive
and negative, of change.
▲ Negative consequences of changing jobs could include
leaving a smoothly functioning and friendly workgroup,
disrupting long-term friendships, and moving teenage
children to a new school.
▲ Positive consequences might be the pay raise, a better
school system, money for a new home, or the
opportunity for further advancement.
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Defining Logical Consequences
(slide 2 of 3)
Logical Consequences:
Explore with the client
specific alternatives and the
logical positive and negative
concrete consequences of
each decision possibility. “If
you do ____, then ____.”

Anticipated Result: Clients will
change thoughts, feelings, and
behaviors through better
anticipation of the consequences
of their actions. When you explore

the positives and negatives of
each possibility, clients will be
more involved in the process of
making their new creative
decision.

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Defining Logical Consequences
(slide 3 of 3)
▲ Using the logical consequences skill on a foundation of
listening skills:
1. Draw out story and strengths.
2. Generate alternatives.
3. Identify positive and negative consequences.
4. Provide a summary.
5. Encourage client decision and action.

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The Cognitive/Emotional Decisional Balance
Sheet
(slide 1 of 2)

▲ Few of us will be satisfied if our decisions reflect only
rational cognitive processes.
▲ Eliciting and reflecting feelings throughout the balance
sheet is vital.

▲ Each alternative decision is written down with a list of
gains and losses—the logical consequences of each
action.

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The Cognitive/Emotional
Decisional Balance Sheet (slide 2 of 2)

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Defining Directives, Instruction, and
Psychoeducation Strategies (slide 1 of 2)
▲ Giving clients information, offering psychoeducation, or
making suggestions can be an important part of
counseling and psychotherapy.
▲ Directives, instruction, and psychoeducation are best
received in a good relationship with a solid working
alliance.
▲ Unless the advice is actively sought, it is very difficult to
be heard.

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Defining Directives, Instruction, and
Psychoeducation Strategies (slide 2 of 2)
Instruction and Psychoeducation: Anticipated Result: Clients will make

Clear directions (and encouraging
positive progress when they listen to
clients to do what you suggest)
and follow the directives, use the
underlies instruction and
information that you provide for
psychological education. These
them, consider your advice, and
offer specifics for daily life to help
engage in new, more positive
change thoughts, feelings, and
thinking, feeling, or behaving.
behaviors. Providing useful
Psychoeducation can lead to major
instruction and referral sources
life changes for physical and mental
can be helpful. Psychohealth.
educational strategies include
systematic educational methods
such as therapeutic lifestyle
changes. With all these, a
collaborative approach is
essential.

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Skills of Directives, Instruction, and
Psychoeducational Strategies
1. Involve clients as co-participants.

2. Use appropriate visuals, vocal tone, verbal following,
and body language.
3. Be clear and concrete in your verbal expressions and
time the information to meet the client’s needs.
4. Check out if you were heard and understood.

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SUMMARY: Stress Management
▲ Sustained, chronic, or extreme stress accelerates the
normal wearing and tearing of our body and mind.
▲ Changing the stressors or changing our reactions to
them are key goals of stress management.
▲ Several strategies can help you achieve these goals.

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SUMMARY: Self-Disclosure
▲ Indicating your thoughts and feelings to a client
constitutes self-disclosure, which necessitates the
following:
 Use personal pronouns.
 Use a verb for content or feeling (“I feel…”).
 Use an object coupled with adverb and adjective descriptors (“I
feel happy about your …”).
 Express your feelings appropriately.

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SUMMARY: Feedback
▲ Feedback accurate data on how you or others view the
client. Remember the following:
 The client should be in charge.
 Focus on strengths.
 Be concrete and specific.
 Be nonjudgmental.
 As appropriate, provide here-and-now feedback.
 Keep feedback lean and precise.
 Check out how your feedback was received.
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SUMMARY: Logical Consequences
▲ The task is to assist clients to foresee consequences as they review
alternatives for action. A common statement used here is “If you do
____, then ____ will possibly result.”
 Listen to make sure you understand the situation and how the client
understands what is occurring and its implications.
 Encourage the client to think about possible positive and negative
consequences of a decision.
 If necessary, comment on the positive and negative consequences of a
decision in a nonjudgmental manner.
 Summarize the positives and negatives.
 Let the client decide what action to take.

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