Get Interviewing and Diagnostic Exercises for Clinical and PDF

By Pearl S. Berman, WITH Susan N. Shopland, Susan N. Shopland

This e-book, particularly designed to satisfy the desires of these educating and studying interviewing and diagnostic talents in scientific, counseling and faculty psychology, counselor schooling, and different courses getting ready psychological health and wellbeing execs, bargains a wealthy array of functional, hands-on, category- and workshop-tested role-playing and didactic exercises.

The authors, who convey to their activity a mixed 31 years of perform and 24 years of educating those talents, current 20 complicated profiles of a large diversity of clients--adults, adolescents, and youngsters; differing in ethnicity, gender, faith, socioeconomic prestige, offering difficulties, and challenge severity. The profiles offer students/trainees with a wealth of knowledge approximately each one client's emotions, techniques, activities, and dating styles on which to attract as they continue during the diversified stages of the intake/initial interview, one taking part in the customer and one the interviewer. every one buyer profile is by means of routines, which could even be assigned to scholars no longer engaging in role-playing who've easily learn the profile.

The profiles are distinctive adequate to help a spotlight on no matter what interviewing abilities an teacher really values. even though, the routines spotlight attending, asking open and closed questions, conducting reflective listening, responding to nonverbal habit, making empathetic reviews, summarizing, redirecting, supportively confronting, and commenting on approach. The authors' method of DSM-IV diagnoses encourages scholars to boost their diagnostic offerings from Axis I to Axis V after which thoughtfully evaluate them in opposite order from Axis V to Axis I to make sure that the affects of person, situational, and organic elements are all competently mirrored within the ultimate diagnoses. all through, the authors emphasize the significance of knowing range and respecting the client's perceptions--and of reflecting at the ways that the interviewer's personal identification affects either the method of interviewing and that of diagnosis.

Interviewing and Diagnostic routines for medical and Counseling talents Building can be welcomed as a worthy new source through teachers, scholars, and trainees alike.

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Additional resources for Interviewing and Diagnostic Exercises for Clinical and Counseling Skills Building

Sample text

If you keep taking drugs, you may go into renal failure and die" (specific and concrete confrontation). An example of a less specific supportive confrontation would be to say, "I know drugs feel good to you. " It may be easier to ignore this type of general information than the specific informa­ tion given earlier. A supportive confrontation may be needed when clients are engaged in a dangerous behav­ ior such as unprotected sex, drunk driving, borderline parenting behavior that might become abusive or neglectful, and so forth.

In the thought ques­ tions, the interviewer is asked to reflect on how it might change the interview, for the inter­ viewer, if Mary were grieving over the loss of her long-term, lesbian partner. , rev. [DSM-IV-TR]; American Psy­ chiatric Association, 2000). If you feel ready to start practicing your diagnostic skills, skip this chapter and move on to the client profiles in chapters 3-22. If a brief review of the diagnostic process would be of help to you, read on. The first step in practicing diagnostic skills is to conduct a thorough intake interview.

The confrontational step would be to add, "Unfortunately, besides this free feeling, the drugs are harming your kidneys. You said your last medical screen of kidney functioning indicated they were damaged. If you keep taking drugs, you may go into renal failure and die" (specific and concrete confrontation). An example of a less specific supportive confrontation would be to say, "I know drugs feel good to you. " It may be easier to ignore this type of general information than the specific informa­ tion given earlier.

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