1. Provide a brief paraphrasing response to Emmanuel. Make sure to use present-tense.
“Your parents are responsible for ruining your life, because they made the decision to move from Costa Rica to St. Louis, where you have faced challenges like making new friends, going to a new school, and learning a new language."
2. Provide a brief empathy response to Emmanuel. This must be in the form of an “I” statement.
“I hear you saying how angry you feel that your parents have decided to live here instead of Costa Rica, and that their decision to live here has had a negative impact on your relationship with them.”
3. Provide a brief confrontational response to Emmanuel. Consult slide 8 in the power point for help.
“So on the one hand, you used to be close with your parents, but now since they have made the decision to move your family here, you feel like you hate them.”
4. Briefly (1-2 paragraphs) summarize the Client Change Scale (CCS) and discuss how you could use it when working with Emmanuel.
The Client Change Scale (CCS) is a method for evaluating whether the counselor’s employment of empathic confrontation has led to a change in how clients think and feel about their situation (Ivey, Ivey, & Zalaquett, 2018). How effective the confrontation is can be measured by how the client responds (Ivey, Ivey, & Zalaquett, 2018). The CCS is separated into five levels: 1. Denial (the client denies or doesn’t recognize incongruity); 2. Partial examination (the client discusses part, but not all of the incongruity); 3. Acceptance and recognition but no change (the client embraces the entirety of the incongruity, but does not concede to change); 4. Decides to live with incongruity (the client discusses and is completely aware of the impact of their decision not to act); and 5. Transcendence (the client acknowledges the incongruity and alters choices) (Ivey, Ivey, & Zalaquett, 2018).
In working with Emmanuel, I might begin by asking him to tell me more about his relationship with his parents before they moved, and what ways they were close before and why. Before that I might start by first asking more general questions about life in Costa Rica, and would include questions about family relationships and personalities, so it wasn’t obvious that I was trying to get him to look at the reality of who his parents are and that he could have a positive relationship with them again, even if they continue to live here. Then I would utilize my confrontation response: “So on the one hand, you used to be close with your parents, but now since they have made the decision to move your family here, you feel like you hate them.” Depending on if and to what degree Emmanuel acknowledged that his parents are good people and it is possible to enjoy a relationship with them, even though he’s unhappy with the choice that they made, I would know where he fell on the CCS.
Reference
Ivey, A. E., Ivey, M. B, & Zalaquett, C. P. (2018). Intentional Interviewing ...
1. Provide a brief paraphrasing response to Emmanuel. Make sure t.docx
1. 1. Provide a brief paraphrasing response to Emmanuel. Make
sure to use present-tense.
“Your parents are responsible for ruining your life, because
they made the decision to move from Costa Rica to St. Louis,
where you have faced challenges like making new friends, going
to a new school, and learning a new language."
2. Provide a brief empathy response to Emmanuel. This must
be in the form of an “I” statement.
“I hear you saying how angry you feel that your parents have
decided to live here instead of Costa Rica, and that their
decision to live here has had a negative impact on your
relationship with them.”
3. Provide a brief confrontational response to
Emmanuel. Consult slide 8 in the power point for help.
“So on the one hand, you used to be close with your parents, but
now since they have made the decision to move your family
here, you feel like you hate them.”
4. Briefly (1-2 paragraphs) summarize the Client Change
Scale (CCS) and discuss how you could use it when working
with Emmanuel.
The Client Change Scale (CCS) is a method for evaluating
whether the counselor’s employment of empathic confrontation
has led to a change in how clients think and feel about their
situation (Ivey, Ivey, & Zalaquett, 2018). How effective the
confrontation is can be measured by how the client responds
(Ivey, Ivey, & Zalaquett, 2018). The CCS is separated into five
levels: 1. Denial (the client denies or doesn’t recognize
incongruity); 2. Partial examination (the client discusses part,
but not all of the incongruity); 3. Acceptance and recognition
but no change (the client embraces the entirety of the
incongruity, but does not concede to change); 4. Decides to live
with incongruity (the client discusses and is completely aware
of the impact of their decision not to act); and
5. Transcendence (the client acknowledges the incongruity and
2. alters choices) (Ivey, Ivey, & Zalaquett, 2018).
In working with Emmanuel, I might begin by asking him to tell
me more about his relationship with his parents before they
moved, and what ways they were close before and why. Before
that I might start by first asking more general questions about
life in Costa Rica, and would include questions about family
relationships and personalities, so it wasn’t obvious that I was
trying to get him to look at the reality of who his parents are
and that he could have a positive relationship with them again,
even if they continue to live here. Then I would utilize my
confrontation response: “So on the one hand, you used to be
close with your parents, but now since they have made the
decision to move your family here, you feel like you hate
them.” Depending on if and to what degree Emmanuel
acknowledged that his parents are good people and it is possible
to enjoy a relationship with them, even though he’s unhappy
with the choice that they made, I would know where he fell on
the CCS.
Reference
Ivey, A. E., Ivey, M. B, & Zalaquett, C. P. (2018). Intentional
Interviewing and Counseling: Facilitating Client Development
in a Multicultural Society. Boston, MA: Cengage Learning.
Cardiovascular System Case Study
Shani's third patient is 44-year-old banker Ronaldo Luna. His
chart shows recent chest pain and difficulty breathing. Today,
he is scheduled for a Holter monitor that will be followed up
tomorrow with a cardiac exercise stress test. His physician has
also sent him to an outside laboratory for serum lipid testing.
As Shani attaches the leads for the Holter monitor and explains
the importance of recording his daily activities, Ronaldo
mentions that CAD runs in his family and that his father died in
his late 40s of a heart attack.
39. Copyright 2018 Cengage Learning. All Rights Reserved. May
not be copied, scanned, or duplicated, in whole or in part.
WCN 02-200-203
Intentional
Interviewing
and Counseling
Interviewing
and Counseling
Interviewing
Facilitating Client Development
in a Multicultural Society
Allen E. Ivey, Ed.D., ABPP
Distinguished University Professor (Emeritus)
University of Massachusetts, Amherst
Consultant: Microtraining/Alexander Street Press
Mary Bradford Ivey, Ed.D., NBCC
Amherst, Massachusetts Schools
Consultant: Microtraining/Alexander Street Press
Carlos P. Zalaquett, Ph.D., M.A., Lic., LMHC
Professor, �e Pennsylvania State University
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42. [email protected]
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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WCN 02-200-203
Love is listening.
Paul Tillick, Ph.D., Licentiate of �eology
University Professor, Harvard University
Most influential theologian of the last century
Copyright 2018 Cengage Learning. All Rights Reserved. May
not be copied, scanned, or duplicated, in whole or in part.
44. WCN 02-200-203
iv
Derald Wing Sue, Ph.D. Professor, Columbia University,
originator of the Multicultural
Competencies, nationally and internationally known for writing
on microaggressions,
past president of the Society for Counseling Psychology
President’s Committee on Race
Patricia Arredondo, Ed.D. President, Arredondo Advisory
Group, author of the Multicultural
Competencies and Guidelines, past president of the American
Counseling Association,
National Latina/o Psychological Association, APA Society for
Counseling Psychology
Co
ur
te
sy
45. o
f P
at
ric
ia
A
rre
do
nd
o
Eduardo Duran, Ph.D. Private practice, consultant, author of
Native American Postcolonial
Psychology and Psychology and Psychology �e Soul Wound
describing historical trauma of Native Americans, �e Soul
Wound describing historical trauma of Native Americans, �e
Soul Wound
professor of psychology in several graduate settings, continues
to teach and lecture in
community settings all over the world
46. Co
ur
te
sy
o
f E
du
ar
do
D
ur
an
�omas Parham, Ph.D. Vice chancellor, University of California,
Irvine, past president of
the Association for Multicultural Counseling and Development
and the Association of
Black Psychologists (Distinguished Psychologist), 100 Black
Men of America Wimberly
48. American Psychological
Association Award for Distinguished Contributions to the
International Advancement of
Psychology
Co
ur
te
sy
o
f P
au
l P
ed
er
se
n
Co
ur
49. te
sy
o
f D
ee
ra
ld
W
in
g
Su
e
To the multicultural scholars who have changed the nature and
practice
of counseling and psychotherapy
Copyright 2018 Cengage Learning. All Rights Reserved. May
not be copied, scanned, or duplicated, in whole or in part.
50. WCN 02-200-203
v
ABOUT THE AUTHORS
Allen E. Ivey is Distinguished University Professor (Emeritus),
University of Massachusetts,
Amherst. He is the founder of Microtraining Associates, an
educational publishing firm,
and now serves with Microtraining/Alexander Street Press as a
consultant. Allen is a Diplo-
mate in Counseling Psychology and a Fellow of the American
Counseling Association. He
is past president and Fellow of the Society for Counseling
Psychology. He is also a Fellow of
the American Counseling Association (where he made the first
presentation on neuros-
cience and counseling), Society for the Psychological Study of
Culture, Ethnicity, and Race,
and the Asian American Psychological Association. He has
keynoted conferences in
25 countries, but is most proud of being named a Multicultural
51. 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 25 languages. He
is the originator of the
microskills approach, which is fundamental to this book.
Carlos P. Zalaquett is a professor in the Department of
Educational Psychology, CounCarlos P. Zalaquett is a professor
in the Department of Educational Psychology, CounCarlos P.
Zalaquett -
seling, and Special Education at the Pennsylvania State
University, and a licensed men-
tal health counselor in the State of Florida. He is also vice
president for the United
States and Canada of the Society of Interamerican Psychology,
president of the
Pennsylvania Mental Health Counselors Association, and past
president of the Florida
Mental Health Counseling Association, the Suncoast Mental
Health Counselors Asso-
ciation (SMHCA), and the Florida Behavioral Health Alliance.
Carlos is the author or
coauthor of more than 50 scholarly publications and five books,
including the Spanish
52. version of Basic Attending Skills. He has received many
awards, including the University
of South Florida’s Latinos Association’s Faculty of the Year,
the Tampa Hispanic
Heritage’s Man of Education Award, and the SMHCA Emeritus
Award. His current
research uses a neuroscience-based framework to compare brain
activity and self-reported
decision making. �is cutting-edge research integrates mind,
brain, and body in the
exploration of human responses central to counseling and
psychotherapy. He is an
internationally recognized expert on mental health, counseling,
psychotherapy,
diversity, and education and has conducted workshops and
lectures in 11 countries.
Co
ur
te
sy
o
f A
53. lle
n
E.
Iv
ey
Mary Bradford Ivey is a consultant with
Microtraining/Alexander Street Press and a Mary Bradford Ivey
is a consultant with Microtraining/Alexander Street Press and a
Mary Bradford Ivey
former school counselor. She has served as a visiting professor
at the University of
Massachusetts, Amherst; Keene State College University of
Hawai‘i; and Flinders
University, South Australia. Mary is the author or coauthor of
many articles and of
16 books, translated into multiple languages. She is a Nationally
Certified Counselor
(NCC) and has held a certificate in school counseling. She is
also known for her work
in promoting and explaining developmental counseling in the
United States and inter-
54. nationally, with a special background to the prevention of
bullying. Her elementary
counseling program was named one of the 10 best in the nation
at the Christa McAuliffe
Conference. She is one of the first 15 honored Fellows of the
American Counseling
Association for her extensive contributions to the multicultural
and social justice field,
as well as her well-known video demonstrations and writing. Co
ur
te
sy
o
f M
ar
y
Br
ad
fo
56. Copyright 2018 Cengage Learning. All Rights Reserved. May
not be copied, scanned, or duplicated, in whole or in part.
WCN 02-200-203
vi
CONTENTS
List of Boxes xi
Preface xiii
SECTION I
The Foundations of Counseling and Psychotherapy 1
CHAPTER 1 Intentional Interviewing, Counseling, and
Psychotherapy 3
Introduction: Interviewing, Counseling, and Psychotherapy 4
Cultural Intentionality: �e Flexible, Aware, and Skilled
Counselor 8
Resilience and Self-Actualization 10
�e Microskills Hierarchy: �e Listening and Action Skills of the
Helping Process 11
Neuroscience and Neurobiology: Implications of Cutting-Edge
57. Science for the Future
of Counseling and Psychotherapy 16
Office, Community, Phone, and Internet: Where Do We Meet
Clients? 19
Your Natural Helping Style: Establishing Your Baseline 20
Key Points: �e Art of Applying and Taking Action As You
Work �rough �is Book 23
Portfolio of Competencies and Personal Reflection 25
CHAPTER 2 Ethics, Multicultural Competence, Neuroscience,
and Positive
Psychology/Resilience 27
Introduction: Ethics and the Counseling and Psychotherapy
Process 28
Awareness, Knowledge, and Skills of Ethics, Multicultural
Competence, Positive Psychology,
and �erapeutic Lifestyle Changes 30
Awareness, Knowledge, Skills, and Action for Multicultural
Competence 38
Positive Psychology and �erapeutic Lifestyle Changes:
Building Client Resilience 43
Action: Key Points and Practice of Ethics, Multicultural
Competence, Positive Psychology,
58. and �erapeutic Lifestyle Changes 51
Practice and Feedback: Individual, Group, and Microsupervision
53
Portfolio of Competencies and Personal Reflection 54
CHAPTER 3 Attending and Empathy Skills 56
Introduction: Attending Behavior: �e Foundational Skill of
Listening 57
Awareness, Knowledge, and Skills of Attending Behavior and
Empathy Skills 58
Empathy: Awareness, Knowledge, and Skills 66
Neuroscience and Empathy 68
Observe: Attending Behavior and Empathy in Action 70
Attending and Empathy in Challenging Situations 73
�e Samurai Effect, Magic, and the Importance of Practice to
Mastery 74
Action: Key Points and Practice of Attending Behavior and
Empathy Skills 76
Practice and Feedback: Individual, Group, and Microsupervision
77
Portfolio of Competencies and Personal Reflection 81
Copyright 2018 Cengage Learning. All Rights Reserved. May
not be copied, scanned, or duplicated, in whole or in part.
59. WCN 02-200-203
Contents vii
CHAPTER 4 Observation Skills 83
Introduction: Are You a Good Observer? 84
Awareness, Knowledge, and Skills: Principles for
ObservationAwareness, Knowledge, and Skills: Principles for
ObservationA 85
Nonverbal Behavior 85
Verbal BehaviorVerbal BehaviorV 90
Observe: Is �is Interview About Studying or Racial
Harassment? 94
Discrepancies, Mixed Messages, and Conflict 97
Action: Key Points and Practice of Observation Skills 99
Practice and Feedback: Individual, Group, and Microsupervision
100
Portfolio of Competencies and Personal Reflection 104
SECTION II
The Basic Listening Sequence: Organizing a Session to Be More
Fully
Empathic and to Promote Creative