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 Interviewing
and Change Strategies
for Helpers 8e

Sherry Cormier
West Virginia University

Paula S. NuriuS
University of Washington

CyNthia J. oSborN
Kent State University

Australia ● Brazil ● Mexico ● Singapore ● United Kingdom ● United States

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 Interviewing and Change Strategies for © 2017, 2013, Cengage Learning
Helpers, Eighth Edition WCN: 02-300
Sherry Cormier, Paula S. Nurius, Cynthia
J. Osborn ALL RIGHTS RESERVED. No part of this work covered by the copyright
herein may be reproduced or distributed in any form or by any means,
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 In memory of Sherry’s parents, Bill and Edith Keucher,
Sherry’s spouse, Jay H. Fast,
Paula’s mother, Gwyndolyn Medley Garner,
and Cynthia’s parents, Noel and Emma Ruth Osborn;
and in honor of Dick Mitchell, Cynthia’s spouse, and Bill Garner,
Paula’s brother, with grateful appreciation and affection.

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 About the Authors

Sherry Cormier is Professor Emerita in the Department of Counseling,

Rehabilitation Counseling, and Counseling Psychology at West Virginia
University in Morgantown, West Virginia. She is a licensed psychologist in the
state of West Virginia. Her current research and practice interests are in counseling
and psychology training and supervision models, health, wellness, stress
management, and grief recovery. She is the mother of two 30-something daughters
and the grandmother of a 10-year-old granddaughter. She enjoys yoga, walks on
the beach, and kayaking in her Chesapeake Bay community.

Paula S. Nurius is the Grace Beals Ferguson Scholar, Professor, and Associate
Dean in the School of Social Work at the University of Washington in Seattle.
Dr. Nurius is a mental health specialist with research, practice, and teaching
addressing perception and responding under conditions of stress and trauma.
She brings particular concern for vulnerable, marginalized populations and
toward fostering prevention and resilience-enhancing interventions. Her current
scholarship focuses on childhood and cumulative life course stress, including
impacts of maltreatment, nonviolent adversity, and poverty on physical, mental,
and behavioral health disparities. She enjoys the outdoor life of the Pacific
Northwest with her husband, daughter, and schnoodle pooch.

Cynthia J. Osborn is Professor of Counselor Education and Supervision at Kent

State University in Kent, Ohio. She is a licensed professional clinical counselor
and a licensed chemical dependency counselor in Ohio. Her research, clinical
practice, and teaching have focused on addictive behaviors and counselor
supervision from the perspectives of motivational interviewing and solution-
focused therapy. Additional scholarship has addressed case conceptualization and
treatment planning skills and stamina and resilience in behavioral health care.
She enjoys reading character novels and practicing yoga, and she and her husband
together enjoy exercising and the company of their Bichon Frisé dog, Jake.

Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Contents

Preface xi Practicing Idiographically 48

Beyond Multicultural Competencies to Cultural
Attunement 54
Chapter 1
Ethical Practice 55
Building Your Foundation Ethical Decision-Making Models 70
Chapter Summary 71
as a Helper 1 Knowledge and Skill Builder 73
Learning Outcomes 1 Knowledge and Skill Builder Feedback 75
The Chambered Nautilus 1
A Practice Nexus for the Helping Professions 2 Chapter 3
Four Stages of Helping 2
Core Skills and Attributes 4 Ingredients of an Effective
Effectiveness and Accountability 15 Helping Relationship 76
Evidence-Based Practice 16 Learning Outcomes 76
Concerns, Critiques, and Caveats of Evidence-Based The Importance of the Helping Relationship 76
Practice 20 Empirical Support for the Helping Relationship 77
Multiculturalism and Evidence-Based Practice 21 Cultural Variables in the Helping Relationship 78
Adapting and Adopting Evidence-Based Practices 24 Facilitative Conditions 79
Innovations with Integrity 25 The Working Alliance 90
Chapter Summary 28 Transference and Countertransference 93
Knowledge and Skill Builder 29 Chapter Summary 101
Knowledge and Skill Builder Feedback 33 Knowledge and Skill Builder 102
Knowledge and Skill Builder Feedback 104
Chapter 2
Chapter 4
Critical Commitments 35
Learning Outcomes 35 Listening 105
Toward Skillful Practice 35 Learning Outcomes 105
Growing Into Professional Competence 36 Three Steps of Listening 106
Four Critical Commitments 37 Listening to Clients’ Stories 107
Diversity Issues 45 Listening to Clients’ Nonverbal Behavior 107
Multicultural Counseling and Therapy 47 Four Listening Responses 112
vii

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viii Contents

The Clarification Response: Listening for Accuracy 113 Diagnostic Interviewing 198
Paraphrase and Reflection: Listening for Facts Sensitive Subjects and Risk Assessment in Diagnostic
and Feelings 114 Interviewing 199
Summarization: Listening for Patterns and Themes 126 Intake Interviews and History 201
Listening to Diverse Groups of Clients 128 Cultural Issues in Intake and Assessment Interviews 205
Distractions and Distractability: Listening to Yourself 131 Putting it all Together: Evidence-Based Assessment
Chapter Summary 133 and Conceptualization 207
Knowledge and Skill Builder 136 Model Case: Conceptualizing 207
Knowledge and Skill Builder Feedback 138 Chapter Summary 212
Knowledge and Skill Builder 213
Chapter 5 Knowledge and Skill Builder Feedback 214

Influencing Responses 139 Chapter 7

Learning Outcomes 139
Social Influence In Helping 139 Conducting an Interview
Influencing Responses and Timing 140 Assessment with Clients 215
What Does Influencing Require of Helpers? 140 Learning Outcomes 215
Six Influencing Responses 141 Assessment Interviewing 215
Sequencing of Influencing Responses In Interviews 141 Eleven Categories for Assessing Clients 216
Questions 143 Limitations of Interview Leads in Assessment 232
Information Giving 146 Model Dialogue: Interview Assessment 234
Self-Disclosure 149 Chapter Summary 242
Immediacy 156 Knowledge and Skill Builder 243
Interpretations and Additive/Advanced Empathy 159 Knowledge and Skill Builder Feedback 250
Confrontation/Challenge 163
Skill Integration: Putting it all Together! 170
Chapter 8
Chapter Summary 170
Knowledge and Skill Builder 171 Constructing, Contextualizing,
Knowledge and Skill Builder Feedback 176
and Evaluating Treatment
Chapter 6 Goals 251
Learning Outcomes 251
Assessing and Conceptualizing Personal Reflection Activity 251
Client Problems and Contexts 177 Where Are We Headed? 251
Learning Outcomes 177 Beginning With The End in Mind 252
Client Statements 177 Purposes of Treatment Goals 252
What Is Clinical Assessment? 177 Characteristics of Well-Constructed Treatment Goals 254
Our Assumptions About Clinical Assessment 178 Support for Goal Characteristics 258
Functional Assessment: The ABC Model and Chain Cultural Considerations 258
Analysis 186 The Process of Change 261
Diagnostic Classification of Client Issues 193 Collaborative Construction of Treatment Goals 267
Limitations of Diagnosis: Categories, Labels, and Model Dialogue: Goal Formulation 269
Gender/Multicultural Biases 196 Contextualizing Treatment Goals 273
Mental Status Examination 197 First Things First: Prioritizing and Sequencing Goals 276

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
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