Practical Counselling & Helping Skills: Text and Activities for the Lifeskills Counselling Model / Edition 5

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Overview

'The new Fifth Edition shows Richard Nelson Jones at his very best: clear, concise and helpful in a practical way. I strongly recommend this text' - Windy Dryden, Professor of Counselling, Goldsmiths College, London

'A welcome update…creating a powerful and stimulating learning experience'- Pat Beardsworth, Director, Welsh Centre for Counselling Psychology, Swansea

'Richard Nelson Jones's use of lifeskills counselling provides significant added value to our services, particularly with our more difficult clients '- David Stratford, Director, Davidson & Associates, Melbourne

'An excellent practical book, packed with useful information. An ideal text for training courses' - Stephen Palmer, Centre for Stress Management, London

'This book provides a secure base from which the counsellor can practice in an empathic, effective and ethical manner' - Robert Bor, Professor of Psychology, City University, London

'A unique combination of theory, skills and practical activities in a highly informative and impressively detailed text' - Ken Fisher, Bolton Institute

'A great training book….extremely useful for a wide variety of counselling, helping and pastoral care settings' - Dr Ron Perry, Director, Institute for Counselling, Sydney, Australia

'Invaluable and interesting text and exercises for building a broad range of counselling skills' - Dr Doug Farnill, Faculty of Medicine, Sydney University, Australia

This new Fifth Edition of Richard Nelson-Jones' bestselling Practical Counselling & Helping Skills presents the core skills needed to be a successful counsellor. Fully revised and updated, the text is based on the Relationship-Understanding-Changing (RUC) lifeskills counselling model. This provides a systematic approach for clients to develop specific lifeskills to change how they feel, think, communicate and act, and this book provides ways for the counsellor to facilitate this

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Product Details

  • ISBN-13: 9781412903882
  • Publisher: SAGE Publications
  • Publication date: 10/28/2005
  • Edition description: Fifth Edition
  • Edition number: 5
  • Pages: 512
  • Product dimensions: 6.70 (w) x 9.50 (h) x 1.20 (d)

Meet the Author

Richard Nelson-Jones was born in London in 1936. Having spent five years in California as a Second World War refugee, he returned in the 1960s to obtain a Masters and Ph.D from Stanford University. In 1970, he was appointed a lecturer in the Department of Education at the University of Aston to establish a Diploma in Counselling in Educational Settings, which started enrolling students in 1971. During the 1970s, he was helped by having three Fulbright Professors from the United States, each for a year, who both taught students and improved his skills. During this period he broadened out from a predominantly client-centred orientation to becoming much more cognitive-behavioural. He also wrote numerous articles and the first edition of what is now The Theory and Practice of Counselling and Therapy, which was published in 1982. In addition, he chaired the British Psychological Society's Working Party on Counselling and, in1982, became the first chairperson of the BPS Counselling Psychology Section.

In 1984, he took up a position as a counselling and later counselling psychology trainer at the Royal Melbourne Institute of Technology, where he became an Associate Professor. He continued writing research articles, articles on professional issues and books, which were published in London and Sydney. As when he worked at Aston University, he also counselled clients to keep up his skills. In 1997, he retired from RMIT and moved to Chiang Mai in Thailand. There, as well as doing some counselling and teaching, he has continued as an author of counselling and counselling psychology textbooks. A British and Australian citizen, he now divides his time between Chiang Mai and London and regularly visits Australia.

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Table of Contents

PART ONE: INTRODUCTION
What Is Counselling and Helping
Chapter outcomes
Counselling, psychotherapy and helping
What is counselling?
What is the lifeskills counselling approach?
Create Communication Skills and Feelings
Chapter outcomes
What are lifeskills?
Creating communication and action skills
Feelings and physical reactions
Create Mind Skills
Chapter outcomes
The Situation-Thoughts-Consequences (STC) framework
What are mind skills?
Situation-Thoughts-Consequences revisited
The Lifeskills Counselling Model
Chapter outcomes
Stages and phases of the lifeskills counselling model
Applying the model
PART TWO: THE RELATING STAGE
Pre-Counselling Contact
Chapter outcomes
Orientation of counselling service
Physical premises
Advertising a counselling service
Clients making initial contact
Arranging suitable support for trainees
Record-keeping
Listening Skills
Chapter outcomes
The counselling relationship
Active listening
Skill 1: Possess an attitude of respect and acceptance
Skill 2: Understand the client's internal frame of reference
Skill 3: Receive voice messages accurately
Skill 4: Receive body messages accurately
Skill 5: Give small rewards and ask open-ended questions
Show Understanding Skills
Chapter outcomes
Showing understanding
Skill 6: Paraphrase
Skill 7: Reflect feelings
Skill 8: Use mind skills
Skill 9: Manage initial resistances
Skill 10: Show understanding of context and difference
Concluding comment
Start the Counselling and Helping Process
Chapter outcomes
Goals for the initial counselling session
Starting initial sessions
Structuring skills
Basic summarizing skills
Starting the counselling and helping process
Contracting
Referral skills
Crisis counselling
PART THREE: THE UNDERSTADING STAGE
Clarify Problems Skills
Chapter outcomes
Questioning skills
Challenging skills
Feedback skills
Self-disclosure skills
Assess Feelings and Physical Reactions
Chapter outcomes
Role of assessment
Why assess feelings and physical reactions?
Physical reactions
Dimensions of feelings
Skills for eliciting and assessing feelings and physical reactions
Assess Thinking
Chapter outcomes
Skills for eliciting and assessing thinking
Form hypotheses about mind skills to improve
Assess Communication and Actions
Chapter outcomes
Skills for eliciting and assessing communication and actions
Form hypotheses about communication and action skills to improve
Agree On a Shared Analysis of Problems
Chapter outcomes
Introduction
Steps in shared analyses of problems
Some skills for agreeing on shared analyses of problems
Ending initial sessions
PART FOUR: THE CHANGING STATE
Plan Interventions
Chapter outcomes
Interventions and plans
Choosing interventions
Planning interventions
Considerations in planning
Skills for working with clients
Deliver Interventions
Chapter outcomes
The counsellor as trainer
Reconnect and catch-up skills
Establishing session agenda skills
Speaking skills
Demonstrating skills
Coaching skills
Interventions for Thinking - 1
Chapter outcomes
Attend to feelings
Creating rules
Creating perceptions
Creating self-talk
Creating visual images
Interventions for Thinking - 2
Chapter outcomes
Creating explanations
Creating expectations
Creating realistic goals
Creating realistic decisions
Preventing and managing problems and altering problematic skills
Interventions for Communication and Actions - 1
Chapter outcomes
Introduction
Develop monitoring skills
Raise awareness of vocal and bodily communication
Rehearse and role-play
Timetable activities
Interventions for Communication and Actions - 2
Chapter outcomes
Plan sub-goals and sequence graded tasks
Assist clients to use changing communication/action skills experiments
Use activities and games
Assist clients to use self-reward skills
Use counsellor's aides and help clients to obtain support
Interventions for Feelings
Chapter outcomes
Introduction
Assist clients to experience feelings
Assist clients to express feelings
Assist clients to manage feelings
Use of medication
Systematic Desensitization
Chapter outcomes
Progressive muscular relaxation
Construct hierarchies
Present hierarchy items
Real-life desensitization
Negotiate Homework
Chapter outcomes
Skills for negotiating homework
Conduct Middle Sessions
Chapter outcomes
Middle counselling sessions
Length, frequency and number of sessions
Monitoring and evaluating progress
End and Client Self-Helping
Chapter outcomes
When should counselling end?
Formats for ending counselling
Consolidating skills when ending counselling
Further ending counselling tasks and skills
Client self-helping
PART FIVE: FURTHER CONSIDERATIONS
Ethics in Practice and Training
Chapter outcomes
Ethical principles of counselling and helping
Ethical issues and dilemmas in counselling and helping practice
Ethical issues and dilemmas in counselling and helping training
Making decisions about ethical issues and dilemmas
Diversity-Sensitive Counselling and Helping
Chapter outcomes
Some criticisms of traditional counselling approaches
Multicultural counselling and helping
Gender-aware counselling and helping
Using the lifeskills counselling model with diverse clients
Supervision
Chapter outcomes
Introduction
Contexts for supervision
Formats for supervision
Functions of supervision
Presenting material in supervision
Conducting supervision sessions
The shadow side of supervision
Personal Counselling and Continuing Professional Development
Chapter outcomes
Personal counselling and self-help
Continuing professional development (CPD)
Concluding comment
Review activity

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