Psychology Therapeutic Communication Assignment

Weikel, K.F. K. (2019). Helping Skills for Human Service Workers: Building Relationships and Encouraging Productive Change (4th ed.). Charles C Thomas Publisher Ltd..  https://mbsdirect.vitalsource.com/books/9780398093044

Chapter 3 CREATING POSITIVE RELATIONSHIPS

Hundreds of empirical studies have demonstrated the importance of the relationship between worker and client (Norcross & Lambert, 2018). The quality of the worker-client relationship is so clearly linked to client improvement that developing a strong thera-peutic bond has been described as a foundation for helping services, and training in the development of relationship skills is described as “crucial” (Lambert & Barley, 2001, p. 359). The journal article making that assertion has been cited over 300 times in professional publica-tions representing a wide array of human services. Why is the quality of the relationship between client and worker so important? One reason is to gain the cooperation of clients. Effective collaboration is not something that happens automatically. There is always the potential for clients to be unconsciously defensive or even purposefully uncooperative. Consequently, decreasing the possibility of defensiveness and increasing the probability of willing cooperation are fundamental needs for human service workers. Imagine the roles are reversed and you are the client. What sort of worker characteristics might encourage you to honestly explore issues and adaptively deal with them? After formulating your own answer to the preceding question, con-sider the following. It is likely that you would want your worker to be understanding. In addition to demonstrating comprehension of your feelings and beliefs, you would probably like the person to respect your attitudes and to care about your well-being. But efforts at show-ing interest in you and appreciation for your concerns would only have meaning if you perceived that the individual was being honest with you.

Workers convey understanding, respect, caring, and honesty when they exhibit facilitative levels of the following three interpersonal skills: empathy, warmth, and genuineness. Carl Rogers (1957) origi-nally identified those three skills, and they continue to be seen as cru-cial to the development of positive relationships between workers and clients (Cromer, 2013; Flückiger et al., 2018; Gibbons, 2011; Levitt et al., 2016; Moyers & Miller, 2013). Viewing empathy, warmth, and gen-uineness as skills has several implications. First, there are behaviors that contribute to these skills, and there are behaviors that detract from them. Second, it is possible for others to give you feedback re-garding your performance of relevant behaviors. And third, if you are receptive to such feedback you will increase your use of productive behaviors and decrease your use of those that are counterproductive. What are behaviors that might contribute to or detract from empa-thy, warmth, and genuineness? Let’s consider some possibilities. EMPATHY Empathy is understanding another person andcommunicating your understanding to the individual. Clients generally experience greater improvement when there is a high level of empathic understanding from the worker, as demonstrated by reviews of empirical studies (e.g., Elliott, Bohart, Watson, & Murphy, 2018). Furthermore, the associa-tion between worker empathy and client improvement is strongest when worker empathy is rated by clients (Elliott et al., 2018), as opposed to being rated by either workers or observers. So, as origi-nally proposed by Rogers (1957), it is important for clients to perceive that the worker understands. The research is clear. Understanding is not enough. You must also communicate your understanding to clients. How might a worker do that? Imagine you have just told us about a recent experience of yours. In response, one of us says “I see” and the other says “I understand.” Since, in fact, it would be possible for us to say, “I see” or “I under-stand” even if we weren’t really listening or didn’t have any idea what was just in your mind, it is our position that “I see” and “I understand” do not constitute demonstrations of understanding. Another possibility is for the worker to repeat several of the client’s exact words. Since a parrot can do the same thing, such a response fails to show that the worker actually comprehends the meaning of what the client is communicating. If it’s not empathic to parrot or to simply say you understand, then how do workers express empathy? One of the best ways to demon-strate understanding is to reflect what the client has communicated. As you recall, reflection is using fresh words to summarize essential thoughts and feelings expressed by another person. When you accu-rately reflect in a caring way you are being empathic. It has been asserted that effective reflections go beyond simple para-phrasing of the client’s statements (Elliott et al., 2018). The goal is to be able to express in your own words the understanding you have of the client’s experience, which may include thoughts and feelings the client has not directly verbalized. As we mentioned in Chapter 2, how-ever, it is important not to go too far beyond what the client has com-municated. There should be evidence for the thoughts and feelings you are reflecting, such as the client’s demeanor or tone of voice. (We will discuss nonverbal communication in Chapter 7.) In the absence of such evidence, you are simply guessing that the client might be feel-ing a particular way. If you guess and miss, you demonstrate a lack of empathy. How will you know whether your reflections are conveying empathy? Often you will get indications from clients when they are feeling understood. For example, after a particularly accurate reflec-tion, a client may respond with, “Yes. Exactly.” Or the person may nod to give a nonverbal cue regarding your accuracy. Alternatively, when you are not quite grasping the experience of a client, particu-larly one who does not want to hurt your feelings, the individual may respond with tentative statements such as “yes, I guess” or “kind of.” Be careful to not assume that you are correct. As suggested by Elliott and his colleagues (2018), workers should communicate empathy with humility and a readiness to be corrected. When we have clients who respond to a reflection with a statement such as “kind of,” we will often say “but I’m not quite getting it” and encourage feedback and further information. Recognizing when you are only partially under-standing your client’s experience and working to better understand that experience demonstrate your empathy, with the likely result being an enhanced relationship. Another way to determine how well you are expressing empathy is to get feedback from knowledgeable observers. Practicing or working without feedback is not nearly as conducive to learning as having knowledgeable observers critique what you do. So we encourage you to obtain feedback from such observers. Seek their comments on the accuracy and apparent impact of your reflections in role plays or in recorded interactions with clients (produced with their permission). Being truly empathic also involves understanding when the client will benefit from reflection and when reflection may not be what the client needs. Based upon their review of relevant research, Elliott and his colleagues (2018) hypothesized that some clients, at particular points, may find expressions of empathy to be uncomfortable or too intrusive. Consequently, an important part of building relationships and demonstrating empathy may be understanding when to do some-thing other than reflect feelings, such as using the inverted funnel sequence discussed in Chapter 2 or helping the client to consider alternatives, as discussed in Chapter 4. WARMTH Demonstrating warmth toward clients is another relationship skill that research studies have shown to be associated with productive change, particularly when clients clearly perceive the worker to be warm (Farber, Suzuki, & Lynch, 2018; Levitt et al., 2016). Warmth, or unconditional positive regard (as Rogers termed it), has a number of meanings. One aspect of warmth is recognizing the client’s funda-mental worth as a human being, separate from any evaluation of the person’s behavior. Such nonjudgmental respect does not mean that you agree with the client. Instead, it is your acknowledgement of the individual’s right to have his or her own values, beliefs, and attitudes. Being warm does not prevent you from encouraging clients to con-sider the consequences of their behavior, although warmth does sug-gest that you refrain from offering judgmental comments conveying your own opinions of issues being discussed. Rather than making judgments for the client, you leave ultimate decision-making responsi-bility with that person. When you are warm you communicate caring. Primarily through your demeanor, the client can tell that you truly are interested in his or her well-being. In essence, being warm requires that your interaction style signals the following message: “I care about you. I hope things work out for you. But I’m not going to tell you what to do.”

Of course, this attitude of acceptance needs to be coupled with common sense. For example, a magazine writer once asked Carl Rogers how he would respond if, during a session, a suicidal client was about to leap to his death out of Dr. Rogers’ office window. Rogers told the writer that he would not let the person jump (Hall, 1967). Clearly, saying “Don’t jump” is a judgmental comment. In addition, though, it is one that communicates caring and demonstrates common sense. Our position, as was Rogers’, is that judgmental comments can be entirely appropriate if their purpose is to preserve life. Sometimes you may find yourself ready to make judgmental state-ments that do not arise from a need to preserve life. Instead, they have their origin in your dislike for the client. If you find yourself not liking the person, you should consider the source of your feelings and how to handle them. One appropriate response can be to admit to yourself that you don’t like the person, and then to be certain that you go “by the book” in your interactions with the individual. If this is your approach, you must remain vigilant for any negative reactions on your part, so that the service you provide continues to be appropriate and professional. If you come to believe that your own personal reactions are likely to interfere with your ability to do your job, then you can seek to establish alternative service arrangements for the client. Making such arrangements may involve a number of possibilities, including trans-ferring the client to a colleague or referring the person to another organization. It always is acceptable to discuss negative reactions with your super-visor or with a professional colleague. On the other hand, an inap-propriate method of handling such feelings is to deny their existence and to try sweeping them under the rug. Just as you may have negative feelings toward certain clients, there may be clients who have negative feelings toward you. In such situa-tions, demonstrating warmth involves being willing to listen to those negative emotions. Expression of unpleasant feelings toward human service workers is not uncommon. When it happens to you, try to keep from making matters worse. Research suggests that ignoring those feelings or responding in a defensive or hostile manner may interfere with the development of a relationship and prevent produc-tive change (Eubanks, Muran, & Safran, 2018). Alternatively, reflect-ing the negative feelings and, when appropriate, accepting responsibility bility for your role in those feelings can demonstrate that you care about the person and are interested in working collaboratively with the individual. It may help to remember that a client who chooses to hide negative reactions toward you is more likely to discontinue the working relationship (Bohart & Wade, 2013). On the other hand, will-ingness to discuss those unpleasant reactions may be an indication that the client values the relationship with you and wants the oppor-tunity to address hurt feelings or misunderstandings. GENUINENESS The third interpersonal skill, genuineness, is meaning what you say. Empirical research demonstrates that genuineness is significantly and positively related to client progress (Kolden, Wang, Austin, Chang, & Klein, 2018). The degree of shared genuineness and shared accurate perceptions of each other by the client and the worker has been termed the real relationship. The degree of real relationship that exists between a worker and a client is dependent in part on the amount of genuineness displayed by the worker and perceived by the client. As is true for empathy and warmth, the higher the degree of real rela-tionship that exists, the more progress clients make (Gelso, Kivlighan, & Markin, 2018). Also like empathy and warmth, being genuine requires that you do some things and avoid others. When you are genuine, you are truth-ful in what you say to the person. But genuineness does not compel you to say everything you are thinking. As long as you are honest in what you do say, you are being genuine. Genuineness also suggests that you are being yourself with clients and that you are not hiding behind a professional facade. For instance, you do not develop a special set of phrases to be used with clients. Rather than talking in a stereotyped manner, your speech and phras-ing are the same as you would use in polite conversation. Opportunities for being genuine also occur when you do not hear or do not comprehend what a client says. On occasions you when you did not clearly hear the person, you should ask the client to repeat the comment. If you did not understand the meaning of what the person said, you should request clarification. Never feign understanding or pretend that you hear.

One more frequently encountered area that requires genuineness is in the realm of committing yourself or an organization to a course of action. You must be careful not to make promises you can’t keep. When you do make a commitment be sure you have the authority to enforce it, and be certain to follow through with what you said would be done. Being genuine also means never making promises on behalf of other human service organizations when those entities retain the authority to determine eligibility and to select the services that will be offered. ALLIANCE Empathy, warmth, and genuineness are three key skills, but re-search on the helping relationship has also addressed a broader con-cept, termed alliance. In addition to what we have already discussed with regard to the development of a worker-client bond, the idea of alliance emphasizes consensus and collaboration when determining goals and activities for pursuing those goals, and it includes feelings of partnership and energetic hope as both the worker and the client do their part to bring about progress (Flückiger et al., 2018; Levitt et al., 2016). Researchers have found that the existence of such a coopera-tive alliance is consistently related to client improvement (Flückiger et al., 2018; Levitt et al., 2016). Additional ways of enhancing consensus and collaboration include problem solving (discussed in Chapter 4) and establishing goals (addressed in Chapter 6). HELPING AS A FORM OF LEADERSHIP It has been suggested that helping can be seen as a form of leader-ship in which the worker’s role involves power and authority in rela-tion to the client (Gabel, 2013). One of the most frequently studied leadership models is transformational leadership in which the skills and attitudes of the leader facilitate growth and development in those being influenced, as well as in the leader (Gabel, 2013). Research has identified four key aspects of transformational leader-ship. Idealized influence involves advocating certain values and model-ing applications of those values. Inspirational motivation is demonstrat-ed through enthusiastic promotion of specific goals and principles.

Intellectual stimulation occurs through encouragement of others to de-velop new and unique responses to challenges they face. Individualized consideration focuses on providing caring relationships that support others in striving toward their own goals (Gabel, 2013). A related concept is the leader’s personal wisdom, which can be seen as having three components (Zacher, Pearce, Rooney, & McKenna, 2014). A cognitive aspect involves insight, acceptance, and a continuing desire to increase one’s understanding of others. A reflective element includes both examining one’s self and the ability to appreciate mul-tiple perspectives. An emotional component is evident in the leader’s caring and empathy for others. Wise leaders seek to understand the essential core of situations and challenges, to communicate in effective ways, and to help develop wisdom in others. Rather than focusing on themselves, wise leaders invest most of their attention in helping oth-ers to grow. One of the primary measures for assessing the impact of transfor-mational leadership is the quality of the leader-member exchange (Zacher et al., 2014). Relationships rated high on this dimension are charac-terized by respect, trust, and commitment. Leader-facilitated benefits for those being influenced (referred to as members in the transforma-tional leadership literature) include increases in autonomy and responsible behavior. Empirical research (Zacher et al., 2014) has found that wise leaders and those they influence tend to have high leader-member exchange levels that result from individualized consideration demonstrated by the leader. None of the other three components of transformation leadership has been shown to be related to both wisdom and leader-member exchange quality. Applied to helping relationships, this line of research has several implications with regard to supporting clients in becoming more autonomous and responsible. • The most effective workers are likely to be insightful, interested, and empathic individuals who provide caring relationships that support clients in developing their own wisdom and in making progress toward their personal goals. • Ineffective approaches to working with clients include telling them what to think or believe and expecting them to abandon traditional coping strategies that are successful.

MULTIPLE-CHOICE QUESTIONS Items 1–7 involve one client; questions 8–14 concern a second indi-vidual; and items 15-20 focus on a third person. Your instructions are the same as in the previous chapter. • For each of the following client statements, choose the response or responses you believe would be appropriate. (Several items have more than one correct answer.) • Indicate your selections in writing. • Read the discussions of all four options. • If you are correct, go to the next item. • If you are incorrect, think about the explanations and, if neces-sary, review relevant portions of the chapter; then, once you bet-ter understand the issues, proceed to the next question. 1. I’m really worried. My husband’s union went out on strike a month ago, and he’s out with them. Meanwhile, there’s no money coming in. We haven’t paid any bills in three weeks. I just don’t see how we’re going to pull through this. A. What are the bills that need to be paid? B. Because your husband is not presently working, there is no income available to meet your needs. C. The financial strain has you really anxious. D. Has he gone out on strike before? Discussion of Options A. What are the bills that need to be paid? • So early in the interaction this information is irrelevant. Instead of asking such a question, you should be focusing on exploring the client’s thoughts and feelings. B. Because your husband is not presently working, there is no income available to meet your needs. • Your response accurately captures the person’s thoughts, but it ignores her feelings. Reflecting the emotional aspect of your client’s message helps to develop a positive working relationship.

C. The financial strain has you really anxious. • This surface feeling reflection demonstrates your empathic understanding of the client. D. Has he gone out on strike before? • Asking this closed question may lead to a simple “Yes” or “No.” In addition, you unnecessarily shift the focus from the present to the past. 2. My husband is so proud. He won’t even consider asking for any financial help. He just says, “Don’t worry. They will hire us back.” In the meantime, we have to live. We have to support ourselves. But he flips out every time I even suggest that I could get a job. A. You are in an extremely tough situation, and I feel badly for you. B. It sounds as though your husband comes from a family where only the man works outside of the home, but that type of sit-uation rarely exists today. C. Why haven’t you been more assertive with your husband? D. Without another source of income, you fear what the future may hold. Discussion of Options A. You are in an extremely tough situation, and I feel badly for you. • Although you may feel sympathy for the client, expressing pity is not likely to be helpful to the person. B. It sounds as though your husband comes from a family where only the man works outside of the home, but that type of sit-uation rarely exists today. • By analyzing how the husband got to be the way he is, you are moving the focus away from what the client has to say. Such a shift is inappropriate at this point in your relation-ship. C. Why haven’t you been more assertive with your husband? • One of your objectives is to enlist the client’s cooperation by decreasing her defensiveness. You move in the opposite direction, however, by asking a “Why” question that re-quires her to defend her actions.

D. Without another source of income, you fear what the future may hold. • This surface feeling reflection empathically summarizes what your client has expressed and allows her to decide where the interaction should go next. 3. Even before he went out on strike, we were living paycheck to paycheck. He made just enough to cover the rent, utilities, and groceries. But we were never able to save anything. Now there hasn’t been a paycheck in several weeks. The rent is due, and, with it getting colder outside, we need to get fuel oil. But every time we talk about bills or money, we seem to get into a fight. I’m just so angry at him. A. Your frustrations are boiling over. B. Maybe you should leave him. C. What will happen if you don’t pay your rent? D. Are your fights a new occurrence or have you always had these types of arguments? Discussion of Options A. Your frustrations are boiling over. • This surface feeling reflection conveys empathy. B. Maybe you should leave him. • Making such a suggestion is not an appropriate response for a supportive worker. C. What will happen if you don’t pay your rent? • Your response shifts the focus away from the strong emo-tions expressed by the client. D. Are your fights a new occurrence or have you always had these types of arguments? • This confusing multiple question may sidetrack you to the past. 4. I’ve mainly been trying to keep my thoughts to myself because when I do bring up my concerns, it ends up in a huge argument. And I don’t want to fight. But he’s got to realize how bad the sit-uation is. He’s letting his pride rule his head. He’s too proud to let me work. He just doesn’t seem to see the seriousness of our predicament. A. Have you ever been able to discuss the strike without getting into an argument? B. Something has to change, and you’re desperate to communi-cate your point of view in a way he will appreciate. C. I’m sure everything eventually will turn out OK. D. In order to avoid arguing with your husband, you go along with the old-fashioned notion that the wife should stay at home. Discussion of Options A. Have you ever been able to discuss the strike without getting into an argument? • This closed question could potentially lead to a “Yes” or “No” response. B. Something has to change, and you’re desperate to communi-cate your point of view in a way he will appreciate. • Your surface feeling reflection empathically recognizes the client’s thoughts and feelings. C. I’m sure everything eventually will turn out OK. • By offering reassurance, you minimize the person’s con-cerns and suggest there really isn’t anything to be worried about. D. In order to avoid arguing with your husband, you go along with the old-fashioned notion that the wife should stay at home. • Making a judgmental comment, as you do here, fails to fos-ter the warmth necessary for an effective relationship. 5. I don’t think he’s really considered what may happen. He’s so sure that everything will be fine. And I hope he’s right, I truly do. But we have to have another plan to fall back on, just in case the strike isn’t successful. I don’t mean to be a pessimist, but I don’t want to bury my head in the sand either.

A. You’re making an effort to look on the bright side of things, but you also feel responsible for planning ahead, in case your husband does not return to his job. B. You don’t actually think you’re a pessimist, do you? C. Although you’d like to have a positive outlook, your stronger desire is to be able to protect your family’s welfare. D. How have you and your husband settled differing opinions in the past? Discussion of Options A. You’re making an effort to look on the bright side of things, but you also feel responsible for planning ahead, in case your husband does not return to his job. • You communicate understanding by reflecting what your client has expressed. B. You don’t actually think you’re a pessimist, do you? • This leading question seeks agreement rather than a gen-uine response. C. Although you’d like to have a positive outlook, your stronger desire is to be able to protect your family’s welfare. • Your surface feeling reflection is accurate and empathic. D. How have you and your husband settled differing opinions in the past? • This open question makes an unnecessary transition from the present to the past. 6. Well, I wish he would agree for me to work part-time, but he won’t. I guess if things got really bad, my parents could help us out until we were back on our feet. But I would rather not have to ask them for money. A. Your husband’s stubbornness may cause the eventual downfall of your family. B. How do your parents feel about lending you money? C. Will your husband agree to your parents helping you out or will he refuse their help, too? D. Requesting financial assistance from your parents is an avail-able option, but it’s one you’re feeling uneasy about.

Discussion of Options A. Your husband’s stubbornness may cause the eventual downfall of your family. • Your comment is too judgmental for a supportive interac-tion. B. How do your parents feel about lending you money? • You may need to know such information later if you discuss this option in detail. But, so early in the interaction, you should be focusing your comments on the client. C. Will your husband agree to your parents helping you out or will he refuse their help, too? • This multiple question may be confusing, and it shifts atten-tion away from your client. D. Requesting financial assistance from your parents is an avail-able option, but it’s one you’re feeling uneasy about. • The empathic understanding you convey in this remark probably will help to cultivate an effective working rela-tionship. 7. I just don’t know where to go from here, and that’s why I’m talk-ing to you. I figured you could give me advice on dealing with my husband and could tell me how we might be able to get out of our financial bind. What do you think I should do? A. You were hoping I would be able to provide you with some answers. B. Since your husband’s expectations for the future seem unreal-istic, it appears that you need to be the one taking the neces-sary steps for insuring your family’s well-being. C. I care what happens to you, and I hope things work out. But, rather than telling you what to do, I’m going to do my best to assist you in making your own decisions regarding your course of action. D. It would be comforting to believe that there is someone who has all the answers. But in reality, the best you and I can do is to collaborate on the decisions you’re facing. So, let’s think about some of the choices you have.

Discussion of Options A. You were hoping I would be able to provide you with some answers. • Simply reflecting the person’s misunderstanding of your purpose might be an adequate response on some occasions, but for this particular instance, we believe there are better options available. B. Since your husband’s expectations for the future seem unreal-istic, it appears that you need to be the one taking the neces-sary steps for insuring your family’s well-being. • Telling the individual what to do suggests that you know better than the client how she should act. Such a presump-tion does not show respect for the person’s own problem-solving abilities. C. I care what happens to you, and I hope things work out. But, rather than telling you what to do, I’m going to do my best to assist you in making your own decisions regarding your course of action. • Defining your role is an appropriate response. D. It would be comforting to believe that there is someone who has all the answers. But in reality, the best you and I can do is to collaborate on the decisions you’re facing. So, let’s think about some of the choices you have. • Your empathic response recognizes the client’s desire for guidance, addresses the nature of your relationship, and moves the interaction in a productive direction. Questions 8–14 involve a different client. 8. My wife is in the hospital with a bad case of pneumonia, and I don’t know what to tell our four-year-old son, Jeremy. It’s been six days since the kid has seen his mother, and he’s starting to ask a lot of questions about what’s going on. I haven’t told him much at this point because I don’t know how he’ll handle it. I don’t want to scare him. A. Your wife has been quite ill, and Jeremy is wondering about her.

B. You feel unsure of what you should say to Jeremy. You don’t want your explanation to frighten him. C. I see what you’re saying, and I can understand why you’re concerned. D. Because you’ve recognized the need to appropriately address Jeremy’s confusion, you’re nervous about what to say to him. I know of a program that specializes in working with families who have a member in the hospital, and I’m sure they would be willing to speak with you about Jeremy. Discussion of Options A. Your wife has been quite ill, and Jeremy is wondering about her. • Although this factual reflection is correct, it focuses on the person’s wife and son. Keeping your remarks centered on the client is more likely to facilitate the communication of empathy and warmth. B. You feel unsure of what you should say to Jeremy. You don’t want your explanation to frighten him. • By offering this accurate reflection, you are fostering an effective working relationship between you and the client. C. I see what you’re saying, and I can understand why you’re concerned. • Saying that you “see” and “understand” does not demon-strate empathy. D. Because you’ve recognized the need to appropriately address Jeremy’s confusion, you’re nervous about what to say to him. I know of a program that specializes in working with families who have a member in the hospital, and I’m sure they would be willing to speak with you about Jeremy. • Making promises on behalf of others is risky. A more responsible approach is limiting yourself to commitments that you (or your organization) are capable of fulfilling. 9. I’ve just never had to deal with anything like this before. My wife is so sick, and I’m trying to be there for her. But my son needs me, too. I want to make this whole ordeal as easy on him as I can, but I’m not quite sure how to do that.

A. Trying to provide support for your wife and son has you fac-ing tasks that are new for you and that are very demanding. B. You’ve never had to go through anything like this, with your wife so sick and with Jeremy needing you to make things easy on him. C. What are you going to do about Jeremy? D. It probably would have been better to have been honest with Jeremy from the start. Now you’re trying to make amends by looking for the best way to discuss the subject with him. Discussion of Options A. Trying to provide support for your wife and son has you fac-ing tasks that are new for you and that are very demanding. • By using fresh words to accurately reflect your client’s predicament, you convey empathy and warmth. B. You’ve never had to go through anything like this, with your wife so sick and with Jeremy needing you to make things easy on him. • Parroting the person’s message fails to demonstrate empa-thy. C. What are you going to do about Jeremy? • The client just explained to you that he is unsure of how to handle Jeremy. By disregarding that message, your com-ment communicates inattention and a lack of empathy. D. It probably would have been better to have been honest with Jeremy from the start. Now you’re trying to make amends by looking for the best way to discuss the subject with him. • Criticizing your client may lead to defensiveness on his part. 10. I wish there was someone to help me with all of this. I feel so helpless. . . . I can’t make my wife better. I can’t calm Jeremy’s fears. I’ve been doing what I thought was right, but I don’t think it’s been enough. A. The efforts you’ve been making on your own seem insuffi-cient, and you long to do more. B. Since your best efforts haven’t met the needs of your family, you feel inadequate and completely overwhelmed.

C. Although you’ve been working hard to care for those you love, it’s been discouraging to find that your efforts haven’t worked better. D. Doing your best is all anyone can ask of you. Discussion of Options A. The efforts you’ve been making on your own seem insuffi-cient, and you long to do more. • Your empathic response is likely to foster rapport. B. Since your best efforts haven’t met the needs of your family, you feel inadequate and completely overwhelmed. • You’ve summarized the person’s thoughts and feelings, but your response leaves little room for hope. C. Although you’ve been working hard to care for those you love, it’s been discouraging to find that your efforts haven’t worked better. • This understanding remark is an effective surface feeling reflection that may contribute to a productive relationship with your client. D. Doing your best is all anyone can ask of you. • Making such a pat response does not show appreciation for the feelings of inadequacy the person has shared with you. 11. I want to spend more time with both of them. It’s really a letdown when I have to work late. On those days, I only get one hour to visit my wife at the hospital and barely an hour to play with Jeremy before getting him ready for bed. That’s just not enough time for my family. They need extra attention right now, and I need them, too. A. If being together is that important to you, then family-time needs to be the top priority in your life, at least while your wife is ill. B. What are some of the reasons for working overtime? C. There just aren’t enough hours in the day to spend the quali-ty time with your family that you desire. D. You value your time with your family, and it’s disappointing when you feel you’ve been shortchanged.

Discussion of Options A. If being together is that important to you, then family-time needs to be the top priority in your life, at least while your wife is ill. • An inappropriate way of attempting to assist your client with his concern is telling him what to do. Rather than giv-ing advice, help him work toward productive change by re-specting and encouraging his ability to find his own solutions. B. What are some of the reasons for working overtime? • The person’s answer to your question will yield information that is irrelevant to the present focus of the interaction. C. There just aren’t enough hours in the day to spend the quali-ty time with your family that you desire. • This response is devoid of the feeling conveyed in your client’s last remarks. Ignoring the person’s emotional expression may detract from an atmosphere of empathy and warmth. D. You value your time with your family, and it’s disappointing when you feel you’ve been shortchanged. • The feelings shared by the client are accurately captured in your empathic response. 12. (Imagine a low-flying helicopter prevented you from hearing the comments your client made in item 11. The person has stopped speaking and is now waiting for you to reply.) A. I didn’t hear what you were saying. Please tell me again what you just said. B. Go on. C. I see what you mean. D. (You remain silent.) Discussion of Options A. I didn’t hear what you were saying. Please tell me again what you just said. • Because of your honest response, the client is likely to per-ceive you as a genuine individual, and he probably will appreciate your efforts not to miss anything he has said.

B. Go on. • Although the client may continue, you will have damaged your credibility with the person if he guesses that you actu-ally did not hear his last remarks. C. I see what you mean. • This outright lie will result in significant negative conse-quences if the person does not believe you. D. (You remain silent.) • Your silence may become very awkward. 13. I feel better going to bed knowing that during the day I’ve spent plenty of time with my family. When I’ve had to cut back on being with them, I think we all feel down when the day is over. I guess what I’d really like is to find a way to be with them more, especially while my wife is hospitalized. A. You feel satisfied at the day’s end if a lot of your time was spent with your wife and son. B. Being with Jeremy and your wife is fulfilling for you, and you want to figure out how to have additional time with them. C. Your aim is to increase the amount of time with your family, especially while your wife is ill. D. When you don’t spend time with them, your wife and son also miss the contact. Discussion of Options A. You feel satisfied at the day’s end if a lot of your time was spent with your wife and son. • You have made an adequate surface feeling reflection, but you have missed a significant piece of information. The client’s goal, mentioned at the end of his comments, is an important point to reflect. B. Being with Jeremy and your wife is fulfilling for you, and you want to figure out how to have additional time with them. • Not only have you accurately reflected the person’s feelings, but you have captured the heart of his message as well. This effective response communicates understanding. C. Your aim is to increase the amount of time with your family, especially while your wife is ill.

• Although your reflection is accurate, you omit any mention of how the client feels. Letting the person know you under-stand his emotions, as well as his situation, will help to build a positive relationship. D. When you don’t spend time with them, your wife and son also miss the contact. • You are better off making a response that focuses on the client. 14. Spending more time with Jeremy might also help me to tell him about his mom. Maybe it’s not that I don’t know what to say to him, but that I haven’t found a good occasion to say it. I guess when I know we’re only going to have a little time together, I don’t want to spend it getting him worried over his mother. Rather than upset him, I’d rather just enjoy his company. A. On many days, you’ve only had an hour to play with Jeremy. B. The excuses you have for not communicating with Jeremy are that you would rather play with him and that the news regard-ing your wife would be anxiety provoking for him. C. You don’t feel having an honest conversation with your son is a good way to use your time with him. D. Not only would greater contact with your son be satisfying for you, but it might also provide a better opportunity for you to explain the situation to him. Discussion of Options A. On many days, you’ve only had an hour to play with Jeremy. • Reflecting only one small segment of the person’s remarks is not an efficient response. Instead, you should focus on the essence of the client’s message. B. The excuses you have for not communicating with Jeremy are that you would rather play with him and that the news regard-ing your wife would be anxiety provoking for him. • Saying that the client is making excuses for his behavior may prod him into creating rationalizations for his actions. By encouraging him to take a defensive stance, you are not facilitating a relationship that sets the stage for productive change.

C. You don’t feel having an honest conversation with your son is a good way to use your time with him. • Your judgmental response seems cold and critical. D. Not only would greater contact with your son be satisfying for you, but it might also provide a better opportunity for you to explain the situation to him. • Using a positive tone to reflect the person’s thoughts and feelings is likely to help the client continue addressing issues. The remaining multiple-choice items are with a different client. 15. For the past several years I’ve been working for the same pro-gram. I have gotten several promotions, so that I’m now an assis-tant manager at my facility. The organization has a manager posi-tion that will be opening up in another town, and I’ve been offered that job. It would mean more money and more responsi-bility, but it would also mean that I would have to move. And I’m not sure I want to do that. A. Thinking about moving has you distraught. B. A tough decision is confronting you. C. You’re confused about whether or not to take their offer. D. Right now, you’re not sure what you want to do. Discussion of Options A. Thinking about moving has you distraught. • Your attempt at empathy identifies a feeling the client has not expressed. B. A tough decision is confronting you. • This accurate reflection conveys understanding. Labeling the decision as “tough” has demonstrated your appreciation for the client’s dilemma, and because there was no specific feeling expressed by the client, your response is an appro-priate reflection of the circumstance the person faces. C. You’re confused about whether or not to take their offer. • The client has not expressed disordered or mixed-up think-ing that would indicate confusion.

D. Right now, you’re not sure what you want to do. • Although your reflection is accurate, it fails to contain enough fresh words. 16. In terms of my career, the new job would be an exciting oppor-tunity with quite a few challenges. The program I would be head-ing has been going quite well, and they are looking to expand it. Actually, I’m very flattered that they would ask me to be the per-son to take charge. On the other hand, during the past couple of years I’ve put a lot of time and effort into getting my place shaped up, and I would really hate to leave it after all of that work. A. What are you going to do? B. You’re thinking about sitting back and enjoying your place, rather than moving forward and accepting the opportunity you’ve been offered. C. You regret that pursuing this career opportunity would require new living arrangements. D. How much time do you have to decide? Discussion of Options A. What are you going to do? • You are jumping too quickly to deciding what to do. B. You’re thinking about sitting back and enjoying your place, rather than moving forward and accepting the opportunity you’ve been offered. • This comment is overly opinionated. It conveys the impres-sion that you believe the client should take the new job. C. You regret that pursuing this career opportunity would require new living arrangements. • By making this surface feeling reflection, you effectively communicate empathy. D. How much time do you have to decide? • Your question asks for information that is not necessary for you to have right now. 17. What if I left my place for the new position, and it didn’t work out? I would have made a pretty big sacrifice with little or nothing in return. Then there is the other side. If I don’t take advan-tage of this promotion now, who knows when I might get anoth-er chance to be the boss? I just wish I could be more certain that being manager for this program would actually work out. A. Accepting the new job would be easier if you were more con-fident about how long it might last. B. Since you’ve been successful with the organization to this point, it seems to me that you would probably be successful in the new position. C. Maybe you could commute to the new job so you wouldn’t lose your place if being manager fell through. D. You’re distressed about the possibility of moving. Discussion of Options A. Accepting the new job would be easier if you were more con-fident about how long it might last. • This nonjudgmental reflection enhances your chances for developing a positive relationship. B. Since you’ve been successful with the organization to this point, it seems to me that you would probably be successful in the new position. • By making such a biased remark, you are attempting to direct the client toward accepting the promotion. C. Maybe you could commute to the new job so you wouldn’t lose your place if being manager fell through. • Your suggestion is not needed at this point. D. You’re distressed about the possibility of moving. • Although you are trying to be empathic, there is no evi-dence to support your perception that the client is dis-tressed. 18. If I knew the job was going to last at least a year, I think it would be worth the risk. In fact, I don’t believe I really would be taking much of a chance if they gave me that long to prove myself. The operation is small enough that I’m pretty sure I could make any necessary adjustments if I had a year to implement them.

A. If there were assurances of having a year to work, you proba-bly would be willing to make the move. B. You’d be willing to accept the offer if you knew it would be good for at least twelve months. C. Given sufficient time, you’re certain you would be successful. D. It seems to me that being worried about leaving your place was just a smoke screen. Your real concern is whether you’ll be given enough time in the new position to prove yourself. Discussion of Options A. If there were assurances of having a year to work, you proba-bly would be willing to make the move. • You have accurately reflected the client’s position. B. You’d be willing to accept the offer if you knew it would be good for at least twelve months. • This reflection demonstrates your understanding of the client’s thoughts. C. Given sufficient time, you’re certain you would be successful. • Since the client is not certain of being successful, you have misunderstood the individual. D. It seems to me that being worried about leaving your place was just a smoke screen. Your real concern is whether you’ll be given enough time in the new position to prove yourself. • Your comment is unnecessarily confrontational. 19. What I need to do is press for a commitment that I will have at least a year to prove myself. If they would agree to a year, I think I would take the risk and make the move. And if they aren’t will-ing to give me a year, then I’ll probably just stay where I am. A. We have a managerial opening in our organization. I’ll bet they would give you a year, and you wouldn’t even have to move. B. Being denied the guarantee of a year would lead you to reject the offer. What might be some other consequences of asking for such an assurance and being turned down? C. Don’t you think you’d seem a little pushy if you made such a request?

D. Now that you’ve decided how to respond to the promotion offer, is there anything else you’d like to discuss today? Discussion of Options A. We have a managerial opening in our organization. I’ll bet they would give you a year, and you wouldn’t even have to move. • You probably are not being genuine when you make this comment, since you are unlikely to have the power to back it up. B. Being denied the guarantee of a year would lead you to reject the offer. What might be some other consequences of asking for such an assurance and being turned down? • The client has begun considering options and you have gone along by offering a reflection, then nonjudgmentally asking the individual to consider additional consequences associated with the course of action under discussion. C. Don’t you think you’d seem a little pushy if you made such a request? • Asking such a leading question implies a judgmental atti-tude on your part. D. Now that you’ve decided how to respond to the promotion offer, is there anything else you’d like to discuss today? • Such a response is premature. You still have some work to do with the current topic. 20. I don’t think there would be any negative repercussions resulting from me asking for a year to show what I can do. It seems to me that I could explain the reasoning behind my request so they would understand my need for such an interval. And if they decide not to give it to me, I still think they would see my view-point as being a reasonable one. A. Since you don’t perceive any drawbacks to this option, I would encourage you to request the twelve months. B. You don’t think there would be any negative repercussions resulting from asking for a year to show what you can do. C. You’re comfortable with the idea of asking for twelve months.

D. How would you ask for the time, and who would you talk to about it? Discussion of Options A. Since you don’t perceive any drawbacks to this option, I would encourage you to request the twelve months. • There is no need for you to take a position regarding this strategy. B. You don’t think there would be any negative repercussions resulting from asking for a year to show what you can do. • Remember to use fresh words. C. You’re comfortable with the idea of asking for twelve months. • Your comment accurately reflects what the client has com-municated. D. How would you ask for the time, and who would you talk to about it? • We recommend that you avoid asking multiple questions. Also, both of these questions ask for detailed information that is not necessary at this point. SHORT-ANSWER QUESTIONS Write your answer for each of the following questions. 1. According to this chapter, what characteristics are clients likely to want in their workers? 2. What three interpersonal skills, identified by Carl Rogers, help workers to develop positive relationships with clients? 3. Define empathy. 4. What “way of responding,” discussed in Chapter 2, tends to con-vey empathy? 5. Give an example of an instance in which you were empathic to another person, and describe how that individual responded to your empathy. 6. When interacting with a client, how might a “warm” worker behave? 7. A client is angry because a friend of a neighbor keeps parking her car in front of his mailbox, thereby preventing delivery of mail for that day. The client says, “The next time I find her car block-ing my mailbox, I’m going to slash her tires.” What is your response? 8. A married client tells you that there is a gun in her house, and that she has thought about using it on herself. Even after getting a commitment from her that she will not kill herself during the coming week, you are worried about the availability of the gun. In light of the chapter’s comments on warmth, discuss the appro-priateness of making the following statement? “For the time being, I believe it would be in your best interest for there not to be any guns in the house. So I would like you to talk to your hus-band about the presence of guns in your home, and ask him to remove the gun you know about, as well as any other guns that might be there. How would you feel about having such a conver-sation with him?” 9. With regard to instances in which you believe your personal dis-like for a client is likely to adversely affect your ability to do your job, what are appropriate responses discussed in the chapter? 10. Define genuineness. 11. The chapter discusses typical endeavors engaged in by genuine workers. Name those actions. 12. Think of worker behaviors that can hamper genuineness. Give an example of such an instance and describe its effect on the inter-action. POSSIBLE ANSWERS FOR SHORT-ANSWER QUESTIONS The answer-checking procedures remain the same as before. • For each item, compare your answer to the one we provide. • If you believe your answer is correct, you are done with that item. • With any question for which you believe your answer is incorrect, consider our answer and, if needed, review relevant portions of the chapter. Keep your original answer that you now think is incorrect, but add to it a response that you believe would be cor-rect. 1. We suggest that clients usually want workers to demonstrate the following: understanding of what they are thinking and how they are feeling; respect and caring for them; and honesty. 2. Carl Rogers identified empathy, warmth, and genuineness as essential skills for workers who want to develop positive relation-ships with their clients. 3. Empathy is understanding another individual and communicat-ing your understanding to the person. 4. Reflection is a good way to convey empathy. 5. One of us had a client who described his usual daily routine of going to work, not having enough tasks there to keep him busy, having no escape from listening to a radio station that he hated, and sharing a small office with a coworker who seemed to talk incessantly about the same topics. In response to the worker com-ment, “You dread going to work,” the client responded, “Yes. Exactly,” then continued sharing his work-related frustrations. 6. When with a client, a warm worker would do the following: de-monstrate respect for the person, whatever the individual’s be-havior; refrain from being judgmental when helping the client to consider consequences of actions; and maintain a demeanor characterized by interest and caring. 7. A possible response is, “What might happen if you slashed the tires on her car?” 8. Since your objective is to preserve the client’s life, we believe the response in question 8 is appropriate. 9. After trying to “go by the book,” if you find yourself unable to do your job effectively because you dislike the client, the following appropriate actions are discussed in the chapter: transferring the client to a coworker, referring the person to another organization, and discussing your reactions with a supervisor or with a profes-sional colleague. 10. Genuineness is meaning what you say. 11. Genuine workers do the following: they are natural; they admit when they do not hear or do not understand clients; and they make promises only when they can keep them. 12. In the film Man Trouble, a worker repeatedly uses the phrase, “I hear you,” then later demonstrates that he really hasn’t heard much at all when he calls a client by a name she has said she hates. One participant rolls his eyes at the gaff, and the maligned client gives the worker a look of disbelief. FILL-IN-THE-RESPONSE QUESTIONS Listed below are a series of client statements. For each one, write a worker response that you believe would be appropriate. 1. At work I just got my first performance evaluation, and I was very disappointed. My supervisor rated me as unsatisfactory on punc-tuality. And, since I’m still a probationary employee, that rating could cost me my job. 2. In the entire evaluation period, I was only late for work one time, and that was an emergency. My mother called that morning to talk about some trouble my brother was in. And I ended up talk-ing to him as well, so I didn’t get off the phone until the time I usually leave for work. I called to let my supervisor know what had happened and that I wouldn’t be on time. And when I got to work, there was no talk about me being late, so I thought there was no problem. But I guess now I’ve found out that family emer-gencies don’t count as legitimate reasons for being delayed. 3. I don’t know if it’s realistic for me to continue working there. Things are bound to come up so that I’ll probably be late other times. After all, I do have a life outside of work. But my supervi-sor doesn’t seem to recognize that. I think it’s unfair to penalize me for being human. And I think the way it was done was real-ly underhanded. 4. I know I’m not perfect. Like everybody else, I make mistakes. But when I do something wrong and don’t know it, I deserve to be told right then. A couple of months later I don’t want to be blind-sided with a negative write-up of my behavior. I take pride in my work, and I try to do a good job. And I’m definitely not accus-tomed to receiving documents that term my efforts unsatisfacto-ry. 5. Getting written up for unsatisfactory performance certainly isn’t something I want to go through again. But I’m not quite sure what to expect if I stay with this job. I don’t know if my punctu-ality really was unsatisfactory or if maybe giving new employees an unsatisfactory rating on something is a standard practice that allows the organization to get rid of a probationary person they don’t want to keep. 6. I guess it’s possible I’m reacting too strongly. Maybe I need to find out more about how performance ratings are used in the organization. I do like working there, and I would prefer to stay if I could believe that my boss will be fairly evaluating my efforts. POSSIBLE ANSWERS FOR FILL-IN-THE-RESPONSE QUESTIONS For each response opportunity, there are many possible correct answers. We list two, and, as in the previous chapter, we suggest you use them in the following manner. • Look at our two answers and think about them. • Consider relevant material covered in the chapter. • Read the client statement again, then immediately read your answer and the two options listed here. • Write another response that you believe might be an improve-ment on your first effort. (Do not use any of the feeling words that appear in the following responses. Instead come up with other fresh and accurate words that identify how the client is feeling.) • Repeat this procedure for each of the remaining items. 1. • Getting the poor rating was discouraging. • It was disheartening to receive the negative evaluation. 2. • Since you thought the issue of arriving late that day had been resolved, you were surprised when it resulted in the unsatis-factory evaluation. • Providing support to your family that day unexpectedly dam-aged your performance rating. 3. • You feel betrayed by your supervisor’s actions. • You’re angry at your supervisor. 4. • Being described as unsatisfactory embarrasses you. • You feel hurt by the report. 5. • You’re uncertain about the true meaning of the evaluation. • The actual significance of the rating is something you’re won-dering about.

6. • Feeling you can trust your supervisor is important. • Confidence in your supervisor is something you’d like to have. SUMMARY Productive change is more likely when you have positive relation-ships with clients. You promote such relationships when you are skilled in conveying empathy, warmth, and genuineness. Empathy is understanding the other person and communicating your understanding to the individual. And empathy is what you usu-ally communicate when you reflect. Warmth involves being respectful, caring, and nonjudgmental. But being warm should not prevent you from helping clients to consider the consequences of their actions, and it should not stop you from tak-ing steps necessary to preserve life. Genuineness requires that you come across as being honest and nat-ural. Clients must perceive you as being trustworthy in order for any of your other relationship-building efforts to be worthwhile.

Chapter 4 PROBLEM SOLVING

C lients often bring up problems they consider important and trou-blesome. One possible response is to tell them how to deal with the difficulties. As we discussed in Chapter 2, though, advice has a number of drawbacks: it may be rejected; the person may fail to suc-cessfully implement the suggestions; and telling the person what to do may foster an authoritarian atmosphere that encourages dependency. An alternative to giving advice is to engage clients in problem solv-ing. By helping them generate their own ideas for coping with chal-lenges, you foster two conditions that empirical research has linked to productive change: a collaborative working relationship (Levitt et al., 2016; Tryon, Birch, & Verkuilen, 2018) and autonomous decision mak-ing (Hopko et al., 2011; Julien, Senécal, & Guay, 2009; Koestner, Powers, Milyavskaya, & Carbonneau, 2015; Vansteenkiste et al., 2004). Other researchers have found that people experience improve-ment in emotional well-being when they focus on coping with prob-lems (Bell & D’Zurilla, 2009; Eskin, Ertekin, & Demir, 2008; Hollo-way, Xie, Sturrock, Lamoureux, & Rees, 2015; Malouff, Thorsteins-son, & Schutte, 2007) and succeed in implementing internally-moti-vated plans (Kashdan & McKnight, 2013; Koestner, Lekes, Powers, & Chicoine, 2002; Sheldon & Houser-Marko, 2001). Collaborative prob-lem solving can also result in what Bandura (1997) calls a mastery experience. Clients who believe they have successfully coped with an issue in a supportive nonauthoritarian context have increased confi-dence and motivation to deal with additional problems. Furthermore, clients who engage in problem solving learn a skill they can apply during future coping efforts.

We are using the term “problem solving” because it is a phrase that most people understand, and it is a topic for which a body of evidence exists. The point has been made, though, that clients may view the term “problem” as an unpleasant way of conceptualizing what is hap-pening (Pichot, 2001). As you read the material that follows, note that when talking with clients there is no need to use the terms “problem” or “problem solving.” For example, we would never ask clients, “What is your problem?” Instead we prefer more neutral questions such as, “How are things going?” or “What is on your mind today?” Although there are many approaches to problem solving (Flora & Brawley, 2013; McClure, Nezu, Nezu, O’Hea, & McMahon, 2012; Richard, 2003), one possibility is to think of the process as involving three phases: (1) exploring thoughts and feelings, (2) considering alternatives, and (3) developing plans. By engaging clients in those steps, you help them gain insight and prepare personally meaningful plans for change that they can use to cope with challenges. Let’s now take a closer look at how to facilitate such outcomes. EXPLORING THOUGHTS AND FEELINGS The exploration phase involves you and the client developing a shared understanding of both challenging circumstances and emo-tions associated with those situations. Opening up and freely releasing one’s thoughts and feelings sometimes is referred to as ventilation. So, if you hear staff members talk about a client having “vented,” it sim-ply means the person engaged in the free-flowing expression of emo-tion-laden material. During the client’s initial revelations, patiently listen to the person. Focus on what the individual is communicating, and assume igno-rance. As a novice worker, it is easy to approach each client in a fresh manner. As you gain experience, however, you will begin to see recur-ring patterns in certain kinds of interactions. Using your accumulated observations to generate hypotheses is good, but jumping to conclu-sions is ill-advised. Rather than racing ahead and assuming you know what the client is going to say next, you need to stay with the person and understand what this individual is actually communicating. When discussing areas of concern, it is helpful to spend some time focusing on specific examples. You can address those concrete instances in a number of ways. You might do any of the following: reflect epi-sodes the client spontaneously describes; ask for an account of the most recent occurrence; request a description of a typical instance; or tell the client to pretend to be watching a video recording of the episode and to provide a detailed account of what the recording shows. In addition to exploring events that have occurred, there is also a need to focus on distressing emotions. Such feelings must be fully felt before they can be left behind. Occasionally, once is not enough and it may be necessary to have repeated discussions involving the same unpleasant emotions. When such repetition takes place, there usually is a gradual diminishing of distress as the client becomes more and more desensitized to the issues. Some individuals try to handle ongoing distress by sweeping it under the rug. Attempting to hide unpleasant feelings becomes mal-adaptive when it leads to further difficulties, as the concealed issues begin interfering with the person’s life. For example, a review by Berry and Pennebaker (1993) indicated that health difficulties are more frequent among persons who do not reveal negative experiences than among individuals who confide in human service professionals. Results of empirical research indicate that being able to encourage the expression of intense negative emotions is a characteristic of skilled workers (Kivlighan, 1989). During your own interactions with actual clients, you probably will encounter individuals who commu-nicate unpleasant feelings in many ways, including crying. Conse-quently, you need to think about how you will respond when a person cries. Here is an approach to crying that we take. In the interviewing room there is a box of tissue accessible to the worker, but out of the client’s reach. If the individual begins to cry, the worker places the tis-sue box near the person and holds it until the client takes a tissue (then leaves the box near the individual). Moving and holding the box communicates that it is acceptable to cry. The worker then reinforces this non-verbal message with patient silence and accurate reflection. If a client brings up multiple areas to be addressed, there eventual-ly must be a narrowing of the focus. When this is the case, you can review the issues that have been raised, and then ask a question such as, “We can more closely examine any of these areas, where do you think we should start?”

Among the issues on which you choose to focus, there ought to be at least one that shows promise of being amenable to change. Rapid progress should be possible in that area. For example, when starting an intervention with the family of a behavior disordered child, getting ready for school in the morning is a common issue for an initial therapeutic focus. Although preparing for school rarely is the reason for which the family sought assistance, it usually is an area that is plagued with real difficulties. Reasons for selecting this focus include the following: you can count on it to occur five times during most weeks of the school year; the process is associ-ated with a number of easily measured tasks; you know each episode will be resolved one way or another within a brief period of time; and it is an issue with which therapists generally are able to help families make rapid progress. Once experiencing improvement in this area, the family members become convinced as to the value of therapy, and they become more motivated to work at implementing the insights they are achieving. Enhancing motivation is an important reason for selecting an issue in which quick progress is achievable. By seeing concrete evidence of improved coping, clients often experience increases in self-efficacy. They become more confident in their ability to address problems, and they become more committed to working with you in a productive alliance. Another facet of selecting issues on which to work is, in coun-seling terminology, ownership of the problem. Clients must perceive that they are, to some degree, responsible for the development of what they now want changed. If clients deny any role in the creation of the problem, it often is the case that they are unable or unwilling to bring about any meaningful adjustments in that area. For example, let’s say a husband enters counseling because of mar-ital difficulties with his wife. She refuses to see the therapist, so the ses-sions are only with him. He consistently accuses his wife of causing their problems, and he maintains that she must be the one to change. He believes all of his reactions to her are appropriate, and he is unwill-ing to modify anything he has been doing. With the wife not partici-pating in therapy, and with the husband refusing to own any aspect of the problem, there will be no progress toward improving the mar-riage. Frequently there are external conditions that clients would very much like to change but that they cannot influence. Nevertheless, being unable to modify the circumstances does not preclude progress in a different realm. Clients still can adjust the ways in which they respond to undesirable situations. Adaptive possibilities flourish when clients recognize that they can alter their own thoughts, feelings, and responses, no matter what others in their environment might do. (To avoid becoming part of the problem, you must be careful not to inad-vertently close doors by implying that particular distressing circum-stances make a client respond in certain ways. For example, it would be inappropriate for you to say to the person, “Your roommate makes you angry.”) Occasionally clients bring up problems that other people have encouraged them to address. If clients focus on those issues simply to please others or to relieve guilt, they often do not benefit from prob-lem solving. The process is more likely to be successful when clients tackle issues that are personally meaningful to them. According to a series of research findings, people work harder and make greater pro-gress when they focus on internally-motivated plans rather than on goals they think others want them to achieve (Sheldon & Elliot, 1998, 1999; Sheldon & Houser-Marko, 2001; Koestner et al., 2002). Re-search has also shown the increased emotional well-being that people experience after following through with their plans is even greater when they perceive that what they did was consistent with their own values and preferences (Kashdan & McKnight, 2013; Levitt et al., 2016; Sheldon & Elliot, 1999). Consequently, clients are more likely to benefit from problem solving if the worker, by exploring thoughts and feelings, can help them to identify issues that are personally important to them. During the exploration phase, a skilled worker tries to discover is-sues that clients are personally motivated to address and for which they accurately perceive some responsibility. Those are areas in which change can be facilitated. The exploration phase can continue as long as new information keeps emerging. But if you find the interaction is covering old ground that has already been adequately explored, it is probably time to move to the next phase of problem solving. By the end of the exploration stage, you and the client should have developed a clear understanding of the problematic circumstances and related feelings. And if it seems appropriate, you can summarize the issues that have been discussed. When recapping, you may find it helpful to include a statement such as, “You would like to (fill in the desires).” This type of comment pre-pares clients for the next phase of problem solving (considering alter-natives). It also gives them an opportunity to correct you if you have misunderstood their needs or their desire for change. CONSIDERING ALTERNATIVES Often there is a natural progression from the exploration phase to considering alternatives. If that is not the case, such as when problems are large and multifaceted, you may need to assist the person in select-ing areas on which to focus. Helping clients to divide concerns into manageable segments may be one of the most important forms of assistance you offer. Once a focus has been identified, the client and worker can begin thinking about alternatives. The objective of the alternatives phase is to consider in detail two or three promising options. Ultimately, this discussion involves clients identifying the likely consequences associated with each viable possi-bility. A preliminary step may be to help clients generate options. Two ways of getting ideas on the table are brainstorming and exploring a series of three questions. Brainstorming calls for clients to name multiple possibilities in rapid succession without critically evaluating any of them. Adoles-cents often like this technique because it allows them to make outra-geous statements that generate no more of a response from you than, “OK, what else could you do?” Either with or without brainstorming, another approach is to explore the following questions. • What have you tried? • What have you thought about trying? • Right now, as we are talking, what other possibilities come to mind? By using reflection and judicious interrogation, you start with the first area (What have you tried?). If there is still a need for viable options, you can move to the second topic (What have you thought about trying?). And, if necessary, you can progress to the third question (Right now, as we are talking, what other possibilities come to mind?). When beginning to address alternatives, it’s helpful to be specific. For example, if a client has expressed a desire to get more exercise, you might want to ask, “What have you previously done in order to increase the amount of exercise you get?” Or, you could use a reflec-tion-interrogation combination such as, “You would like to increase the amount of exercise you get. What have you tried in order to do that?” Occasionally, workers rush into considering alternatives before fully exploring the issues to be addressed. You will realize that you’ve rushed to the consideration of alternatives if you begin to ask, “What have you tried.” and you have difficulty filling in the rest of the ques-tion. If you find you are unable to ask an explicit question or to for-mulate a specific reflection-interrogation combination, you should return to the exploration of thoughts and feelings until the focus for the alternatives phase is clear to both you and the client. During the discussion of what has been tried, you acknowledge failed efforts, but the emphasis should be on what has worked, or on what might work with modifications. Although recent efforts tend to take center stage, it may also be productive for clients to describe ways they coped with similar episodes in the past. In addition to iden-tifying relevant coping efforts that might be used again, reflecting clients’ past successes may encourage them to believe they have the ability to deal with the current problem. If you have explored all three areas and there is still a need to gen-erate more options, another technique is to have clients describe how they have seen others handle such situations. Sometimes these discus-sions can produce worthwhile material, especially if the focus is on persons whom clients like or admire. Thinking about how others have successfully coped with similar problems may also raise clients’ confi-dence in their own ability to cope with the challenges. Having encouraged the client to generate options, there may still be other possibilities you believe should be discussed. If that is the case, you can suggest the ideas that have come to mind. When making such suggestions, supportive workers employ a style that is low-key and nonjudgmental. For example, you might say (if it is true), “Last month I was working with an individual in a similar situation. That person coped with the issue by . . . I’m wondering what you might think about trying something like that.”

For alternatives that are to be closely examined, the worker should encourage the client to describe the likely positive and negative out-comes associated with the idea. Positives include what might be gained by the action with regard to this and other issues, and nega-tives include what it might cost in terms of effort, resources, or lost opportunities. Such examinations should be open, with no pressure to make a snap decision on what course to take. Heath and Heath (2013) cite research indicating the best options tend to be ones that promote desirable conditions and prevent undesirable ones. The most mean-ingful conditions to promote and prevent are ones that will have important residual ripples well into the future. Another option-evaluation strategy described by Heath and Heath (2013) is to ask, “What would need to be true in order for this possi-bility to be a good idea?” Responses to that question can also lead to the idea of creating “rumble strips.” Most of us have been on roads that have rumble strips. Sometimes they are on the edge of a traffic lane, sometimes they are on the cen-ter line, and sometimes they are on the approach to an intersection. Their purpose is to get our attention and to encourage us to ask our-selves, “Is this what I want to be doing?” Within the context of prob-lem solving, rumble strips often are deadlines or other boundary markers, but there are many possibilities. For example, let’s say a young woman has decided to work on improving her relationship with her boyfriend. She has concluded that a tendency she needs to guard against is making negative assumptions about motivations for his actions. If working on the relationship is to be successful, she will need to avoid jumping to negative conclusions about motivations for his behavior. For example, if she finds herself believing he did not like a meal because he did not want additional servings, her negative attri-bution for his behavior could be a rumble strip for asking herself, “Am I inappropriately jumping to a conclusion that he did not like the meal.” There will be times when you know that an option being discussed has difficulties associated with it. On such occasions it is appropriate for you to share your information and for clients to consider those dis-advantages. Remember, though, clients are the ones who must accept or reject options, not you. Whether you agree or disagree with a course of action is of secondary importance (except in life-threatening situations). Instead, the decisions being made should reflect the funda-mental values and beliefs of your clients. As demonstrated by previ-ously cited research, clients experience more success and greater increases in well-being when they work on plans that are personally meaningful. One way of helping a client think through an option is to have the person role play an application of that possibility. In acting out the sce-nario, you can participate as a role player. But since you probably don’t know the absent participants, it is often better for them to be rep-resented by empty chairs. When a response is needed from an indi-vidual represented by a chair, one option is for the client to move to the chair and provide the appropriate comments for that person. Since role playing tends to bring in different perspectives and to make inten-tions concrete, processing such interactions after the role play often identifies issues needing discussion. Whether options are honed through role playing, information you provide, or general consideration of likely consequences, it may be appropriate to identify potential challenges associated with imple-menting a possibility under consideration. When an alternative ap-pears to be worth keeping, it may be productive to encourage the development of contingency responses. Such fallback positions are most necessary when the primary option is risky, but still deserving of a try. Of course, all options involve some risk, and the client cannot devel-op a specific response for every possible eventuality. Rather than at-tempting to anticipate an infinite number of occurrences, it is more realistic to focus on the most likely ones. And sometimes the best strategy is simply to help the person recognize that difficulties may arise and that adaptation may be necessary. When you do assist in the development of back-up positions, that activity can occur during the alternatives stage or during the third phase of problem solving, creating a plan. That is the phase you move to after considering the most promising possibilities. Hopefully, one or more of those options can become the basis for formulating a course of action.

DEVELOPING A PLAN In a problem-solving interaction, your efforts culminate in the development of a plan. Regardless of its makeup, the plan is a good one if it has four characteristics. • Negotiated. Rather than dictating courses of action, you ought to collaborate with clients so that plans develop out of a joint effort. It is more likely that the tasks will be consistent with the individ-ual’s personality, values, and attitudes if the plan is the result of collaboration, rather than being a mandate from the worker. The world’s leading expert on the client is—the client. Although the worker may be a crucial source of support, clients should be the ones to decide what options will work best for them. They should not leave the interaction feeling that they have been pressured toward a certain direction; instead they need to come away be-lieving they have chosen a course of action. As demonstrated by empirical research (Deci & Ryan, 1987; Lewis & Osborn, 2004; Patall, Cooper, & Wynn, 2010) and by clinical observations (Pichot, 2001), compared to coercion, perceived self-control has a variety of advantages, including less anxiety, more optimism, higher self-esteem, and—most importantly—greater persistence in attempting to implement the plan. • Focused in the present. Work on the plan should begin today or tomorrow, although components in the more distant future can also be included. • Specific. Concrete tasks are clearly described. There ought to be no doubt about what needs to be done or when an objective has been achieved. The plan should specify the responsibilities of each participant, including the client, the worker, the worker’s organization, and other sources of support. The plan should also include implementation strategies. Empirical research indicates that people are more successful at accomplishing their plans if they have established specific methods for implementing them, such as describing when and where they will carry out the tasks and how they will handle obstacles (Carraro & Gaudreau, 2011; Gollwitzer & Sheeran, 2006; Koestner et al., 2002; Toli, Webb, & Hardy, 2016).

• Realistic. It is likely, not just possible, that the client will engage in the tasks. If planned tasks are to be of any use, participants must be capable of following through with them. Having developed a plan, the client should verbally review its com-ponents. If omissions or misunderstandings become apparent, discuss those areas until there is a shared view of what is anticipated. The following dialog demonstrates how problem solving could be addressed in an interaction. Worker: What’s on your mind today? Client: Well, I have an upcoming problem, and I’m not exactly sure on how to handle it. Worker: Mmhmm. Client: For three years I was a dispatcher for a law enforcement agency, and then I returned to school last semester. I didn’t work last term, and I really need to get a job. So, I recent-ly accepted a position as a crisis intervention worker. This is going to be a new experience for me. As a dispatcher I helped get intervenors to the scene, but I wasn’t there my-self. Being a crisis worker will involve a new set of respon-sibilities for me. I’m not sure if I’m trained well enough to do crisis intervention, and I wonder if I will be able to han-dle it. Worker: Mmhmm. Client: I start next week, and I feel that other than my helping skills class, I have no real training in human services inter-vention. Although I have my dispatcher background and my class preparation, both of which helped me get the posi-tion, I don’t know if I will be able to do this new job. Worker: So you’ve worked as a dispatcher, but your duties did not involve face-to-face contact with people in need of help. You’ve taken a course in helping skills. And that, combined with your experience as a dispatcher, landed you the crisis worker position. Client: Mmhmm. Worker: But it’s scary to think about going into this new area. Client: Yeah really, because it’s going to be so different. In the past I’ve mainly helped to arrange some sort of physical intervention, and now I will be expected to deal with emotion-al problems. It’s different from being a dispatcher where we could say, “OK, we understand the problem. Here’s what we’re going to do.” The crisis job will be something new. Also, they haven’t been real specific on what sort of orien-tation I’ll have. Worker: Mmhmm. Client: With my dispatcher job, I had a senior person who was with me as a guide for six weeks. But with the crisis job, I’ll only have a couple days of mentoring with another worker. After that, whatever happens to come up, I’ll have to deal with. Worker: Mmhmm. Client: I don’t know . . . I guess I’m worried about what they might want me to do. Am I going to get into situations that I can’t handle? Like, are they going to ask me to go out into the field and break-up domestic violence situations? In addition to outreach—which means going to the client’s location—the program does both telephone and walk-in intervention. So, if I have some highly intoxicated person who walks into my office, how am I going to handle that? Worker: (Pause.) Well, you have a number of concerns with regard to this new position. One area is the difference between being a dispatcher and doing crisis intervention. As a dis-patcher you were directive and action oriented, and you’re thinking that might not be appropriate for a crisis worker. Then in terms of training, at the law enforcement agency you had a supervisor who was with you for several weeks to help you become acclimated to your new position, but that lengthy orientation period is not available at the crisis inter-vention program. And you’re uncertain about your ability to fulfill the expectations of the job. Since the modes of ser-vice involve outreach as well as walk-in and telephone con-tacts, you are worried about how you’re going to be able to cope with those new experiences. Client: Yeah . . . very worried because I really don’t know what to expect. I start next week. But I also have another concern. I’m a student, and I’m attending school full-time. Taking on this job means that budgeting my time is going to be a real problem.

Worker: Mmhmm. Client: As a crisis worker, I’ll be scheduled on all three shifts. So, I’m trying to plan for the shifts I’m going to be working. But I also have to study. I don’t want my grades to slip. Then there are the usual activities of daily living. Worker: Mmhmm. Client: So, I will really have to juggle my time. Worker: In addition to the uncertainties associated with making the transition from being a dispatcher to being a crisis inter-vention worker, you’re also anticipating time pressure with regard to all of the duties you have to perform. Client: Yeah, I tend to be a perfectionist. When I set out to do something, I want to do it the best I can. I don’t like to let things slide. I prefer to stay on top of what’s going on. And I’m hoping I’ll be able to do that. Worker: (Pause.) But you believe there may be a possibility that you won’t live up to the high expectations you have for yourself? Client: Well, sure. I mean, there is only so much that one person can do in a twenty-four-hour day. I’m concerned that I might let myself down, let my employer down, and let down my professors at school. And I’m trying to get an aca-demic fellowship, so grades are very important. I don’t want to let them slide just because I’m working. But I need to work too. I mean, the bills have to be paid. So, yeah, it’s a struggle. Worker: Part of the pressure that you’re experiencing is related to balancing your daily needs with the demanding expecta-tions you have for yourself. Client: Right, mmhmm. Worker: Let’s review what we’ve covered. You’re making the shift from having been a dispatcher to being a crisis worker. You will be starting a new position in which the orientation peri-od will be shorter than in the law enforcement job you had. You have questions about the nature of the work you’re going to be doing, and you have worries about the time pressure that you’re putting on yourself. Client: Right, yeah. Yeah, that’s it. Worker: Other issues that you’d like to bring up? Client: No, those are my main concerns right now.

Worker: All right. (Pause.) We’ve identified a number of areas on which we might focus. One is the transition from dispatch-ing to crisis work. Another area would be the specifics of the new position in terms of the training that you will have and the expectations that you’ll face on the job. A third area to consider would be time pressure, especially as it re-lates to the need to maintain your academic performance. So of those three areas, which one might you like to start with? Client: The time. The time pressures. Worker: OK. You are going to school. Client: Mmhmm. Worker: You are now attending classes. Client: Mmhmm. Worker: And you will be starting a new job. Client: Right. Worker: What kinds of decisions are you faced with in terms of man-aging your time? Client: Well, I’m trying to prioritize. I want to do my best in every-thing, but when I have a limited number of hours for school, it is going to come down to how much time am I going to spend studying. The work schedule is something I don’t really have too much control over. Basically, they’ll tell me when I’m working, and I’ll have to be there. Worker: Mmhmm. Client: So that’s out of my hands. But for the other hours of the day, I’m just going to have to try to make a time budget. You know, like a financial budget. I could decide that cer-tain hours will be spent on studying and that other hours will be spent on homework. Worker: (Pause.) So your schedule at the crisis intervention center will pretty much be set by them. Client: Yeah. I mean, I think once I’m there for a while I may have some say in my schedule. Worker: Mmhmm. Client: But for right now, the schedule is more or less determined by them. Worker: OK. Client: So I will just have to work when they tell me to.

Worker: Mmhmm. And your class schedule is set. Client: Yeah, right. Worker: Other aspects of your time that have already been estab-lished by someone else? Client: Saturday is the day I try to do the laundry and the house-work. Worker: Mmhmm. Client: That’s about it. Worker: You have a couple of areas that are fixed. One would be your work schedule; the other is your class schedule. Client: Mmhmm. Worker: And you have a couple of more areas—studying and house-work—that might allow some flexibility. Client: Mmhmm. Worker: You said you were thinking of making a schedule that would allow you to keep track of what you need to be doing each day. Client: A schedule would be a reminder to me that, hey, this is what I need to be doing now. Worker: Mmhmm. Client: That might be helpful. Worker: (Pause.) You’ve thought about trying to develop a schedule to remind you of tasks you need to be doing. Client: Mmhmm. I’ve also thought about trying to get some private time and focus on what needs to be done. Worker: Mmhmm. Client: And say, “OK, this is the time for me to do my school work” or whatever it is I need to do. Worker: Mmhmm. Client: But that tends to create tension with my roommates. Worker: Mmhmm. Client: If I post a schedule, though, they can see it too. They can say, “This is your private time that you need for studying; we’ll leave you alone then.” Worker: Mmhmm. Client: So a posted schedule might work not only for me but also might allow us to get along better. Worker: You think that if you display the schedule, your roommates might read it and help you meet it.

Client: I think they would at least understand why I’m tucked away in my room; they wouldn’t think I’m doing it to avoid them. Worker: In the past, what other strategies have you used that again might be helpful for you in terms of managing your time? Client: Hmm. I don’t know if I’ve really tried anything other than just going at it as the time goes along. I mean, just trying to fit things in as I can. Worker: Plugging away. (Pause.) What else have you thought about trying? Client: Really, nothing else. I’ve never actually had a plan. Worker: OK. Client: That’s part of my problem. Worker: But you are working on a plan now. Client: Mmhmm. Worker: The idea you have come up with is to develop a schedule and to put it up so that both you and your roommates would see it. Client: Mmhmm. Worker: . . . so that hopefully things might go a little bit more smoothly when you need to have some time to yourself. Client: Mmhmm. Worker: Other ideas that come to you now in terms of how you might be able to manage your time? Client: Well, at my crisis job I will be given the freedom to read if it’s a slow night. If we don’t have calls and if we don’t have walk-ins, I will be allowed to do other work. Worker: Mmhmm. Client: It means I could do homework there if it was a quiet night. Now, of course, I won’t know that until it happens. But I can always take my homework with me, just in case it would be quiet so I could do it. Worker: You anticipate that there may be times at your job when you would be able to focus on your studies. It could happen, yeah. Client: Worker: So you’re going to be prepared by taking your school mate-rials with you in case some free time should develop. Client: Yeah. Mmhmm. Worker: All right. Other ideas that come to mind in terms of man-aging your time?

Client: No, not really. Worker: So, we’ve talked about two ideas: having a schedule, and taking your homework with you so that if you do have free time at work you could spend some effort on your academ-ic assignments. Client: Mmhmm. Worker: Other ideas that come to mind? Client: I think that’s all. Worker: You’re saying you would be comfortable with a schedule and with being prepared to do homework at work, if the opportunity arises. Client: Right. Yeah. Worker: So you have decided on two tasks: you will post a schedule and you will take your homework to work with you. (Pause.) Sometimes it’s helpful to work out a few details ahead of time and to think about challenges that might come up. For example, when will you have time to develop and post the schedule? Client: I actually have some free time tonight, and I have a com-puter program that I could use to develop a shell for the schedule. So I could make up the first schedule tonight and then use the shell to make a new schedule each week. Worker: When will you do the weekly schedules? Client: Well, I know that I won’t have to work Sunday evenings. So every Sunday night I could make a schedule for the week. Worker: So you’ll develop a form tonight that you can use to make a weekly schedule every Sunday night. Client: Right. Worker: What things might interfere with using the schedule? Client: Well when I tried to make a schedule a few years ago I would forget to look at it. Worker: So the schedule won’t be helpful if you don’t see it. Client: Right. Worker: What could you do to increase the chances that you’ll look at the schedule? Client: I could post it on my bedroom door. That way I’ll see it every time I go to my bedroom and my roommates will also be able to see it.

Worker: Posting the schedule on your door will serve a couple of purposes. Client: Yes. And I could ask my roommates to help me stick with the schedule. That way they’ll be reminded about it, and they’ll also help me stay with it. Worker: Well, you’ve worked out a number of details for how and when you’ll develop the schedule, and you’ve come up with a way to remind yourself about the schedule that will also get your roommates involved with helping you. Client: Mmhmm. Worker: Are there any other details regarding the schedule that we should address? Client: No. I think that’s it. I really believe the schedule is going to help this time. Worker: You’ve developed some strategies for implementing a schedule, and you’re feeling more confident that you will use it productively. Client: Mmhmm. Worker: The other idea was taking your homework to work with you in case you have some free time. What details should we address regarding that plan? Client: Worker: I don’t think I’ll have any problems with that. I’ll just have to remind myself to pack a bag with some homework before I leave for work. (Pause.) So, we have addressed the issue of time manage-ment. Client: Mmhmm. Worker: There were two other areas you brought up. One was mak-ing the transition from being a dispatcher to being a crisis worker. . . . Client: Mmhmm. Worker: And the other was the expectations associated with your new position in terms of the training you’re going to be hav-ing and the nature of the work you’ll be doing. Client: Mmhmm. Worker: Are there topics that you’d like to discuss with either of those issues? Client: Well, I don’t think so right now. I’m going to be starting this job next week. So maybe once I actually get into it and see what the orientation is going to be like and see what their expectations are going to be, I’ll know more about what the issues are. But I think my main worry was the time re-straints. Worker: OK. Client: Maybe I could see you next week after I’ve already had a couple days on the job. Worker: That would be fine. When would be a convenient time for you next week? Client: How about if we meet at the same time next Friday? Worker: So, that’ll be Friday at 10:00. Client: Mmhmm. Worker: And at that time, you will have gotten your feet wet. Client: Yeah, a little anyway. Worker: And by then a few of the work-related issues might be more concrete so that we could discuss them more fully. Client: Yeah, sounds good. Worker: For now, you have decided to use some strategies for time management. We talked about two specific plans. I’d like you just to review those for me. Client: Well, the first thing I need to do is make a schedule tonight and post it on my bedroom door so that not only myself, but my roommates can see that throughout the day these are the hours I’m going to be doing whatever, work, class-es, or studying. And I’ll ask my roommates to help me stick with the schedule. Also, when I go to work, take my home-work with me. If there’s a quiet evening, I can use some of that extra time to fit in homework. Worker: OK. And how are you feeling about that plan? Client: Good. Really good. Worker: So, you have two tasks: make a schedule and have home-work available at work. Client: Mmhmm. Worker: And we’re going to meet again this coming Friday at 10:00 in the morning. We can see how you are doing with your plan and also check-in with the situation at your new job. Client: OK. Sounds great. Worker: I look forward to seeing how things work out. Client: Yeah, me too. Thanks a lot

In this interaction the worker talked quite a bit, eventually speaking only slightly less than the client. It would also have been acceptable for the worker to have talked less. The converse, however, probably is not true. Significantly more talk from the worker may have constitut-ed too much input. Throughout the interaction, the worker relied on nonverbal expres-sions of interest (“Mmhmms”). The first verbal response by the staff member was a reflection (interrupted with an “Mmhmm” from the client) that recognized the nature of the situation and how the person was feeling. Next, the worker summarized the issues confronting the individual and the emotions associated with those pressures. The staff member then offered a reflection that recognized the existence of job-related uncertainties, as well as the issue of time pressure. The client’s lofty goals were the focus of the next two verbal responses. The worker asked a closed question intended to verify that the client feared being unable to live up to self-determined expecta-tions, and then reflected the essence of those expectations. At this point in the interaction, the staff member decided to focus the discussion more narrowly. To this end, the worker did the follow-ing: summarized the issues and emotions that had been discussed, asked if there were other topics the client wanted to bring up, specif-ically identified the three areas the person had described earlier, and asked which of those the individual wanted to start with. When the client chose time pressure as a topic in need of addition-al attention, the worker summarized the circumstances with regard to that issue, and next asked an open question intended to draw out spe-cific choices the person needed to make. The staff member encour-aged the discussion of time factors by using nonverbal expressions of interest, a brief verbal response (“OK”), four factual reflections, and an open question. During the exploration of time factors, the client mentioned the option of developing a schedule, and the worker then moved the prob-lem-solving process into the alternatives phase by using a factual reflection to reintroduce the topic of a schedule. The staff member supported the client’s positive comments about a schedule by offering frequent “Mmhmms” and two factual reflections. The worker continued with the consideration of alternatives by asking an open question about other strategies that had been helpful in the past. After reflecting the client’s response, the staff member asked an open question regarding what the person had thought about trying. The worker acknowledged the client’s responses with an “OK.” When the individual said that not having a plan was part of the problem, the staff member pointed out that they were in the midst of working on one, and then summarized the client’s idea of developing and posting a schedule. Next, the worker used an open question to draw out other options the client might have thought about trying, and then recognized the person’s responses through an “Mmhmm” and two factual reflections. In order to check for any further ideas, the client was thinking about, the staff member asked an open question regarding other ideas that might have come to the individual. When the client did not offer any more possibilities, the worker summarized the two options that had been discussed and encouraged the client to think about specific issues related to carrying out those ideas. To help the client develop implementation strategies for using a schedule, the worker asked four open questions and reflected the client’s responses to those questions. The worker asked a closed question to check for any other details that needed to be addressed and reflected the client’s increasing confi-dence in the plan. The worker then reminded the client about the idea of taking homework to work and asked an open question regarding its implementation. The staff member then reviewed the options and issues that had been covered, and asked a closed question to discover whether there were other topics the client wanted to explore. When the person responded that there might be an area that could best be discussed at a later date, the worker agreed, and then turned the focus to setting a time for a subsequent meeting and establishing an agenda for that session. (If there had been other areas to consider in the pre-sent meeting, the worker could have returned to the exploration phase of problem solving with regard to those topics.) At this point, the plan actually had been developed, so the staff member requested the client to review its two components. After the person’s summary, the work-er asked an open question to see how the client was feeling about the plan. Since the person indicated commitment to the two endeavors, the staff member brought the interaction to a close by naming the two tasks, verifying the subsequent meeting, reviewing the agenda for that meeting, and expressing interest in learning how events developed. This problem-solving interaction fulfilled its objective. The client came away with a plan that was negotiated, focused in the present, specific, and realistic.

Subsequent contacts with this individual would offer opportunities to monitor progress regarding implementation of the plan. Efforts intended to reinforce, refine, and expand coping efforts would be cru-cial, because in the final analysis, it is what clients do between interactions with you that matters most. We must not lose sight of that fact. The ulti-mate objective of human services is to provide opportunities for clients to better cope with the demands they face. Facilitating client progress is the goal, and helping skills are only a means to that end. MULTIPLE-CHOICE QUESTIONS Items 1–7 involve one client; questions 8–15 concern a second indi-vidual; and items 16–24 focus on a third person. Your instructions are the same as in the previous chapters. • For each of the following client statements, choose the response or responses you believe would be appropriate. (Several items have more than one correct answer.) • Indicate your selections in writing. • Read the discussions of all four options. • If you are correct, go to the next item. • If you are incorrect, think about the explanations and, if neces-sary, review relevant portions of the chapter; then, once you bet-ter understand the issues, proceed to the next question. 1. I have had it with my roommate. She is the biggest slob. She leaves her clothes everywhere and never, I mean never, picks-up after herself. I don’t have the extra time to clean up her messes just because she feels like being lazy. I have enough to worry about! A. Your roommate sounds like an inconsiderate person. B. What have you tried in the past to get her to change? C. The sloppy habits of your roommate are frustrating. D. Being a busy person, you’re unable to keep the place clean by yourself.

Discussion of Options A. Your roommate sounds like an inconsiderate person. • This comment puts the focus on the roommate rather than on the client. B. What have you tried in the past to get her to change? • It is inappropriate to call for a discussion of options so early in the interaction. You should first explore the client’s thoughts and feelings. C. The sloppy habits of your roommate are frustrating. • Your response gets the exploration phase off to a good start by accurately reflecting the client’s feelings about her room-mate’s inconsiderate behavior. D. Being a busy person, you’re unable to keep the place clean by yourself. • You ignore the client’s strong feelings by focusing only on facts in your reflection. It misses the heart of what the client has said. 2. I’m sick of having to do everything. I wash the dishes and do the cleaning. And her clothes will stay on the floor for days unless I pick them up. It’s too much. She doesn’t help at all! But she is my friend, and I care about her. I don’t want to lose her friendship over this. A. Although you’re very irritated with her, you’re not ready to give up on the relationship. B. You still want to be her friend, but because of her insensitive behavior, you question whether she wants to be your friend. C. You like her, but you hate her messiness. D. How have your roommate’s habits affected the relationship between you? Discussion of Options A. Although you’re very irritated with her, you’re not ready to give up on the relationship. • By reflecting the client’s feelings and thoughts, you are con-tinuing to explore the problem.

B. You still want to be her friend, but because of her insensitive behavior, you question whether she wants to be your friend. • The client has not expressed this sentiment. Perhaps such material eventually will come out, but for now, you are assuming too much. C. You like her, but you hate her messiness. • You encourage further exploration by making this accurate surface feeling reflection. D. How have your roommate’s habits affected the relationship between you? • With this response you move away from the client’s dis-tressing feelings. For the time being, it is better to stay with those emotions in order to encourage a full airing of con-cerns, which gives the client a chance to vent her feelings. 3. The difference in our approaches to keeping up the place is real-ly putting a strain on us. I’m worried that, if these circumstances continue, our friendship will be permanently damaged. A. Have the two of you been friends long? B. How do you feel about telling your roommate what’s bother-ing you? C. You worry that if these circumstances continue, they will per-manently damage your friendship. D. You fear your relationship may be at risk. Discussion of Options A. Have the two of you been friends long? • This closed question asks for unnecessary information and moves away from the person’s distressed feelings. B. How do you feel about telling your roommate what’s bother-ing you? • You are indirectly suggesting that the client should com-municate her feelings to the roommate. By offering this ad-vice, you discourage the person from generating options herself. C. You worry that if these circumstances continue, they will per-manently damage your friendship.

• Your reflection is accurate, but it does not use fresh words. Simply repeating the client’s phrasing suggests minimal involvement on your part. D. You fear your relationship may be at risk. • This reflection demonstrates that you understand both the problem and the client’s emotions. 4. I feel like my roommate and I have to work this out now because I can’t handle it anymore. I want to resolve the matter so that her sloppiness changes, but our friendship doesn’t. I’m just not sure what to do to make that happen. A. You have nowhere to turn. B. So, a task for us would be to figure out how to get things mov-ing in a positive direction. C. What are some areas in which you and your roommate get along? D. Tell me how you think you are going to resolve these issues with your roommate. Discussion of Options A. You have nowhere to turn. • You are incorrectly implying that the client has no options. B. So, a task for us would be to figure out how to get things mov-ing in a positive direction. • Your comment picks up on the client’s desire for positive change and focuses the discussion on productive coping. C. What are some areas in which you and your roommate get along? • Difficulties between the client and her roommate are the current focus of the interaction. It is better to stay with that topic, rather than shift the attention to a new area of dis-cussion. D. Tell me how you think you are going to resolve these issues with your roommate. • You ask the client to solve the problem without the benefit of considering various alternatives. Brainstorming and the three “What” questions discussed in the chapter are more realistic ways of generating options. In addition, since “these issues” is vague phrasing, the client may not know how to respond. 5. I do value the friendship we share, but her clutter makes me so mad. Something has to change. It can’t go on like this. I just don’t know what to do or say next. A. You’d like to get things moving forward. B. Don’t you think your roommate knows how her habits are affecting you? C. But you do believe that action is necessary. What have you tried in the past to resolve the messiness issue with your room-mate? D. I’m sure we can work this out without you losing your room-mate as a friend. Your fundamental relationship is so strong; I’m certain it can weather this storm. Discussion of Options A. You’d like to get things moving forward. • Although accurate, you just made a very similar reflection. Repeating the same idea is unlikely to elicit new thoughts or feelings from the client. B. Don’t you think your roommate knows how her habits are affecting you? • This is a leading question that focuses on the roommate. C. But you do believe that action is necessary. What have you tried in the past to resolve the messiness issue with your room-mate? • The client is now repeating herself and is not adding any new information. Consequently, it is time to move from the exploration stage to the alternatives phase of problem solv-ing. That change in focus is likely to occur because of your combination response. You have reflected her desire for change, and the focus for the alternatives phase is clear because of the explicit wording in your question. D. I’m sure we can work this out without you losing your room-mate as a friend. Your fundamental relationship is so strong; I’m certain it can weather this storm.

• Because you cannot guarantee this positive outcome, you have offered false reassurance. 6. Well, I’ve tried dropping hints to my roommate, some subtle, some not so subtle. But she’s just not getting the picture. I don’t know if she’s ignoring my hints or if she just hasn’t picked up on them. A. Do you believe clues are ever going to work or do you think you need another strategy? B. How did you expect your roommate to react to your hints? C. One strategy you’ve tried is to confront her in an indirect way. D. Although you have tried to point out her bad habits, your roommate doesn’t care how you feel. Discussion of Options A. Do you believe clues are ever going to work or do you think you need another strategy? • Remember that multiple questions can confuse communi-cation with the client. B. How did you expect your roommate to react to your hints? • Your question calls for further discussion on an option that the client has just described as being unsatisfactory. Concentrating on past failures is not likely to help the indi-vidual develop adaptive options. C. One strategy you’ve tried is to confront her in an indirect way. • This is an accurate reflection that does not dwell on the negative. D. Although you have tried to point out her bad habits, your roommate doesn’t care how you feel. • You are making an assumption about the client’s roommate. 7. The innuendoes didn’t work at all. I guess I should have tried a different approach. A. What else have you thought about doing? B. Do you think anything is really going to work? C. Don’t be disappointed about the decision you made.

D. You attempted indirect suggestions. What else have you con-sidered? Discussion of Options A. What else have you thought about doing? • You are moving the discussion away from past failures by encouraging the client to explore other possibilities she has considered. B. Do you think anything is really going to work? • Your disheartening closed question does not facilitate prob-lem solving. C. Don’t be disappointed about the decision you made. • Telling the client how not to feel is an ill-advised response. It implies the individual’s present frustration is unimpor-tant. D. You attempted indirect suggestions. What else have you con-sidered? • This combination response facilitates continued examina-tion of options. Another client is interviewed in items 8–15. 8. My supervisor just changed a policy at work, and it’s making my job impossible. His modification is unnecessary, and it’s doing a lot more harm than good. A. But you still feel the job is worth keeping. B. You’re really unhappy about the new procedure. C. I had a supervisor like that once. It was a frustrating experi-ence. I can tell you how I handled the situation if you would like. D. Your boss isn’t doing his job very well. Discussion of Options A. But you still feel the job is worth keeping. • You are assuming the client already has considered quitting as an option and has discarded that possibility. But there is nothing in the person’s remarks to support your conclusion.

B. You’re really unhappy about the new procedure. • By reflecting how the client feels about the change at work, you show you have been listening attentively. This is a pos-itive beginning to the exploration stage. C. I had a supervisor like that once. It was a frustrating experi-ence. I can tell you how I handled the situation if you would like. • The client has not come to discuss difficulties you’ve had. At this point in the interaction, there is no need for such self-disclosure from you. D. Your boss isn’t doing his job very well. • By commenting on the supervisor, you have moved the spotlight away from the client and onto the boss. Rather than shifting attention to persons who are not present, it is better to focus on the individual in front of you. 9. I don’t know where he comes up with these schemes. The new rule doesn’t even make sense. It’s ridiculous. A. The new directive seems unnecessary to you. B. Tell me how the change is affecting you. C. What would you do if you were the supervisor? D. This new policy came out of nowhere, and it is creating havoc in your workplace. Discussion of Options A. The new directive seems unnecessary to you. • The person is likely to continue exploring issues in response to your reflection. B. Tell me how the change is affecting you. • By inviting such discussion, you are targeting the interac-tion on an area that needs to be examined. C. What would you do if you were the supervisor? • Requesting this speculation moves the interaction too quick-ly into the alternatives phase. D. This new policy came out of nowhere, and it is creating havoc in your workplace. • This is an inaccurate reflection and assumes much more than the person has said.

10. I’m the evening manager at a grocery store. The new policy states that employees can work only in the department they’re hired for. So if a cashier calls in sick at the last minute, I can’t grab some-one else in the store to fill in. This really puts me in a bind. Work backs up, and I end up staying two or three hours past the end of my shift. A. It sounds like there have already been some times when you became frustrated with the results of the new instructions. B. You want the supervisor to turn control of the employees over to you. C. Is there anything you can do about this aggravating job restriction? D. Accomplishing your managerial tasks has become difficult. Give me an example of an instance when the new rule inter-fered with your job. Discussion of Options A. It sounds like there have already been some times when you became frustrated with the results of the new instructions. • Your reflection recognizes the person’s feelings and suggests you would like to hear about a recent problematic episode. B. You want the supervisor to turn control of the employees over to you. • Although this observation may be true, it is not an accurate reflection of what the client just said. C. Is there anything you can do about this aggravating job restriction? • Asking clients to think of options before fully examining their circumstances and emotions is an unproductive ap-proach to problem solving. D. Accomplishing your managerial tasks has become difficult. Give me an example of an instance when the new rule inter-fered with your job. • At this point the client has not fully described the circum-stances at work. The nature of that situation will become clearer because of your combination response that requests a description of a specific incident.

11. About two weeks ago, a cashier hurt her back one hour before clock-in time. No one I called could come in to take her shift on such short notice. Before the new policy, I could just grab a spare shelf stocker, someone from the deli, or maybe a bagger. Within a few minutes I’d have them on the register line. But not on that night! My supervisor had his eye on me to make sure I would enforce the new rule. That left me stuck cashiering when cus-tomer lines got too long. I was able to get the cash books done, but when it was time to go home, I still had to tally the stamp, lotto, and gift certificate receipts, plus make the night deposit. I got home three hours late. And the next evening I had a repri-mand in my box for working too much overtime. I can’t win! A. The new guidelines don’t seem realistic when it comes to the actual demands of your job. Consequently, you find yourself feeling trapped and exasperated with regard to your boss’s expectations. B. So you’re pretty much stuck because of this new policy. It sounds like whatever you do, there are going to be problems with the action you take. C. It seems like this whole problem could have been avoided if your supervisor had talked with you before changing the pol-icy. D. What did you do in response to the reprimand? Discussion of Options A. The new guidelines don’t seem realistic when it comes to the actual demands of your job. Consequently, you find yourself feeling trapped and exasperated with regard to your boss’s expectations. • This reflection effectively summarizes the person’s situation and feelings. B. So you’re pretty much stuck because of this new policy. It sounds like whatever you do, there are going to be problems with the action you take. • You assert that a good solution does not exist. Such an atti-tude on your part is not likely to facilitate problem solving. C. It seems like this whole problem could have been avoided if your supervisor had talked with you before changing the policy • Your credibility will be damaged if you are incorrect. And because this analysis is not needed to solve the immediate problem, you take an unnecessary risk by expressing such an opinion. D. What did you do in response to the reprimand? • There would be no difficulty with this open question if you had first made a reflection to demonstrate your under-standing of the thoughts and emotions the client just shared. 12. That pretty much sums it up. And I don’t know what to do about it. I haven’t tried anything because I can’t think of what to do. I’ve been racking my brain for days, and I still can’t come up with any ideas. That’s why I came to you. I figured you would have some answers. A. Then you haven’t spoken to your supervisor directly. It seems to me that’s the first thing you should do. A one-to-one con-versation could help to clarify the issues. B. I’m sorry. I don’t know how to help you. C. Well, I can’t tell you what to do. D. Sometimes it is helpful to look at what other people have tried in similar situations. How is the day-shift manager dealing with the new policy? Discussion of Options A. Then you haven’t spoken to your supervisor directly. It seems to me that’s the first thing you should do. A one-to-one con-versation could help to clarify the issues. • A supportive worker’s role is not to give advice. Instead of saying what the individual should try, it is better to engage the person in a problem-solving process that helps the client create a solution. B. I’m sorry. I don’t know how to help you. • Brainstorming and other techniques can help to generate options during the alternatives phase. Consequently, this response is inappropriate. C. Well, I can’t tell you what to do. • Although you may be right, making such a comment will not promote the problem-solving process.

D. Sometimes it is helpful to look at what other people have tried in similar situations. How is the day-shift manager dealing with the new policy? • The client’s statement provides answers to all three “What” questions of the alternatives phase. But because of your response, a new resource for developing alternatives is now available. The person can use your comment as a spring-board for generating new ideas. 13. I’ve really only observed the day manager once when she was in the midst of a similar crisis. She had the supervisor himself filling in! It was a riot to see the boss running the register, bagging gro-ceries, and doing other odd jobs. I don’t know how she got him to do it. A. She probably asked him, don’t you think? B. Seeing him in those roles was amusing. What other thoughts do you have about the supervisor substituting for absent em-ployees? C. Let’s take a look at some other possibilities that might be available. What else has the day manager tried? D. That sounds like a unique arrangement. I also wonder how she did it. Discussion of Options A. She probably asked him, don’t you think? • Asking a leading question is unlikely to generate a produc-tive reply from the client. B. Seeing him in those roles was amusing. What other thoughts do you have about the supervisor substituting for absent employees? • After reflecting the person’s comment, you ask the client to share more thoughts about the boss lending a hand. Your request is likely to result in further consideration of this alternative. C. Let’s take a look at some other possibilities that might be available. What else has the day manager tried? • Your question directs attention away from using the super-visor as a last-minute replacement. Getting the boss involved is a viable option and should not be shunted aside by changing the interaction’s focus. D. That sounds like a unique arrangement. I also wonder how she did it. • In a vague way, you have asked the client to consider the other manager’s solution. There is a better response listed in this group. 14. I liked it. I was surprised at first, but he seemed to fit right in with the other employees. It looked like a few workers were giggling at the boss’s efforts, but overall, I think he was doing an OK job. Maybe I ought to try the same thing with him. A. You’re thinking of seeking some help from him yourself. How might you go about doing that? B. So this is the option you’ve settled on. Let’s figure out how you would go about doing it. C. Obtaining the supervisor’s assistance when you are short-handed seems like it might be an idea worth considering. D. The boss’s participation shocked you. Discussion of Options A. You’re thinking of seeking some help from him yourself. How might you go about doing that? • Your combination response recognizes the client’s thoughts and requests further information on the topic. B. So this is the option you’ve settled on. Let’s figure out how you would go about doing it. • There may be other alternatives to be evaluated before deciding on which ones to use. And making that final selec-tion is the client’s responsibility. C. Obtaining the supervisor’s assistance when you are short-handed seems like it might be an idea worth considering. • You have accurately reflected the client’s sentiment, thereby encouraging the person to continue evaluating this option. D. The boss’s participation shocked you. • Reflecting only a minor aspect of the client’s remarks does not demonstrate attentive listening. In order to communi-cate your understanding of the person’s message, you should summarize the essence of the message. Because the material you reflect also directs the focus of the interaction, try not to become sidetracked by secondary issues. 15. I’m still not sure what Iwould actually do. I think using the boss is a great move. And it certainly seemed to work for her. But I wonder how she convinced him to help out. A. I imagine all she did was tell him she needed his help. B. You can’t figure out what she did to get the boss involved. C. Getting your boss to work alongside the staff appears to you like it would be an option worth examining. D. How might you find out what she did? Discussion of Options A. I imagine all she did was tell him she needed his help. • Allow the client to consider possible strategies rather than cutting off such efforts by expressing your opinion. B. You can’t figure out what she did to get the boss involved. • This reflection is accurate, but it does not encourage the person to develop ideas about how to achieve similar re-sults. C. Getting your boss to work alongside the staff appears to you like it would be an option worth examining. • You reflected similar material in question 14. Making virtu-ally the same statement twice in a row may not be very use-ful, since the second comment probably will fail to gener-ate new ideas or expressions from the client. D. How might you find out what she did? • You are giving the individual an opportunity to explore a path that may lead to recruiting the supervisor’s help. Perhaps as the person investigates this option, some work-able alternatives will emerge. The remaining multiple-choice items involve a client in his second interaction with the worker. During the first session this person had expressed frustration and anger toward his landlord, who recently had doubled the rent. In addition to airing his dislike of the landlord, the arrangements. The plan he developed was to look for available apart-ments by checking online listings. 16. Nothing has really changed since last week. I still have to pay twice the rent if I want to stay where I’m living. I have two weeks left before I have to decide whether to accept the new lease agreement or to decline the contract and move out. I checked online again for other apartments, but everything I found was either too expensive or too far away from my job. A. You’re still facing the dilemma of whether or not to stay in your apartment. With regard to the possibility of moving else-where, you’ve looked online, but so far you haven’t found a good match. What other efforts have you made? B. You’ll be forced to make a choice one way or the other very soon. The earlier you make up your mind, the more time you will have to prepare for the implementation of your decision. C. You mean in all of those listings there wasn’t a single apart-ment that you could have considered? D. I’m sorry you aren’t having any luck. It’s tough to find an apartment these days. Discussion of Options A. You’re still facing the dilemma of whether or not to stay in your apartment. With regard to the possibility of moving else-where, you’ve looked online, but so far you haven’t found a good match. What other efforts have you made? • Your combination of a summary and a “What” question have quickly focused the interaction on the alternatives phase of problem solving. Since the exploration phase for this topic was completed during the last session, and the same issue is the focus of the current session, the timing of the response is appropriate. B. You’ll be forced to make a choice one way or the other very soon. The earlier you make up your mind, the more time you will have to prepare for the implementation of your decision. • Advising your client on how he should respond to his predicament is not the best way to help. Instead, guide him through the problem-solving procedure so he can learn to apply the same process in future decision-making situations. C. You mean in all of those listings there wasn’t a single apart-ment that you could have considered? • This question takes a confrontational approach and is like-ly to elicit a defensive response. D. I’m sorry you aren’t having any luck. It’s tough to find an apartment these days. • A sympathetic comment is not what the person needs to facilitate his problem-solving efforts. 17. I spoke to the landlord yesterday to try and work out a deal. What a waste of time! He slammed the door on me before I even got a chance to make my proposal. How can anyone be so unrea-sonable? A. You were unable to get him to listen to your ideas. B. Sounds like he’s not a very friendly person. His response was rude and certainly was an overreaction. C. The attempt you made at a compromise was unsuccessful, and, if possible, you’re even more exasperated with him. D. I don’t know. You would think he would be more cooperative. After all, you’ve been a good tenant so far. It seems like he should want to maintain your relationship. Discussion of Options A. You were unable to get him to listen to your ideas. • You ignore the client’s feelings. B. Sounds like he’s not a very friendly person. His response was rude and certainly was an overreaction. • This judgmental observation will not contribute to the problem-solving process. In addition, your comment focus-es attention on the landlord rather than on your client. C. The attempt you made at a compromise was unsuccessful, and, if possible, you’re even more exasperated with him. • You have accurately reflected the person’s remarks. D. I don’t know. You would think he would be more cooperative. After all, you’ve been a good tenant so far. It seems like he should want to maintain your relationship.

• It is unlikely there will be benefits from your well-meaning, but ineffective, comment. When selecting responses for this client, remember that problem solving is the goal of the interaction. 18. I’m furious at him! He’s really put me in a bind. I don’t see how to work this thing out. There’s no way I can stay in the apartment because I can’t afford it. And even though I know I have to move, finding a new place seems impossible. I don’t know where I could go. A. What are you going to do? B. Although you hate the way it has come about, moving some-where else seems to be what you’ve concluded you must do. You’ve been looking online for available apartments. What else have you thought about trying with regard to locating new living accommodations? C. Your landlord’s actions have left you no way out. It seems that whatever you choose to do, you lose. If you stay, you’ll prob-ably be evicted for not paying your rent. And at the present time, there’s really nowhere else you can go. D. I’m sure there are lots of things you could do. How about rent-ing a room in someone’s home, finding a roommate to split the costs, or moving in with a friend? Discussion of Options A. What are you going to do? • If the client had the answer to this question, he wouldn’t need to see you. B. Although you hate the way it has come about, moving some-where else seems to be what you’ve concluded you must do. You’ve been looking online for available apartments. What else have you thought about trying with regard to locating new living accommodations? • Your reflective comment recognizes the client’s anger, but it also focuses attention on his decision to move. By using the second “What” question, you direct the interaction back into considering alternatives.

C. Your landlord’s actions have left you no way out. It seems that whatever you choose to do, you lose. If you stay, you’ll prob-ably be evicted for not paying your rent. And at the present time, there’s really nowhere else you can go. • A positive tone and an emphasis on viable options are important for successful problem solving. Neither one of those factors is present in this counterproductive remark. D. I’m sure there are lots of things you could do. How about rent-ing a room in someone’s home, finding a roommate to split the costs, or moving in with a friend? • It is much better to encourage the person to generate his own options rather than suggesting ideas yourself. Your advice will not help the client to develop his own problem-solving skills, and it may foster a sense of dependency on you. 19. I’ve thought about driving through neighborhoods and looking for “for rent” signs. That would take a lot of time though. A. You’ve had good intentions, but so far you have made no progress on your apartment search. Now you’re under even more pressure than you were before. B. Searching for structures displaying rental signs is a strategy you’ve considered. What do you think about that possibility? C. You believe looking for posted rental signs isn’t worth your while. It would take a lot of effort that isn’t likely to pay off. D. Although potentially time consuming, looking for posted rental signs is another possibility. Discussion of Options A. You’ve had good intentions, but so far you have made no progress on your apartment search. Now you’re under even more pressure than you were before. • You have no recognition of the new alternative the client just suggested. And you are not likely to help him come up with a solution by pointing out his failure to solve the prob-lem. B. Searching for structures displaying rental signs is a strategy you’ve considered. What do you think about that possibility?

• You are likely to get further discussion of this option in response to your reflection-interrogation combination. C. You believe looking for posted rental signs isn’t worth your while. It would take a lot of effort that isn’t likely to pay off. • Your response discounts the option of looking for posted rental signs. If your intent is to foster effective problem solv-ing, you should keep all viable alternatives open until the client evaluates and selects which ones to use in formulat-ing a plan. D. Although potentially time consuming, looking for posted rental signs is another possibility. • Recognizing this option allows the client to discuss it further or move on to other ideas. 20. Driving around and looking for signs doesn’t seem very efficient, but I know several guys who actually ended up finding apart-ments that way. A. So it might be an approach worth considering. B. You’ve already said, though, that driving around seems like it would probably take more time than you really want to spend. C. You’re thinking that is the best strategy for you as well. D. No matter what you do, it’s going to be very difficult to find an affordable apartment in just two weeks. Discussion of Options A. So it might be an approach worth considering. • Your reflection encourages further examination of this alter-native. B. You’ve already said, though, that driving around seems like it would probably take more time than you really want to spend. • This response may encourage premature rejection of a potentially viable option. C. You’re thinking that is the best strategy for you as well. • Generating alternatives might stop as a result of your com-ment which suggests settling on this one option.

D. No matter what you do, it’s going to be very difficult to find an affordable apartment in just two weeks. • The negative attitude apparent in your statement could diminish the client’s motivation for dealing with the prob-lem. 21. I think I want to keep on searching online and also take some dri-ves looking for rental signs. If worse comes to worse, I could always move in with my sister until I find a place of my own. I’m pretty sure she would let me, although I haven’t really talked to her about it. A. Wouldn’t you feel like you were imposing if you had to stay with your sister? B. Speaking to her would probably be a good idea and one that you should act on right away. C. What else could you do? D. Living with your sister may be an option if you are unable to find an apartment. Discussion of Options A. Wouldn’t you feel like you were imposing if you had to stay with your sister? • This leading question may discourage the person from con-sidering a feasible alternative. B. Speaking to her would probably be a good idea and one that you should act on right away. • It is better to let the client come to this conclusion himself, rather than directing his decision with your opinions. C. What else could you do? • Although you’re eager to obtain more alternatives, neglect-ing to comment on the sister option before asking your “What” question may suggest to the client that you are dis-regarding this alternative. D. Living with your sister may be an option if you are unable to find an apartment. • You have rephrased the person’s statement and specified it as an option. This comment will foster your efforts toward gen-erating alternatives, evaluating them, and developing a plan.

22. I guess I should ask her about it soon just in case. With only two weeks left, I could very well end up living in my car if I don’t find a place to go. And being homeless is certainly not something I want. A. Time is running out, and I’m glad you recognize that fact. It’s important for you to act quickly on making new living arrangements. B. You know that living in your car isn’t really a possibility. Let’s try and think of other solutions. C. We’ve discussed three options so far: continuing your online search, driving through local residential areas, and moving in with your sister. What else comes to mind? D. You feel that even though it’s probably too late, it couldn’t hurt to ask for your sister’s help. Discussion of Options A. Time is running out, and I’m glad you recognize that fact. It’s important for you to act quickly on making new living arrangements. • This statement implies an attitude of superiority on your part. B. You know that living in your car is not really a possibility. Let’s try and think of other solutions. • Unless you can see into the future, you can’t say for sure what will happen with your client. Consequently, express-ing your opinion of the car option is not very helpful. C. We’ve discussed three options so far: continuing your online search, driving through local residential areas, and moving in with your sister. What else comes to mind? • Listing the ideas already mentioned not only helps to orga-nize the information discussed, but also shows the client that progress is occurring during the interaction. Your open question pulls for more options. D. You feel that even though it’s probably too late, it couldn’t hurt to ask for your sister’s help. • The individual never said it was too late to check with his sister, and in reality, it may not be.

23. Looking at online rental listings, driving around, and checking with my sister are about all of the possibilities I can think of. I have some time, later today and tomorrow morning, when I could search more online and go on some apartment-hunting drives, and tomorrow I’m having dinner at my sister’s. That would prob-ably be a good time to bring up the possibility of staying with her. A. Today and in the morning, you can do apartment searches online and in your car, and tomorrow evening you can speak with your sister. How does that plan sound to you? B. How much time will you have to go on drives? C. So it seems like you’ve made a decision. You will drive through neighborhoods looking for signs, and you will follow through on the other things we’ve discussed. D. Do you think you could follow through with this plan? Discussion of Options A. Today and in the morning, you can do apartment searches online and in your car, and tomorrow evening you can speak with your sister. How does that plan sound to you? • By defining the plan, you help the client develop a clear pic-ture of actions he can take. In addition, you ask for the per-son’s opinion of the proposal. This request will elicit infor-mation as to whether the plan is realistic. If the client is not completely comfortable with the plan, you can assist him in making necessary changes or clarifications. B. How much time will you have to go on drives? • The information you receive in response to this question may or may not be important. Even if the question is rele-vant, such details should be worked out after the plan itself has been established in the minds of both the client and the worker. C. So it seems like you’ve made a decision. You will drive through neighborhoods looking for signs, and you will follow through on the other things we’ve discussed. • This attempt at establishing a plan is vague and could lead to a misunderstanding between you and the client. When discussing a prospective strategy, it is important to be clear and concrete about the options selected for action.

D. Do you think you could follow through with this plan? • It is better to specifically define what you are discussing before referring to any set of options as a “plan.” 24. The plan is fine except that I’m a little nervous about talking to my sister. We get along OK, but we haven’t lived in the same house since we were kids. In fact, I’ve never even spent the night at her place. When you think about it, me staying with her is a really big favor to ask. A. It is a lot to ask. Do you think she would let you do it? B. You’re having misgivings about asking your sister. Let’s try a role play. Pretend your sister is seated in that chair, and tell her what’s on your mind. C. Maybe we should figure out a new plan and forget about rely-ing on your sister. D. The idea of asking your sister for help has you a bit uneasy. What might you say to her? Discussion of Options A. It is a lot to ask. Do you think she would let you do it? • By emphasizing the magnitude of his request, you may increase the client’s feelings of uncertainty regarding this alternative. Expressing your negative opinion of the option may eliminate the person’s sister as a resource, thereby making problem solving more difficult. B. You’re having misgivings about asking your sister. Let’s try a role play. Pretend your sister is seated in that chair, and tell her what’s on your mind. • You have zeroed in on what the person has identified as the weakest part of the plan. Having the client act out a possi-ble encounter with his sister should help him think through issues associated with approaching her. C. Maybe we should figure out a new plan and forget about rely-ing on your sister. • With only two weeks left to find a new place to live, the client needs to take action. So, before throwing out a poten-tially valuable alternative, you should fully explore the desirability of the option.

D. The idea of asking your sister for help has you a bit uneasy. What might you say to her? • This combination response recognizes the client’s anxiety and moves the discussion toward further examination of the option that is troubling him. SHORT-ANSWER QUESTIONS Write your answer for each of the following questions. 1. State the defining characteristics of an interaction’s exploration phase. 2. What is done during the alternatives phase? 3. Explain what happens in the final stage of problem solving. 4. When there are multiple difficulties, what is one type of problem you should address in the initial plan? 5. Cite three questions that can be helpful in discovering options. 6. Give two additional methods a worker can use to encourage a client to generate problem-solving possibilities. 7. Provide the four elements of a good plan. 8. In addition to discussing an option, what else can you do to help a client consider a specific alternative? 9. When a person blames circumstances and other people for his or her problems, what do you need to encourage in the client? 10. Describe the eventual task of the worker when the client bounces from one topic to another. 11. State how you can be sure the client is clear about a plan. 12. How can you help the client make a more specific plan? 13. Think of a problem that someone you know wrestled with and eventually solved in a satisfactory way. Keep that example in mind as you provide brief responses to question 13 and to all of the remaining short-answer items. What were the pressures fac-ing the person? 14. Prior to deciding on a strategy for handling the difficulty, how did the individual feel? 15. For what part of the problem did the person take responsibility? 16. Before adopting the approach that finally worked, how did the individual try to deal with the problem?

17. Did the person think about an option and decide not to try it? If your answer is “Yes,” briefly describe any possibilities that received consideration but no action. 18. Did the individual receive assistance from anyone who engaged the person in a problem-solving interaction? If your answer is “Yes,” provide a brief description of that assistance. 19. Think of how the individual resolved the problem. In terms of what the person did, how consistent were those actions with the individual’s values and beliefs? 20. What was the time frame in which the problem-resolving actions took place? 21. What tasks were involved in bringing the problem to a resolu-tion? 22. How realistic was the person’s plan? 23. What was the final outcome with regard to the problem? POSSIBLE ANSWERS FOR SHORT-ANSWER QUESTIONS The answer-checking procedures remain the same as before. • For each item, compare your answer to the one we provide. • If you believe your answer is correct, you are done with that item. • With any question for which you believe your answer is incorrect, consider our answer and, if needed, review relevant portions of the chapter. Keep your original answer that you now think is incorrect, but add to it a response that you believe would be cor-rect. 1. The exploration phase is spent discovering the client’s thoughts and feelings about the situation. 2. Generating and evaluating various options are the tasks of the alternatives portion of the interaction. 3. In the last part of problem solving, efforts are made to develop a plan. 4. Try to address at least one problem that has the potential for rapid progress. 5. You can elicit alternatives by asking the following questions: “What have you tried?” “What have you thought about trying?”

and “Right now, as we are talking, what other options come to mind?” 6. Two additional strategies for developing new ideas are brain-storming and considering what others have tried. 7. A plan is likely to succeed if it is negotiated, focused in the pre-sent, specific, and realistic. 8. Another means of evaluating an alternative is for the person to role play the possible option. 9. To some degree, the client must own the problem if progress is to be made. 10. The worker needs to narrow the focus of the discussion. 11. Asking the person to describe the plan is a technique that allows you to confirm or clarify the client’s understanding of what is to be done. 12. In order to increase the specificity of a plan, you can help the client identify the responsibilities of all participants. You can also encourage the client to think about implementation strategies, such as when and how to carry out the plan and ways to address possible obstacles. 13. The individual in our example was a student who needed an internship placement. He had done a previous internship at the headquarters of a large organization, and for his next placement he contacted a branch office of that organization. He was told it was almost certain that they would give him an internship, but that a final decision would be made at some unspecified point in the future. After months of waiting, he received a form letter noti-fying him of his rejection by the branch office. Upon receiving that news, there was little time left before his next placement had to be finalized. If arrangements were not made by the impending deadline, he would miss out on the upcoming internship cycle. 14. The student felt betrayed by the branch office, and he was angry at himself for not having investigated other possible placement opportunities. 15. He admitted that he should not have counted so heavily on the branch office coming through for him. He also realized that if there was going to be an internship in his immediate future, he would have to work quickly. 16. He attempted to check with the internship coordinator for his program, but that individual was unavailable for the week ahead.

(This example did not take place at Shippensburg University.) He did speak with some friends, and he got several potential leads from them. 17. Yes. He thought about the leads provided by his friends. But because of the financial costs involved with those opportunities, he did not follow up on any of them. He also considered calling two individuals he knew from his internship at the headquarters office, thinking that they might be able to put in a good word for him at the branch office. But he eventually decided against ask-ing them to use their influence in an attempt to change the deci-sion that had been made. 18. Yes. He discussed the matter with one of his professors. During that interaction he developed a plan for attempting to arrange an internship. 19. The student eventually contacted five organizations that he pre-viously had discounted because he had seen them as being unde-sirable internship settings. Although he still had questions about their desirability, in the interaction with his professor, he realized that he actually had no factual information regarding the quality of the experience he might get at those organizations. Consequently, he became more open-minded about testing the accuracy of his opinions concerning the five organizations. Otherwise, all of the actions he took were consistent with his pre-vious values and beliefs. 20. The time from his rejection by the branch office until the intern-ship deadline was two weeks. 21. Based upon his talk with the professor, the student decided to consult a directory, and he selected five organizations to contact regarding a possible internship. He wrote a description of his sit-uation, then sent the description and a resume to each organiza-tion. 22. The student was capable of following through with the plan, and he did. But he had no guess as to what sort of responses he might receive from the five organizations. 23. Representatives from three of the five organizations called him. After a number of telephone interactions, each of the three enti-ties eventually offered him an internship. He accepted the offer from the organization that seemed to have the most structured experience with the greatest variety of ongoing activities. His placement there was fast-paced, wide-ranging, challenging, frus-trating, tiring, eye-opening, and in the end, very productive. FILL-IN-THE-RESPONSE QUESTIONS Listed below are a series of client statements. For each one, write a worker response that you believe would be appropriate. 1. My parents are splitting up. Because I’m the oldest, I feel it’s my responsibility to make sure my brothers and sisters get through this ordeal. I don’t want them to get chewed up as this divorce stuff grinds on. It’s not fair to them. 2. I know there’s not a lot I can do, but I’d like to help out . . . not just with the kids, but with my parents, too. I love both of them, but I think they’re past loving each other anymore. The divorce is going to be tough on them. 3. It sounds a little odd, like I’m trying to be a hero or something. But my parents have given me so much. Although I realize I can’t fix their marriage, I would like to make the divorce easier. Then everyone can get on with their lives. 4. This whole situation is wearing on us all, and it hurts me to see the people I love become so sad and angry. I wish things were how they used to be, but I know that isn’t going to happen. I just want this chaos to be over. 5. I keep hoping this is all a bad dream, but I know it’s reality. My parent’s marriage is over. It’s hard to accept that, after so many years of being together, they can’t work things out anymore. But in my heart, I know it’s too late. 6. Sometimes I just want to run away, and other times I want to be strong for my family. It’s all so confusing and stressful. I feel like parts of my life are just falling to pieces. What I really want to do is work through it myself, so I can have it together for when I need to comfort one of my brothers or sisters, or my mom or my dad.

POSSIBLE ANSWERS FOR FILL-IN-THE-RESPONSE QUESTIONS For each response opportunity, there are many possible correct answers. We list two, and, as in previous chapters, we suggest you use them in the following manner. • Look at our two answers and think about them. • Consider relevant material covered in the chapter. • Read the client statement again, then immediately read your answer and the two options listed here. • Write another response that you believe might be an improve-ment on your first effort. (Do not use any of the feeling words that appear in the following responses. Instead come up with other fresh and accurate words that identify how the client is feeling.) • Repeat this procedure for each of the remaining items. 1. • You have a sense of obligation regarding the well-being of your sisters and brothers. • Trying to protect your brothers and sisters is important to you. 2. • You want to care for your entire family during this time. • Recognizing the difficulty of coping with divorce, you want to support your parents as well as your brothers and sisters. 3. • Thinking about all you’ve received from your mom and dad inspires you to do what you can for them now. • You believe that, somehow, your efforts can help to smooth this transition. 4. • It’s painful to watch your family become so distraught. • Things are quite different now than they were in the past, and your family’s present situation is very draining for everyone. 5. • Although you believe you need to accept your parent’s deci-sion to get a divorce, it isn’t easy to do. • You recognize the importance of dealing with the end of your parent’s marriage, but it’s still tough to handle. 6. • Confronting the scary issues you’re facing would help you feel better prepared to support your family. • You believe you need to cope with your own anxieties before you’ll really feel ready to help your family members.

SUMMARY You can view problem solving as having three phases: exploring thoughts and feelings, considering alternatives, and developing a plan. Exploring thoughts and feelings requires that you patiently attempt to understand specific circumstances, as well as the distressing emotions associated with those situations. You should recognize the degree of responsibility that clients take for various difficulties, and you should be alert for at least one problem area that is personally meaningful to the client and shows potential for quick progress. Such productive change can be in environmental conditions or in how clients respond to those conditions. Considering alternatives ultimately involves the detailed examina-tion of two or three possibilities. But you may first need to encourage clients to generate options through brainstorming or through the exploration of three areas: what they have tried, what they have thought about trying, and possibilities they can think of presently. Other techniques for bringing out ideas include considering the efforts of others in similar situations and offering suggestions yourself. Remember, though, that clients retain the responsibility for final deci-sions on accepting or rejecting ideas. One approach for helping them make such decisions is to role play an application of the option under consideration. The goal in developing a plan is the creation of a strategy that is negotiated, focused in the present, specific, and realistic. Clients should review agreed-upon tasks so that you can address any omis-sions or misunderstandings.