Counseling Chapter 12 Influencing Client Actions And Decisions Directives Psychoeducation Logical Consequences And Decisional

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Chapter 12

INFLUENCING CLIENT ACTIONS AND

DECISIONS: DIRECTIVES, PSYCHOEDUCATION,

LOGICAL CONSEQUENCES, AND DECISIONAL

COUNSELING

How can these influencing strategies help you and your clients?

Chapter 12, “Directives, Providing Information, Psychoeducation, and Decision

Counseling’s Natural and Logical Consequences: Helping Clients Move to Action,”

provides you with the basics of four additional influencing skills. Each of these skills has

specific strategies that can help clients create new stories and generalize and act on what

is discovered in the session.

CHAPTER GOALS

Awareness, knowledge, skills, and actions developed through the concepts of this chapter

will enable you to:

▲ Continue your awareness that listening comes first when we use any of the influencing

skills.

▲ Utilize several types of directives and psychoeducation in interviewing practice and

stress management.

INTRODUCTION

Of the skills presented in this chapter, we believe that logical consequences are the most

important for beginners. This skill builds on Chapter 7’s discussion of decisional

counseling and provides a way for beginners to offer direction without telling clients

It is far too easy for beginning (and some advanced) helpers to take over the life of the

client.

OVERVIEW OF THE CHAPTER AND MINDTAP SUPPORT

DEFINING DIRECTIVES, PROVIDING INFORMATION, AND

PSYCHOEDUCATION

We define directives and indicate that we don’t give that many. It is vital that we make

the client a co-participant whenever possible. The basic skills of advice giving are

presented.

List of MindTap resources available for this section:

1. Interactive Exercise: Your Personal Experience with Psychoeducational Information,

Advice, Opinions, and Suggestions.

DISCERNING THE SPECIFICS OF PSYCHOEDUCATION

Psychoeducation is a necessary part of much interviewing. We review the importance of

List of MindTap resources available for this section:

1. Interactive Exercise: Writing Psychoeducational Information, Advice, Opinion, and

Suggestion Statements.

2. Group Practice Exercise: Group Practice with Information/Psychoeducation.

DEFINING NATURAL AND LOGICAL CONSEQUENCES AND DECISIONAL

COUNSELING

This section starts with a focus on helping clients anticipate the potential positive and

negative consequences of their behaviors and actions. We define consequences and point

out that the client ideally will come up with both possibilities with minimum interviewer

List of MindTap resources available for this section:

1. Interactive Exercise: Writing Logical Consequences Statements. Using the five steps

3. Group Practice Exercise: Group Practice with Logical Consequences.

5. Weblink Exercise: Positive Discipline.

REFINING STRESS MANAGEMENT AS PSYCHOEDUCATION

List of MindTap resources available for this section:

1. Weblink: Smoking Cessation.

3. Weblink: Patient-Centered Guides.

5. Weblink: Teaching Tolerance.

7. Weblink: Sexual Assault.

REFINING DIRECTIVES AND PSYCHOEDUCATIONAL STRATEGIES FOR

BUILDING MENTAL AND PHYSICAL HEALTH

Again, the “1-2-3” pattern is really important in providing a directive. We define

beginning helpers—focusing on a relaxing scene, positive images of strength, encourage

physical exercise and nutrition (or other wellness dimension), thought-stopping, and

homework. We are big fans of thought-stopping and it does work for us. When Allen

List of MindTap resources available for this section:

1. Case Study: Hurricane Katrina

3. Video Activity: Thought-Stopping Technique.

5. Weblink: About Relaxation.

7. Weblink: Breathing Techniques.

9. Weblink: Self-Help Information: Worry.

10. Weblink: Directive Counseling.

OBSERVING: INTRODUCING THERAPEUTIC LIFESTYLE CHANGES

THROUGH DECISIONAL COUNSELING

Therapeutic lifestyle changes present a “different” way to approach interviewing and

counseling. TLC’s involve psychoeducation, providing information, and – at times – even

List of MindTap resources available for this section:

1. Interactive Exercise: Interview Transcript: Allen and Mary’s Decisional Counseling.

2. Interactive Exercise: Interview Summary. This exercise is based on the Interview

Transcript of Allen and Mary’s decisional counseling transcript. To achieve basic

PRACTICING: INTEGRATING THE SKILLS AND STRATEGIES OF THIS

CHAPTER

Therapeutic lifestyle changes present a “different” way to approach interviewing and

counseling. TLC’s involve psychoeducation, providing information, and – at times – even

giving advice. Encouraging clients to engage in new behaviors and ways of thinking is

DEMONSTRATIONS AND VIDEOS TO SUPPLEMENT ESSENTIALS OF

INTENTIONAL INTERVIEWING, Third Edition

• Live demonstrations.

• Tapes developed by ourselves and the students over the years.

• Basic Influencing Skills has a video on these skills.

• Dealing with Addictions by Albert Ellis and Treating Alcoholism in

Psychotherapy by Stephanie Brown are also available from Microtraining.

• HOW HEALTHY IS YOUR LIFESTYLE? Allen Ivey, Mary Bradford Ivey, and

CLASS PROCEDURES

1. Define the skills. We like to put the three skills on the class whiteboard or an

2. View the skills in action. The students are far enough along that it is likely that a

4. Practice the skills in role-plays. As always, it is practice sessions that make the

5. Portfolio of Competencies and plan for generalization.

GROUP PRACTICE WITH LOGICAL CONSEQUENCES

Step 1: Divide into practice groups.

Step 3: Assign roles for the first practice session.

Step 5: Conduct a five-minute practice session using the skills. Allow enough time for the

story to be told and for the interviewer to make a clear statement of the logical

consequences of following an action or idea.

Step 6: Review the practice session and provide feedback for 10 minutes. It is often

tempting to just talk, but you might forget to give the interviewer helpful and

GROUP PRACTICE WITH INFORMATION/PSYCHOEDUCATION

Step 1: Divide into practice groups.

• Interviewer

• Observers who use the Feedback Form and time the session

Step 4: Plan and select topic.

Step 7: Rotate roles. Remember to share time equally.

GROUP PRACTICE WITH DIRECTIVES

Step 1: Divide into practice groups.

Step 2: Select a group leader.

Step 3: Assign roles for the first practice session.

Step 5: Conduct a 5-minute practice session using the skills.

Step 6: Review the practice session and provide feedback for 10 minutes. It is often

tempting to just talk, but you might forget to give the interviewer helpful and