{"product_id":"clinical-interviewing-isbn-9781119981985","title":"Clinical Interviewing","description":"\u003cp\u003e\u003cb\u003eLearn to conduct state-of-the-art clinical interviews in therapeutic settings\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eClinical interviewing is the foundation upon which all counselling and psychotherapy rests. In the newly revised seventh edition of \u003ci\u003eClinical Interviewing\u003c\/i\u003e, John and Rita Sommers-Flanagan provide a comprehensive analysis and discussion of the clinical interview, along with skill-building applications. Extensive and practical coverage of culturally sensitive assessment, case formulation, treatment planning, and psychosocial interventions are included. This new edition continues in the Sommers-Flanagan's tradition of relationally oriented clinical interviewing; it also offers fresh content, cutting-edge citations, diverse case examples, updated language, and more deeply integrates culture, ethnicities, and diverse representation, while strengthening the book's evidence-based orientation. Learners will have an engaging reading experience with trusted authors who cover vital content for all mental health professionals. Readers will also find:\u003c\/p\u003e \u003cul\u003e \u003cli\u003eComplementary videos that feature a diverse range of clinicians and clients discussing core ideas and demonstrating key techniques\u003c\/li\u003e \u003cli\u003eGuidance and strategies for clinician stress management and self-care\u003c\/li\u003e \u003cli\u003eFor the instructor's edition: An online instructor's manual with supplementary lecture ideas, discussion questions, classroom demonstrations, an online test bank, and downloadable PowerPoint slides\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eAn essential text covering an equally essential topic, \u003ci\u003eClinical Interviewing\u003c\/i\u003e is written for aspiring and practicing counselors, psychotherapists, and mental health professionals seeking up-to-date guidance on how to conduct a state-of-the-art (and science) clinical interview.\u003c\/p\u003e \u003cp\u003ePreface xiii\u003c\/p\u003e \u003cp\u003eAbout the Authors xxi\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart One: Foundations of Clinical Interviewing 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1: An Introduction to the Clinical Interview 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning Objectives 3\u003c\/p\u003e \u003cp\u003eChapter Orientation 3\u003c\/p\u003e \u003cp\u003eWelcome to the Journey 3\u003c\/p\u003e \u003cp\u003eWhat Is a Clinical Interview? 5\u003c\/p\u003e \u003cp\u003eClinical Interviewing versus Counseling and Psychotherapy 7\u003c\/p\u003e \u003cp\u003eMulticultural Competencies 13\u003c\/p\u003e \u003cp\u003eMulticultural Humility 17\u003c\/p\u003e \u003cp\u003eA Learning Model for Clinical Interviewing 25\u003c\/p\u003e \u003cp\u003eChapter Summary 28\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2: Preparation 31\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning Objectives 31\u003c\/p\u003e \u003cp\u003eChapter Orientation 31\u003c\/p\u003e \u003cp\u003eThe Physical Setting 31\u003c\/p\u003e \u003cp\u003eProfessional and Ethical Issues 38\u003c\/p\u003e \u003cp\u003eMulticultural Preparation 55\u003c\/p\u003e \u003cp\u003eStress Management and Self-Care 65\u003c\/p\u003e \u003cp\u003eChapter Summary 68\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3: An Overview of the Interview Process 71\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning Objectives 71\u003c\/p\u003e \u003cp\u003eChapter Orientation 71\u003c\/p\u003e \u003cp\u003eStages of a Clinical Interview 71\u003c\/p\u003e \u003cp\u003eThe Introduction 73\u003c\/p\u003e \u003cp\u003eThe Opening 84\u003c\/p\u003e \u003cp\u003eThe Body 90\u003c\/p\u003e \u003cp\u003eThe Closing 95\u003c\/p\u003e \u003cp\u003eEnding the Session (Termination) 104\u003c\/p\u003e \u003cp\u003eChapter Summary 107\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Two: Listening and Relationship Development 111\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4: Nondirective Listening Skills 113\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning Objectives 113\u003c\/p\u003e \u003cp\u003eChapter Orientation 113\u003c\/p\u003e \u003cp\u003eListening Skills 113\u003c\/p\u003e \u003cp\u003eAdopting a Therapeutic Attitude 114\u003c\/p\u003e \u003cp\u003eWhy Nondirective Listening Is Also Directive 123\u003c\/p\u003e \u003cp\u003eThe Listening Continuum in Three Parts 125\u003c\/p\u003e \u003cp\u003eSkills for Encouraging Client Talk 126\u003c\/p\u003e \u003cp\u003eEthical and Multicultural Considerations 142\u003c\/p\u003e \u003cp\u003eNot Knowing What to Say 145\u003c\/p\u003e \u003cp\u003eChapter Summary 146\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5: Directive Listening Skills 149\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning Objectives 149\u003c\/p\u003e \u003cp\u003eChapter Orientation 149\u003c\/p\u003e \u003cp\u003eSkills for Encouraging Insight 150\u003c\/p\u003e \u003cp\u003eEthical and Multicultural Considerations 175\u003c\/p\u003e \u003cp\u003eChapter Summary 178\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6: Skills for Directing Clients Toward Action 181\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning Objectives 181\u003c\/p\u003e \u003cp\u003eChapter Orientation 181\u003c\/p\u003e \u003cp\u003eReadiness to Change 181\u003c\/p\u003e \u003cp\u003eSkills for Encouraging Action 184\u003c\/p\u003e \u003cp\u003eUsing Educational and Directive Techniques 192\u003c\/p\u003e \u003cp\u003eEthical and Multicultural Considerations 204\u003c\/p\u003e \u003cp\u003eChapter Summary 215\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7: Evidence-Based Relationships 217\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning Objectives 217\u003c\/p\u003e \u003cp\u003eChapter Orientation 217\u003c\/p\u003e \u003cp\u003eThe Great Psychotherapy Debate 217\u003c\/p\u003e \u003cp\u003eThe Core Conditions 218\u003c\/p\u003e \u003cp\u003eOther Evidence-Based Relationship Factors 233\u003c\/p\u003e \u003cp\u003eEvidence-Based Cross-Cultural Relationships 250\u003c\/p\u003e \u003cp\u003eChapter Summary 253\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Three: Structuring and Assessment 255\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8: Intake Interviewing and Report Writing 257\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning Objectives 257\u003c\/p\u003e \u003cp\u003eChapter Orientation 257\u003c\/p\u003e \u003cp\u003eWhat’s an Intake Interview? 257\u003c\/p\u003e \u003cp\u003eExploring Client Problems and Goals 259\u003c\/p\u003e \u003cp\u003eObtaining Background and Historical Information 267\u003c\/p\u003e \u003cp\u003eAssessment of Current Functioning 276\u003c\/p\u003e \u003cp\u003eBrief Intake Interviewing 280\u003c\/p\u003e \u003cp\u003eThe Intake Report 282\u003c\/p\u003e \u003cp\u003eDo's and Don'ts of Intake Interviews with Diverse Clients 298\u003c\/p\u003e \u003cp\u003eChapter Summary 300\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9: The Mental Status Examination 303\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning Objectives 303\u003c\/p\u003e \u003cp\u003eChapter Orientation 303\u003c\/p\u003e \u003cp\u003eWhat Is a Mental Status Examination? 303\u003c\/p\u003e \u003cp\u003eIndividual and Cultural Considerations 305\u003c\/p\u003e \u003cp\u003eThe Psychiatric Mental Status Examination 308\u003c\/p\u003e \u003cp\u003eWhen to Use Mental Status Examinations 340\u003c\/p\u003e \u003cp\u003eChapter Summary 342\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10: Suicide Assessment 345\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning Objectives 345\u003c\/p\u003e \u003cp\u003eChapter Orientation 345\u003c\/p\u003e \u003cp\u003eFacing the Suicide Situation 345\u003c\/p\u003e \u003cp\u003eSuicide Risk Factors, Protective Factors, and Warning Signs 348\u003c\/p\u003e \u003cp\u003eBuilding a Theoretical and Research-Based Foundation 356\u003c\/p\u003e \u003cp\u003eSuicide Assessment Interviewing 360\u003c\/p\u003e \u003cp\u003eSuicide Interventions 380\u003c\/p\u003e \u003cp\u003eFinal Ethical and Professional Issues 385\u003c\/p\u003e \u003cp\u003eChapter Summary 389\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 11: Diagnosis and Treatment Planning 393\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning Objectives 393\u003c\/p\u003e \u003cp\u003eChapter Orientation 393\u003c\/p\u003e \u003cp\u003eModern Diagnostic Classification Systems 393\u003c\/p\u003e \u003cp\u003eDefining Mental Disorders 396\u003c\/p\u003e \u003cp\u003eDiagnostic Interviewing 404\u003c\/p\u003e \u003cp\u003eThe Science of Clinical Interviewing 406\u003c\/p\u003e \u003cp\u003eLess Structured Diagnostic Clinical Interviews 409\u003c\/p\u003e \u003cp\u003eCase Formulation and Treatment Planning 415\u003c\/p\u003e \u003cp\u003eExtended Case Example 423\u003c\/p\u003e \u003cp\u003eAdditional Cultural Modifications and Adaptations 427\u003c\/p\u003e \u003cp\u003eChapter Summary 428\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Four: Diverse Populations and Situations 431\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 12: Challenging Client Behaviors and Demanding Situations 433\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning Objectives 433\u003c\/p\u003e \u003cp\u003eChapter Orientation 433\u003c\/p\u003e \u003cp\u003eChallenging Clients 433\u003c\/p\u003e \u003cp\u003eMotivational Interviewing and Other Strategies 436\u003c\/p\u003e \u003cp\u003eViolence Risk Assessment (VRA) and Prediction 451\u003c\/p\u003e \u003cp\u003eDemanding Situations: Crisis and Trauma 456\u003c\/p\u003e \u003cp\u003eCultural Competencies in Disaster Mental Health 468\u003c\/p\u003e \u003cp\u003eChapter Summary 470\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 13: Interviewing Young Clients 473\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning Objectives 473\u003c\/p\u003e \u003cp\u003eChapter Orientation 473\u003c\/p\u003e \u003cp\u003eConsiderations in Working With Young Clients 473\u003c\/p\u003e \u003cp\u003eThe Introduction 475\u003c\/p\u003e \u003cp\u003eThe Opening 479\u003c\/p\u003e \u003cp\u003eThe Body of the Interview 490\u003c\/p\u003e \u003cp\u003eClosing and Termination 503\u003c\/p\u003e \u003cp\u003eCulture in Young Client Interviews 506\u003c\/p\u003e \u003cp\u003eChapter Summary 508\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 14: Online and Distance Clinical Interviewing** 553\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning Objectives 533\u003c\/p\u003e \u003cp\u003eChapter Orientation 553\u003c\/p\u003e \u003cp\u003eTechnology as an Extension of the Self 554\u003c\/p\u003e \u003cp\u003eDefinition of Terms and Communication Modalities 557\u003c\/p\u003e \u003cp\u003eDistance and Online Assessment and Intervention Research 561\u003c\/p\u003e \u003cp\u003eEthical and Practical Issues: Problems and Solutions 565\u003c\/p\u003e \u003cp\u003eConducting Online or Distance Interviews 573\u003c\/p\u003e \u003cp\u003eCulture and Online Culture 575\u003c\/p\u003e \u003cp\u003eChapter Summary 576\u003c\/p\u003e \u003cp\u003eEpilogue\u003c\/p\u003e \u003cp\u003eReferences 589\u003c\/p\u003e \u003cp\u003eAuthor Index 639\u003c\/p\u003e \u003cp\u003eSubject Index 655\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eJOHN SOMMERS-FLANAGAN, PhD,\u003c\/b\u003e is a clinical psychologist and professor of counseling at the University of Montana. He is the author or co-author of over 100 professional publications and a longtime member of the American Counseling Association and the American Psychological Association. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eRITA SOMMERS-FLANAGAN, PhD,\u003c\/b\u003e is Professor Emerita at the University of Montana. Her work is focused on professional ethics, women’s issues, and spirituality’s connection to science and human well-being. She is a published poet, essayist, and clinical psychologist.   \u003c\/p\u003e\u003cp\u003e\u003cb\u003eAn up-to-date and authoritative discussion of how to conduct state-of-the-art clinical interviews\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003eNow in its seventh edition, \u003ci\u003eClinical Interviewing\u003c\/i\u003e is a comprehensive discussion of the clinical interview in the context of counseling and psychotherapy. In the book, John and Rita Sommers-Flanagan explore the culturally sensitive assessment, case formulation, treatment planning, and interventions required in clinical interviews. \u003c\/p\u003e\u003cp\u003eThis latest edition continues in the Sommers-Flanagan’s tradition of relationally-oriented clinical interviewing; it also includes fresh content, cutting-edge citations, diverse case examples, updated language, and more deeply integrates culture, ethnicities, and diverse representation, while strengthening its evidence-based orientation. Learners will have an engaging reading experience with trusted authors who cover vital content for all mental health professionals. Every chapter contains reformulated and rewritten learner objectives to facilitate active learning accompanied by complementary videos available online. \u003c\/p\u003e\u003cp\u003e\u003ci\u003eClinical Interviewing, Seventh Edition\u003c\/i\u003e also offers: \u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eImportant information about clinician stress management and self-care, with guidance provided in the chapter covering suicide assessment interviewing\u003c\/li\u003e \u003cli\u003eExpert guidance on diagnosis and treatment planning, including coverage of modern diagnostic classification systems and definitions of frequently encountered mental disorders\u003c\/li\u003e \u003cli\u003eFulsome discussions of listening and relationship development, including nondirective and directive listening skills, and skills for directing clients toward action\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003eAn essential text covering an equally essential topic, \u003ci\u003eClinical Interviewing\u003c\/i\u003e is written for aspiring and practicing counselors, psychotherapists and mental health professionals seeking up-to-date guidance on how to conduct a state-of-the-art (and science) clinical interview.   \u003c\/p\u003e\u003cp\u003e\u003ci\u003eI have been using this splendid book for my first-year course in clinical interviewing in our clinical science program.  The Sommers-Flanagans have produced another edition of their engaging and lucid textbook infused with that rare combination of clinical wisdom and evidence-based knowledge that embodies the scientist-practitioner model and helps students learn both the practice and scientific basis of clinical assessment via interviewing.  I recommend this book both for graduate courses as well as for use by established practitioners who wish to continue honing their skills. \u003c\/i\u003e\u003cbr\u003e\u003cb\u003eGerald C. Davison, Ph.D.\u003c\/b\u003e Professor of Psychology and Gerontology, University of Southern California, and coauthor of \u003ci\u003eAbnormal Psychology\u003c\/i\u003e and \u003ci\u003eClinical Behavior Therapy\u003c\/i\u003e, and featured in the documentary film, \u003ci\u003eConversion.\u003cbr\u003e\u003cbr\u003e\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eI am delighted that John \u0026amp; Rita Sommers-Flanagan are continuing to update Clinical Interviewing; now in its 7th edition!  I used prior editions in my basic practicum courses and found the text to be perfect for training psychotherapists.  The book offers the breadth and depth needed to prepare students for clinical work.  Each chapter is filled with state-of-the-art content and clear examples of clinical interactions that illuminate key points. The video demonstrations cover a wide range of skills and make the content come-to-life.  The chapters on risk assessment and working with kids and teens are especially helpful. Using this book is like having two more instructors for the course and it's a great way to provide students (and their professor) the support they need to accomplish their mutual goals.\u003c\/i\u003e \u003cbr\u003e\u003cb\u003e\u003ci\u003eHeidi Zetzer, Ph.D., \u003c\/i\u003e\u003c\/b\u003eTeaching Professor and Director, Carol Ackerman Positive Psychology Clinic, University of California Santa Barbara\u003c\/p\u003e \u003cp\u003e\u003cbr\u003e\u003ci\u003eThis state-of-the-art text is a must-read for counselors, psychotherapists, and mental health professionals in any role and setting. The authors provide clear and easy-to-understand evidence-based analyses, discussions, and applications of the clinical interview process with a 21st-century lens.\u003c\/i\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003eEddy Fagundo, Eddy Fagundo, Ph.D., CRC, CVE\u003c\/b\u003e | \u003c\/i\u003eSenior Manager, Education Content, American Counseling Association\u003c\/p\u003e \u003cp\u003e\u003cbr\u003e\u003ci\u003eI wanted to share my thoughts about the “Clinical Interviewing” book, which I believe is an outstanding resource for Clinical Interview courses in Turkey and worldwide. One particular aspect of this book stands out for me: I’ve been working as a counselor educator for approximately seven years, and one of the greatest challenges in counselor education is helping students grasp the holistic nature of counseling. They may be well-versed in counseling theories, techniques, and the DSM, but often struggle to integrate this knowledge effectively. That’s where this book has proven invaluable. We incorporate this book into our curriculum, especially during the initial weeks of supervision. I particularly admire the chapter titled ‘An Overview of the Interview Process.’ Starting with this book not only in supervision but also in the early stages of various courses, such as counseling with children and adolescents, provides my students with a solid framework within which to contextualize the information they’ll acquire throughout the upcoming weeks. This book provides students with the essential framework for showcasing their counseling skills—where, how, and when to apply them, which makes “Clinical Interviewing” truly unparalleled in its value.\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eUmit Arslan\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eThis textbook has been extremely helpful in highlighting how fundamental listening and reflecting is to the human experience. The insightful examples and invitational writing style help to bridge the gap of insecurity that many early students experience. I highly recommend this textbook for early skills courses and as a resource for counselors who find themselves in need of a professional “tune up.” \u003c\/i\u003e \u003cbr\u003e\u003cb\u003eCarol McGinnis \u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003ci\u003eWe LOVE this textbook for our Diagnosis course!\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eMeredith Rausch, Ph.D., NCC\u003c\/b\u003e (She\/Her), Associate Professor at Augusta University\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eOne of my favorite textbooks from my graduate program and hands down that liking the two of you from this book and the accompanying videos, that it led me to your Strengths Based Suicide training was such a meaningful shift in my thinking and approach that I remain so grateful for. Excited for those who will continue to learn from the two of you!\u003cbr\u003e\u003c\/i\u003e\u003cb\u003eTeresa Prince, LPC\u003c\/b\u003e, Insights Counseling Center, LLC\u003c\/p\u003e \u003cp\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47988933132517,"sku":"NP9781119981985","price":97.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119981985.jpg?v=1761782106","url":"https:\/\/k12savings.com\/es\/products\/clinical-interviewing-isbn-9781119981985","provider":"K12savings","version":"1.0","type":"link"}