University of Minnesota School of Social Work SW 8452-Core Concepts in Clinical Social Work Practice

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1 University of Minnesota School of Social Work SW 8452-Core Concepts in Clinical Social Work Practice Part I: Course information SW 8452-Core Concepts in Clinical Social Work Practice 2 Credits Faculty contact: Name: Phone: Office Location: Course descriptions: Short version: This course develops advanced knowledge and practice with interpersonal process skills that are essential for developing and maintaining effective therapeutic alliances and positive intervention outcomes with diverse populations. Long version: The purpose of this course is to prepare students to understand how the interpersonal approach provides a foundation for clinical social work. Building on knowledge and skills identified in Assessment and Engagement in Clinical Social Work, this course moves to intervention planning, focusing on strategies that are effective and culturally appropriate, collaborative with the client, and based in the clinician s understanding of how change will be facilitated and evaluated across various treatment models. Engagement skills will be expanded to help students understand and observe interpersonal processes that contribute to positive client alliance and positive intervention outcomes. The course will discuss cultural challenges and the process of developing and maintaining an effective cross-cultural treatment alliance. Emphasis will also be placed on the development of self knowledge and skills in self-reflective processes necessary to understand and address interpersonal process dynamics. Pre-Requisites 1. This is an advanced social work class, and the material presented in this class is at an advanced level. Social Work students enrolled in this course should have completed the foundation classes listed below, or have advanced standing status. SW Human Behavior and the Social Environment SW Policies and Programs in American Social Welfare SW Social Work Practice Methods: Individuals and Systems SW Social Work Practice Methods: Families and Groups SW Models of Community Intervention SW Social Work Research Methods 2. You must have completed or be concurrently enrolled in SW 8451: Assessment and Engagement in Clinical Social Work Practice. 3. If you are not a Social Work student, you need permission of the instructor Clinical Licensure Hours: Page 1 of 14

2 Area This course contains some clinical content, as required by the Minnesota Board of Social Work for eligibility for the Licensed Independent Clinical Social Worker (LICSW). The number of hours in each required category is listed below: Differential Diagnosis Assessment based treatment planning Clinical Intervention Methods Evaluation methodologies SW values and ethics Culturally specific clinical assessment Other areas Hours Part II: Course outcomes Course Objectives After successful completion of the course, students will be able to: 1. Apply evidence informed practice methods for assessing and engaging clients effectively across treatment models. 2. Develop an understanding of the dynamics of establishing a treatment alliance and learn methods for evaluating the alliance from therapist and client perspectives. 3. Provide culturally appropriate, evidence informed mental health assessment and treatment planning for racial and ethnic minorities, individuals living in poverty, and clients experiencing social stress and bias because of their gender or sexual orientation. 4. Demonstrate skill in addressing interpersonal difficulties as they arise in the therapeutic relationship, including the use of motivational interviewing techniques to address obstacles in development of the treatment alliance. 5. Understand and address relational dynamics in the context of client history and the dynamics unique to each therapist-client dyad. 6. Demonstrate growth in self-understanding and capacities for self-reflection necessary for understanding the clinical social worker s contribution to interpersonal dynamics. 7. Demonstrate competence in helping clients identify strengths, collaborative treatment goals and internal foci for change. 8. Evaluate collaborative treatment planning using reflection, supervision and evidence-based approaches. Social Work Practice Competencies Successful completion of this concentration course implies that the student has achieved competency in the following advanced practice behaviors: Competency: Apply social work ethical principles to guide professional practice Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-making. Social workers are knowledgeable about the value base of the profession, its ethical standards, and relevant law. Social workers: Covered in class through (i.e., Practice Behavior Assessed Identify and analyze value-based and ethical dilemmas that arise in their area of practice, using professional codes of ethical standards and through appropriate professional consultation. activity, reading, content) Weeks 12, 13, 14 Assignment 3 Page 2 of 14

3 Competency: Apply critical thinking to inform and communicate professional judgments Social workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment. They use critical thinking augmented by creativity and curiosity. Critical thinking also requires the synthesis and communication of relevant information. Social workers: Covered in class through (i.e., Practice Behaviors Assessed Identify and evaluate models of assessment, prevention, intervention and evaluation that are appropriate to their area of practice. activity, reading, content) Weeks 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 Assignments 1, 2, 3 EP Engage in research-informed practice and practice-informed research Social workers use practice experience to inform research, employ evidence-based interventions, evaluate their own practice, and use research findings to improve practice, policy, and social service delivery. Social workers comprehend quantitative and qualitative research and understand scientific and ethical approaches to building knowledge. Social workers: Practice Behaviors Demonstrate ability to evaluate practice and/or programs in an area of concentration Covered in class through (i.e., activity, reading, content) Weeks 11, 12, 13 Assessed Competency: Apply knowledge of human behavior and the social environment Social workers are knowledgeable about human behavior across the life course; the range of social systems in which people live; and the ways social systems promote or deter people in maintaining or achieving health and well-being. Social workers apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual development. Social workers: Practice Behavior Evaluate and synthesize theories and perspectives of human behavior and the social environment to choose and apply methods of assessment, intervention and evaluation in their area of practice Covered in class through (i.e., activity, reading, content) Weeks, 6, 7, 8, 9, 10, 11, 12, 13, 14 Assessed Assignments 1, 2, 3 *only for assessment & intervention ; not for evaluation of practice CMH Competency: (a)-(b) Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities Professional practice involves the dynamic and interactive processes of engagement, assessment, intervention, and evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals, families, groups, organizations, and communities. Practice knowledge includes identifying, analyzing, and implementing evidence-based interventions designed to achieve client goals; using research and technological advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice. Practice Behavior Engage: Use empathy and collaborative interviewing skills to engage clients in identifying their strengths and problems. Engage: Establish rapport and maintain effective working relationships with clients in clinical mental health settings. Covered in class through (i.e., activity, reading, content) Assessed Weeks 1, 2, 3, 4 Assignments 1, 2, 3 Weeks, 1, 2, 3, 4, 6, 7, 8, 9, 10, 11, 12, 13 Assignments 2, 3 Engage: Employ diverse strategies to Weeks 3, 5, 6, 8 Assignment 3 Page 3 of 14

4 arrive at a collaborative focus of work and desired outcomes in clinical social work mental health practice. Assess: Employ knowledge of the DSM-IV, the psychosocial assessment interview, and collateral information from key informants and agencies when appropriate to develop a comprehensive collaborative assessment. Assess: Conduct risk assessment according to ethical and legal standards pertaining to child maltreatment, homicide, suicide and other life threatening circumstances. Assess: Assess individuals, families, groups, organizations, and communities to determine a range of potentially effective and appropriate interventions to improve practice outcomes related to clinical social work practice in mental health. Intervention: Use appropriate evidenced-based interventions to help clients resolve identified and agreed upon problems. *needs additional wording to meet standard Week 4 Assignments 1, 3 Week 4 Activity Week 11 Assignment 3 Weeks 11, 12, 13 Assignment 3 Part III: Course requirements 1. Required Texts: Teyber, E. & McClure, F. (2010) Interpersonal process in therapy: An integrative model. (6 th Edition) Belmont, CA: Brooks/Cole. Teyber, E. & McClure, F. (2010) Student Workbook for Interpersonal Process in Therapy: An integrative model. (latest edition) Brooks/Cole. Cooper, M. G. & Lesser, J. G. (2008). Clinical social work practice: An integrated approach. (3 rd Edition). Boston: Pearson Education, Inc. Part III: Course requirements Assignments There will be three assignments for this course: 1. Diagnostic assessment:. Using the format discussed in Assessment and Engagement in Clinical Social Work and outlined in Cooper and Lesser, chapter 4; write a collaborative psychosocial assessment of an adult client. This assessment can be with the same client from the earlier course, or a new client. Make sure to include all dimensions of a clinical assessment, especially the relational or interpersonal components of this case. An Page 4 of 14

5 outline of relevant topics will be provided. This assignment will become the basis of your final assignment; it will not be graded but you will receive 5 points toward your final grade for completing this assignment by week 3 of this course. 5 pages double-spaced. 2. Process recording: Using material provided, evaluate a process recording between client and a clinician. You can choose either an adult or child client. When possible, the process recording should be done on the basis of a recorded interaction. The purpose is to identify interpersonal exchanges and experiences that promote clinical work. An outline will be provided to help you do this assignment. Please also attach a process note following Appendix A in the Teyber book. 5 /7 pages double-spaced. 3. Final Case planning paper: Using the assessment skills practiced in the anchor course to build a case plan from the assessment (assignment 1) of a current adult case. For those of you working with children, use an adult who is parenting. Make sure to include DSM-IV diagnoses (five axes) and a succinct case formulation. The case plan must include rationale for intervention; evidence of collaboration or treatment alliance; recognition of client s strengths as well as obstacles to good outcomes; systems support or interferences; and plan for evaluating case outcomes. Finally, reflect on this process of change, as you have experienced it as the clinician and comment to how you observed the client responding to the interpersonal exchanges that occurred with you as the clinician. Grading Methods for Papers Exceptional given for work that is complete, accurate, creative, extremely clear, and completed in a manner that is above graduate school expectations. Loosely equal to an A-to an A+. Graduate Level represents work that is at the expected level of proficiency, and could be shown with pride to a field instructor or clinic supervisor. Roughly equal to a solid B or B+. Good A grade of good means that the student s work has many strengths, but lacks the total quality expected by the professor. As an example, outstanding sections of an assignment may be offset by other parts that reflect problems in clarity, accuracy, or completeness. Loosely equal to a letter grade of B-. Improvement Needed- Work that is below graduate level expectations, and has only a few or minor strengths will receive a grade of improvement needed. Loosely equal to a letter grade of C to C+. Deficient-A grade of deficient is given when the student s work is incomplete or lacking overall in quality or accuracy. This grade indicates that the work is not approaching graduate level expectations, Loosely equal to a grade of D- to C-. You may rewrite any assignment that falls in the improvement needed or deficient categories. Grade Distribution and Assignment Weighting The grade weight and due date for each assignment is listed below: Assignment Due Date Points Psychosocial Assessment Week 3 5 Process Recording Week 7 30 Case Planning Paper Week Class Participation ongoing 15 Evaluation and Grading Scale A A B Page 5 of 14

6 B B C C C D D Course Policies There are many University and School of Social Work policies that govern this course. Please go to to see a complete description of all the policies. Part IV: Course Content Part I: Introduction to Interpersonal Process in Clinical Social Work Practice. Week 1: Introduction to Core Concepts in Clinical Process Overview of course content What is clinical process? What defines an effective process across psychotherapy models? Discussion of course content Student introductions Discussion of student questions about clinical process Required readings: Imel, Z. & Wampole, B. (2008) The importance of treatment and the science of common factors in psychotherapy. In Brown, S. & Lent, R. (eds.) Handbook of counseling psychology. Cozolino, L. (2004). Part I. Getting Through Your First Sessions. In The making of a therapist: A practical guide for the inner journey. New York, NY: Norton & Company, Intl. Recommended: Duncan, B, Miller, S., & Wampold, B. (2009) The heart and soul of change: Delivering what works in psychotherapy. Week 2: Understanding Interpersonal Process across Treatment Modalities What is interpersonal process? What are interpersonal process interventions? Interpersonal process as a foundation of clinical social work practice Small group discussion: come prepared to discuss Chapter1, Section C and Part II in Workbook Discuss your own experience of being in an interpersonal exchange with a client. What was easy and what was challenging or confusing? Page 6 of 14

7 Required readings: Large group discussion and clarification of terms Teyber, E. & McClure, F. (2010) Chapter 1: The Interpersonal Process Approach. Interpersonal process in therapy: An integrative model. (6 th Edition) Belmont, CA: Brooks/Cole. Teyber, E. & McClure, F. (2010) Student Workbook for Interpersonal Process in Therapy: An integrative model. (latest edition) Brooks/Cole. Week 3: Establishing, Maintaining and Evaluating the Working Alliance The therapeutic alliance Boundaries, ethics and cultural awareness, forming cross cultural treatment alliances Discussion of articles Practice with Interviewing Practice with Assessing the Alliance using therapist and client versions of Working Alliance Inventory APA film on boundaries Readings: Teyber, E. & McClure, F. (2010) Chapters 2, 3: The Interpersonal Process, Establishing a Working Alliance, Honoring the Client s Resistance. Interpersonal process in therapy: An integrative model. (6 th Edition) Belmont, CA: Brooks/Cole. McWilliams, Nancy. (2004). Chapter 4: Preparing the Client, Chapter 5: Boundaries I: The Frame. In Psychoanalytic psychotherapy: A practitioner s guide. New York, NY: The Guilford Press. Krupnick, J. L., Sotsky, S. M., Elkin, I., Simmens, S., Moyer, J., Watkins, J., & Pilkonis, P. A. (2006). The role of the therapeutic alliance in psychotherapy and pharmacotherapy outcome: Findings in the national institute of mental health treatment of depression collaborative research program. Focus, 4(2), 269. Aisenberg, E. (2008) Evidence-based practice in mental health care to ethnic minority communities: has its practice fallen short of its evidence? Social Work, 4, Additional handouts on client and therapist versions of working alliance Recommended reading: Teyber, E. & McClure, F. (2010) Chapters 2 and 3 Student Workbook for Interpersonal Process in Therapy: An integrative model. (latest edition) Brooks/Cole. Week 4: Translating Assessment Formulations into Collaborative Treatment Plans Creating collaborative treatment plans, getting on the same page Page 7 of 14

8 Using inventories and Assessment tools Identifying clients strengths and level of care needs Practice doing a collaborative review of DSMIV diagnosis and assessment formulation using the assessment that you turned in on week 3. Use the invisible consultant model and offer feedback from the perspective of client, therapist and observer/consultant. Large group discussion of readings and practice Practice with common diagnostic inventories: Beck Depression Inventory, Medica/UBH Wellness Assessments Readings: Teyber, E. & McClure, F. (2010) Chapter 4, An Internal Focus for Change. Interpersonal process in therapy: An integrative model. (6 th Edition) Belmont, CA: Brooks/Cole. Miller, W. & Rose, G. (2009) Toward a theory of motivational interviewing. American Psychologist, 64(6) Gaume, j., Bertholet, n. Faouzi, M., Gmel, G., & Daeppen, J.B. (2010) Counselor motivational interviewing skills ansd young adult change talk articulation during brief motivational interventions. Journal of Substance Abuse Treatment, 39, Moyers, T. & Rollnick, S. (2002) A motivational interviewing perspective on resistance in psychotherapy. Psychotherapy in Practice, 58(2) Week 5: Understanding Internal and Interpersonal Experiences through Relational Process What are theories of change? Developing working hypotheses about how change occurs and what obstructs change Making useful, evidence informed process comments; moving from diagnostic content to experiential content Practice with internal focus role play Practice with process comment role play Large group discussion of how interpersonal exchange enhances understanding of feelings and beliefs Readings: Teyber, E. & McClure, F. (2010) Chapter 5. Helping Clients with their Feelings. Interpersonal process in therapy: An integrative model. (6 th Edition) Belmont, CA: Brooks/Cole. Teyber, E. & McClure, F. (2010) Chapter 5. Helping Clients with their Feelings. In Student Workbook. Section C. Key Concepts. Interpersonal process in therapy: An integrative model. (6 th Edition) Belmont, CA: Brooks/Cole. Stern, D.N. (1998) The process of therapeutic change involving implicit knowledge: Some implications of developmental observations for adult psychotherapy. Infant Mental Health Journal, 19(3), Page 8 of 14

9 Davies, J.M. & Frawley, M. G. (1994) Treating The Adult Survivors of Childhood Sexual Abuse: A Psychoanalytic Perspective. Chapters 8 and 9. The Impact of Trauma on Transference and Countertransference. Part II: Understanding Relational Dynamics and Reparative Experiences in Interpersonal Process Week 6: The Impact of Development on Relational Dynamics Integrating client history and relational patterns Working with client s perceptions of the past as influencing current functioning Practice with cases in small groups, identifying relational patterns Discussion of neurobiology of brain functioning as it impacts the persistence of patterns Readings: Teyber, E. & McClure, F. (2010) Chapter 6. Familial and Developmental Factors. Interpersonal process in therapy: An integrative model. (6 th Edition) Belmont, CA: Brooks/Cole. Lupien,S., McEwen, B., Gunnar, M., Heim, C. (2009) Effects of stress throughout the lifespan on the brain, behavior and cognition, Nature Reviews, 10, June 2009 Anda, R. et al., (2002) Adverse childhood experiences, alcoholic parents, and later risk of alcoholism and depression. Psychiatric Services, 53(8). Recommended reading: Main, M. (2000). The Organized Categories of Infant, Child, and Adult Attachment: Flexible vs Inflexible Attention under Attachment-Related Stress, Journal of the American Psychoanalytic Association, 48 (4), pp Hesse, E. & Main, M. (2000). Disorganized Infant, Child, and Adult Attachment: Collapse in Behavioral and Attentional Strategies, Journal of the American Psychoanalytic Association, 48(4), Siegel, D. J. (1999). The Developing Mind: How relationships and the brain interact to shape who we are. New York: The Guilford Press. (Chapter 3: Attachment. pp ). Week 7: Relational Dynamics in Interpersonal Process Bringing relational patterns into the clinical encounter Using patterns to understand and change present difficulties Practice identifying relational patterns role play Practice with transference Practice identifying cognitive beliefs in relational context Required readings: Page 9 of 14

10 Teyber, E. & McClure, F. (2010) Chapter 7 Inflexible Interpersonal Coping Strategies, Chapter 8 Relational Themes and Reparative Experiences. Interpersonal process in therapy: An integrative model. (6 th Edition) Belmont, CA: Brooks/Cole. Week 8: Relational Dynamics with Children and Adolescents: Emerging patterns and parent functioning Recognizing emerging relational patterns in children and adolescents Discerning reality from fantasy Developmental distortions versus external experiences How do clinicians support relational constancy Practice with case discussion in small groups Required readings: Fraiberg, S., Adelson, E., & Shapiro, V. (1975). Ghosts in the nursery: A psychoanalytic approach to the problems of impaired infant-mother relationships. Journal of the American Academy of Child Psychiatry, 14, Fonagy, P. (2002) Selected chapters. What works for whom?: A critical review of treatments for children and adolescents. New York: Guilford Press. Additional readings may be assigned. Week 9: Understanding Reparative Experiences in Interpersonal Process Strategies for bringing client s conflicts and beliefs into the therapeutic process Addressing conflicts in process, working with transference Understanding and processing a corrective experience Practice with small group discussion of case material Practice with reparative experience role plays Required readings: Teyber, E. & McClure, F. (2010), Chapter 8 Relational Themes and Reparative Experiences. Interpersonal process in therapy: An integrative model. (6 th Edition) Belmont, CA: Brooks/Cole. Workbook case studies, chapters 8 Additional readings on working through transference may be assigned Week 10: Understanding Reparative Experiences in Interpersonal Process, continued Strategies for bringing client s conflicts and beliefs into the therapeutic process Addressing conflicts in process, working with transference Understanding and processing a corrective experience Practice with small group discussion of case material Page 10 of 14

11 Required readings: Practice with reparative experience role plays Teyber, E. & McClure, F. (2010), Chapter 9, An Interpersonal Solution Interpersonal process in therapy: An integrative model. (6 th Edition) Belmont, CA: Brooks/Cole. Workbook case studies, chapters 9 Additional readings on working through transference may be assigned Week 11: Stages of Intervention work: beginning, middle and ending Acitvities: Tasks and characteristics of work in each stage Ongoing assessment, including new data and maintenance of alliance Modifying interventions, process evaluation, documentation Discuss changes in process defining beginning, middle and ending of interventions. How do clinical social workers know what to do each session, where clients are in the work? Use case examples to identify stages of treatment. What will you reflect on in some stages and not in others? How is the alliance affected by timing of interventions? Required reading: Daly, K,& Mallinckrodt, B. (2009) Experienced therapist s approach to psychotherapy for adults with attachment avoidance or attachment anxiety, Journal of Counseling Psychology, 56, No. 4, Bradshaw, W., Roseborough, D., Pahwa, R., &Jordan, J. (2011) Evaluation of psychodynamic psychotherapy in a community mental health center. Journal of the American Academy of Psychoanalysis and Dynamic Psychiatry, 39, 1, p.665. Prochasca, J. & Norcross, J. Chapter 16, Stages of Change. In Psychotherapy Relationships that work: Evidence-based responsiveness. Norcross, J. (ed). Case examples will be provided Week 12: When cases feel stuck: resistance, maladaptation, competing goals, rupture and repair in alliance Resistance as trying to cope with familiar patterns Use of motivational interviewing to address resistance/competing goals Addressing/assessing willingness to work, new learning Use of supervision to address stuckness Discussion of your own difficult cases, how resolved, how might address now Practice with case vignettes Required reading: Page 11 of 14

12 Safran, J., Muran, C., Proskurov, B. (2009) Alliance, Negotiation, and Rupture Resolution. In Handbook of Evidence-Based Psychodynamic Psychotherapy: Current clinical Psychiatry, Part III, , Strauus, J. Hayes, A., Johnson, S., Newman, C., Brown, G., Barber, J., Laurenceau, J., Aaron, T. (2006) Early alliance, alliance ruptures, and symptom change in a nonrandomized trial of cognitive therapy for avoidant and obsessive-compulsive personality disorders, Journal of Consulting and Clinical Psychology, Vol 74(2) April, 2006, Safran, J. (2000) Resolving therapeutic ruptures: diversity and integration, Journal of Clinical Psychology, 56, 2, Samstag, L.W. (2008) Evaluating negative process: A comparison of working alliance, interpersonal behavior, and narrative coherency among three psychotherapy outcome conditions. American Journal of Psychotherapy, 62, 2, Recommended reading: Review Teyber, E. & McClure, F. (2010), Chapter 9, An Interpersonal Solution Interpersonal process in therapy: An integrative model. (6 th Edition) Belmont, CA: Brooks/Cole. Week: 13: Working-through and Termination in Interpersonal Process Negotiating termination, when interventions stop Evaluating practice Boundaries related to the completion of clinical work Transferring change to the client s community: family, work and social changes Role play termination sessions and boundary conflicts Required reading: Teyber, E. & McClure, F. (2010) Chapter 10, Working-through and termination. Interpersonal process in therapy: An integrative model. (6 th Edition) Belmont, CA: Brooks/Cole. Teyber, E. & McClure, F. (2010) Chapter 10 in Student Workbook. Interpersonal process in therapy: An integrative model. (6 th Edition) Belmont, CA: Brooks/Cole. Week 14: Supervision and Consultation-the clinician s best support Describing types of supervision Role of the supervisee: what to bring to supervision Importance of professional reflection Consultation that involves expertise Consultation groups and formats Translating new insights back into case plan: talking to clients Ethical dilemmas and boundaries in supervision Page 12 of 14

13 Activity: Role play supervision models: using case examples provided by the instructor, actively take on the role of the client, clinician, and supervisor Required reading: Skovolt, T. (2010) Chapters on burnout prevention from The Resillient Pratitioner: Burnout Prevention and Self-Care Strategies for Counselors, Therpists, Teachers and Helath Professionals, Second Edition. Kaiser, Tamara (1997) Chapters 1, 2, 3 Supervisor Relationships: Exploring the Human Element. Brooks/Cole Publishing Company. Additional readings on the supervisory experience will be assigned. Week 15: Final Review of Course Activity: Course Evaluation Outside speaker on options for supervision toward licensing Additional questions on termination/supervision Course evaluation Review of final papers Speaker Required reading: no required reading Additional Bibliography: Basch, M (1980) Doing psychotherapy. New York: Basic Books. Basch, M. (1988) Understanding psychotherapy: The Science behind the art. New York: Basic Books. Benjamin, L.S. (2003) Interpersonal reconstructive therapy. New York: Guilford Press. Cassidy, J. & Shaver, P. R. (2008) Handbook of attachment: Theory, research and clinical applications. New York: Guilford Press. Fonagy, P. (2002) What works for whom?: A critical review of treatments for children and adolescents. New York: Guilford Press. Greenberg, L. S. (2002) Emotion-focused therapy: Coaching clients to work through their feelings. Washington, D.C.: American Psychological Association. Greenberg, L. S. and Paivio, S. (2003) Working with Emotions in Psychotherapy. New York: Guilford Press. Hill, C.E. & O Brien, K.M. (2009) Helping skills: Facilitating exploration, insight and action. Washington, D.C., American Psychological Association. Kahn, M. (1997) Between therapist and client: The new relationship. New York: Freeman. Page 13 of 14

14 McGoldrick, M., Gerson, R., & Petry, S. (2008) Genograms: Assessment and Intervention. (3 rd ed). New York: Norton. Minuchin, S., Nichols, M. P., & Lee, W. (2007) Assessing couples and families: From symptom to system. Boston: Allyn and Bacon. Pedersen, P., Crethar, H., & Carlson, J. (2008) Inclusive cultural empathy: Making relationships central in counseling and psychotherapy. Washington D.C.: American Psychological Association. Pedersen, P., Draguns, J., Lonner, W., & Trimble, J. (Eds). (2008) Counseling across cultures (6 th ed.). Thousand Oaks, CA: Sage. Sue, D. W., & Sue, D. (2008) Counseling the culturally different: Theory and practice. (5 th ed) Hoboken, N.J.: Wiley. Schore, A. (2003) Affect regulation and disorders of the self. New York: Norton. Strupp, H. & Binder, J. (1984) Psychotherapy in a new key: A guide to time-limited dynamic psychotherapy. New York: Basic Books.. Yalom, I. (2003) The gift of therapy: An open letter to a new generation of therapists and their patients. New York: Perrenial Currents. Page 14 of 14

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