Counsellor Competencies: Developing Counselling Skills for Education, Career and Occupation

Preface
Contents
About the Authors
Chapter 1: Main Trends in Counselling
	1.1 The First Force: Psychodynamic Theory
	1.2 The Second Force: Cognitive-Behavioural Theory
	1.3 The Third Force: Existential-Humanistic Approach
	1.4 Respect for the Other
	1.5 Empathy
	1.6 Authenticity (Congruence)
	References
Chapter 2: The Microcounselling Model by Ivey
	2.1 Development and Status of the Model
		2.1.1 Integration of Theories and Multicultural Counselling
		2.1.2 Microcounselling and Intentional Counselling
		2.1.3 Research on Microcounselling
	2.2 Counselling and Intentional Conversation from a Multicultural Perspective
		2.2.1 Tenets of Multicultural Counselling
		2.2.2 Overview of Counselling Skills
		2.2.3 Attentive Behaviour
		2.2.4 The Basic Sequence of Listening
		2.2.5 The Five-Step Conversation Structure
		2.2.6 Three Skills that Guide Action
		2.2.7 Influencing Skills for Change
	2.3 Competence Development Exercises
	References
Chapter 3: Egan´s Model of Problem-Management
	3.1 Development and Status of the Model
		3.1.1 Introduction
		3.1.2 The Development of Egan´s Model
		3.1.3 Model of Assistance and Interpersonal Relationship Building
		3.1.4 Theory Influences
		3.1.5 Strengths and Weaknesses of the Model
	3.2 The Problem-Management
		3.2.1 The Three-Stage Advisory Model
		3.2.2 Level I Process and Skills
		3.2.3 Level II Process and Skills
		3.2.4 Level III Process and Skills
	3.3 Competence Development Exercises
		3.3.1 Exercises for Level I Skills
		3.3.2 Level II Skills Exercises
		3.3.3 Exercises for Level III Skills
	References
Chapter 4: Solution-Focused Counselling
	4.1 Development and Status of the Approach
		4.1.1 Influences and Development
		4.1.2 Research Results
		4.1.3 Strengths and Weaknesses of the Model
	4.2 Model of Solution-Focused Counselling
		4.2.1 Basic Assumptions
		4.2.2 Process of Solution-Focused Counselling
	4.3 Exercises for Skill Development
	References
Chapter 5: The Integrative Model of Ertelt and Schulz: Information Structural Methodology (ISM)
	5.1 Development and Status of the ISM Approach
		5.1.1 Need for Information in Individual Career Counselling
		5.1.2 Investigation into the Linking of Decision-Relevant Information in Counselling
		5.1.3 Career Information Expectations and Structures in Individual Counselling
		5.1.4 Information Needs and Media Use Among Clients and Employees Using the Counselling Services of the German Federal Employm...
		5.1.5 Use of Media and the Employment Agency´s Careers Information Centre (BIZ) by Clients of the German Job Placement and Emp...
		5.1.6 Individual Decision-Making Strategies for Professional Decisions
		5.1.7 Individual Migration Decisions
		5.1.8 Current Research on Professional Decision-Making Behaviour
	5.2 The Information Structural Methodology (ISM)
		5.2.1 The Counselling Process with ISM
		5.2.2 The Prescriptive Model PIC for Career Guidance
		5.2.3 Practical Design of the Counselling Process
	5.3 Case Studies and Exercises for Developing Counsellor Competencies
	References
Chapter 6: Competence-Oriented Vocational and Career Counselling
	6.1 Introduction
	6.2 The Concept of Competence
	6.3 Measurement and Development of Competence in Vocational and Career Guidance
	6.4 Assessment Sheet Social and Methodological Competencies (SOMECO)
	6.5 Implementation of Competence Orientation in Vocational and Career Guidance
	6.6 Exercises
	References