BOOK REVIEW

The book The Art of Helping IV is a master piece work of Dr.Richard M Pierce, Dr. John R. Canon, and Dr. Robert R. Carkhuff. It is very simp e and easy to understand because of its simp e an!ua!e and the i ustrations. The book dea s with different ski s needed in counse in! and it a so e"p ains about how we can use those ski s usefu y. The different ski s e"p ains in the book attendin! ski s, respondin! ski s, initiatin! ski s. Attending Skills #ttendin! is the richest source of earnin! about the he pee. #ttendin! ski s invo ve communicatin! a $hoverin! attentiveness% to the he pee. #ttendin! inc udes the verba and nonverba behaviors that are direct y re ated to invo vin! the he pee. &ithin the he pin! process, attendin! serves to faci itate the he pee's invo vement in he pin!. (y communicatin! interest in the he pee, the he per estab ishes the conditions for the he pee's invo vement in the he pin! process. (asica y, attendin! invo ves some physica act on the part of the he per. I) #ttendin! Physica y #ttendin! physica y encompasses invo vin! the he pee and attendin! conte"tua y and persona y to the he pee. (y attendin! physica y, the he per communicates interest in the he pee's we fare. #ttendin! Persona y may invo ve meetin! the he pee's immediate physica needs as we he per communicates persona attendin! by a e"pressions. as posturin! yourse f physica y to communicate interest and attentiveness. The of their mannerisms and

II) *bservin! *bservin! ski s invo ve the he per's abi ity to see and understand the nonverba behavior of the he pee. These ski s are essentia because the richest source of empathy is the he per's observation of the he pee's physica behavior. In observation eve we must observe the he pee's appearance and behavior which dea s the he pee's ener!y eve , her fee in!s and her de!ree of con!ruence. III) +istenin! +istenin! is the essentia ,ua ity in the counse in! process. # on! with the he pee's behaviora e"pressions, the he pee's verba e"pressions are a so a very rich source of empathy. -irst the istener shou d know why she is there and what we are ookin! for. Responding Skills (asic respondin! ski s invo ve the he per's accurate understandin! of the he pee's e"perience. They inc ude first discriminatin! and then communicatin! the content, fee in!s, fee in!s and content of the he pee's e"perience. &hen emp oyed at eve s interchan!eab e with the he pee's e"perience, they serve to insure that the he per is fu y in tune with the he pee. Respondin! ski s serve to stimu ate the he pee's e"p oration of where he or she is in his or her e"perience of the wor d. The accurate response becomes a mirror ima!e of the he pe's e"perience. in tune with the he pee's e"perience. I) Respondin! to Content It invo ves summari.in! what the he pee has shared concernin! her situation. (y respondin! to content, the he per can respond verba y as we as Respondin! ski s a so serve to reinforce the he pee's e"p oration by showin! the he pee that the he per is fu y

physica y to the he pee and be!in to communicate our understandin! of the he pee's e"perience. $/mpathy% is an important word for this communication of understandin!. $/mpathy invo ves e"periencin! another person's wor d as if you were she%. 0e pin! is for the he pee. II) Respondin! To -ee in! It invo ves accurate y identifyin! a fee in! word that s interchan!eab e with the he pee's e"perience of the situation. To respond to the he pee's fee in!s 1i) observe the behavior 1ii) isten carefu y to the he pee's words. 0e pee's tone of voice and facia e"pressions wi be va uab e c ues to her inner fee in!s. In respondin! to fee in!s the he per wi use therapeutic an!ua!e ie happy, an!ry, sad, confused, scared, stron! or weak etc are used. III) Respondin! to -ee in! #nd Content. It invo ves the c ear communication of he per understandin! of both the content and fee in!s e"pressed by the he pee. Content is used to make the fee in! meanin!fu . The content and the fee in! !ives the inte ectua and the emotiona meanin! of the he pee's e"pressions of e"perience. Personalizing Skills Persona i.in! invo ves bui din! a base of interchan!eab e responses before persona i.in! the meanin!, the prob em, the fee in!s and the !oa . Persona i.ed empathy simp y attempts to enab e the he pee to understand where he2she is in re ation to where he2she wants or needs to be.

I) (ui din! a (ase -or Persona i.in! Persona i.in! ski s cu minate in the he pee's persona e"perience of the prob em as the inabi ity to hand e difficu t situations. Persona i.in! ski s

are used to provide a transition from respondin! to initiatin! and e"p orin! to actin!. &hen emp oyed effective y, they faci itate the he pee's understandin! of where he2she wants to be in the wor d. They serve to focus upon the he pee's !oa s which are the bass for actin!. II) Persona i.in! the Meanin! It invo ves respondin! to identify the persona si!nificance or imp ications of the e"pressed situation for the he pee. &hen we !o beyond the he pee and understand the meanin! of the situation and the he pee's persona deficits, we say that we are persona i.in!. Content on y becomes meanin!fu when it is persona i.ed for the he pee. Persona i.in! the meanin! is the first step toward he pin! the he pee to understand where she2he is in re ation to where he2she wants to be. &e persona i.e the meanin! when we re ate the meanin! direct y to the he pee's e"perience. III) Persona i.in! the Prob em, -ee in!s #nd 3oa It invo ves respondin! to identify the persona deficits of the he pee that are contributin! to the prob em or situation, the fee in!s that the he pee is e"periencin! about her deficits and !oa that the he pee wants to achieve. Initiating Skills Initiatin! invo ves operationa i.in! !oa s and initiatin! steps, schedu es and reinforcements to achieve these !oa s. Initiatin! means 1i) findin! direction in ife 1ii) actin! in fo owin! this direction 1iii) brin!in! direction to cu mination4!ivin! ife meanin! n productivity and creativity. I) Initiatin! an *pertationa i.ed 3oa It covers responses that e"press a c ear understandin! of the he pee's persona i.ed prob em, fee in!s and !oa in behaviora terms.

*perationa i.in! the he pee's !oa is the first step deve opin! an action pro!ram and it is based upon the he pee's persona i.ed !oa . operationa i.ed !oa in terms that are observab e and measurab e. II) Initatin! 5teps to the 3oa , 5chedu e and Reinforcement It invo ves responses that identify specific steps toward accomp ishin! the operationa i.ed !oa . In short the attendin! ski s serve to invo ve the he pee in he pin!6 respondin! ski s faci itate e"p oration6 persona i.in! ski s faci itate understandin!6 and initiatin! ski s stimu ate actin!. #!ain, with the feedback from actin! the he pin! or earnin! process is recyc ed unti the !oa s are achieves and the prob ems are reso ved. Psycho o!ica y is more important than physica y but it s not mentioned. 5ome ski s they use so many he pin! words I think it is not enou!h here because a its definitions have the same function. *therwise it's ok. I take five books, in these books it is a very !ood book and its definitions, way of teachin! and so many e"amp es for one ski and they are very effective and understandin!. They introduce a the ski s in picture. 5o it is easy to understandin!. The name of this book is very !ood because the name very much meanin!fu $#RT *- 0/+PI73%. # the thin!s are introduced in art form6 it is a very !ood for teachin! for everyone. If we introduce thin!s in art or picture it won't for!et unti death. It is very usefu for every counse in! student. Bibliography Carkhuff, Robert R, Pierce, Richard M, Canon, John R, The #rt of 0e pin! I8, Massachusetts, 0uman Resource Deve opment Press, 9:;<29:;=. The he pee's