Ivey's

Model-
Micro and
Members-

Macro skills
Aman Saini 22MPS003
Anshita Raghav 22MPS004
Chandrani Kashyap 22MPS005
Gopika Surendran 22MPS009
Mahima Das 22MPS017 Foundations of Counseling
GA
 INTRODUCTION
In this presentation we will be talking about the Ivey’s
model of Micro and Macro skills. We will covering the
topics like about Ivey, a brief about stages, need of
micro and macro skills, the hierarchy of micro needs,
various micro skills like attending behaviour,
questioning , observation skills, reflection of feeling,
listening skills and also various macro skills like
confrontation, focussing, reflection of meaning,
influencing skills and positive asset search.
 ABOUT ALLEN IVEY
Both of Allen Ivey’s parents were born in near poverty during a time when there
was no social safety net. Ivey’s father’s parents had emigrated from Kernow (also
known as Cornwall), Great Britain, to the United States and Canada at the turn of
the century. Ivey’s grandfather died when his father was 9, leaving his
grandmother as the sole provider for the family. On his English mother’s side, his
grandfather lost his inherited local paper due to compulsive gambling. His
mother grew up without money for shoes and for required books for school.
From his parents’ painful childhood experiences, Ivey gained a sense of
economic oppression and injustice. Ivey considers himself bicultural, growing up
and navigating through his English and Cornish roots, which were not always
compatible in their messages with respect to education and achievement.

Ivey grew up in a small house attached to the family store in rural Mt. Vernon,
Washington. He attended a two-room school that was a mile away until he was
the only person in the eighth grade. In the school environment, Ivey experienced
anti-Semitic prejudice even though he had no knowledge about Jews at the time.
He did not share these stories of oppression with his parents. Ivey learned to hate
oppression in all forms from his rural childhood. He felt fortunate that his
parents’ value system of standing up alone for righteousness provided him with a
foundation for understanding and supporting multicultural issues.
Education and Professional Career
• Ivey graduated from Stanford University in 1955
• Ivey then attended Harvard University and received his Ed.D. in 1959.
• At the age of 25, he founded the counseling center at Bucknell University and served as
director of counseling.
• He authored over 35 books and over 200 articles, chapters, and monographs. His worked
has been translated into 18 languages
• He served as president of the Division of Counseling Psychology (now Society for
Counseling Psychology) of the American Psychological Association (APA).
• Ivey also serves on the Board of Directors of the National Institute for Multicultural
Competence. Ivey is a lifetime member of the American Counseling Association and he
received their Professional Development award in 1992

Contributions
• Micro-counselling
• Developmental Counselling and Therapy
• Multicultural Counselling
 STAGES
Story &
Relationship Strength Restory
Building
2 Goal
1 Setting 4 Action
1. Gathering 1. Exploring
1. Establishing data 3 different
5
Rapport 2. Clarifying
1. Mutual goal alternatives
building with the details of the 1.
setting 2.
client  story  Concluding
2. Types of goals Confronting
2. Initiating the or
:  3. Re-
Sessions terminating
Approach goals storying
3. Multicultural 2.
considerations and avoidant Generalizing
goals these skills
outside the
 WHAT ARE MICRO-SKILLS?
• Microskills are the foundation of intentional counseling and
psychotherapy.

• They are the communication skill units of the counselor/client

session that provide specific alternatives to use with many types of
clients and all theories of counseling and therapy.

• Effective use of micro-skills enables one to anticipate or predict

how clients will respond to one’s interventions.

• When one is fully competent in micro-skills, one is able to listen

effectively and help clients change and grow
 WHY DO WE NEED MICROSKILLS ?
•They are the foundational tools on which the success of
interventions with clients may depend.
•They help to create the necessary conditions from which
positive change can take place.
•They provide the client with alliance-building constructs such
as empathic understanding, genuineness and acceptance, and
that will greatly facilitate the development of a safe therapeutic
environment.
•They will aid in establishing rapport with clients.
THE HEIRARCHY OF MICROSKILLS
 Attending Behavior: The Foundation Skill of Listening

• Attention is a powerful reinforcer. Attending behaviour involves

a number of skills utilized by advisors to relate better to their
advisees. It is basically the ability to be physically present for the
client.
• Attending behaviour can be of various types ->
 • Eye contact(Vision)-
Looking at the client while speaking to them. Not only do we want to look at clients, but we
also want to observe breaks in eye contact, both by ourselves and by the client. Clients often
tend to look away when thinking carefully or discussing topics that particularly distress them.
• Body language
A person may move forward when interested and away when bored or frightened. As you talk,
notice people’s movements in relation to you. Your authentic personhood is a vital presence in
the helping relationship. Whether you use visuals, vocal qualities, verbal tracking, or attentive
body language, be a real person in a real relationship.
• Vocal qualities-
Changes in pitch, volume, and speech rate, as well as breaks and hesitations, convey the same
things as the nature of your eye contact. Throat clearing on your part or the client’s may
indicate that words are not coming easily. If clients are stressed, you’ll observe that in their
vocal tone as well as body movements. Accent is a good example of how people react
differently to the same voice (Fuertes et al., 2002).
 • Verbal Tracking-
Verbal tracking is staying with the client’s topic to encourage full elaboration of the narrative. Just as
people make sudden shifts in nonverbal communication, they change topics when they aren’t
comfortable.
1. The Central Role of Selective Attention
Selective attention is central to counseling and psychotherapy. Clients tend to talk about what counselors
are willing to hear. In any session, the client will present multiple possibilities for discussion.

2. The Value of Redirecting Attention

There are times when it may be inappropriate to attend to the here and now-of client statements. For
example, a client may talk insistently about the same topic over and over again. In such cases,
intentional nonattending may be useful.

3. The Usefulness of Silence

Sometimes the most useful thing one can do as a helper is to support their client silently. As a counselor,
particularly as a beginner, one may find it hard to sit and wait for clients to think through what they want
to say. Our client may be in tears, and one may want to give immediate support.
 Some other elements that can be followed in a session-

Empathy- Putting yourself “into another person’s shoes” or viewing the

world “through someone else’s eyes and ears” is another way to describe
empathy.

Genuineness/Congruency- Genuineness is created when there is

congruence between oneself and their words.

Unconditional Positive Regard- Ability to accept the clients for who

they are, i.e., as a person of self worth and not judging them by their
actions.
 Questioning
Open and closed questions
Open questions elicit more meaningful responses by encouraging the clients to talk at
greater length and the client has the power to choose the content and direction of the
session.

Closed questions are used when the counsellor needs to obtain very specific concrete
information and get all facts straight.

Questions during the counselling session can help open up new discussion areas. They can
assist in pinpointing an issue and they can assist to clarify information that at first may
seem ambiguous to the counsellor. Questions that invite clients to think or recall
information can aid in a client’s journey of self-exploration.
 Typically open questions begin with:

1 HOW? Most often enable stalk about feelings and/or process

2 WHAT? Most often lead to facts and information

Most often brings out the timing of the problem,

3 WHEN?
including what preceded and followed it

Most often enables discussion about the environmen and

4 WHERE?
situations.

5 WHY? Most often brings out reasons.

 THE FUNCTION OF QUESTIONS
There are several functions of questions in the counseling interview.
They may be used to:
1. Identify specific facts about the client.
2. Identify problems, concerns, or issues for the client.
3. Clarify specific details.
4. Get facts with questions beginning with "what."
5. Reveal feelings or processes with questions beginning with "how."
6. Get at motives with questions beginning with "why."
 KINDS OF QUESTIONS
1. Memory questions require the recall or recognition of
information and are the least complicated. ("What happened?")

2. Translation questions change information into symbols or

language. An idea or thought is restated using different words. ("Is
there another way of saying that?")

3. Interpretation questions identify and select appropriate

generalizations. ("What did he mean when he said that?")
 KINDS OF QUESTIONS
4. Application questions identify and select appropriate
generalizations. ("What have you learned from what he meant?")
5. Analysis questions solve problems through conscious knowledge
and thinking. ("What have you learned from that situation that will help
you in other situations?")
6. Synthesis questions solve problems with original thinking. ("What
are some ways of dealing with this situation you haven't yet tried?")
7. Evaluation questions make judgments of good or bad according to
standards and are the most complicated. ("Which way do you think
works best?")
 Observation skills
OBERVSATION ALLOWS THE COUNSELLOR TO IDENTIFY
DISCREPANCIES OR INCONGRUITIES IN THE CLIENT’S OR THEIR
OWN COMMUNICATION.
observe non
verbal
behaviours Observe Verbal
Behavior
Acculturation
Issues in Observe Conflict, Incongruities, and
Nonverbal Discrepancies
Behavior: Avoid
Stereotyping
 Reflection of Feeling
Carl Rogers is the theorist/practitioner/author who has made us fully aware of the
importance of listening. We can thank him for our current use of the term “reflection
of feeling.”

Stem
Sentenc Feeling
e label
The Techniques
of Reflecting
Checkou
Feelings Context or
t.
brief
paraphrase
Tense and
immediacy.
 Integrating listening Skills/ clarifying

Encouraging

Paraphrasing (Reflection of
Content)

Summarizing
MACRO SKILLS
Macro skills help clients to
view their difficulties from a
larger perspective. This
provides depth and insight to
the clients into understanding
their problems as well as the
potential for positive change.
They facilitate the counselor
to build a therapeutic
alliance in such a way that it
is meaningful and helpful.
 Reflection
Confrontation
of meaning

Influencing
Positive asset
Focussin skills
search
g
 Confrontation
Empathic confrontation is a skill of influence that encourages clients to
explore inconsistencies between their verbal and nonverbal
communication, as well as discrepancies between expressed attitudes and
behaviors, or conflicts with others. Successful confrontation guides clients
toward adopting fresh perspectives and greater purposefulness in their
thoughts and actions. Empathetic confrontation does not involve a direct
and harsh challenge. It is a delicate skill that entails attentively and
respectfully listening to the client's narratives, followed by encouraging
them to thoroughly explore themselves and/or their situation.
Confrontation does not imply opposing or contradicting the client.
 Focusing
Employ the technique of selective attention to focus the counseling session towards specific
aspects such as the client, the theme, concern, or issue at hand, significant individuals in the
client's life (e.g., partner/spouse, family, friends), a collective perspective, the counselor
themselves, or the cultural and environmental context. Alternatively, you can also center the
focus on the immediate situation unfolding in the present moment during the session.

Types of Focusing
• Individual focusing
• Problem focussing
• Family focussing
• Interview focusing
• Cultural focusing
• Environmental/ context focussing
 Reflection of meaning
The significance of experiences for clients is closely related to their core personal
encounters. It is important to motivate clients to delve deeper into their own
perspectives and explore their own meanings and values. Utilizing questions to
prompt discussions on meaning often serves as a crucial initial stage. Reflecting
on meaning resembles a paraphrase but with a focus on going beyond the client's
words. Frequently, the terms meaning, values, vision, and goals arise in these
conversations.

During the counseling process, clients will delve into their stories, problems, and
worries with a greater level of detail, specifically emphasizing profound
meanings, values, and insights. This enables clients to identify their life goals and
 Influencing skills

• Feedback
• Logical consequences
• Information/psychoeducation
• Directives.
• Self-disclosure
 Positive asset search

The process of seeking positive asset search involves actively

listening to the client's narrative and identifying their strengths.
These strengths can encompass positive qualities, community
resources, and cultural or spiritual assets. By normalizing the
client's situation, the goal is to help them rediscover their own
wellness strengths and personal empowerment. It is possible that
the client's existing assets may offer solutions that they may have
overlooked previously.
 SKILL INTEGRATION

The skill integration aspect of the Ivey model involves combining

techniques and strategies from various counseling theories and
approaches based on the client's presenting concerns,
developmental stage, and preferences. This approach helps
counselors provide a holistic and personalized therapeutic
experience for their clients, enhancing the potential for positive
outcomes.
It’s basically the approach of turning “Theory into practice”.
 ETHICAL CONSIDERATION
• Competence.

• Recording and Informed Consent.

• Confidentiality.
demonstration
 references
Administrator. (2016, February 11). Developmental Counseling and therapy - IResearchNet. Psychology.

https://psychology.iresearchnet.com/counseling-psychology/counseling-therapy/developmental-counseling-and-therapy/

Corey, J. (2019). Theory and Practice of counselling and Psychotherapy. Amazon

Fuertes, J. N., Potere, J. C., & Ramirez, K. Y. (2002). Effects of speech accents on interpersonal evaluations: implications for

counseling practice and research. Cultural Diversity & Ethnic Minority Psychology, 8(4), 346–356.

https://doi.org/10.1037/1099-9809.8.4.347

Ivey, A. E. (2002). Intentional Interviewing and Counseling : Facilitating client development in a multicultural society.

http://ci.nii.ac.jp/ncid/BB02874683

Ivey, A. E., & Ivey, M. B. (2008). Essentials of intentional interviewing : counseling in a multicultural world. In Brooks/Cole

eBooks. http://ci.nii.ac.jp/ncid/BB01787743