PREFACE

Everything begins somewhere.

Counseling, psychotherapy, and other mental health treatments begin with the clinical interview. Using metaphor, clinical interviewing is the headwaters from which all counseling and psychotherapy flow. Without the particular and elegant mix of culturally sensitive assessment, case formulation, treatment planning, and interventions that happen during clinical interviews, therapy would be directionless.

We are in disbelief about the fact that the first edition of this text was published way back in the 20th century (1993). Upon recovery from our disbelief, we find ourselves in existential awe of the continuing evolution and broad practical application of clinical interviews in mental health settings. In response to our existential awe, we feel humbled to provide this contribution to the education of all who aspire to become helping professionals.

What's New in the Seventh Edition?

The seventh edition has new content, new citations, new cases, and new language. As an example, at last count, there were over 320 new citations (a number that precipitated an eye roll from Rita). Our goals in reworking this text were to more deeply integrate culture, increase diverse representation, maintain our broad, foundational, practical, and evidence-based orientation, while providing learners with the best, most interesting, and most engaging reading and skill-building experience possible. You can be the judge of whether we've succeeded.

Cultural Content

We were fortunate to receive reviews from many students, practitioners, and professors. One clear message was: increase diversity representation, so all students can identify with the textbook content. To address this message, we asked diverse clinicians from around the globe to provide case examples. The response was invigorating . resulting in 16 exciting new case examples sprinkled throughout the text.

As with the 6th edition and consistent with what we've learned from Derald Wing Sue, instead of placing diversity content in one chapter, you'll find it integrated everywhere. As a consequence, all of the formerly labeled "Multicultural Highlights" boxes were relabeled as "Practice and Reflection" boxes because the distinction of a "highlight" no longer seemed relevant.

Learner Objectives and Videos

Every chapter has reformulated and rewritten learner objectives to facilitate active learning. Every learner objective has at least one complementary video, and sometimes an array to help bring the learning to life. These videos combine old and new segments, and feature a diverse range of clinicians and clients discussing core ideas and demonstrating techniques described in the text. The videos are available on the book's companion website.

Clinician Stress Management and Self-Care

Clinical interviewing is a stressful professional responsibility. To address clinician stress, we included additional stress management and self-care guidance to the suicide assessment interviewing chapter (Chapter 10).

Using the Online Instructor's Manual and Ancillary Materials

Clinical interviewing (7th edition) has an online instructor's manual and ancillary materials for instructors. Through your John Wiley & Sons sales representative or via the Wiley website at www.wiley.com\go\sommersflanagan\clinicalinterviewing7, adopting this text gives you access to the following instructional support:

• An online instructor's manual, with supplementary lecture ideas, discussion questions, and classroom demonstrations and activities
• A test bank with more than 40 test items for each chapter
• A downloadable set of PowerPoint slides geared to textbook chapters
• The videos for each of the learning objectives in the text.

Language Choices

We live in a postmodern world in which language is constantly changing. Our goal is to use inclusive, clear, and non-offensive language. To achieve this goal, we followed the American Psychological Association's (2021b) Inclusive Language Guidelines (see: https://www.apa.org/about/apa/equity-diversity-inclusion/language-guidelines.pdf.). Despite our best efforts, we lament that we are imperfect, and so our language use will inevitably become outdated or fall short of accurately representing everyone.

We are aware that language triggers emotions. We've had students angrily tell us they will not attend class if we use the term "White privilege" because it is a "political term." We've been told to use Latinx or Latine, and then had clients laugh and correct us, saying they prefer regionally specific language (e.g. "Mexican"). Our point is that because language is powerful, we want to empower you to reframe anything you may find outdated or offensive into language that's representational and inclusive. We also empower you to contact us so we can continue to grow in our language use. You can write to John at: john.sf@mso.umt.edu.

Patients or Clients or Visitors

Clinical interviewing is a cross-disciplinary activity. While revising this text, we sought feedback from physicians, psychologists, social workers, and professional counselors. Not surprisingly, physicians and psychologists suggested that we stick with the term patient, whereas social workers and counselors expressed preferences for client. As a third option, in the Mandarin Chinese translation of this text, the term used was visitor.

After briefly grappling with this dilemma, we decided to primarily use the word client, except for situations in which patient is used in previously quoted material. Just as Carl Rogers drifted in his terminology from patient to client to person, we find ourselves moving away from some parts and pieces of the medical model. This doesn't mean we don't respect the medical model; it just means we're intentionally choosing to use more inclusive language that emphasizes wellness.

Sex and Gender

Sensitivity to multiple gender perspectives has complicated how gender is described in conversation and in writing. Consistent with tradition and contemporary perspectives, when possible, we used plural-plural language (i.e. them, their, and they). When speaking in the singular about individuals with known pronouns (as in case examples), we use him, her, they/them, or ze, depending on the identified gender or preference of the person in the case. As appropriate, we occasionally use the singular they when describing individuals, whom we know or suspect wouldn't ascribe to a binary gender designation.

Interviewer, Psychotherapist, Counselor, Therapist, Clinician, or Practitioner

Because this text was written for aspiring mental health professionals across several disciplines, we've used several different terms to refer to mental health, human services, or healthcare professionals. Consequently, we alternate in a random and whimsical way from therapist to clinician to interviewer to counselor to psychotherapist, and occasionally we throw in practitioner. Our hope is to include all professional disciplines.

Acknowledgments

Even on our bad days, we're aware of our good fortune as authors, professors, and therapists. We not only get to hang out with each other and write books, but we also get to publish with John Wiley & Sons. That's pretty close to being born on third base.

This is where we're supposed to thank, acknowledge, and honor everyone who made this book possible. But because this is the seventh edition of Clinical Interviewing, by now we're indebted to nearly everyone we've ever known. So, we begin with a general thanks to the many people who have lightened our burdens, provided input and guidance, and offered emotional support.

More specifically, we want to thank our Wiley editor, Darren Lalonde. We appreciate your brainstorming, support, patience, and flexibility. Thanks also to Judy Howarth, Patty Maher, Monica Rogers, Neelukiran Sekar, Christina Weyrauch, and other members of the Wiley publishing team. We've never had a question unanswered or a request denied (other than our request to be greeted with chocolate-dipped strawberries when we visit the Wiley booth at conferences).

In addition to our remarkable Wiley team, the following individuals deserve a big shout-out for writing awesome case examples.

Devika Dibya Choudhuri, PhD, LPC, (She/?/ella/??). Eastern Michigan University

Eddy Fagundo, PhD, CRC, CVE, (He/Him). American Counseling Association

Galana Chookolingo, PhD, HSP-P, Health Service Provider-Psychologist

Hana Meshesha, MA, PCLC, ACLC, NCC, Doctoral Candidate, University of Montana

Kanbi Knippling, MA, Doctoral Candidate, University of Montana

Kira Wiens, MSc, CCLS (she/her), Ministry of Children and Family Development, Canada

Maegan Rides At The Door, PhD, LCPC, Director of the National Native Children's Trauma Center. University of Montana

Richa Khanna, PhD, Counseling Psychologist, Mumbai, India

Sabina Sabyrkulova, MA, LCPC, NCC, Doctoral Candidate, University of Montana

Stacey Diane Arañez Litam, PhD, LPCCs, NCC, CCMHC, (She/Her/Siya), Cleveland State University

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