05841oam 2200721I 450 991079210130332120230802012807.01-136-59757-31-283-59008-597866139025350-203-35693-41-136-59758-110.4324/9780203356937 (CKB)2560000000092864(EBL)1020261(OCoLC)810082159(SSID)ssj0000711515(PQKBManifestationID)11416641(PQKBTitleCode)TC0000711515(PQKBWorkID)10693074(PQKB)10489683(MiAaPQ)EBC1020261(Au-PeEL)EBL1020261(CaPaEBR)ebr10598500(CaONFJC)MIL390253(OCoLC)724641647(FINmELB)ELB139155(EXLCZ)99256000000009286420180706d2012 uy 0engur|n|---|||||txtccrLearning from mistakes in rational emotive behaviour therapy /Windy Dryden and Michael NeenanHove, East Sussex ;New York :Routledge,2012.1 online resource (305 p.)Description based upon print version of record.0-415-67874-9 0-415-67873-0 Includes bibliographical references and index.Learning from Mistakes in Rational Emotive Behaviour Therapy; Copyright; Contents; Preface; PART I: General mistakes; 1 Exploring for too long your clients' expectations of REBT and their previous experiences of therapy; 2 Developing the therapeutic relationship first; 3 Not setting or keeping to a therapeutic agenda; 4 Not being active and directive; 5 Not wanting to intervene in your clients' problems without knowing the `big picture' first; 6 Believing you need to understand the past before you can deal with the present7 Wanting to give your clients opportunities to express themselves in their own way instead of through the REBT model8 Listening passively; 9 Not ensuring that your clients have answered the questions you have asked; 10 Not interrupting rambling or verbose clients; 11 Being verbose yourself; 12 Failing to obtain feedback; 13 Avoiding confrontation; 14 Not working collaboratively; 15 Not adopting a problem-orientated focus; 16 Failing to keep your clients on track; 17 Not checking your clients' understanding of REBT terminology; 18 Not developing a shared vocabulary19 Trying to teach `B`-'C' thinking while struggling unsuccessfully to abandon `A'-`C' language20 Not socializing your clients into REBT in the first or early sessions of therapy; 21 Not teaching the `ABC' model in a clear way; 22 Being didactic with clients who would profit more from Socratic dialogue and vice versa; 23 Being insufficiently repetitive in teaching REBT concepts; 24 Not explaining the purpose of an intervention; PART II: Assessment mistakes; 25 Allowing your clients to provide too much detail about the activating event; 26 Accepting your clients' vagueness in describing `A'27 Allowing your clients to talk compulsively about their feelings28 Not obtaining a problem list; 29 Not asking for a specific example of the target problem; 30 Readily assuming that an irrational belief is your clients' problem; 31 Failing to intervene to make imprecise emotional `C's precise; 32 Not explaining why disturbed feelings are unhealthy/unhelpful and why non-disturbed feelings are healthy/helpful; 33 Pressurizing your clients to be exact about their feelings; 34 Treating frustration as a `C' instead of an `A'35 Generalizing from an emotional `C' when you need to be specific, and being specific when it is important to generalize36 Focusing on a behavioural `C' instead of using it to find an emotional `C'; 37 Becoming obsessive in searching for the critical `A'; 38 Challenging inferences instead of waiting to dispute uncovered irrational beliefs; 39 Pursuing theoretical inferences instead of clinically significant ones; 40 Not realizing that your clients' target emotion has changed; 41 Not noticing that your clients have provided you with a `C' instead of an inference; 42 Not clarifying the `it'43 Using theory-driven questions in assessing irrational beliefs when open-ended questions would be more productive for your clients and vice versa"Mistakes are often an inevitable part of training; Learning from Mistakes in Rational Emotive Behaviour Therapy encourages the trainee to pinpoint potential errors at the earliest possible stage in training, helping them to make fast progress towards becoming competent REBT practitioners.Windy Dryden and Michael Neenan have compiled 111 of the most common errors, explaining what has gone wrong and how to put it right, and have divided them into eight accessible sections:general mistakesassessment mistakesgoal setting mistakesdisputing mistakeshomework mistakesdealing with client doubts, reservations and misconceptionsworking through mistakesself maintenance.Learning from Mistakes in Rational Emotive Behaviour Therapy is an indispensible guide for anyone embarking on a career in the REBT field"--Provided by publisher.Rational emotive behavior therapyPsychotherapyRational emotive behavior therapy.Psychotherapy.616.89/14PSY036000bisacshDryden Windy.618977Neenan Michael1470515MiAaPQMiAaPQMiAaPQBOOK9910792101303321Learning from mistakes in rational emotive behaviour therapy3682436UNINA03312nam a2200397 i 450099100434611200753620241023124320.0241023s1548 fr er 001 0 lat d++ e-laumn-o- usIt (3)1548 (R)Pt. 1.930 37is.8de CaCa (C)1548 (R)Pt. 2.Bibl. Interfacoltà T. PellegrinoitaSocioculturale ScslatPlinius Secundus, Gaius208975Naturalis Historia12698C. Plinii Secundi Historiae mundi libri triginta septem, post omnes omnium editiones cum uetustissimis aliquot, ijsque manu scriptis exemplaribus diligentissimè collati . ... Annexae sunt praeterea in calce operis castigationes Sigismundi Gelenij. Has sequitur index longe quàm locupletissimusLugduni :ex officina Godefridi et Marcelli Beringorum fratrum,1548( [Lione :Godefroy Beringen & Marcellin Beringen])2 parti ([16] carte, 976 colonne, [18] carte; [64] carte) ;2ºDescrizione basata su esemplare in pessimo stato di conservazione cfr. SBN BVEE007127Inizia a carta ²a1r la pt. 2. con proprio frontespizio: Index in C. Plinii secundi naturalem historiam ad exemplum Ioan. Camertis, mutatis ...Marche sui frontespizi (L03039, n. 1 - S219) e in fine della parte 2. (L03039, n. 2 - S534); In cornice: due mani che si stringono sostengono un anello. Motto: Bona fide. (L3039) n. 1 sui front.; n. 2 alla fine della pt. 2.Corsivo ; romanoIniziali xilograficheSegnatura: πa-b⁸ a-z⁶ A-R⁶ S⁴ 3a-3c⁶; ²a-k⁶ l⁴; carta 3c6 biancaIl fondo Briganti-Stajano è stato annesso al patrimonio della Biblioteca Interfacoltà nel 1981. Le famiglie da cui il fondo prende il nome sono l'aristocratica famiglia gallipolina dei Briganti (fine XVIII sec.) e la famiglia Stajano di Sannicola, alla quale il fondo è pervenuto in eredità dopo la morte di Domenico Briganti, ultimo discendente (fine XIX sec.). Il fondo si compone di una sezione a stampa antica e moderna e di una sezione manoscritta. La sezione a stampa è costituita in buona parte dalla biblioteca dei due esponenti più noti dell’Illuminismo riformatore salentino, Tommaso Briganti (1691-1762) e il figlio Filippo (1726-1804), e riflette in pieno i loro interessi per le discipline storiche, giuridiche, economiche, religiose e filosofiche; sono presenti nella sezione, inoltre, libri, opuscoli, documenti e opere degli stessi Stajano.LE0021 esemplare (parzialmente mutilo)LE002Camers, Johannes<1448-1546>Gelen, Sigmund<1497-1554>Briganti-Stajano <fam.><sec. 18-19.>possessore precedenteLE002Beringen, Godefroy & Beringen, MarcellinFranciaLioneIndex in C. Plinij Secundi Naturalem historiam ad exemplum Io. Camertis, mutatis quibusdam quae ad hanc aeditionem non congruebant, nonnullis etiam adiectishttps://books.google.it/books?vid=IBNR:CR000114155&redir_esc=yhttps://www.bdl.servizirl.it/bdl/bookreader/index.html?path=fe&cdOggetto=2377#mode/2up991004346112007536Historia naturalis12698UNISALENTO