LEADER 05924nam 2200685 450 001 9910453860003321 005 20200520144314.0 010 $a1-118-46834-1 010 $a1-118-46837-6 010 $a1-118-46836-8 035 $a(CKB)2550000001277711 035 $a(EBL)1676371 035 $a(OCoLC)877771909 035 $a(MiAaPQ)EBC1676371 035 $a(DLC) 2014010262 035 $a(Au-PeEL)EBL1676371 035 $a(CaPaEBR)ebr10862659 035 $a(CaONFJC)MIL599775 035 $a(OCoLC)882232057 035 $a(EXLCZ)992550000001277711 100 $a20140429h20142014 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 00$aHow to become a more effective CBT therapist $emastering metacompetence in clinical practice /$fedited by Adrian Whittington and Nick Grey 205 $aFirst edition. 210 1$aWest Sussex, England :$cJohn Wiley & Sons,$d2014. 210 4$dİ2014 215 $a1 online resource (338 p.) 300 $aDescription based upon print version of record. 311 $a1-118-46835-X 311 $a1-306-68524-9 320 $aIncludes bibliographical references and index. 327 $aHow to Become a More Effective CBT Therapist; Copyright; Contents; About the Editors; About the Contributors; Foreword by David M. Clark; Foreword by Tony Roth; I The Foundations; 1 Mastering Metacompetence: The Science and Art of Cognitive Behavioural Therapy; Introduction; The Science of CBT: Efficacy, Effectiveness and Evidence-Based Practice; The Art of CBT: Metacompetence; Three Risks to Effective Practice; Bringing the Science and Art Together: Metacompetent Adherence; Conclusion; Acknowledgements; Note; References; 2 The Central Pillars of CBT; Introduction; Core Principles of CBT 327 $aCore Framework of Therapy Core Therapeutic Strategies; Conclusion; References; 3 Developing and Maintaining a Working Alliance in CBT; What is the Nature of the Working Alliance in CBT ?; Developing a Good Working Alliance; Addressing Challenges in Maintaining a Working Alliance; Where Next?; Summary; References; 4 Working with Diversity in CBT; What is "Diversity"?; How is Diversity Relevant to CBT Practice?; Adapting CBT for Diversity: A Case Conceptualization Framework; Overcoming Obstacles and Building: Applying the Adaption Framework in Clinical Practice; Conclusion; References 327 $aII Handling Complexity 5 Working with Co-Morbid Depression and Anxiety Disorders: A Multiple Diagnostic Approach; Introduction; Co-morbid Depression and Anxiety Disorders: Epidemiology and Therapy Outcomes; A Multiple-Diagnostic Approach; Conclusion; Acknowledgements; Note; References; 6 Collaborative Case Conceptualization: Three Principles and Five Steps for Working with Complex Cases; Rationale for Case Conceptualization; A New Model of Case Conceptualization; Five Steps of Case Conceptualization; Conclusion; Acknowledgements; References; 7 Transdiagnostic Approaches for Anxiety Disorders 327 $aThe Need for a Transdiagnostic Approach to Treating Anxiety Disorders Transdiagnostic Approaches; Transdiagnostic Approaches to Anxiety Disorders: Theory; Transdiagnostic Approaches to Anxiety; Transdiagnostic Protocol for Anxiety Disorders; Treatment Overview; Structure of Treatment; Case Example; Conclusion; References; 8 When and How to Talk about the Past in CBT; Introduction; Clinical Starting Points; Meta-Cognitive Awareness; Building Up a Sense of Self; Developing an Identity; References; 9 "Is it Them or is it Me?" Transference and Countertransference in CBT; Introduction 327 $aTransference in Analytic Thought Why CBT is Wary of Transference; Cognitive Models of Transference and Countertransference; Empirical Evidence; Interpersonal Schemas; Why Transference Doesn't Appear in CBT; Where Transference Does Appear in CBT; The Interpersonal Schema Worksheet ( ISW); A Stepped Model for Managing Transference and Countertransference; Summary; Acknowledgements; Note; References; 10 What To Do When CBT Isn't Working?; What Do We Mean by 'Treatment Failure'?; Resistance is Futile?; Common Forms of Resistance; Notes; References; III Adapting for Specific Client Groups 327 $a11 CBT with People with Long-Term Medical Conditions 330 $a"How to Become a More Effective CBT Therapist explains and illustrates ways to sensitively adapt and adjust evidence-based CBT techniques to address the everyday challenges of real-world clinical work. A major new text in CBT, enabling readers to move from competence to 'metacompetence' by adhering to CBT principles while also sensitively adapting to individual client needs Offers insights on the therapeutic relationship and advice for when CBT isn't working, along with specific material on older people, LTCs, intellectual disability and severe mental illness Features contributions from well known CBT thought leaders including Willem Kuyken, Roz Shafran, Kate Davidson, Michael Worrell, Helen Kennerley and Stirling Moorey With a Foreword by Professor Tony Roth "--$cProvided by publisher. 330 $a"A major new text in CBT, enabling readers to move from competence to metacompetence' by adhering to CBT principles while also sensitively adapting to individual client needs"--$cProvided by publisher. 606 $aCognitive therapy 606 $aClinical competence 606 $aTherapist and patient 608 $aElectronic books. 615 0$aCognitive therapy. 615 0$aClinical competence. 615 0$aTherapist and patient. 676 $a616.89/1425 702 $aWhittington$b Adrian 702 $aGrey$b Nick 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910453860003321 996 $aHow to become a more effective CBT therapist$92151676 997 $aUNINA LEADER 01811nam a2200349 i 4500 001 991002793989707536 005 20020508210107.0 008 940706s1969 it ||| | ita 035 $ab11061327-39ule_inst 035 $aPARLA169139$9ExL 040 $aDip.to Filol. 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[and others] 210 1$aWashington, D.C. :$cWorld Bank,$d2012. 215 $apages cm 225 1 $aDirections in development : human development 300 $aDescription based upon print version of record. 311 $a0-8213-8975-0 320 $aIncludes bibliographical references. 327 $aIntroduction and overview -- Conceptual framework and data -- Analysis of the effects of the 2004 reforms: outputs and outcomes -- The effects of the primary reforms: econometric analysis -- Does education matter for poverty reduction? a livelihoods perspective -- Tough choices ahead. 330 $aComing out of civil war, Mozambique had an enormous education deficit. In 199, five years after the peace treaty, 80 percent of the labor force reported to have no education at all, and school enrollment outside the large cities was miserable. Since then, Mozambique has come a long way in improving access to lower and upper primary through sustained investments in education infrastructure and introduction of important reforms. 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