LEADER 05841oam 2200721I 450 001 9910792101303321 005 20230802012807.0 010 $a1-136-59757-3 010 $a1-283-59008-5 010 $a9786613902535 010 $a0-203-35693-4 010 $a1-136-59758-1 024 7 $a10.4324/9780203356937 035 $a(CKB)2560000000092864 035 $a(EBL)1020261 035 $a(OCoLC)810082159 035 $a(SSID)ssj0000711515 035 $a(PQKBManifestationID)11416641 035 $a(PQKBTitleCode)TC0000711515 035 $a(PQKBWorkID)10693074 035 $a(PQKB)10489683 035 $a(MiAaPQ)EBC1020261 035 $a(Au-PeEL)EBL1020261 035 $a(CaPaEBR)ebr10598500 035 $a(CaONFJC)MIL390253 035 $a(OCoLC)724641647 035 $a(FINmELB)ELB139155 035 $a(EXLCZ)992560000000092864 100 $a20180706d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aLearning from mistakes in rational emotive behaviour therapy /$fWindy Dryden and Michael Neenan 210 1$aHove, East Sussex ;$aNew York :$cRoutledge,$d2012. 215 $a1 online resource (305 p.) 300 $aDescription based upon print version of record. 311 $a0-415-67874-9 311 $a0-415-67873-0 320 $aIncludes bibliographical references and index. 327 $aLearning 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 present 327 $a7 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 vocabulary 327 $a19 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' 327 $a27 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' 327 $a35 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' 327 $a43 Using theory-driven questions in assessing irrational beliefs when open-ended questions would be more productive for your clients and vice versa 330 $a"Mistakes are often an inevitable part of training; Learning from Mistakes in Rational Emotive Behaviour Therapy encourages the trainee to pinpoint potential errors at the earliest possible stage in training, helping them to make fast progress towards becoming competent REBT practitioners.Windy Dryden and Michael Neenan have compiled 111 of the most common errors, explaining what has gone wrong and how to put it right, and have divided them into eight accessible sections:general mistakesassessment mistakesgoal setting mistakesdisputing mistakeshomework mistakesdealing with client doubts, reservations and misconceptionsworking through mistakesself maintenance.Learning from Mistakes in Rational Emotive Behaviour Therapy is an indispensible guide for anyone embarking on a career in the REBT field"--$cProvided by publisher. 606 $aRational emotive behavior therapy 606 $aPsychotherapy 615 0$aRational emotive behavior therapy. 615 0$aPsychotherapy. 676 $a616.89/14 686 $aPSY036000$2bisacsh 700 $aDryden$b Windy.$0618977 701 $aNeenan$b Michael$01470515 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910792101303321 996 $aLearning from mistakes in rational emotive behaviour therapy$93682436 997 $aUNINA