LEADER 03375oam 2200661I 450 001 9910779696603321 005 20230803020411.0 010 $a1-136-74575-0 010 $a0-203-38567-5 010 $a1-299-44802-X 010 $a1-136-74568-8 024 7 $a10.4324/9780203385678 035 $a(CKB)2550000001018426 035 $a(EBL)1163806 035 $a(OCoLC)836402545 035 $a(SSID)ssj0000855798 035 $a(PQKBManifestationID)11440514 035 $a(PQKBTitleCode)TC0000855798 035 $a(PQKBWorkID)10804880 035 $a(PQKB)10465039 035 $a(OCoLC)846959618 035 $a(MiAaPQ)EBC1163806 035 $a(Au-PeEL)EBL1163806 035 $a(CaPaEBR)ebr10682893 035 $a(CaONFJC)MIL476052 035 $a(OCoLC)785869036 035 $a(FINmELB)ELB139511 035 $a(EXLCZ)992550000001018426 100 $a20180706d2013 uy 0 101 0 $aeng 135 $aurcn#---uuuuu 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aBeginning criminal law /$flaudia Carr and Maureen Johnson 210 1$aAbingdon, Oxon :$cRoutledge,$d2013. 215 $a1 online resource (xxii, 165 pages) 225 1 $aBeginning the Law 300 $aIncludes index. 311 $a0-415-69067-6 311 $a0-415-69066-8 320 $aIncludes bibliographical references and index. 327 $aGeneral introduction -- Actus reus, acts, omissions and causation -- Mens rea, intention, recklessness and strict liability -- Murder and voluntary manslaughter -- Involuntary manslaughter -- Defences : duress, necessity, self defence, mistake and intoxication. --Non fatal offences -- Sexual offences -- Theft, burglary, robbery and fraud -- Inchoates and joint enterprise : forms of liability. 330 $aWhether you're new to higher education, coming to legal study for the first time or just wondering what Criminal Law is all about, Beginning Criminal Law is the ideal introduction to help you hit the ground running. Starting with the basics and an overview of each topic, it will help you come to terms with the structure, themes and issues of the subject so that you can begin your Criminal Law module with confidence.Adopting a clear and simple approach with legal vocabulary explained in a detailed glossary, Claudia Carr and Maureen Johnson break the subject of criminal law down using practical everyday examples to make it understandable for anyone, whatever their background. Diagrams and flowcharts simplify complex issues, important cases are identified and explained and on-the- spot questions help you recognise potential issues or debates within the law so that you can contribute in classes with confidence. Beginning Criminal Law is an ideal first introduction to the subject for LLB, GDL or ILEX and especially international students, those enrolled on distance learning courses or on other degree programmes. 410 0$aBeginning the Law 606 $aCriminal law$zEngland 615 0$aCriminal law 676 $a345.42 700 $aCarr$b Claudia.$01545655 701 $aJohnson$b Maureen$c(Lawyer)$01545656 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 801 2$bStDnUAD 906 $aBOOK 912 $a9910779696603321 996 $aBeginning criminal law$93800677 997 $aUNINA LEADER 02451nas 2200781- 450 001 9910896096703321 005 20241017213016.0 035 $a(DE-599)ZDB2044699-8 035 $a(OCoLC)655469898 035 $a(CKB)110985822449464 035 $a(CONSER)--2023241945 035 $a(EXLCZ)99110985822449464 100 $a20100812b19522015 --- b 101 0 $ager 135 $aurun||||a|a|| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aBiblos $eösterreichische Zeitschrift für Buch- und Bibliothekswesen, Dokumentation, Bibliographie, und Bibliophilie 210 1$aWien :$cBöhlau Verlag,$d1952-2015. 215 $a1 online resource (64 volumes) 300 $aSubtitle varies. 300 $aEditor: 1952- J. 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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$01836172 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910963114103321 996 $aLearning from mistakes in rational emotive behaviour therapy$94489926 997 $aUNINA