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Contemporary psychotherapies for a diverse world / / [edited by] Jon Frew, Michael D. Spiegler
| Contemporary psychotherapies for a diverse world / / [edited by] Jon Frew, Michael D. Spiegler |
| Edizione | [1st rev. ed.] |
| Pubbl/distr/stampa | New York, N.Y. : , : Routledge, , 2012 |
| Descrizione fisica | 1 online resource (631 p.) |
| Disciplina | 616.8914 |
| Altri autori (Persone) |
FrewJon
SpieglerMichael D |
| Soggetto topico |
Psychotherapy
Cultural psychiatry |
| ISBN |
1-136-62406-6
1-280-66497-5 9786613641908 1-136-62407-4 0-203-80204-7 |
| Classificazione | PSY036000 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title; Copyright; Dedication; Contents; Preface; Acknowledgments; About the Editors; About the Contributors; CHAPTER 1 Introduction to Contemporary Psychotherapies for a Diverse World; CHAPTER 2 Ethics for a Diverse World; CHAPTER 3 Psychoanalytic Therapy; CHAPTER 4 Adlerian Therapy; CHAPTER 5 Existential Therapy; CHAPTER 6 Person-Centered Therapy; CHAPTER 7 Gestalt Therapy; CHAPTER 8 Behavior Therapy I: Traditional Behavior Therapy; CHAPTER 9 Behavior Therapy II: Cognitive-Behavioral Therapy; CHAPTER 10 Reality Therapy; CHAPTER 11 Feminist Therapy; CHAPTER 12 Family Therapy
CHAPTER 13 Narrative TherapyGlossary; References; Name Index; Subject Index |
| Record Nr. | UNINA-9910790223903321 |
| New York, N.Y. : , : Routledge, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Contemporary psychotherapies for a diverse world / / [edited by] Jon Frew, Michael D. Spiegler
| Contemporary psychotherapies for a diverse world / / [edited by] Jon Frew, Michael D. Spiegler |
| Edizione | [1st rev. ed.] |
| Pubbl/distr/stampa | New York, N.Y. : , : Routledge, , 2012 |
| Descrizione fisica | 1 online resource (631 p.) |
| Disciplina | 616.8914 |
| Altri autori (Persone) |
FrewJon
SpieglerMichael D |
| Soggetto topico |
Psychotherapy
Cultural psychiatry |
| ISBN |
1-136-62406-6
1-280-66497-5 9786613641908 1-136-62407-4 0-203-80204-7 |
| Classificazione | PSY036000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title; Copyright; Dedication; Contents; Preface; Acknowledgments; About the Editors; About the Contributors; CHAPTER 1 Introduction to Contemporary Psychotherapies for a Diverse World; CHAPTER 2 Ethics for a Diverse World; CHAPTER 3 Psychoanalytic Therapy; CHAPTER 4 Adlerian Therapy; CHAPTER 5 Existential Therapy; CHAPTER 6 Person-Centered Therapy; CHAPTER 7 Gestalt Therapy; CHAPTER 8 Behavior Therapy I: Traditional Behavior Therapy; CHAPTER 9 Behavior Therapy II: Cognitive-Behavioral Therapy; CHAPTER 10 Reality Therapy; CHAPTER 11 Feminist Therapy; CHAPTER 12 Family Therapy
CHAPTER 13 Narrative TherapyGlossary; References; Name Index; Subject Index |
| Record Nr. | UNINA-9910828397303321 |
| New York, N.Y. : , : Routledge, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Dramatherapy with children, young people and schools : enabling creativity, sociability, communication and learning / / edited by Lauraine Leigh. [et al.]
| Dramatherapy with children, young people and schools : enabling creativity, sociability, communication and learning / / edited by Lauraine Leigh. [et al.] |
| Pubbl/distr/stampa | Hove, East Sussex : , : Routledge, , 2012 |
| Descrizione fisica | 1 online resource (304 p.) |
| Disciplina | 618.92/89142 |
| Altri autori (Persone) | LeighLauraine |
| Soggetto topico |
Drama - Therapeutic use
Child psychotherapy Adolescent psychotherapy |
| ISBN |
1-280-87394-9
9786613715258 1-136-49314-X 1-136-49313-1 0-203-13883-X |
| Classificazione | PSY036000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Dramatherapy with Children, Young People and Schools: Enabling Creativity, Sociability,Communication and Learning; Copyright; Contents; Contributors; Foreword; Preface; Acknowledgements; Part I Introduction; 1 The role and relevance of dramatherapy in schools today; 2 Childhood today and the implications for dramatherapy in schools; 3 Dramatherapy and drama teaching in school - a new perspective: towards a working relationship; 4 Supporting children in primary school through dramatherapy and the creative therapies; Part II Case studies; 5 Whizzing and whirring: dramatherapy and ADHD
6 Fear, maths, brief dramatherapy and neuroscience7 Violence and laughter: how school-based dramatherapy can go beyond behaviour management for boys at risk of exclusion from school; 8 All the better to see you with: healing metaphors in a case of sexual abuse; 9 Romeo and Juliet and dramatic distancing: chaos and anger contained for inner-city adolescents in multicultural schools; 10 Looking for meaning with bereaved children and families: `Bring back my Daddy' and other stories; 11 Education, the Playground Project and elements of psychodrama 12 Beginning, middle, end, beginning: dramatherapy with children who have life-limiting conditions and with their siblingsPart III Collaborative partnerships in schools and beyond; 13 Learning disabilities and finding, protecting and keeping the therapeutic space; 14 Staff sharing: an integrative approach to peer supervision; 15 'I'm not so sure, Miss'. The concept of uncertainty and dramatherapy practice within the context of transdisciplinary work in an educational setting; 16 Self-harm and safeguarding issues in the school and classroom: a partnership approach 17 Play and reality in child psychosis: how psychoanalytical dramatherapy can open the door to the world of make believe18 The charity Roundabout: one model of providing dramatherapy in schools; Part IV Evidence and outcomes; 19 Roundabout and the development of PSYCHLOPS Kids evaluation; 20 An educational psychology service evaluation of a dramatherapy intervention for children with additional needs in primary school; 21 Research by the British Association of Dramatherapists and literature review; Part V Future possibilities; 22 Educational psychology, listening to children and dramatherapy 23 A model of emotional support in primary schools24 Holding the family in the heart of school; 25 Future possibilities; Conclusions; Some useful addresses and websites; Index |
| Record Nr. | UNINA-9910779132203321 |
| Hove, East Sussex : , : Routledge, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Dramatherapy with children, young people and schools : enabling creativity, sociability, communication and learning / / edited by Lauraine Leigh. [et al.]
| Dramatherapy with children, young people and schools : enabling creativity, sociability, communication and learning / / edited by Lauraine Leigh. [et al.] |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Hove, East Sussex : , : Routledge, , 2012 |
| Descrizione fisica | 1 online resource (304 p.) |
| Disciplina | 618.92/89142 |
| Altri autori (Persone) | LeighLauraine |
| Soggetto topico |
Drama - Therapeutic use
Child psychotherapy Adolescent psychotherapy |
| ISBN |
1-280-87394-9
9786613715258 1-136-49314-X 1-136-49313-1 0-203-13883-X |
| Classificazione | PSY036000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Dramatherapy with Children, Young People and Schools: Enabling Creativity, Sociability,Communication and Learning; Copyright; Contents; Contributors; Foreword; Preface; Acknowledgements; Part I Introduction; 1 The role and relevance of dramatherapy in schools today; 2 Childhood today and the implications for dramatherapy in schools; 3 Dramatherapy and drama teaching in school - a new perspective: towards a working relationship; 4 Supporting children in primary school through dramatherapy and the creative therapies; Part II Case studies; 5 Whizzing and whirring: dramatherapy and ADHD
6 Fear, maths, brief dramatherapy and neuroscience7 Violence and laughter: how school-based dramatherapy can go beyond behaviour management for boys at risk of exclusion from school; 8 All the better to see you with: healing metaphors in a case of sexual abuse; 9 Romeo and Juliet and dramatic distancing: chaos and anger contained for inner-city adolescents in multicultural schools; 10 Looking for meaning with bereaved children and families: `Bring back my Daddy' and other stories; 11 Education, the Playground Project and elements of psychodrama 12 Beginning, middle, end, beginning: dramatherapy with children who have life-limiting conditions and with their siblingsPart III Collaborative partnerships in schools and beyond; 13 Learning disabilities and finding, protecting and keeping the therapeutic space; 14 Staff sharing: an integrative approach to peer supervision; 15 'I'm not so sure, Miss'. The concept of uncertainty and dramatherapy practice within the context of transdisciplinary work in an educational setting; 16 Self-harm and safeguarding issues in the school and classroom: a partnership approach 17 Play and reality in child psychosis: how psychoanalytical dramatherapy can open the door to the world of make believe18 The charity Roundabout: one model of providing dramatherapy in schools; Part IV Evidence and outcomes; 19 Roundabout and the development of PSYCHLOPS Kids evaluation; 20 An educational psychology service evaluation of a dramatherapy intervention for children with additional needs in primary school; 21 Research by the British Association of Dramatherapists and literature review; Part V Future possibilities; 22 Educational psychology, listening to children and dramatherapy 23 A model of emotional support in primary schools24 Holding the family in the heart of school; 25 Future possibilities; Conclusions; Some useful addresses and websites; Index |
| Record Nr. | UNINA-9910816483703321 |
| Hove, East Sussex : , : Routledge, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The Freud files : an inquiry into the history of psychoanalysis / / Mikkel Borch-Jacobsen and Sonu Shamdasani [[electronic resource]]
| The Freud files : an inquiry into the history of psychoanalysis / / Mikkel Borch-Jacobsen and Sonu Shamdasani [[electronic resource]] |
| Autore | Borch-Jacobsen Mikkel |
| Pubbl/distr/stampa | Cambridge : , : Cambridge University Press, , 2012 |
| Descrizione fisica | 1 online resource (x, 404 pages) : digital, PDF file(s) |
| Disciplina | 150.19/5209 |
| Soggetto topico | Psychoanalysis - History |
| ISBN |
1-139-19944-7
1-107-22410-1 1-280-56367-2 9786613597915 1-139-20525-0 0-511-97984-3 1-139-20306-1 1-139-20165-4 1-139-20605-2 1-139-20447-5 |
| Classificazione | PSY036000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; THE FREUD FILES; Title; Copyright; For Charlotte and Maggie; Contents; Acknowledgements; Introduction: the past of an illusion; Waiting for Darwin; Franz Brentano:; Théodore Flournoy:; Freud:; William James to James Sully, 8 July 1890:; James, 1890:; William Stern:; Flournoy:; C. G. Jung:; Eugen Bleuler to Freud, 19 October 1910:; David Eder:; Ernest Jones:; Frank J. Sulloway:; William McDougall:; Alfred Hoche:; Wilhelm Weygandt:; Freud:; Adolf Wohlgemuth:; Freud:; Freud:; Ernst Haeckel:; Haeckel:; Emil Du Bois-Reymond:; Haeckel:; Haeckel:; Karl Abraham to Freud, 18 March 1917:
Freud to Abraham, 25 March 1917:The Lancet, 11 June 1938:; Stephen Jay Gould:; 'The powerful, ineradicable Freud legend'42; James Strachey:; Strachey:; Jones:; Joseph Schwartz:; Ilse Grubrich-Simitis:; Jacques Lacan:; Lacan:; Paul Ricoeur:; Thomas S. Kuhn:; Harold P. Blum and Bernard L. Pacella:; Opening the black box; Henri Ellenberger:; Ellenberger:; Ellenberger:; Ellenberger:; Sulloway:; Sulloway:; Freud:; Sulloway:; Freud wars; Janet Malcolm:; Kurt Eissler:; René Major (concerning Mikkel Borch-Jacobsen):; Yosef Hayim Yerushalmi:; 1 Privatising science; Isabelle Stengers: 'Psychoanalysis is my creation'Freud to Marie Bonaparte, 3 January 1937:; Freud to Marie Bonaparte, 3 January 1937:; Diary of Marie Bonaparte, entry of 24 November 1937:; Freud to Martha Bernays, 28 April 1885:; Freud to his 'unsolicited biographer'11 Fritz Wittels, 18 December1923:; Freud:; Freud:; John Broadus Watson:; Freud:; Freud, regarding Jung and the Zurich school:; Steven Shapin:; Freud to Marie Bonaparte, 16 December 1927:; Freud:; Freud:; The politics of self-analysis; Sándor Ferenczi to Freud, 17 March 1911:; Harry K. Wells:; Ernst Kris:; Ernest Jones:; Eissler:; Thomas Hobbes: Immanuel Kant:Auguste Comte:; William James:; Brentano:; Freud to Wilhelm Fliess, 14 August 1897:; Freud to Fliess, 14 November 1897:; Freud to Fliess, 9 February 1898:; August Forel:; Freud:; Freud:; Freud:; Freud:; Freud:; Freud to Ernest Jones, 9 August 1911:; Alfred Adler:; Wilhelm Stekel:; Jung:; Freud:; James Jackson Putnam:; Jung to Jones, 15 November 1912:; Jung to Freud, 3 December 1912:; Jones to Freud, 5 December 1912:; Jung to Freud, c. 11-14 December 1912:; Freud to Jung, 16 December 1912:; Jung to Freud, 18 December 1912:; Freud to Ferenczi, 23 December 1912: Freud to Jones, 26 December 1912:Ferenczi to Freud, 26 December 1912:; Lacan:; Freud:; Abraham:; The politics of replication; Freud:; Fritz Wittels:; Bleuler:; Freud to Fliess:; Forel:; Bleuler to Freud:; Freud to Bleuler, 30 January 1906:; Ernst Falzeder:; Jung:; Jung, 29 August 1953:; Gustav Aschaffenburg:; Aschaffenburg:; Jung:; Freud:; Pierre Janet:; Dumeng Bezzola to Jung, 1 May 1907:; Forel:; Ludwig Frank:; Bezzola to Jung, 1 May 1907:; Frank:; Hoche:; Bezzola:; Freud to Jung, 7 April 1907:; Forel to Frank, 15 November 1907:; Forel to Bezzola, 22 November 1907: Forel to Bezzola, 21 September 1908: |
| Record Nr. | UNINA-9910778950803321 |
Borch-Jacobsen Mikkel
|
||
| Cambridge : , : Cambridge University Press, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The Freud files : an inquiry into the history of psychoanalysis / / Mikkel Borch-Jacobsen and Sonu Shamdasani [[electronic resource]]
| The Freud files : an inquiry into the history of psychoanalysis / / Mikkel Borch-Jacobsen and Sonu Shamdasani [[electronic resource]] |
| Autore | Borch-Jacobsen Mikkel |
| Pubbl/distr/stampa | Cambridge : , : Cambridge University Press, , 2012 |
| Descrizione fisica | 1 online resource (x, 404 pages) : digital, PDF file(s) |
| Disciplina | 150.19/5209 |
| Soggetto topico | Psychoanalysis - History |
| ISBN |
1-139-19944-7
1-107-22410-1 1-280-56367-2 9786613597915 1-139-20525-0 0-511-97984-3 1-139-20306-1 1-139-20165-4 1-139-20605-2 1-139-20447-5 |
| Classificazione | PSY036000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; THE FREUD FILES; Title; Copyright; For Charlotte and Maggie; Contents; Acknowledgements; Introduction: the past of an illusion; Waiting for Darwin; Franz Brentano:; Théodore Flournoy:; Freud:; William James to James Sully, 8 July 1890:; James, 1890:; William Stern:; Flournoy:; C. G. Jung:; Eugen Bleuler to Freud, 19 October 1910:; David Eder:; Ernest Jones:; Frank J. Sulloway:; William McDougall:; Alfred Hoche:; Wilhelm Weygandt:; Freud:; Adolf Wohlgemuth:; Freud:; Freud:; Ernst Haeckel:; Haeckel:; Emil Du Bois-Reymond:; Haeckel:; Haeckel:; Karl Abraham to Freud, 18 March 1917:
Freud to Abraham, 25 March 1917:The Lancet, 11 June 1938:; Stephen Jay Gould:; 'The powerful, ineradicable Freud legend'42; James Strachey:; Strachey:; Jones:; Joseph Schwartz:; Ilse Grubrich-Simitis:; Jacques Lacan:; Lacan:; Paul Ricoeur:; Thomas S. Kuhn:; Harold P. Blum and Bernard L. Pacella:; Opening the black box; Henri Ellenberger:; Ellenberger:; Ellenberger:; Ellenberger:; Sulloway:; Sulloway:; Freud:; Sulloway:; Freud wars; Janet Malcolm:; Kurt Eissler:; René Major (concerning Mikkel Borch-Jacobsen):; Yosef Hayim Yerushalmi:; 1 Privatising science; Isabelle Stengers: 'Psychoanalysis is my creation'Freud to Marie Bonaparte, 3 January 1937:; Freud to Marie Bonaparte, 3 January 1937:; Diary of Marie Bonaparte, entry of 24 November 1937:; Freud to Martha Bernays, 28 April 1885:; Freud to his 'unsolicited biographer'11 Fritz Wittels, 18 December1923:; Freud:; Freud:; John Broadus Watson:; Freud:; Freud, regarding Jung and the Zurich school:; Steven Shapin:; Freud to Marie Bonaparte, 16 December 1927:; Freud:; Freud:; The politics of self-analysis; Sándor Ferenczi to Freud, 17 March 1911:; Harry K. Wells:; Ernst Kris:; Ernest Jones:; Eissler:; Thomas Hobbes: Immanuel Kant:Auguste Comte:; William James:; Brentano:; Freud to Wilhelm Fliess, 14 August 1897:; Freud to Fliess, 14 November 1897:; Freud to Fliess, 9 February 1898:; August Forel:; Freud:; Freud:; Freud:; Freud:; Freud:; Freud to Ernest Jones, 9 August 1911:; Alfred Adler:; Wilhelm Stekel:; Jung:; Freud:; James Jackson Putnam:; Jung to Jones, 15 November 1912:; Jung to Freud, 3 December 1912:; Jones to Freud, 5 December 1912:; Jung to Freud, c. 11-14 December 1912:; Freud to Jung, 16 December 1912:; Jung to Freud, 18 December 1912:; Freud to Ferenczi, 23 December 1912: Freud to Jones, 26 December 1912:Ferenczi to Freud, 26 December 1912:; Lacan:; Freud:; Abraham:; The politics of replication; Freud:; Fritz Wittels:; Bleuler:; Freud to Fliess:; Forel:; Bleuler to Freud:; Freud to Bleuler, 30 January 1906:; Ernst Falzeder:; Jung:; Jung, 29 August 1953:; Gustav Aschaffenburg:; Aschaffenburg:; Jung:; Freud:; Pierre Janet:; Dumeng Bezzola to Jung, 1 May 1907:; Forel:; Ludwig Frank:; Bezzola to Jung, 1 May 1907:; Frank:; Hoche:; Bezzola:; Freud to Jung, 7 April 1907:; Forel to Frank, 15 November 1907:; Forel to Bezzola, 22 November 1907: Forel to Bezzola, 21 September 1908: |
| Record Nr. | UNINA-9910824149803321 |
|
Borch-Jacobsen Mikkel
|
||
| Cambridge : , : Cambridge University Press, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Group therapy for adults with severe mental illness : adapting the Tavistock method / / Diana Semmelhack, Larry Ende, and Clive Hazell
| Group therapy for adults with severe mental illness : adapting the Tavistock method / / Diana Semmelhack, Larry Ende, and Clive Hazell |
| Autore | Semmelhack Diana |
| Pubbl/distr/stampa | Hove, East Sussex : , : Routledge, , 2013 |
| Descrizione fisica | 1 online resource (169 p.) |
| Disciplina | 616.89/152 |
| Altri autori (Persone) |
EndeLarry
HazellClive |
| Collana | Advances in mental health research |
| Soggetto topico |
Mentally ill - Rehabilitation
Group psychotherapy |
| ISBN |
1-135-08499-8
0-203-06897-1 1-299-14818-2 1-135-08500-5 |
| Classificazione | PSY036000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | pt. 1. Demonstration of group-as-a-whole work -- pt. 2. Empirical studies of group-as-a-whole work -- pt. 3. Connecting group-as-a-whole work to other fields -- pt. 4. Applying group-as-a-whole work to the community. |
| Record Nr. | UNINA-9910786270903321 |
|
Semmelhack Diana
|
||
| Hove, East Sussex : , : Routledge, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Group therapy for adults with severe mental illness : adapting the Tavistock method / / Diana Semmelhack, Larry Ende, and Clive Hazell
| Group therapy for adults with severe mental illness : adapting the Tavistock method / / Diana Semmelhack, Larry Ende, and Clive Hazell |
| Autore | Semmelhack Diana |
| Pubbl/distr/stampa | Hove, East Sussex : , : Routledge, , 2013 |
| Descrizione fisica | 1 online resource (169 p.) |
| Disciplina | 616.89/152 |
| Altri autori (Persone) |
EndeLarry
HazellClive |
| Collana | Advances in mental health research |
| Soggetto topico |
Mentally ill - Rehabilitation
Group psychotherapy |
| ISBN |
1-135-08499-8
0-203-06897-1 1-299-14818-2 1-135-08500-5 |
| Classificazione | PSY036000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | pt. 1. Demonstration of group-as-a-whole work -- pt. 2. Empirical studies of group-as-a-whole work -- pt. 3. Connecting group-as-a-whole work to other fields -- pt. 4. Applying group-as-a-whole work to the community. |
| Record Nr. | UNINA-9910819778103321 |
|
Semmelhack Diana
|
||
| Hove, East Sussex : , : Routledge, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Learning from mistakes in rational emotive behaviour therapy / / Windy Dryden and Michael Neenan
| Learning from mistakes in rational emotive behaviour therapy / / Windy Dryden and Michael Neenan |
| Autore | Dryden Windy |
| Pubbl/distr/stampa | Hove, East Sussex ; ; New York : , : Routledge, , 2012 |
| Descrizione fisica | 1 online resource (305 p.) |
| Disciplina | 616.89/14 |
| Altri autori (Persone) | NeenanMichael |
| Soggetto topico |
Rational emotive behavior therapy
Psychotherapy |
| ISBN |
1-136-59757-3
1-283-59008-5 9786613902535 0-203-35693-4 1-136-59758-1 |
| Classificazione | PSY036000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
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 present
7 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 19 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 |
| Record Nr. | UNINA-9910792101303321 |
|
Dryden Windy
|
||
| Hove, East Sussex ; ; New York : , : Routledge, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Learning from mistakes in rational emotive behaviour therapy / / Windy Dryden and Michael Neenan
| Learning from mistakes in rational emotive behaviour therapy / / Windy Dryden and Michael Neenan |
| Autore | Dryden Windy |
| Pubbl/distr/stampa | Hove, East Sussex ; ; New York : , : Routledge, , 2012 |
| Descrizione fisica | 1 online resource (305 p.) |
| Disciplina | 616.89/14 |
| Altri autori (Persone) | NeenanMichael |
| Soggetto topico |
Rational emotive behavior therapy
Psychotherapy |
| ISBN |
1-136-59757-3
1-283-59008-5 9786613902535 0-203-35693-4 1-136-59758-1 |
| Classificazione | PSY036000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
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 present
7 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 19 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 |
| Record Nr. | UNINA-9910817301503321 |
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Dryden Windy
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| Hove, East Sussex ; ; New York : , : Routledge, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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