Windy Dryden

Good Practice in Rational Emotive Behaviour Therapy

• Broschiertes Buch

Produktbeschreibung

Good Practice in REBT does exactly what it promises. It helps the Rational Emotive Behaviour therapist to pinpoint areas of good practice helping them to make progress towards becoming competent REBT practitioners.

Produktdetails

• Verlag: Taylor & Francis Ltd
• Seitenzahl: 200
• Erscheinungstermin: 3. Oktober 2024
• Englisch
• Abmessung: 216mm x 138mm
• ISBN-13: 9781032729862
• ISBN-10: 1032729864
• Artikelnr.: 70352526

Autorenporträt

Windy Dryden is in clinical and consultative practice and is an international authority on Single-Session Therapy and Rational Emotive Behaviour Therapy. He is Emeritus Professor of Psychotherapeutic Studies at Goldsmiths, University of London. He has worked in psychotherapy for more than 45 years and is the author or editor of over 275 books.

Inhaltsangabe

Part 1: General Good Practice in REBT 1. Explore briefly your clients'
expectations of REBT and their previous experiences of therapy 2. Develop
the therapeutic relationship in REBT through the work 3. Set and keep to a
therapeutic agenda 4. Obtain a problem list 5. Generally, be active and
directive 6. Intervene in your clients' problems without knowing the 'big
picture' first 7. Deal with clients' present problems without getting
caught up in their past 8. Help your clients to express themselves through
the REBT's ABC framework 9. Listen actively 10. Ensure that your clients
answer the questions you have asked 11. Interrupt clients when they ramble
or talk too much 12. Be clear and concise in what you say to clients 13.
Obtain feedback from your clients 14. Confront your clients, but do so with
tact, respect, warmth and care 15. Work collaboratively with your clients
16. Adopt and maintain a problem-orientated focus with your clients 17.
Keep your clients on track 18. Explain REBT terminology to your clients and
check their understanding of your explanations 19. Develop a shared
vocabulary with your clients 20. Use B-C language yourself while teaching
B-C thinking to your clients 21. Socialise your clients into REBT in the
first or early sessions of therapy 22. Teach the ABC framework in a clear
way 23. Use Socratic dialogue and didactic explanations to teach REBT
concepts to clients who will benefit the most from each 24. Be repetitive
in teaching REBT concepts 25. Explain the purpose of an intervention before
making it Part 2: Good Assessment Practice in REBT 26. Help your clients to
be specific when they are vague in describing their problems 27. When
clients want to talk at length about their feelings, explain REBT's
attitude-based model of change 28. Ask for a specific example of the
client's nominated problem 29. Check that a rigid/extreme attitude is your
client's problem 30. Help clients to make imprecise emotional Cs precise
31. Explain why disturbed feelings are unhealthy/unhelpful and why
non-disturbed feelings are healthy/helpful 32. Treat frustration as an A
rather than a C, but be prepared to be flexible 33. Learn when to be
specific about an emotional C and when to generalise from it 34. Use your
clients' behavioural Cs to identify their emotional Cs 35. Pinpoint the
client's adversity at A 36. Examine attitudes at B rather than question the
validity of adversities at A 37. Pursue clinically significant inferences
at A instead of theoretical inferences 38. Realise that your clients'
target emotions have changed 39. When doing inference chaining, notice when
your clients have provided you with a C instead of an inference and respond
accordingly 40. Clarify the 'it' 41. Use theory-driven questions in
assessing rigid and extreme attitudes and their flexible and non-extreme
attitude alternatives 42. Do not assume that your clients hold all four
rigid/extreme attitudes 43. Distinguish between absolute and preferential
shoulds 44. Refrain from constructing a general version of your clients'
situation-specific rigid/extreme attitude unless you have evidence to do so
45. Express self-devaluation in your clients' words 46. Clearly determine
whether ego or discomfort disturbance is the primary problem 47. Look for a
meta-emotional problem 48. Do not assume that a meta-emotional problem is
always present 49.Decide with clients whether or not to work on their
meta-emotional problem first Part 3: Good Goal-Setting Practice in REBT
50. Distinguish between the two stages of goal-setting 51. Achieve a
balance between your clients' short- and long-term goals 52. Negotiate
goals that help to strengthen your clients' flexible and non-extreme
attitudes 53. Agree goals with clients that are within their control 54.
Encourage your clients to state their goals in positive terms 55. Focus on
outcome goals instead of process goals 56. Focus on emotional goals before
practical goals 57. Help your clients understand that intellectual insight
into flexible and non-extreme attitudes is necessary but not sufficient for
meaningful change to occur 58. Help your clients understand that feeling
neutral about negative events is not healthy 59. Help your clients
understand that improved problem management can be attained rather than
cure 60. Agree goals with your clients that are realistic and ambitious 61.
Elicit from your clients a commitment to change Part 4: Good Practice in
Examining Attitudes in REBT 62. Prepare your clients for examining their
attitudes 63. Examine attitudes creatively, not mechanically 64. Examine a
rigid/flexible attitude and the relevant extreme/non-extreme attitude 65.
Use didactic and Socratic examination of attitudes appropriately 66. Focus
on the type of argument that is more helpful to your clients than the other
types 67. Help your clients to put flexible/non-extreme attitude into their
own words 68. Help your clients to examine attitudes rather than argue
about them 69. Take care to examine attitudes rather than inferences Part
5: Good Practice in Negotiating and Reviewing Homework Tasks in REBT 70.
Negotiate and review homework tasks 71. Make the homework task
therapeutically potent 72. Take your clients through the specifics of
negotiating homework tasks 73. Encourage your clients to use force and
energy in executing their homework tasks 74. Use multimodal methods of
change 75. Check whether your clients have the skills to execute homework
tasks 76. Encourage your clients to do homework tasks, not to 'try' to do
them 77. Take time negotiating homework tasks 78. Remember to review
homework tasks 79. Respond to clients' differing experiences with homework
tasks 80. Capitalise on successful homework completion Part 6: Good
Practice in Dealing with Clients' Doubts, Reservations and Objections to
REBT 81. Elicit and respond to your clients' doubts, reservations and
objections (DROs) to REBT 82. Deal with your clients' doubts, reservations
and objections (DROs) to giving up rigid attitudes and acquiring flexible
attitudes 83. Deal with your clients' doubts, reservations and objections
(DROs) to giving up awfulising attitudes and acquiring non-awfulising
attitudes 84. Deal with your clients' doubts, reservations and objections
(DROs) to giving up attitudes of unbearability and acquiring attitudes of
bearability 85. Deal with your clients' doubts, reservations and objections
(DROs) to giving up devaluation attitudes and acquiring unconditional
acceptance attitudes 86. Explore and deal with your clients' doubts,
reservations and objections (DROs) to giving up their unhealthy negative
emotions and experiencing healthy negative emotions instead Part 7: Good
Practice in the Working-Through Phase of REBT 87. Help your clients to
become self-therapists in the working-through phase of REBT 88. Discuss
with your clients that change is non-linear 89. Explain to your clients
cognitive-emotive dissonance reactions to the change process 90. Discuss
with your clients attitude change vs. non-attitude change 91. Distinguish
between your clients' pseudo-flexibility and non-extremeness and a
genuinely flexible and non-extreme outlook 92. Help your clients to
generalise their learning to other problematic situations in their lives
93. Help your clients to look for core rigid/extreme attitudes 94. Help
your clients understand how they perpetuate their core rigid/extreme
attitudes 95. Teach relapse prevention 96. Encourage self-actualisation
when your clients indicate it as a goal 97. Do not sacredise endings Part
8: Good Practice in Self-Maintenance as an REBT Therapist 98. Look after
yourself 99. Do not disturb yourself about your clients' disturbances 100.
Do not sacredise REBT 101. Practise what you preach