MARC details
| 000 -LEADER |
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| fixed length control field |
09899cam a2200337 i 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
CUTN |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20190813165458.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
140604s2015 enka b 000 0 eng |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781138802063 (hbk) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
1138802069 (hbk) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781138802070 (pbk) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
1138802077 (pbk) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| Cancelled/invalid ISBN |
9781315749464 (ebk) |
| 041 ## - LANGUAGE CODE |
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| Language |
English |
| 042 ## - AUTHENTICATION CODE |
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| Authentication code |
pcc |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Classification number |
616.89 |
| Edition number |
23 |
| Item number |
DRY |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Dryden, Windy. |
| 245 10 - TITLE STATEMENT |
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| Title |
Rational emotive behaviour therapy : |
| Remainder of title |
100 key points and techniques / |
| Statement of responsibility, etc |
Windy Dryden and Michael Neenan. |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
Second edition. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
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| Place of publication, distribution, etc |
New York |
| Name of publisher, distributor, etc |
Taylor & Francis Ltd |
| Date of publication, distribution, etc |
2015 |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
xiii, 272 pages : |
| Other physical details |
illustrations ; |
| Dimensions |
21 cm. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Contents |
Part 1 THERAPEUTIC ALLIANCE ISSUES 9<br/> |
| Title |
1 Use the concept of the therapeutic alliance 11<br/> |
| -- |
2 Vary your bond with different clients 14 |
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3 Vary your influence base 17 |
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4 Vary the extent of your directiveness over the course of therapy 19 |
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5 Work to facilitate your clients’ learning 21 |
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6 Use the ‘challenging, but not overwhelming’ principle 24 |
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7 Establish the reflection process 26 |
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8 Use a common language with your clients 28 |
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9 Maintain a goal-directed stance in therapy 30 |
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10 Elicit your clients’ commitment to effect change 32 |
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11 Strive for philosophical change, but be prepared to compromise 34 |
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12 Engage clients in the most productive therapeutic arena 36 |
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Part 2 EDUCATIONAL ISSUES 39 |
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13 Suggest that clients record and review their therapy sessions 41 |
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14 Educate clients in the model and process of REBT and help them understand your respective roles within that process 44<br/> |
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15 Explain what you are doing and why you are doing it 47 |
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16 Pay attention to clients’ non-verbal and paraverbal behaviour 49 |
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17 Repeatedly teach your clients the principle of emotional responsibility 51 |
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18 Teach the full distinction between rational beliefs and irrational beliefs 53 |
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19 Teach your clients to distinguish between healthy and unhealthy negative emotions 55 |
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20 Teach your clients the importance of dealing with emotional disturbance before they learn new skills or change their environment 57 |
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21 Teach your clients about the cognitive consequences of irrational beliefs and the effects that bringing irrational beliefs to situations have on <br/> their interpretations at A 59<br/> |
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22 Teach relapse prevention 63 |
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23 Teach your clients the principles of REBT self-therapy 65 |
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Part 3 DEALING WITH CLIENTS’ MISCONCEPTIONS ABOUT REBT 67<br/> |
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24 Elicit and deal with your clients’ doubts about REBT 69 |
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25 Show clients that even highly aversive events do not cause disturbed emotions 70 |
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26 Show clients that they can accept emotional responsibility without blame 73 |
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27 Show your clients that if they take emotional responsibility this does not mean that others can discharge responsibility for their behaviour <br/> 75 |
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28 Show clients that the ABC model of REBT is simple, but not simplistic 78<br/> |
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29 Show clients that REBT does not neglect their past 80 |
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30 Show your clients that acceptance is very different from resignation and complacency 82 |
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31 Show your clients that REBT certainly does not neglect their emotions 84 |
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32 Show your clients that REBT does not neglect the therapeutic relationship 86 |
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33 Explain REBT’s position on the equalities and inequalities in the therapeutic relationship 88 |
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34 Show your clients that REBT is the antithesis to brainwashing 90 |
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35 Explain to your clients the difference between outlining REBT’s position on emotion and behaviour and telling them what to feel and what <br/> to do 92 |
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36 Show your clients that your job is to help them to find their own solutions to their problems, not prevent them from doing so 94 |
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37 Explain to your clients the difference between therapeutic confrontation and being overly confrontational as a therapist 96 |
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38 Show clients the difference between providing structure in REBT and putting them into a therapeutic straitjacket 98 |
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39 Dispel the notion that REBT is only concerned with changing beliefs 100 |
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40 Show that REBT can be modified to work with a broad range of clients 102 |
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Part 4 TECHNICAL ISSUES 103 |
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41 Be organized and structured in therapy sessions 105 |
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42 Obtain sufficient information to help you carry out your therapeutic tasks 108 |
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43 Keep on track 111 |
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44 Choose the most suitable problem 114 |
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45 Ask for specific examples of your clients’ problems 118 |
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46 Work a problem through 120 |
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47 Take care in your use of questions 122 |
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48 Take great care in assessing A 126 |
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49 Focus on core irrational beliefs 129 |
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50 Look for hidden irrational beliefs in elements of your clients’ verbalizations and behaviours 132 |
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51 Allow for time-limited irrationalities in your clients 134 |
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52 Guard against insensitivity when challenging your clients’ irrational beliefs 137 |
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53 Assess the basis for client change 139 |
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54 Reinforce change without reinforcing your clients’ need for approval 140 |
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55 Assess for meta-psychological disturbance and work with your clients to target this when clinically appropriate 142 |
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56 Teach your clients when to respond to problematic thoughts and beliefs and when to mindfully accept them 144 |
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57 Do not be afraid to be repetitive 146 |
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58 When in doubt, return to first principles 148 |
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59 Be flexible in terminating therapy 149 |
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Part 5 ENCOURAGING CLIENTS TO WORK AT CHANGE 151 |
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60 Let your client’s brain take the strain 153 |
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61 Help your clients to engage in relevant change-producing tasks 155 |
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62 Use a variety of self-help forms 157 |
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63 Systematically train your clients to use REBT self-help forms 162 |
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64 Negotiate suitable homework assignments with your clients 164 |
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65 Suggest different homework assignments for different purposes 166 |
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66 Encourage your clients to seek adversity when carrying out homework assignments, but to do so sensibly 168 |
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67 Encourage your clients to do daily self-help assignments 170 |
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68 Regularly check homework assignments at the beginning of the next session 172 |
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69 Build in generalization 175 |
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Part 6 DISPUTING 177 |
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70 Assume that A is temporarily true 179 |
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71 Dispute one irrational belief at a time 182 |
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72 Teach your clients the choice-based model of assessment and disputing 184<br/> |
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73 Keep your clients’ goals in mind while disputing 188<br/> |
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74 Be comprehensive in disputing 190<br/> |
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75 Be meaningful, vigorous and persistent in disputing 194<br/> |
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76 Discover and use disputing techniques that work for you 197<br/> |
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77 Help your clients to not only weaken their irrational beliefs but also construct and strengthen rational alternatives 202<br/> |
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78 Encourage your clients to use a coping model of disputing rather than a mastery model 204<br/> |
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79 Encourage your clients to identify and dispute for themselves the irrational beliefs of others 207<br/> |
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80 Avoid premature and delayed disputing 209<br/> |
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81 Carefully distinguish between disputing questions and assessment questions 211 |
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82 Encourage your clients to use the principles of overlearning while disputing their irrational beliefs 213 |
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Part 7 DEALING WITH OBSTACLES TO CLIENT CHANGE 215 |
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83 Assess and deal with obstacles to client change 217 |
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84 Recognize that both you and your clients bring irrational beliefs to REBT 221 |
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85 Assess and deal with your clients’ misinterpretations of your disputing strategies 225 |
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86 Ensure that your clients do not subtly undermine or counteract their new rational beliefs 227 |
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87 Identify and deal with obstacles to homework completion 229 |
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Part 8 CREATIVITY 233 |
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88 Make judicious use of referrals 235 |
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89 Be flexible in your use of therapy sessions 237 |
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90 Use techniques from other therapeutic approaches, but in a manner consistent with REBT theory 240 |
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91 Vary the medium, but not the message 242 |
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92 Be vivid in your interventions, but avoid being too vivid 245 |
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93 Create new REBT techniques 247 |
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94 Capitalize on your clients’ pre-therapy experiences of personal change 249 |
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Part 9 DEVELOP YOURSELF PERSONALLY AND PROFESSIONALLY 251 |
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95 Beware the neurotic agreement 253<br/> |
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96 Seek regular supervision and engage in regular continuing professional development (CPD) activities within and outside REBT/CBT 255<br/> |
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97 Transcribe therapy sessions periodically and evaluate each of your interventions 258<br/> |
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98 Use REBT in your own life 260<br/> |
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99 Take REBT seriously, but not too seriously 262<br/> |
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100 Develop your own style in therapy and in life 265<br/> |
| -- |
References 267 |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc |
Rational Emotive Behaviour Therapy (REBT) is practised all over the world and has many therapeutic, occupational and educational applications. Rational Emotive Behaviour Therapy: 100 Key Points and Techniques presents 100 main features of this system, to help therapists improve their practice. These essential points have been derived from the authors' own practice, and also from their experience as trainers and supervisors of novice rational emotive behaviour therapists.The new edition has been updated throughout to take account of changes in the field. Beginning with an introduction outlining the basics of the approach, this book offers thorough coverage of all the vital topics including: - therapeutic alliance issues- educational issues- dealing with clients' misconceptions about REBT- encouraging clients to work at change- dealing with obstacles to client change- using the system in a creative wayThis concise and highly practical book will be invaluable to psychotherapists and counsellors in training and practice, ensuring comprehensive understanding of the REBT approach. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Rational emotive behavior therapy. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
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| Personal name |
Neenan, Michael. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Dewey Decimal Classification |
| Koha item type |
General Books |
| 490 0# - SERIES STATEMENT |
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| Series statement |
100 key points and techniques |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc |
Includes bibliographical references (pages 267-272). |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) |
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| a |
7 |
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| c |
orignew |
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1 |
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| f |
20 |
| g |
y-gencatlg |
