Download A Therapist’s Manual for Cognitive Behavior Therapy in by Lawrence I. Sank, Carolyn S. Shaffer (auth.) PDF

By Lawrence I. Sank, Carolyn S. Shaffer (auth.)

One of the good merits of rational-emotive remedy (RET) and cog­ nitive habit remedy (CBT) is they often hire psycho­ academic methods-including bibliotherapy, workshops, lectures, classes, recordings, and flicks. I created RET in the beginning of 1955 after I had deserted the perform of psychoanalysis simply because i discovered it to be hugely inefficient and philosophically superficial. Being nearly hooked on one-to-one remedy due to my analytic education and event, I at the beginning did RET basically with person consumers and located this pioneering type of CBT significantly more beneficial than the opposite ther­ apies with which I had experimented. by way of 1957, in spite of the fact that, i noticed that RET may be taught to giant num­ bers of folks via self-help books and articles and that RET -ori­ ented writings couldn't in basic terms end up priceless to most people yet that they can even be effectively hired to hasten and accentuate the treatment of my person consumers. I accordingly wrote a few RET self­ aid books-especially the way to dwell with a Neurotic (1957), intercourse with out Guilt (1958), a brand new consultant to Rational residing (with Robert A. Harper; unique version, 1961), and A consultant to winning Marriage (with Robert A. Harper, 1961).

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Additional resources for A Therapist’s Manual for Cognitive Behavior Therapy in Groups

Sample text

The administrators and staff of primary care health facilities-such as health maintenance organizations and medical center departments of medicine and community health-as well as private practitioners (internists, family practitioners and primary care physicians) have an interest in stress reduction as well as the appropriate disposition of patients whose primary symptoms are related to anxiety and depression. The coping skills program is consistent with the movement in health care toward an emphasis on attending to the patient's emotional well-being, since it affects the patient's overall health.

They are asked to complete the sections on the BRR including a notation about that which may have aided or hindered them in their practice sessions. (3) They are asked to purchase and to read the first three chapters of Feeling Good (see Appendix 9). (4) Buddies are assigned on a random basis by the therapists and are asked to exchange THE RELAXATION MODULE: SESSION 1 47 phone numbers. Each buddy pair is asked to make one contact between the two of them approximately midway through the seven days between sessions.

The sharing of personal goals proves to foster group cohesion and a sense, experienced by many group members, that they were not chosen at random to be in the group but that there were similarities in goals and symptomatology. " Also, the therapists are given the opportunity quite deliberately to point out (when this is not spontaneously done by the group members themselves) that there are obvious similarities among the group members in goals and presenting problems. Description of Four Skill Modules and Their Relationship to Members' Goals Each of the four modules is described from the perspective of how it addresses some of the specific symptoms or general categories of prob- THE RELAXATION MODULE: SESSION 1 45 lems just mentioned by the group members.

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