| Description |
xi, 235 pages ; 24cm |
| Contents |
Pt. I. General Errors. 1. Exploring for too long 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 the client's problem 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 clients opportunities to express themselves in their own way instead of through the REBT model. 8. Listening passively. 9. Not ensuring that the client has answered the questions you have asked. 10. Not interrupting rambling or verbose clients. 11. Being verbose. 12. Failing to obtain feedback. 13. Avoiding confrontation. 14. Not working collaboratively. 15. Not adopting a problem-oriented focus. 16. Failing to keep clients on track. 17. Not checking 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 language. 20. Not socializing 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 -- Pt. II. Assessment Errors. 25. Allowing clients to provide too much detail about the activating event. 26. Accepting client vagueness in describing A. 27. Allowing clients to talk compulsively about their feelings. 28. Not obtaining a problem list. 29. Not asking for a specific example of the target problem. 30. Readily assuming that an irrational belief is the client's problem. 31. Failing to intervene to make imprecise emotional Cs precise. 32. Not explaining why disturbed feelings are unhealthy/unhelpful and non-disturbed feelings are healthy/helpful. 33. Not exploring your clients' reactions to experiencing healthy negative emotions. 34. Pressurizing clients to be exact about their feelings. 35. Treating frustration as a C instead of an A. 36. Generalizing from an emotional C when you need to be specific, and being specific when it is important to generalize. 37. Focusing on a behavioral C instead of using it to find an emotional C. 38. Becoming obsessive in searching for the critical A. 39. Challenging inferences instead of waiting to dispute uncovered irrational beliefs. 40. Pursuing theoretical inferences instead of clinically significant ones. 41. Not realizing that your client's target emotion has changed. 42. Not noticing that your client has provided you with a C instead of an inference. 43. Not clarifying the 'it'. 44. Using theory-driven questions in assessing irrational beliefs when open-ended questions would be more productive and vice versa. 45. Assuming that your clients hold all four irrational beliefs. 46. Not distinguishing between absolute and preferential shoulds. 47. Constructing a general version of the client's situation-specific irrational belief without any evidence for it. 48. Not expressing self-depreciation in the client's words. 49. Not clearly determining whether ego or discomfort disturbance is the primary problem. 50. Not looking for a meta-emotional problem. 51. Assuming that the meta-emotional problem is always present. 52. Always working on a meta-emotional problem first -- Pt. III. Goal-Setting Errors. 53. Not seeing the relevance of two goal-setting stages. 54. Only focusing on clients' long-term goals, instead of achieving a balance between short- and long-term goals. 55. Setting a goal that would help to perpetuate the client's irrational beliefs. 56. Agreeing on goals that are outside of the client's control. 57. Not stating the client's goals in positive terms. 58. Focusing on process goals instead of outcome goals. 59. Focusing on practical goals and neglecting emotional goals. 60. Helping clients to seek only intellectual insight into their problems. 61. Helping clients to feel neutral about negative events. 62. Implying a cure can be attained rather than focusing on improved problem management. 63. Agreeing with clients' goals that are unrealistically ambitious or unrealistically unambitious. 64. Not eliciting from your client a commitment to change -- Pt. IV. Disputing Errors. 65. Not preparing your clients for disputing. 66. Disputing in a mechanical manner. 67. Only disputing either the premise or the derivative belief. 68. Using didactic disputing when Socratic disputing would be more productive and vice versa. 69. Not focusing on the type of argument that is more helpful to your client than the other types. 70. Not helping your clients to state a full rational belief to negate their irrational belief. 71. Not helping your client to construct a rational alternative to the irrational belief. 72. Not disputing the rational belief in the same way as the irrational belief. 73. Not having order in disputing. 74. Arguing instead of disputing. 75. Disputing inferences while thinking you are disputing beliefs. 76. Misusing vivid disputing methods -- Pt. V. Homework Errors. 77. Not setting or reviewing homework assignments. 78. Not making the homework task therapeutically potent. 79. Not negotiating a homework task that is relevant to the work done in the session. 80. Not taking clients through the specifics of homework setting. 81. Not encouraging your clients to use force and energy in executing their homework assignments. 82. Not using multimodal methods of change. 83. Not checking whether your client has the skills to execute the homework task. 84. Accepting 'trying' instead of focusing on 'doing'. 85. Rushing homework negotiation. 86. Not capitalizing on successful homework completion -- Pt. VI. Working-Through Errors. 87. Not eliciting and responding to your clients' doubts about or objections to REBT. 88. Not helping your clients to become self-therapists in the working-through phase of REBT. 89. Not discussing with you clients that change is non-linear. 90. Not explaining to your clients cognitive-emotive dissonance reactions to the change process. 91. Not discussing with your clients philosophical vs. non-philosophical change. 92. Accepting a client's pseudo-rationality as a genuinely rational outlook. 93. Not helping your clients to generalize their learning to other problematic situations in their lives. 94. Not helping your clients to look for core irrational beliefs. 95. Not helping your clients to understand how they perpetuate their core irrational beliefs. 96. Neglecting the importance of teaching relapse prevention. 97. Not encouraging self-actualization when the client indicates it as a goal -- Pt. VII. Self-Maintenance Errors. 98. Not looking after yourself. 99. Disturbing yourself about your clients' disturbances. 100. Sacredizing REBT. 101. Not practising what you preach |
| Bibliography |
Includes bibliographical references and index |
| Subject |
Rational emotive behavior therapy -- Study and teaching.
|
| Author |
Dryden, Windy.
|
| ISBN |
1861563019 (paperback) |
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