Rational emotive behaviour therapy : 100 key points and techniques / Windy Dryden, Michael Neenan.

Format:

Book

Author/Creator:

Dryden, Windy, author.

Neenan, Michael, author.

Series:

100 key points.

100 key points and techniques

Language:

English

Subjects (All):

Rational emotive behavior therapy.

Physical Description:

1 online resource (327 pages).

Edition:

Third edition.

Place of Publication:

London ; New York : Routledge, 2021.

Summary:

"Rational Emotive Behaviour Therapy: 100 Key Points and Techniques presents 100 main features of Rational Emotive Behaviour Therapy (REBT) to help therapists improve their practice. This new edition has been updated throughout to take account of changes in the field and to be more consistent with the ideas of the authors which have been derived from their experience as trainers and supervisors of novice rational emotive behaviour therapists. Beginning with an introduction outlining the basics of the approach, this book offers thorough coverage of all the vital topics including: working alliance issues educational issues dealing with misconceptions about REBT encouraging clients to work at change dealing with obstacles to change using REBT creatively This concise and highly practical book will be invaluable to psychotherapists and counsellors in training and practice, ensuring a comprehensive understanding of the REBT approach"-- Provided by publisher.

Contents:

Cover

Half title

Series information

Title page

Copyright page

Table of contents

Preface

The Basics of rational emotive behaviour therapy

Brief history

Basic assumptions and language

Origin and maintenance of problems

Change

Skills and strategies

Part 1 Working alliance issues

1 Use the concept of the working alliance

2 Vary the therapeutic bond

3 Vary the base of therapeutic influence

4 Vary the extent of therapeutic directiveness over the course of therapy

5 Work to facilitate learning

Pacing

Checking clients' understanding

Encouraging clients to take responsibility for their learning

Covering material in manageable chunks

Varying use of bibliotherapy

6 Use the 'challenging, but not overwhelming' principle

7 Establish the reflection process

8 Use a common language

9 Maintain a goal-directed stance

10 Elicit commitment to effect change

11 Strive for attitude change, but be prepared to compromise

Part 2 Educational issues

12 Encourage the recording and reviewing of therapy sessions

13 Teach the abc model and outline respective roles in the rebt process

14 Explain therapeutic interventions and their rationale

15 Pay attention to non-verbal and paraverbal behaviour

16 Repeatedly teach the principle of emotional responsibility

17 Teach the full distinction between flexible/non-extreme attitudes and rigid/extreme attitudes

18 Teach the distinction between healthy and unhealthy negative emotions

19 Emphasize the importance of dealing with emotional disturbance before teaching new skills or encouraging environmental change

20 Explain the cognitive consequences of rigid/extreme attitudes and the effects that bringing these attitudes to situations have on inferences at A

21 Teach relapse prevention.

22 Teach the principles of reb self-therapy

Part 3 Dealing with misconceptions about REBT

23 Elicit and deal with doubts, reservations and objections (DROs) concerning rebt

24 Even major adversities do not cause disturbed emotions

25 Emotional responsibility can be taken without blame

26 Taking emotional responsibility does not preclude others from being responsibile for their behaviour

27 The ABC model of rebt is simple, but not simplistic

28 REBT does not neglect the past

29 Acceptance is different from resignation and complacency

30 REBT does not neglect emotions

31 REBT does not neglect the therapeutic relationship

32 REBT's position on the equalities and inequalities in the therapeutic relationship

33 REBT is the antithesis of brainwashing

34 Outlining rebt's position on emotion and behaviour does not involve prescribing feelings and actions

35 Emotional problem-solving facilitates independent practical problem-solving

36 Therapeuticeutic confrontation is different from being overly confrontational

37 Providing structure in REBT does not involve using a therapeutic straitjacket

38 REBT is not only concerned with changing attitudes

39 REBT can be modified

Part 4 Technical issues

40 Be organized and structured in therapy sessions

41 Obtain sufficient information to carry out therapeutic tasks

42 Keep on track

43 Choose the most suitable problem

44 Ask for a specific example of a problem

45 Work a problem through

46 Take care in using questions

Asking irrelevant questions

Asking vague questions

Asking too many 'why' questions

Bombarding your client with too many questions

Failing to evaluate the client's responses

Failing to provide ample opportunity for client responses

Failing to vary questioning styles.

Failing to make suitable use of open-ended and theory-derived questions

47 Take great care in assessing A

48 Focus on core rigid/extreme attitudes

49 Look for hidden rigid/extreme attitudes in clients' verbalizations and behaviours

50 Guard against insensitivity when examining rigid/extreme attitudes

51 Assess the basis of change

52 Reinforce change without reinforcing need for approval

53 Assess for meta-psychological disturbance and work with this as appropriate

54 When to work with problematic thoughts and attitudes and when to encourage their mindful acceptance

55 Be repetitive

56 When in doubt, return to first principles

57 Be flexible when ending therapy

Part 5 Encouraging change work

58 Whose brain should take the strain?

59 Encourage engagement in relevant change-producing tasks

60 Use a variety of self-help forms

61 Systematic training in the use of REBT self-help forms

62 Negotiate suitable homework assignments

63 Different homework assignments for different purposes

64 Facing adversity sensibly when carrying out homework assignments

65 Daily practice

66 Begin sessions by reviewing homework assignments

67 Build in generalization

Part 6 Dialectical examination

68 Assume temporarily that a is true

69 Examine one attitude at a time

70 The choice-based model of attitude assessment and examination

Using the choice-based method in assessing rigid/extreme attitudes and flexible/non-extreme attitudes

Using the choice-based method in examining rigid/extreme attitudes and flexible/non-extreme attitudes

71 Be mindful of goals while examining attitudes

72 Be comprehensive in examining attitudes

73 Be meaningful, vigorous and persistent in examining attitudes

74 Discover and implement attitude examination techniques that work

The 'friend technique'.

The 'terrorist technique'

Using time-tripping imagery

75 Construct and strengthen flexible/non-extreme attitudes

76 Encourage the use of a coping model of examining attitudes

77 Encourage the examination of others' rigid/extreme attitudes

78 Avoid premature and delayed attitude examination

79 Distinguish between adversity assessment and attitude examination questions

80 Promote overlearning in the attitude examination process

Part 7 Dealing with obstacles to change

81 Assess and deal with obstacles to change

82 Recognize that both participants bring rigid/extreme attitudes to REBT

The client may bring their rigid/extreme attitudes to therapy

The therapist may also bring their rigid/extreme attitudes to rebt

83 Assess and deal with misinterpretations of attitude examination strategies

84 Guard against subtle blocks to the development of new flexible/non-extreme attitudes

85 Identify and deal with obstacles to homework completion

Part 8 Creativity I: General issues

86 Make judicious referrals

87 Be flexible in using therapy sessions

88 Use techniques from other therapeutic approaches, but in a manner consistent with rebt theory

89 Vary the medium, but not the message

Part 9 Creativity II: The use of rebt in single-session therapy

93 The nature and goals of single-session therapy, good sst practice and the rebt perspective

Reasons why SSt is offered

The goals of SST

The single-session mindset in action

Good practice in sst and the rebt perspective

94 Rebt-based single-session therapy

Part 10 Develop yourself personally and professionally

95 Beware the neurotic agreement

96 Seek regular supervision and engage in regular continuing professional development (CPD) activities within and outside REBT/CBT

Supervision.

Continuing professional development (CPD) activities within and outside rebt/cbt

97 Periodically transcribe and evaluate therapy sessions

98 Use REBT in life

99 Take REBT seriously, but not too seriously

100 Be yourself in therapy and in life

References

Index.

Notes:

Description based on print version record.

ISBN:

1-00-313249-9

1-000-31820-6

1-003-13249-9

1-000-31808-7

9781003132493

OCLC:

1200832437