"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. Instead of focusing on what not to do in practice, this revised second edition instead emphasizes what to do. Covering 101 areas of good practice, this thoroughly updated second edition places emphasis on developing and maintaining the therapeutic alliance, how to outline REBT for potential clients so that they can make an informed decision about whether to engage with the service, and how to prepare clients to carry out their tasks in the therapy. A new focus is also placed on online therapy. This highly accessible and practical book is an indispensable guide for anyone embarking on a career in the REBT field"--
Good Practice in Rational Emotive Behaviour Therapy does exactly what it promises. It helps the Rational Emotive Behaviour Therapy (REBT) therapist to pinpoint areas of good practice enabling them to make progress towards becoming competent practitioners.
Instead of focusing on what not to do in practice, this revised second edition instead emphasises what to do. Covering 101 areas of good practice, this thoroughly updated second edition places emphasis on developing and maintaining the therapeutic alliance, how to outline REBT for potential clients so that they can make an informed decision about whether to engage with the service and how to prepare clients to carry out their tasks in the therapy. A new focus is also placed on online therapy.
This highly accessible and practical book is an indispensable guide for anyone embarking on a career in the REBT field.
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.
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
REBTs 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 REBTs attitude-based model of change
28. Ask for a specific example of the clients 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 clients 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
Windy Dryden is in clinical and consultative practice and is an international authority on Single-Session Therapy and Rational Emotive Behaviour Therapy. He has worked in psychotherapy for more than 45 years and is the author or editor of over 275 books.
Daugiau apie elektronines knygas