Rational Emotive Behaviour Therapy : 100 Key Points and Techniques.

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.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.