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PART ONE PROVIDING EFFECTIVE COUNSELING AND PSYCHOTHERAPY |
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1 | (16) |
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1 | (1) |
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2 | (1) |
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3 | (2) |
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Exercises to Promote Learning |
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5 | (2) |
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Large-Group Exercises: General Instructions |
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6 | (1) |
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Small-Group Exercises: General Instructions |
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6 | (1) |
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Individual Exercises: General Instructions |
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6 | (1) |
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Case Studies and Examples |
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7 | (2) |
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7 | (1) |
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8 | (1) |
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9 | (1) |
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Development of Theories of Counseling and Psychotherapy |
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9 | (1) |
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Understanding Theories of Counseling and Psychotherapy |
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10 | (1) |
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Ingredients in Positive Change |
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11 | (1) |
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Understanding Mental Health |
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11 | (1) |
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Importance of Understanding Theories of Counseling and Psychotherapy |
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12 | (1) |
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Skill Development and Exercises: Encouragers |
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13 | (3) |
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13 | (1) |
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14 | (1) |
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14 | (1) |
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15 | (1) |
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Exercise in the Use of Encouragers |
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15 | (1) |
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16 | (1) |
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Contexts of Effective Treatment |
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17 | (16) |
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Characteristics of Successful Clients |
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18 | (3) |
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19 | (1) |
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20 | (1) |
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21 | (1) |
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Essential Conditions of Effective Therapeutic Relationships |
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22 | (2) |
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Important Clinician Skills, Training, and Experience |
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24 | (1) |
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Personal and Professional Characteristics of the Effective Clinician |
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25 | (2) |
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The Impact of Setting on the Treatment Process |
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27 | (1) |
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Ethical Guidelines and Standards |
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27 | (2) |
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Skill Development and Exercises |
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29 | (3) |
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29 | (1) |
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Exercises in Role Induction |
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30 | (1) |
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Building a Positive Therapeutic Alliance |
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30 | (1) |
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Exercises in Building a Positive Therapeutic Alliance |
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31 | (1) |
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Exercises in Self-Assessment |
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32 | (1) |
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32 | (1) |
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PART TWO TREATMENT SYSTEMS EMPHASIZING BACKGROUND AND CONTEXT |
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Overview of Background-Focused Treatment Systems |
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33 | (12) |
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Importance of Past Experiences in Treatment |
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34 | (1) |
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Skill Development and Exercises |
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35 | (9) |
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35 | (3) |
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Conducting an Intake Interview |
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38 | (1) |
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Example of an Intake Interview |
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39 | (3) |
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42 | (2) |
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44 | (1) |
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Sigmund Freud and Psychoanalysis |
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45 | (25) |
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46 | (1) |
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The Development of Psychoanalysis |
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47 | (2) |
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Important Theoretical Concepts |
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49 | (8) |
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50 | (1) |
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50 | (1) |
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51 | (3) |
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54 | (1) |
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Dreams and Other Reflections of the Unconscious |
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54 | (1) |
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55 | (2) |
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Treatment Using Psychoanalysis |
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57 | (3) |
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57 | (1) |
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58 | (1) |
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Transference and Countertransference |
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58 | (1) |
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59 | (1) |
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59 | (1) |
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Interpretation and Analysis |
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59 | (1) |
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Application of Freudian Psychoanalysis |
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60 | (2) |
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Application to Diagnostic Groups |
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60 | (1) |
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61 | (1) |
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Application to Multicultural Groups |
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61 | (1) |
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Application to Other Groups |
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62 | (1) |
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62 | (1) |
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Evaluation of Freudian Psychoanalysis |
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63 | (1) |
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63 | (1) |
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Strengths and Contributions |
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63 | (1) |
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Skill Development: The Lifeline |
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64 | (1) |
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Instructions for Creating a Lifeline |
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64 | (1) |
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65 | (2) |
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67 | (1) |
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67 | (1) |
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67 | (1) |
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68 | (1) |
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68 | (1) |
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69 | (1) |
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Additional Sources of Information |
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69 | (1) |
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Alfred Adler and Individual Psychology |
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70 | (24) |
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71 | (1) |
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The Development of Individual Psychology |
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72 | (1) |
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Important Theoretical Concepts |
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72 | (5) |
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73 | (1) |
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The Importance of Feelings of Inferiority |
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73 | (1) |
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Family Constellation and Birth Order |
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73 | (2) |
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75 | (1) |
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76 | (1) |
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76 | (1) |
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Phenomenological Perspective |
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77 | (1) |
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Treatment Using Individual Psychology |
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77 | (6) |
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77 | (1) |
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78 | (4) |
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82 | (1) |
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Application and Current Use of Individual Psychology |
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83 | (4) |
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83 | (1) |
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84 | (1) |
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85 | (1) |
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Application to Assessment |
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85 | (1) |
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Application to Diagnostic Groups |
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85 | (1) |
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Application to Multicultural Groups |
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86 | (1) |
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Evaluation of Individual Psychology |
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87 | (1) |
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87 | (1) |
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Strengths and Contributions |
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87 | (1) |
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Skills Development: Analyzing Earliest Recollections |
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88 | (2) |
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90 | (1) |
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91 | (1) |
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91 | (1) |
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91 | (1) |
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92 | (1) |
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92 | (1) |
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93 | (1) |
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Additional Sources of Information |
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93 | (1) |
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Carl Jung and Jungian Analytical Psychology |
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94 | (19) |
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95 | (1) |
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The Development of Jung's Theories |
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96 | (1) |
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Important Theoretical Concepts |
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96 | (6) |
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The Components of the Psyche |
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96 | (1) |
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96 | (2) |
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98 | (2) |
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Concept of Human Development |
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100 | (1) |
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101 | (1) |
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Dimensions of Personality |
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101 | (1) |
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Treatment Using Jungian Analytical Psychology |
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102 | (3) |
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102 | (1) |
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103 | (1) |
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103 | (2) |
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Application of Jungian Analytical Psychology |
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105 | (1) |
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Application to Clients and Diagnostic Groups |
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105 | (1) |
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Application to Multicultural Groups |
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105 | (1) |
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106 | (1) |
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Evaluation of Jungian Analytical Psychology |
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106 | (2) |
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106 | (1) |
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Strengths and Contributions |
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107 | (1) |
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Skill Development: Jungian Dreamwork and the MBTI |
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108 | (2) |
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Illustration of a Jungian Dream Analysis |
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109 | (1) |
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110 | (1) |
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111 | (1) |
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111 | (1) |
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111 | (1) |
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112 | (1) |
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112 | (1) |
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112 | (1) |
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Additional Sources of Information |
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112 | (1) |
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Freudian Revisionists: Ego Psychologists, Object Relations Theorists, Self Psychologists, and Others |
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113 | (27) |
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114 | (11) |
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114 | (2) |
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116 | (3) |
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119 | (3) |
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122 | (3) |
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Object Relations Theorists |
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125 | (7) |
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Overview of Object Relations Theory |
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125 | (2) |
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The Object Relations Theorists |
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127 | (4) |
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131 | (1) |
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Heinz Kohut and Self Psychology |
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132 | (4) |
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132 | (1) |
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132 | (2) |
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134 | (1) |
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135 | (1) |
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Skill Development: Interpretation |
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136 | (1) |
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136 | (1) |
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137 | (1) |
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137 | (1) |
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137 | (1) |
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138 | (1) |
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138 | (1) |
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138 | (1) |
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Additional Sources of Information |
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139 | (1) |
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Brief Psychodynamic Therapy |
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140 | (16) |
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The Development of Brief Psychodynamic Therapy (BPT) |
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141 | (1) |
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Important Theoretical Concepts |
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142 | (2) |
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142 | (1) |
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Selection of Appropriate Clients |
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143 | (1) |
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143 | (1) |
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143 | (1) |
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Treatment Using Brief Psychodynamic Therapy |
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144 | (1) |
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144 | (1) |
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144 | (1) |
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145 | (3) |
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Klerman's Interpersonal Psychotherapy |
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145 | (1) |
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Time-Limited Dynamic Psychotherapy |
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146 | (1) |
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147 | (1) |
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Application of Brief Psychodynamic Therapy |
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148 | (1) |
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Application to Diagnostic Groups |
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148 | (1) |
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Application to Multicultural Groups |
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148 | (1) |
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149 | (1) |
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149 | (1) |
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149 | (1) |
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Strengths and Contributions of BPT |
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149 | (1) |
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Skill Development: Identifying a Focal Concern |
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150 | (2) |
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152 | (1) |
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153 | (1) |
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153 | (1) |
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153 | (1) |
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154 | (1) |
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154 | (1) |
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155 | (1) |
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Additional Sources of Information |
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155 | (1) |
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PART THREE TREATMENT SYSTEMS EMPHASIZING EMOTIONS AND SENSATIONS |
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Overview of Emotion-Focused Treatment Systems |
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156 | (13) |
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Dimensions of Emotions and Sensations |
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157 | (2) |
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Multicultural Factors and Emotions |
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159 | (1) |
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159 | (1) |
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160 | (1) |
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160 | (1) |
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The Importance of Emotions in Counseling and Psychotherapy |
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160 | (2) |
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Skill Development: Analyzing and Responding to Emotions |
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162 | (5) |
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162 | (1) |
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Reflection of Feeling and Meaning |
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163 | (2) |
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165 | (2) |
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167 | (1) |
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167 | (1) |
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167 | (1) |
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168 | (1) |
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168 | (1) |
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Carl Rogers and Person-Centered Counseling |
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169 | (23) |
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170 | (1) |
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The Development of Person-Centered Counseling |
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171 | (1) |
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Important Theoretical Concepts |
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172 | (3) |
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Person-Centered Theory and Humanism |
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172 | (1) |
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Human Potential and Actualization |
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172 | (1) |
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173 | (1) |
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The Fully Functioning Person |
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174 | (1) |
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Phenomenological Perspective |
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174 | (1) |
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Treatment Using Person-Centered Counseling |
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175 | (5) |
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175 | (1) |
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176 | (1) |
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177 | (3) |
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180 | (1) |
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Application of Person-Centered Counseling |
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180 | (2) |
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Motivational Interviewing |
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181 | (1) |
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Carkhuff's Human Technology |
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181 | (1) |
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Application to Diagnostic Groups |
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181 | (1) |
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Application to Multicultural Groups |
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182 | (1) |
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182 | (1) |
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Evaluation of Person-Centered Counseling |
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183 | (2) |
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183 | (1) |
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Strengths and Contributions |
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184 | (1) |
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Skill Development: Clinician Self-Disclosure |
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185 | (2) |
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Beneficial Uses of Self-Disclosure |
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186 | (1) |
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Harmful and Inappropriate Uses of Self-Disclosure |
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186 | (1) |
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Guidelines for Helpful Use of Self-Disclosure |
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186 | (1) |
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187 | (1) |
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188 | (2) |
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188 | (1) |
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189 | (1) |
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189 | (1) |
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190 | (1) |
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190 | (1) |
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Additional Sources of Information |
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191 | (1) |
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192 | (22) |
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The People Who Developed Existential Therapy |
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193 | (2) |
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193 | (1) |
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194 | (1) |
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194 | (1) |
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Two Other American Existential Therapists: Bugental and Vontress |
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195 | (1) |
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The Development of Existential Therapy |
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195 | (1) |
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Important Theoretical Concepts |
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196 | (4) |
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Ultimate Concerns of the Human Condition |
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196 | (1) |
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Existential and Neurotic Anxiety |
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197 | (1) |
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Human Development and the Development of Emotional Difficulties |
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197 | (1) |
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198 | (1) |
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198 | (1) |
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Potentials of the Human Condition |
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198 | (2) |
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Treatment Using Existential Therapy |
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200 | (4) |
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200 | (1) |
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200 | (1) |
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201 | (1) |
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Specific Intervention Strategies |
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202 | (2) |
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Application to Existential Therapy |
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204 | (2) |
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Application to Diagnostic Groups |
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204 | (1) |
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Application to Culturally Diverse Groups |
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204 | (1) |
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Application to Other Groups |
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204 | (2) |
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Current Use of Existential Treatment |
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206 | (1) |
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Evaluation of Existential Therapy |
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206 | (2) |
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206 | (1) |
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Strengths and Contributions |
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207 | (1) |
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Skill Development: Values Clarification |
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208 | (2) |
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208 | (1) |
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208 | (1) |
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209 | (1) |
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210 | (1) |
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211 | (1) |
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211 | (1) |
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211 | (1) |
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212 | (1) |
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212 | (1) |
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212 | (1) |
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Additional Sources of Information |
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213 | (1) |
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214 | (30) |
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The People Who Developed Gestalt Therapy |
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215 | (1) |
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The Development of Gestalt Therapy |
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216 | (1) |
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Important Theoretical Concepts |
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217 | (4) |
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217 | (1) |
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Wholeness, Integration, and Balance |
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217 | (2) |
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219 | (1) |
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The Nature of Growth Disorders |
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220 | (1) |
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Treatment Using Gestalt Therapy |
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221 | (6) |
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221 | (1) |
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222 | (1) |
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222 | (1) |
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223 | (1) |
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223 | (1) |
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224 | (1) |
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224 | (1) |
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Role Play Using Empty Chair Methods |
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225 | (1) |
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The Body as a Vehicle of Communication |
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226 | (1) |
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The Use of Gestalt Therapy in Groups |
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227 | (1) |
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227 | (1) |
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227 | (1) |
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Gouldings's Redecision Therapy: Gestalt Therapy and Transactional Analysis |
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227 | (1) |
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228 | (6) |
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The Person Who Developed Transactional Analysis |
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228 | (1) |
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Theoretical Concepts and Development of Transactional Analysis |
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228 | (4) |
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Treatment Using Transactional Analysis |
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232 | (1) |
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Application of Transactional Analysis |
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233 | (1) |
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Application of Gestalt Therapy |
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234 | (1) |
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Application to Diagnostic Groups |
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234 | (1) |
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Application to Culturally Diverse Groups |
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235 | (1) |
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Application to Other Groups |
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235 | (1) |
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235 | (1) |
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Evaluation of Gestalt Therapy |
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236 | (1) |
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236 | (1) |
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237 | (1) |
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237 | (1) |
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Skill Development: Gestalt Dreamwork |
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237 | (2) |
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239 | (1) |
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240 | (2) |
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240 | (1) |
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241 | (1) |
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242 | (1) |
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242 | (1) |
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243 | (1) |
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Additional Sources of Information |
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243 | (1) |
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Emerging Approaches Emphasizing Emotions and Sensations |
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244 | (28) |
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245 | (6) |
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The Development of Narrative Therapy |
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245 | (1) |
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246 | (4) |
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250 | (1) |
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Constructivist Psychotherapy |
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251 | (3) |
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The Development of Constructivism |
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251 | (1) |
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251 | (3) |
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254 | (1) |
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254 | (4) |
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255 | (1) |
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256 | (1) |
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Strategies of Feminist Therapy |
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257 | (1) |
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257 | (1) |
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258 | (6) |
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The People Who Developed Transpersonal Therapy |
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258 | (1) |
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Important Theoretical Concepts |
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259 | (1) |
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260 | (1) |
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261 | (2) |
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263 | (1) |
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263 | (1) |
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264 | (1) |
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Skill Development: Guided Imagery |
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264 | (4) |
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Encouraging Cooperation with Visualization |
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264 | (1) |
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The Process of Guided Imagery |
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265 | (2) |
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267 | (1) |
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268 | (1) |
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269 | (1) |
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269 | (1) |
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270 | (1) |
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270 | (1) |
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270 | (1) |
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271 | (1) |
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Additional Sources of Information |
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271 | (1) |
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PART FOUR TREATMENT SYSTEMS EMPHASIZING THOUGHTS |
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Overview of Thought-Focused Treatment Systems |
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272 | (11) |
|
Use of Cognitions in Counseling and Psychotherapy |
|
|
273 | (1) |
|
Skill Development: Analyzing and Modifying Cognitions |
|
|
274 | (6) |
|
Eliciting Actions, Emotions, and Thoughts |
|
|
275 | (1) |
|
Assessing the Validity of the Cognitions |
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276 | (1) |
|
Identifying a Core Cognition |
|
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277 | (1) |
|
Categorizing the Cognitive Distortions |
|
|
277 | (1) |
|
Disputing and Replacing Cognitions |
|
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278 | (1) |
|
Rerating Thoughts and Feelings and Modifying Actions |
|
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279 | (1) |
|
Review of Steps in Analyzing and Modifying Cognitions |
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279 | (1) |
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280 | (1) |
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280 | (2) |
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280 | (1) |
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281 | (1) |
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281 | (1) |
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282 | (1) |
|
Aaron Beck and Cognitive Therapy |
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|
283 | (27) |
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|
284 | (1) |
|
The Development of Cognitive Therapy |
|
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284 | (1) |
|
Important Theoretical Concepts |
|
|
285 | (4) |
|
Development of Cognitive Distortions |
|
|
286 | (1) |
|
Principles of Cognitive Therapy |
|
|
286 | (1) |
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|
287 | (2) |
|
Treatment Using Cognitive Therapy |
|
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289 | (8) |
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|
290 | (1) |
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|
|
290 | (1) |
|
Cognitive Distortions in Clinicians |
|
|
291 | (1) |
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|
291 | (1) |
|
Eliciting and Rating Cognitions |
|
|
291 | (1) |
|
Determining the Validity of Cognitions |
|
|
292 | (1) |
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293 | (1) |
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294 | (1) |
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295 | (2) |
|
Termination and Relapse Prevention |
|
|
297 | (1) |
|
Application of Cognitive Therapy |
|
|
297 | (3) |
|
Application to Diagnostic Groups |
|
|
297 | (2) |
|
Application to Multicultural Groups |
|
|
299 | (1) |
|
Current Use of Cognitive Therapy |
|
|
300 | (1) |
|
Core Cognitions and Schemas |
|
|
300 | (1) |
|
Integration with Other Treatment Approaches |
|
|
300 | (1) |
|
Group, Family, and Psychoeducational Cognitive Therapy |
|
|
300 | (1) |
|
Evaluation of Cognitive Therapy |
|
|
301 | (2) |
|
|
|
301 | (1) |
|
Strengths and Contributions |
|
|
302 | (1) |
|
Skill Development: Planning and Processing Homework |
|
|
303 | (2) |
|
|
|
303 | (1) |
|
Determining the Assignment |
|
|
303 | (2) |
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305 | (1) |
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|
305 | (1) |
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|
306 | (2) |
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|
306 | (1) |
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|
307 | (1) |
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|
|
308 | (1) |
|
|
|
308 | (1) |
|
|
|
308 | (1) |
|
Additional Sources of Information |
|
|
309 | (1) |
|
Albert Ellis and Rational Emotive Behavior Therapy |
|
|
310 | (26) |
|
|
|
311 | (1) |
|
The Development of Rational Emotive Behavior Therapy (REBT) |
|
|
312 | (1) |
|
Important Theoretical Concepts |
|
|
313 | (5) |
|
Human Development and Emotional Health |
|
|
313 | (1) |
|
|
|
314 | (1) |
|
Thoughts as the Route to Change |
|
|
315 | (1) |
|
|
|
316 | (2) |
|
|
|
318 | (1) |
|
General Versus Elegant REBT |
|
|
319 | (1) |
|
Treatment Using Rational Emotive Behavior Therapy |
|
|
319 | (7) |
|
|
|
319 | (1) |
|
|
|
319 | (1) |
|
Identifying, Disputing, and Modifying Irrational Beliefs |
|
|
320 | (2) |
|
Approaches to Disputing Irrational Beliefs |
|
|
322 | (2) |
|
Other Intervention Strategies |
|
|
324 | (2) |
|
Application of Rational Emotive Behavior Therapy |
|
|
326 | (2) |
|
Application to Groups, Families, and Psychoeducation |
|
|
326 | (1) |
|
Application to Diagnostic Groups |
|
|
326 | (1) |
|
Application to Multicultural Groups |
|
|
327 | (1) |
|
|
|
328 | (1) |
|
|
|
328 | (2) |
|
|
|
328 | (1) |
|
Strengths and Contributions |
|
|
329 | (1) |
|
Skill Development: Rational Emotive Imagery |
|
|
330 | (2) |
|
|
|
332 | (1) |
|
|
|
333 | (1) |
|
|
|
333 | (1) |
|
|
|
334 | (1) |
|
|
|
334 | (1) |
|
|
|
334 | (1) |
|
|
|
334 | (1) |
|
Additional Sources of Information |
|
|
335 | (1) |
|
Emerging Approaches Emphasizing Thoughts |
|
|
336 | (16) |
|
Eye Movement Desensitization and Reprocessing |
|
|
337 | (4) |
|
|
|
337 | (1) |
|
Important Theoretical Concepts |
|
|
337 | (1) |
|
|
|
338 | (2) |
|
Evaluation and Application |
|
|
340 | (1) |
|
Neuro-Linguistic Programming |
|
|
341 | (5) |
|
|
|
341 | (1) |
|
Important Theoretical Concepts |
|
|
342 | (1) |
|
The Process of Facilitating Change |
|
|
343 | (1) |
|
|
|
344 | (1) |
|
Application, Evaluation, and Current Use |
|
|
345 | (1) |
|
|
|
346 | (1) |
|
Current Use and Evaluation |
|
|
346 | (1) |
|
Other Emerging Approaches Emphasizing Thoughts |
|
|
347 | (1) |
|
Cognitive Therapy of Evaluation |
|
|
347 | (1) |
|
Emotional Freedom Techniques |
|
|
347 | (1) |
|
Skill Development: Anchoring |
|
|
348 | (1) |
|
|
|
349 | (1) |
|
|
|
350 | (1) |
|
Large-Group Exercises/Discussion Questions |
|
|
350 | (1) |
|
|
|
351 | (1) |
|
|
|
351 | (1) |
|
PART FIVE TREATMENT SYSTEMS EMPHASIZING ACTIONS |
|
|
|
Overview of Action-Focused Treatment Systems |
|
|
352 | (13) |
|
The Importance of Actions in Counseling and Psychotherapy |
|
|
353 | (3) |
|
The Advantages of Focusing on Actions |
|
|
353 | (2) |
|
The Limitations of Focusing on Actions |
|
|
355 | (1) |
|
Skill Development: Planning and Implementing Behavior Change |
|
|
356 | (5) |
|
|
|
356 | (1) |
|
|
|
356 | (1) |
|
|
|
357 | (1) |
|
|
|
357 | (2) |
|
|
|
359 | (1) |
|
|
|
360 | (1) |
|
|
|
360 | (1) |
|
|
|
360 | (1) |
|
|
|
361 | (1) |
|
|
|
362 | (2) |
|
|
|
362 | (1) |
|
|
|
363 | (1) |
|
|
|
363 | (1) |
|
|
|
364 | (1) |
|
Behavior Therapy and Cognitive-Behavioral Therapy |
|
|
365 | (27) |
|
The Development and Developers of Behavior Therapy |
|
|
366 | (2) |
|
|
|
366 | (1) |
|
|
|
366 | (1) |
|
|
|
367 | (1) |
|
John Dollard and Neal Miller |
|
|
367 | (1) |
|
|
|
367 | (1) |
|
|
|
368 | (1) |
|
|
|
368 | (1) |
|
Important Theoretical Concepts |
|
|
368 | (2) |
|
Principles of Behavior Therapy |
|
|
369 | (1) |
|
The Development of Personality |
|
|
370 | (1) |
|
Understanding Terminology |
|
|
370 | (1) |
|
|
|
371 | (1) |
|
Cognitive-Behavioral Therapy |
|
|
372 | (3) |
|
Meichenbaum's Cognitive Behavior Modification |
|
|
373 | (1) |
|
Stress Inoculation Training |
|
|
374 | (1) |
|
Treatment Using Behavior Therapy and Cognitive-Behavioral Therapy |
|
|
375 | (6) |
|
|
|
375 | (1) |
|
|
|
376 | (1) |
|
Strategies and Interventions |
|
|
376 | (5) |
|
Application of Behavior Therapy and Cognitive-Behavioral Therapy |
|
|
381 | (3) |
|
Application to Diagnostic Groups |
|
|
381 | (2) |
|
Application to Multicultural Groups |
|
|
383 | (1) |
|
|
|
384 | (1) |
|
Evaluation of Behavior Therapy and Cognitive-Behavioral Therapy |
|
|
384 | (2) |
|
|
|
385 | (1) |
|
Strengths and Contributions |
|
|
385 | (1) |
|
Skill Development: Systematic Desensitization |
|
|
386 | (2) |
|
|
|
388 | (1) |
|
|
|
389 | (1) |
|
|
|
389 | (1) |
|
|
|
389 | (1) |
|
|
|
390 | (1) |
|
|
|
390 | (1) |
|
|
|
391 | (1) |
|
Additional Sources of Information |
|
|
391 | (1) |
|
|
|
392 | (21) |
|
|
|
393 | (1) |
|
|
|
394 | (1) |
|
The Development of Reality Therapy |
|
|
394 | (1) |
|
|
|
394 | (1) |
|
|
|
395 | (1) |
|
Important Theoretical Concepts |
|
|
395 | (5) |
|
|
|
395 | (1) |
|
|
|
396 | (1) |
|
Concept of Mental Illness |
|
|
396 | (1) |
|
|
|
397 | (1) |
|
Total Behavior and Motivation |
|
|
397 | (1) |
|
|
|
397 | (1) |
|
|
|
398 | (1) |
|
Importance of Relationships |
|
|
399 | (1) |
|
Treatment Using Reality Therapy |
|
|
400 | (3) |
|
|
|
400 | (1) |
|
|
|
400 | (1) |
|
|
|
401 | (2) |
|
Application of Reality Therapy |
|
|
403 | (3) |
|
Application to Diagnostic Groups |
|
|
403 | (1) |
|
Application to Multicultural Groups |
|
|
404 | (1) |
|
|
|
405 | (1) |
|
Application to Business and Industry |
|
|
406 | (1) |
|
Current Use of Reality Therapy |
|
|
406 | (1) |
|
Evaluation of Reality Therapy |
|
|
406 | (1) |
|
|
|
406 | (1) |
|
Strengths and Contributions |
|
|
407 | (1) |
|
Skill Development: Caring Confrontation |
|
|
407 | (1) |
|
|
|
408 | (1) |
|
|
|
409 | (2) |
|
|
|
409 | (1) |
|
|
|
410 | (1) |
|
|
|
411 | (1) |
|
|
|
411 | (1) |
|
|
|
411 | (1) |
|
Additional Sources of Information |
|
|
412 | (1) |
|
Solution-Focused Brief Therapy |
|
|
413 | (20) |
|
The Development of Solution-Focused Brief Therapy |
|
|
414 | (1) |
|
Important Theoretical Concepts |
|
|
415 | (5) |
|
|
|
416 | (1) |
|
|
|
417 | (2) |
|
|
|
419 | (1) |
|
|
|
420 | (1) |
|
Treatment Using Solution-Focused Brief Therapy |
|
|
420 | (4) |
|
|
|
420 | (1) |
|
|
|
421 | (3) |
|
Application of Solution-Focused Brief Therapy |
|
|
424 | (2) |
|
Application to Diagnostic Groups |
|
|
424 | (1) |
|
Application to Multicultural Groups |
|
|
425 | (1) |
|
Application to Other Groups |
|
|
425 | (1) |
|
|
|
426 | (1) |
|
Evaluation of Solution-Focused Brief Therapy |
|
|
426 | (1) |
|
|
|
426 | (1) |
|
Strengths and Contributions |
|
|
427 | (1) |
|
Skill Development: Goal Setting |
|
|
427 | (1) |
|
|
|
428 | (2) |
|
|
|
430 | (1) |
|
|
|
430 | (1) |
|
|
|
430 | (1) |
|
|
|
431 | (1) |
|
|
|
431 | (1) |
|
|
|
431 | (1) |
|
Additional Sources of Information |
|
|
432 | (1) |
|
PART SIX INTEGRATED AND ECLECTIC TREATMENT SYSTEMS |
|
|
|
Overview of Integrated and Eclectic Treatment Systems |
|
|
433 | (1) |
|
Reasons for the Growth of Eclectic and Integrated Approaches |
|
|
434 | (1) |
|
The Challenges of Eclectic and Integrated Approaches |
|
|
435 | (1) |
|
Benefits of Eclectic and Integrated Approaches |
|
|
436 | (1) |
|
The Nature of Eclectic and Integrated Approaches |
|
|
436 | (10) |
|
Types of Eclectic and Integrated Approaches |
|
|
437 | (1) |
|
Integrating Treatment Systems |
|
|
438 | (1) |
|
Characteristics of Sound Eclectic and Integrated Approaches |
|
|
438 | (1) |
|
Formulating an Eclectic/Integrated Treatment System |
|
|
438 | (1) |
|
Skill Development: Treatment Planning |
|
|
439 | (4) |
|
|
|
443 | (1) |
|
|
|
444 | (1) |
|
|
|
444 | (1) |
|
|
|
444 | (1) |
|
|
|
445 | (1) |
|
|
|
445 | (1) |
|
|
|
445 | (1) |
|
Theories of Integrated and Eclectic Treatment |
|
|
446 | (23) |
|
|
|
447 | (4) |
|
|
|
447 | (1) |
|
Theory and Practice of Multimodal Therapy |
|
|
447 | (4) |
|
Developmental Counseling and Therapy |
|
|
451 | (7) |
|
The People Who Developed DCT |
|
|
451 | (1) |
|
|
|
452 | (4) |
|
|
|
456 | (1) |
|
|
|
457 | (1) |
|
Emerging Integrated and Eclectic Treatment Systems |
|
|
458 | (4) |
|
Transtheoretical Model of Change |
|
|
458 | (1) |
|
Other Stages of Change and Matching Models |
|
|
459 | (1) |
|
Hill and O'Brien's Three-Stage Integrated Model |
|
|
460 | (1) |
|
Integrative Psychodynamic-Behavior Therapy |
|
|
461 | (1) |
|
|
|
461 | (1) |
|
Skill Development: Termination of Treatment |
|
|
462 | (2) |
|
|
|
464 | (2) |
|
|
|
466 | (1) |
|
|
|
466 | (1) |
|
|
|
466 | (1) |
|
|
|
466 | (1) |
|
|
|
467 | (1) |
|
|
|
467 | (1) |
|
Additional Sources of Information |
|
|
468 | (1) |
|
PART SEVEN UNDERSTANDING TREATMENT SYSTEMS |
|
|
|
Solidifying Understanding of Treatment Systems |
|
|
469 | (26) |
|
Common Factors in Effective Treatment |
|
|
470 | (1) |
|
Overview of Treatment Systems |
|
|
471 | (1) |
|
Treatment Systems Emphasizing Background |
|
|
472 | (5) |
|
|
|
472 | (1) |
|
|
|
473 | (1) |
|
|
|
474 | (1) |
|
Developmental/Psychodynamic Psychotherapy (Freudian Revisionists) |
|
|
475 | (1) |
|
Brief Psychodynamic Psychotherapy |
|
|
476 | (1) |
|
Treatment Systems Emphasizing Emotions and Sensations |
|
|
477 | (2) |
|
Person-Centered Counseling |
|
|
477 | (1) |
|
|
|
477 | (1) |
|
|
|
478 | (1) |
|
Treatment Systems Emphasizing Thoughts |
|
|
479 | (2) |
|
|
|
479 | (1) |
|
Rational Emotive Behavior Therapy (REBT) |
|
|
480 | (1) |
|
Treatment Systems Emphasizing Actions |
|
|
481 | (4) |
|
Behavior Therapy and Cognitive-Behavioral Therapy |
|
|
481 | (2) |
|
|
|
483 | (1) |
|
Solution-Focused Brief Therapy |
|
|
484 | (1) |
|
|
|
485 | (1) |
|
Finding Your Preferred Clinical Style |
|
|
485 | (2) |
|
Determinants of Theoretical Orientation |
|
|
486 | (1) |
|
Development of the Author's Style |
|
|
487 | (1) |
|
Questions to Help You Identify Your Treatment Style |
|
|
487 | (3) |
|
|
|
487 | (1) |
|
Multiple-Choice Questions |
|
|
488 | (1) |
|
Evaluating the Questionnaire |
|
|
489 | (1) |
|
Clinical Orientation and Clinician Personality |
|
|
490 | (1) |
|
Future Directions in Counseling and Psychotherapy |
|
|
490 | (2) |
|
|
|
492 | (2) |
|
|
|
492 | (1) |
|
|
|
493 | (1) |
|
|
|
493 | (1) |
|
|
|
494 | (1) |
| References |
|
495 | (22) |
| Index |
|
517 | |