By Lawrence I. Sank, Carolyn S. Shaffer (auth.)
One of the good merits of rational-emotive treatment (RET) and cog nitive habit remedy (CBT) is they often hire psycho academic methods-including bibliotherapy, workshops, lectures, classes, recordings, and movies. I created RET at the start of 1955 after I had deserted the perform of psychoanalysis simply because i discovered it to be hugely inefficient and philosophically superficial. Being virtually hooked on one-to-one remedy because of my analytic education and event, I at the start did RET purely with person consumers and located this pioneering kind of CBT significantly more beneficial than the opposite ther apies with which I had experimented. through 1957, in spite of the fact that, i spotted that RET should be taught to giant num bers of folks via self-help books and articles and that RET -ori ented writings couldn't in simple terms end up invaluable to most of the people yet that they can even be effectively hired to hasten and accentuate the treatment of my person consumers. I consequently wrote a few RET self aid books-especially the way to dwell with a Neurotic (1957), intercourse with no Guilt (1958), a brand new consultant to Rational dwelling (with Robert A. Harper; unique variation, 1961), and A consultant to winning Marriage (with Robert A. Harper, 1961).
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Extra resources for A Therapist’s Manual for Cognitive Behavior Therapy in Groups
As in learning any new skill (swimming, driving, tennis, typing), practice of the newly taught skill is essential to its effective utilization. Group members are urged to practice the BRR at times and in places that are conducive to relaxation yet not likely to promote sleep. ) At least initially, patients are cautioned against putting the relaxation procedure to the test in stressful situations so as to guard against a premature trial of this fledgling skill. Only after several weeks of practice can the skill be useful in stressful situations.
Further, there was some suggestive evidence that these changes may have been clinical meaningful, since a significantly larger percentage of experimental subjects than control subjects scored in the range of a "normal" control group on the anxiety and assertiveness scales at both posttraining testing intervals. (p. 344) POSSIBLE REASONS FOR THE EFFECTIVENESS OF COPING SKILLS TRAINING One of the most important characteristics of the coping skills approach is that it teaches clients strategies that they can then use in dealing independently with problems.
In this complete evaluation, the nature and severity of the patient's presenting problems, as well as his past history of psychological problems, social history, suitability for intervention, and motivation for change are all reviewed and analyzed. A disposition is made following this evaluation. This disposition may include the coping skills program-either as the single intervention or as part of a larger therapeutic strategy. Prior to the initial evaluation, a Pretreatment Questionnaire (PTQ; see Appendix 1) is mailed to prospective group members.
A Therapist’s Manual for Cognitive Behavior Therapy in Groups by Lawrence I. Sank, Carolyn S. Shaffer (auth.)