By Lawrence I. Sank, Carolyn S. Shaffer (auth.)
One of the nice benefits of rational-emotive remedy (RET) and cog nitive habit treatment (CBT) is they usually hire psycho academic methods-including bibliotherapy, workshops, lectures, classes, recordings, and flicks. 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 nearly hooked on one-to-one remedy because of my analytic education and event, I initially did RET purely with person consumers and located this pioneering kind of CBT significantly better than the opposite ther apies with which I had experimented. by means of 1957, even though, i spotted that RET can be taught to massive num bers of people via self-help books and articles and that RET -ori ented writings couldn't in basic terms turn out 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 for that reason wrote a couple of RET self aid books-especially tips on how to dwell with a Neurotic (1957), intercourse with no Guilt (1958), a brand new consultant to Rational dwelling (with Robert A. Harper; unique version, 1961), and A consultant to winning Marriage (with Robert A. Harper, 1961).
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Additional info for A Therapist’s Manual for Cognitive Behavior Therapy in Groups
The therapist writes the name of the patient on the A/P sheet and explains the various ground rules and corresponding penalties. The intent behind the refundable deposit (using nominal fees) is to press for adherence when the patient is marginally resistant to compliance. Obviously a small fee will not sway the dedicated recalcitrant. ) Writing the patient's name on the A/P sheet is a means of giving an active visual cue to him that he has been accepted into the group program. The behavioral requirements of the patient and an explanation for their inclusion follow.
Midway and final sessions). Description of the Group Experience, Emphasizing Its Relevance to the Patient's Goals and Problem Areas Now that the screening therapist has had the opportunity to learn about the patient's particular problems and personal goals, the therapist returns to a description of the group. The therapist incorporates those concerns of the patient into this description, emphasizing those areas/ modules which have particular relevance to the patient as well as why the group format is particularly appropriate for meeting the needs of this patient.
This form is designed to aid the group member in concretizing the skills he has gleaned from the group experience during that session and in remembering and internalizing what he has learned about himself and his problem areas. The additional emphasis on the upcoming session helps the group member to take an active role in planning the progress of his treatment. Often, at the end of the group, a patient may wish he had brought up 48 CHAPTER 3 something that was bothering him or had given some feedback to another group member.