ABSTRACT
Mistakes are often an inevitable part of training; Learning from Mistakes in Rational Emotive Behaviour Therapy encourages the trainee to pinpoint potential errors at the earliest possible stage in training, helping them to make fast progress towards becoming competent REBT practitioners.
Windy Dryden and Michael Neenan have compiled 111 of the most common errors, explaining what has gone wrong and how to put it right, and have divided them into eight accessible parts:
- general mistakes
- assessment mistakes
- goal-setting mistakes
- disputing mistakes
- homework mistakes
- mistakes in dealing with client doubts and misconceptions
- working through mistakes
- self-maintenance.
Learning from Mistakes in Rational Emotive Behaviour Therapy is an indispensable guide for anyone embarking on a career in the REBT field.
TABLE OF CONTENTS
part |64 pages
General mistakes
chapter |2 pages
Developing the therapeutic relationship first
chapter |3 pages
Not setting or keeping to a therapeutic agenda
chapter |3 pages
Not being active and directive
chapter |3 pages
Listening passively
chapter |3 pages
Not interrupting rambling or verbose clients
chapter |2 pages
Being verbose yourself
chapter |3 pages
Failing to obtain feedback
chapter |3 pages
Avoiding confrontation
chapter |2 pages
Not working collaboratively
chapter |2 pages
Not adopting a problem-orientated focus
chapter |2 pages
Failing to keep your clients on track
chapter |3 pages
Not checking your clients' understanding of REBT terminology
chapter |2 pages
Not developing a shared vocabulary
chapter |5 pages
Not teaching the ‘ABC' model in a clear way
chapter |2 pages
Being insufficiently repetitive in teaching REBT concepts
chapter |2 pages
Not explaining the purpose of an intervention
part |68 pages
Assessment mistakes
chapter |3 pages
Accepting your clients' vagueness in describing ‘A'
chapter |3 pages
Allowing your clients to talk compulsively about their feelings
chapter |2 pages
Not obtaining a problem list
chapter |3 pages
Not asking for a specific example of the target problem
chapter |3 pages
Failing to intervene to makeimprecise emotional ‘C's sprecise
chapter |2 pages
Pressurizing your clients to be exact about their feelings
chapter |2 pages
Treating frustration as a ‘C' instead of an ‘A'
chapter |3 pages
Becoming obsessive in searching for the critical ‘A'
chapter |3 pages
Not realizing that your clients' target emotion has changed
chapter |2 pages
Not clarifying the ‘it'
chapter |2 pages
Assuming that your clients hold all four irrational beliefs
chapter |1 pages
Not distinguishing between absolute and preferential shoulds
chapter |2 pages
Not expressing self-depreciation in your clients' words
chapter |2 pages
Not looking for a meta-emotional problem
chapter |2 pages
Assuming that the meta-emotional problem is always present
chapter |2 pages
Always working on a meta-emotional problem first
part |26 pages
Goal-setting mistakes
chapter |2 pages
Not seeing the relevance of two goal-setting stages
chapter |3 pages
Agreeing on goals that are outside of your clients' control
chapter |2 pages
Not stating your clients' goals in positive terms
chapter |2 pages
Focusing on process goals instead of outcome goals
chapter |2 pages
Focusing on practical goals and neglecting emotional goals
chapter |1 pages
Helping your clients to feel neutral about negative events
chapter |2 pages
Not eliciting from your clients a commitment to change
part |34 pages
Disputing mistakes
chapter |2 pages
Not preparing your clients for disputing
chapter |2 pages
Disputing in a mechanical manner
chapter |2 pages
Only disputing either the premise or the derivative belief
chapter |2 pages
Not having order in disputing
chapter |2 pages
Arguing instead of disputing
chapter |2 pages
Disputing inferences while thinking you are disputing beliefs
chapter |3 pages
Misusing vivid disputing methods
part |22 pages
Homework mistakes
chapter |2 pages
Not setting or reviewing homework assignments
chapter |2 pages
Not making the homework task therapeutically potent
chapter |2 pages
Not using multimodal methods of change
chapter |2 pages
Accepting ‘trying' instead of focusing on ‘doing'
chapter |2 pages
Rushing homework negotiation
chapter |2 pages
Not capitalizing on successful homework completion
part |26 pages
Mistakes in dealing with your clients' doubts, reservations and misconceptions about REBT
part |26 pages
Working through mistakes
chapter |2 pages
Not discussing with your clients that change is non-linear
chapter |2 pages
Not helping your clients to look for core irrational beliefs
chapter |2 pages
Neglecting the importance of teaching relapse prevention
chapter |2 pages
Sacredizing endings
part |12 pages
Self-maintenance mistakes