Oxford Guide to Behavioural Experiments in Cognitive TherapyBehavioural experiments are one of the central and most powerful methods of intervention in cognitive therapy. Yet until now, there has been no volume specifically dedicated to guiding physicians who wish to design and implement behavioural experiments across a wide range of clinical problems. The Oxford Guide to Behavioural Experiments in Cognitive Therapy fills this gap. It is written by clinicians for clinicians. It is a practical, easy to read handbook, which is relevant for practising clinicians at every level, from trainees to cognitive therapy supervisors. Following a foreword by David Clark, the first two chapters provide a theoretical and practical background for the understanding and development of behavioural experiments. Thereafter, the remaining chapters of the book focus on particular problem areas. These include problems which have been the traditional focus of cognitive therapy (e.g. depression, anxiety disorders), as well as those which have only more recently become a subject of study (bipolar disorder, psychotic symptoms), and some which are still in their relative infancy (physical health problems, brain injury). The book also includes several chapters on transdiagnostic problems, such as avoidance of affect, low self-esteem, interpersonal issues, and self-injurious behaviour. A final chapter by Christine Padesky provides some signposts for future development. Containing examples of over 200 behavioural experiments, this book will be of enormous practical value for all those involved in cognitive behavioural therapy, as well as stimulating exploration and creativity in both its readers and their patients. |
From inside the book
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... reflection, implications for the target belief are evaluated. Even the best laid plans cannot cover every ... Reflecting these facts, we have gathered together a collection of true—sometimes bizarre—stories of behavioural experiments ...
... reflection, implications for the target belief are evaluated. Even the best laid plans cannot cover every ... Reflecting these facts, we have gathered together a collection of true—sometimes bizarre—stories of behavioural experiments ...
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... reflection In the sections below, we highlight two classes of theory to explain the impact of BEs: 1 Theories from cognitive science, which suggest that the multi-sensory, experiential information derived from BEs is processed in a ...
... reflection In the sections below, we highlight two classes of theory to explain the impact of BEs: 1 Theories from cognitive science, which suggest that the multi-sensory, experiential information derived from BEs is processed in a ...
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... reflection (Kemmis and McTaggart 2000; Kolb 1984; Lewin 1946; Schön 1983). The processes involved in experiential learning and reflection are embodied in the Lewin/Kolb four stage experiential learning model (Kolb 1984; Lewin 1946) ...
... reflection (Kemmis and McTaggart 2000; Kolb 1984; Lewin 1946; Schön 1983). The processes involved in experiential learning and reflection are embodied in the Lewin/Kolb four stage experiential learning model (Kolb 1984; Lewin 1946) ...
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... reflection are also central components, intrinsic to learning. As Bennett–Levy (2003a) has noted in relation to ... reflecting, combined with the experiential component of 'experiencing', mean that, in multi-level theory terms, BEs are ...
... reflection are also central components, intrinsic to learning. As Bennett–Levy (2003a) has noted in relation to ... reflecting, combined with the experiential component of 'experiencing', mean that, in multi-level theory terms, BEs are ...
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... maximizing opportunities to learn from behavioural experiments Section 3 Planning: designing the behavioural experiment Section 4 Experience: the experiment itself Section 5 Observation: examining what happened Section 6 Reflection: making.
... maximizing opportunities to learn from behavioural experiments Section 3 Planning: designing the behavioural experiment Section 4 Experience: the experiment itself Section 5 Observation: examining what happened Section 6 Reflection: making.
Contents
Panic disorder and agoraphobia | |
Obsessivecompulsive disorder | |
Social anxiety | |
Specific phobias | |
Insomnia | |
Acquired brain injury | |
Avoidance of affect | |
Selfinjurious behaviour | |
Interpersonal difficulties | |
Low selfesteem | |
at the crossroads | |
Bipolar affective disorders | |
Index | |
Other editions - View all
Oxford Guide to Behavioural Experiments in Cognitive Therapy James Bennett-Levy No preview available - 2004 |
Oxford Guide to Behavioural Experiments in Cognitive Therapy James Bennett-Levy No preview available - 2004 |
Common terms and phrases
able activities agreed Alternative Alternative perspective anxiety anxious approach asked associated assumptions attention avoid became become behavioural experiments beliefs better carried cause Chapter checking cognitive therapy concerns confidence consequences cope depression described developed difficulties discover discussion disorder distress eating effective emotional engage evidence example expressing fear feel felt focus friends function Further happen ideas identify important increased initially interpersonal involve keep lead learning less look maintain manage means memory mind monitoring mood negative normal notice observed Oxford panic particularly patient person perspective physical planned positive possible Prediction present problems questions reactions reduced Reflection relationship relevant response Results safety behaviours self-esteem sense session situations sleep social specific strategies suggests survey symptoms Target cognition theory therapist things thoughts Tips treatment understanding week worry