Oxford Guide to Behavioural Experiments in Cognitive Therapy
Behavioural 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.
Reflecting these facts, we have gathered together a collection of true—sometimes bizarre—stories of behavioural experiments, and inserted them between chapters under the collective title of Tales from the Front Line.
... different ways at different levels ♢ the practice of new plans and behaviours ♢ learning through reflection In the sections below, we highlight two classes of theory to explain the impact of BEs: 1 Theories from cognitive science, ...
Later authors have also placed emphasis on the value of 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 ...
BEs are not simply about 'carrying out the experiment'. Planning, observation, and reflection are also central components, intrinsic to learning. As Bennett–Levy (2003a) has noted in relation to Teasdale's ICS model, it is likely that ...
... 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.
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Our copies of this book are always on loan and constantly have reservations placed on them. Wendy Townsend, Coventry & Warwickshire Partnership Trust, Read full review
great book educational read it 10000000000000 times
Acquired brain injury
Avoidance of affect
at the crossroads
Bipolar affective disorders