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
Results 6-10 of 52
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... learning theory section), BEs may be particularly powerful because they impact on both implicational and propositional systems. Evidence supporting the value of the kind of emotional/experiential encoding which might be experienced ...
... learning theory section), BEs may be particularly powerful because they impact on both implicational and propositional systems. Evidence supporting the value of the kind of emotional/experiential encoding which might be experienced ...
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... learning. 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 ...
... learning. 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 ...
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... learning model is a procedural theory, in contrast to the more structural theories outlined above. Although an empirical research base is lacking, the learning circle has high pragmatic value and face validity. Indeed, it provides such ...
... learning model is a procedural theory, in contrast to the more structural theories outlined above. Although an empirical research base is lacking, the learning circle has high pragmatic value and face validity. Indeed, it provides such ...
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... learning circle to provide a pragmatic framework for clinicians wishing to design effective BEs. CHAPTER 2 Devising effective behavioural experiments Khadj Rouf Melanie Fennell. *There is some controversy about whether in fact he ever ...
... learning circle to provide a pragmatic framework for clinicians wishing to design effective BEs. CHAPTER 2 Devising effective behavioural experiments Khadj Rouf Melanie Fennell. *There is some controversy about whether in fact he ever ...
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... learning circle as a framework for their design and implementation. Sections 3 to 7 describe in practical detail how to carry out each step in the process. A typology of behavioural experiments Section 1 Section 2 The learning circle ...
... learning circle as a framework for their design and implementation. Sections 3 to 7 describe in practical detail how to carry out each step in the process. A typology of behavioural experiments Section 1 Section 2 The learning circle ...
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