Cognitive Behavior Therapy: Applying Empirically Supported by Steven C. Hayes, William T. O'Donohue, Jane E. Fisher

By Steven C. Hayes, William T. O'Donohue, Jane E. Fisher

This functional publication offers empirically supported innovations which are powerful for quite a lot of difficulties, together with enuresis, panic affliction, melancholy, and talents acquisition for the developmentally delayed.
* provides 60 chapters on person remedies for a variety of difficulties, resembling smoking cessation, pressure administration, and lecture room management
* Chapters are authored via specialists of their specific remedy approach.
* offers tables that in actual fact clarify the stairs of imposing the treatment

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Extra info for Cognitive Behavior Therapy: Applying Empirically Supported Techniques in Your Practice

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Homework assignments may be given in order for the client to gather more information and to evaluate the empirical evidence for and against depressogenic and more adaptive attributions. The therapist may question the client about the types of attributions that he or she would make if someone other than the client were in the client’s place. Does the client exhibit a double standard when assigning blame to self, but make more realistic attributions for others? The therapist may also challenge the client to consider whether responsibility in this situation is an absolute 100%, or whether it is more logical to view responsibility as shared or partial (known as deresponsibilitizing).

Behavioral models of depression suggest that the pursuit of social interaction (and, thus, experience of reinforcement) may be limited by negative affective experiences that are present throughout the interaction (Lewinsohn, 1974). For example, anxiety that is experienced during an assertive interaction may be insufficient to impair performance but may be sufficient to render the interaction a punishing rather than reinforcing event. PRECONDITIONS FOR ASSERTIVENESS Assertive behaviors presuppose the existence of adequate social skills.

Model the following components of urge control. a. Stop! b. One negative consequence for self and one for others c. Relaxation, deep breaths d. State four or more behavioral alternatives that are incompatible with anger e. Imagine doing a behavior that is incompatible with anger f. Imagine telling friends or family about doing the behavior, and person responding positively g. State positive things that will happen because the selected behavior was performed 4. Reveal step(s) that helped decrease anger the most.

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