by Barbara S. Held (1995)
Within psychotherapy the influence of postmodern theory, with its underlying antirealist philosophy (that the knower makes rather than discovers reality), has been growing exponentially. Yet none of the many - and proliferating - writings on this use of postmodern theory has scrutinized the problematic implications, both theoretical and applied, of this trend. This book fills that gap with the first thorough critical assessment of the theory and practice of the postmodern narrative therapy movement, a movement that now includes therapists who represent such disparate schools as family/systemic, cognitive, psychoanalytic, feminist, and constructivist therapies. In calling for a modest realism in all psychotherapy theory and practice, Held delineates a realist philosophy of knowing in terms that are accessible to readers who are not philosophers by training. She concludes by considering not only the theoretical implications of adopting an antirealist approach to therapy, but also the ethical/practical implications of that trend.
Fay Fransella
This book discusses criticisms of Kelly's work and provides examples of work carried out within this framework since his death. George Kelly argued that the validity of any theory can be assessed in terms of its usefulness. The vast amount of work stemming from his theory and methods of practice indicate just how useful it is proving to be. -- from back cover.
V.C. Andrews
**"Tears are more private than smiles.... Why should I share anything with these girls?"** Jade had listened to Misty and Star tell their stories. Now it is her time to speak. But she can't. For while the others in Dr. Marlowe's therapy group had exposed their hidden pains and secret pasts, they are nothing like Jade. They don't know what it is like to be a pawn in a courtroom battle too hateful to ever forgive. Or that escaping the madness had lured Jade into an ordeal too traumatic to forget....
Susan R. Walen, Raymond DiGiuseppe, Windy Dryden
Ten Common Errors to Avoid -- Pt. V. The Therapeutic Whole. 14. Homework Assignments. Examples of Homework Assignments. Happiness Assignments. Trouble-shooting Homework Problems. Phasing Out the Therapist. 15. Comprehensive Rational-Emotive Therapy. Self-instructional Training. Dealing with A. 16. The Course of Therapy and Beyond. A Sample Treatment Plan. Expanding the Focus of Therapy. Continuing Therapy. Termination of Therapy. Enhancing Treatment Benefits after Termination -- Pt. VI. Training. 17. Supervision and Further Training. Self-Checking Supervision. Obtaining Supervision. Training Programs. 18. Readings. Introductory Materials: RET and Other Cognitive Therapies. Problems of Love, Sex, and Relationships. Problems of Children and Adolescents. Women's Issues. Family Therapy. Problems of Anger. Problems of Anxiety. Problems of Depression. Other Applications: Assertiveness. Problems of Procrastination. Habit Control and Addiction -- Appendix A: Session Notes.
Julian Elliott and Maurice Place
Written by two practising clinicians, this book is designed as a guide for those who work with children. In clear, simple language it focuses upon some of the most common, yet often incapacitating, difficulties which are frequently encountered by young children and adolescents.After introducing and discussing different forms of therapy and treatment used in clinical work with children, the book provides a series of chapters, each dealing with a specific difficulty. Drawing upon recent research findings, and employing detailed case illustrations, it seeks to help the reader to understand the nature of each problem and offers a guide as to how the child in difficulty can best be helped.The book is designed to be of particular value to those working in education, social work, health and child-care settings, and anyone who needs to be able to recognize and help children in difficulty.