Integrative Therapy: A Practitioner′s GuideSAGE, 24 ม.ค. 2007 - 248 หน้า `The book is comprehensive, and extensively researched and referenced. ....[The] last chapter contains some excellent training resources for trainers of counsellors/psychotherapists. I would therefore endorse it as a useful textbook, especially as there is an excellent in-depth example of an assessment form, and guidance on how this can be used for trainees. These were useful revision points to me as an experienced counsellor′ - The Independent Practitioner `The book would be useful to practitioners who want to start thinking ′outside the box′ of a particular orientation. It is also aimed at students and trainers - the last 40 pages in particular are full of practical training exercises. Overall, I would recommend it as a well-reasoned argument for therapy to be rooted in an integrative base′ - Therapy Today `Throughout the book it is assumed that we can learn from each other and that we need to, whatever orientation we were trained in, in the service of the client. I find this pragmatic approach open and refreshing in a period when some of us have polarised around the ′what works best′ debate. Both authors are experienced practitioners and trainers and their commitment to integrative counselling and psychotherapy shines through′ - AUCC Journal Integration rather than a single theory has become accepted and widely recommended as a way forward in psychotherapy and counselling. Integrative Therapy, Second Edition, a timely and innovative guide for practitioners, is based on the view that training and practice methods should be evaluated for their usefulness to the client instead of their adherence to a particular model.
Drawing from research on therapy process and outcome, and on human development respectively, the authors highlight striking similarities between the change processes involved in these two areas of study. The findings provide a basis for an adaptable framework for integrative practice.
The authors pinpoint what is common as well as what is different in various approaches, using case illustrations to make comparisons throughout between the three major models: psychodynamic, humanistic-existential and cognitive-behavioural. What emerges is the central importance of the therapeutic relationship in the process of change - ′how to be with clients′ as opposed to ′what to do′.
Fully revised and updated, this Second Edition includes new material on neuroscience and practitioner-oriented research methodology showing how the processes of doing research and doing therapy have many things in common.
The book aims to cultivate a spirit of willingness amongst therapists trained in one model to learn from colleagues trained in others. It also features exercises to support its use on courses and will thus be invaluable to trainees of counselling, psychotherapy and counselling psychology. Maja O′Brien is a chartered counselling psychologist and psychotherapist, supervisor and trainer based in Oxford and a Principal Lecturer on the Doctorate in Psychotherapy by Professional Studies run jointly by the Metanoia Institute and Middlesex University. Gaie Houston is a writer, UKCP-registered psychotherapist and senior lecturer at The Gestalt Centre, London. |
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... school or combination of schools. What we hope to convey in this book is not holy writ for an integrative model, but a framework for thinking about therapy that can include theories and ways of working from several different schools ...
... schools. In doing so we have looked at what research has to tell us, as well as at the theory and practice as described by practitioners of different therapy schools. Throughout the book we compare and contrast the three major ...
... was important to us to give practitioners from the other schools some understanding of CBT, with its current wide application in clinical practice. At the same time we hope that the CBT practitioners will be interested in the. 3 ...
... school into those of another. As an example, Jacob Moreno has been a major inspiration in participative and active skills in ... schools. Jerome Frank posited that all psychotherapeutic methods are elaborations and variations of age-old ...
... schools. So the relations between discernibly different schools are sometimes char- acterised by fear and ignorance in roughly equal measure. In political terms it is not unlike a feudal system, with rival barons and their liegemen ...