Introduction to cognitive behaviour therapy: (Record no. 129747)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 09274 a2200277 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20200401094148.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 200331b ||||| |||| 00| 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781473962583 |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Item number | KEN |
| Classification number | WM425.5.C6 |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Kennerley, Helen |
| 9 (RLIN) | 1489 |
| 245 ## - TITLE STATEMENT | |
| Title | Introduction to cognitive behaviour therapy: |
| Remainder of title | skills and applications |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 3rd ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Name of publisher, distributor, etc. | SAGE |
| Date of publication, distribution, etc. | 2017 |
| Place of publication, distribution, etc. | Los Angeles |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xxv, 486 p. ; |
| Dimensions | 23 cm. |
| 500 ## - GENERAL NOTE | |
| General note | Contents:<br/><br/>Machine generated contents note: 1.Basic Theory, Development and Current Status of CBT<br/>Introduction<br/>A brief history of CBT<br/>Some basic principles<br/>`Levels' of cognition<br/>Automatic thoughts (ATs)/Negative automatic thoughts (NATs)<br/>Core beliefs<br/>Underlying assumptions<br/>Characteristic cognitions in different problems<br/>Generic CBT model of problem development<br/>The current status of CBT<br/>CBT competences<br/>The empirical evidence about CBT<br/>Summary<br/>Learning exercises<br/>Further reading<br/>2.Distinctive Characteristics of CBT<br/>Collaboration<br/>Structure and active engagement<br/>Time-limited and brief<br/>Empirical in approach<br/>Problem-oriented in approach<br/>Guided discovery<br/>Behavioural methods<br/>In vivo work<br/>Summaries and feedback<br/>Myths about CBT<br/>Video links<br/>2.1.Sharing capsule summaries (i)<br/>2.2.Sharing capsule summaries (ii)<br/>Contents note continued: 2.3.Eliciting feedback from your client during a session (i)<br/>2.4.Eliciting feedback from your client at the end of a session (ii)<br/>3.The Therapeutic Relationship<br/>The therapeutic relationship as an essential foundation of therapy<br/>The role of the therapist<br/>Ways of building a positive and collaborative client-therapist relationship<br/>Ruptures in the therapeutic alliance<br/>Working with diversity and difference<br/>Boundary issues<br/>Maintaining treatment boundaries<br/>3.1.Setting the scene and engaging your client<br/>3.2.Dealing with signs of problems in the therapeutic relationship<br/>3.3.Presenting the therapist dilemma: a simple issue (i)<br/>3.4.Presenting the therapist dilemma: a more complex issue (ii)<br/>4.Assessment and Formulation<br/>Formulation in CBT<br/>Formulation: art or science?<br/>Focus on maintenance processes<br/>Contents note continued: The process of assessment<br/>Assessing current problems<br/>Maintaining processes<br/>Assessing past history and problem development<br/>The order of assessment components<br/>`Non-specific' factors and the therapeutic relationship<br/>Making formulations<br/>Sample formulation<br/>Suitability for CBT<br/>Setting the scene for the assessment<br/>Possible problems during assessment<br/>Possible problems in making formulations<br/>4.1.Exploring the client's fear: unpacking what's behind the problem<br/>4.2.Refining hypotheses about `modifiers': learning more about strengths and needs<br/>4.3.Using a recent episode to get more detailed information<br/>4.4.Collaborative construction of the formulation: teamwork in conceptualisation<br/>4.5.Constructing a simple formulation with your client: the `blobby' formulation<br/>4.6.Constructing a simple formulation with your client: the vicious flower<br/>Contents note continued: 5.Measurement in CBT<br/>The empirical nature of CBT<br/>During and at the end of treatment<br/>Why bother with measurement?<br/>Psychometric aspects of monitoring<br/>Obtaining useful and accurate measures<br/>What sorts of information to collect<br/>Other sources of information<br/>Making the most of the data<br/>Problems when using measurements<br/>5.1.Questionnaires (i): introducing questionnaires, giving the rationale and checking the client's understanding<br/>5.2.Questionnaires (ii): feeding back the results of questionnaires<br/>5.3.Evolving a self-monitoring task with a man with marked depression<br/>6.Helping Clients Become Their Own Therapists<br/>Helping the client learn and remember<br/>Relapse management: a skill for life<br/>`Self-help' reading (bibliotherapy)<br/>Possible problems<br/>Contents note continued: 6.1.Taking your client around the learning cycle using clinical material<br/>6.2.Sharing the principles of relapse management and teaching the skill<br/>7.Socratic Methods<br/>Why choose Socratic methods?<br/>When do we use Socratic enquiry?<br/>How do we use Socratic methods effectively?<br/>When not to opt for Socratic methods<br/>Problems when using the Socratic approach<br/>7.1.Using Socratic enquiry: the downward arrow technique<br/>7.2.Stages of Socratic method in action<br/>7.3.Multiple applications of Socratic method<br/>8.Cognitive Techniques<br/>Presenting a rationale for cognitive work<br/>Identifying cognitions<br/>Using distraction in CBT<br/>Identifying cognitive biases<br/>Appraising automatic thoughts and images<br/>Developing new perspectives<br/>Testing automatic thoughts and images<br/>Modifying core beliefs<br/>Problems<br/>Contents note continued: Further reading<br/>8.1.Sharing a thought diary with your client<br/>8.2.Introducing distraction to your client<br/>8.3.Dealing with worry and rumination<br/>8.4.Addressing dichotomous thinking<br/>8.5.Using imagery and role play<br/>8.6.Drawing new conclusions<br/>9.Behavioural Experiments<br/>What are BEs?<br/>Efficacy of BEs<br/>Types of BE<br/>Planning and implementing BEs<br/>Common problems in BEs<br/>9.1.Clarifying predictions when setting up a behavioural experiment<br/>9.2.Devising a spontaneous behavioural experiment<br/>9.3.Carrying out an in vivo experiment<br/>10.Physical Techniques<br/>Relaxation<br/>Controlled breathing<br/>Physical exercise<br/>Applied tension<br/>CBT and sleep<br/>10.1.Introducing a relaxation exercise<br/>10.2.Introducing controlled breathing<br/>Contents note continued: 11.The Course of Therapy<br/>Overall pattern of sessions<br/>The early stages<br/>Offering time-limited CBT<br/>11.1.Introducing the idea of an agenda<br/>11.2.Setting a mutually agreed agenda<br/>11.3.Working out initial goals<br/>11.4.Negotiating homework<br/>12.Depression<br/>Characteristics of depression<br/>Common maintenance processes<br/>Course of treatment<br/>Components of CBT for depression<br/>Activity scheduling<br/>Common problems in activity scheduling<br/>Common problems with graded task assignment<br/>Jacobson's dismantling study and the behavioural activation approach<br/>Cognitive strategies in depression<br/>Early-stage cognitive strategies<br/>Main cognitive strategies<br/>Medication<br/>Dealing with suicidality<br/>Structured problem solving<br/>Potential problems when working with depressed clients<br/>Contents note continued: Video links<br/>12.1.Getting results from a WAS<br/>12.2.Developing positive imagery: coping in the future<br/>12.3.Developing positive imagery: a safe body image<br/>13.Anxiety Disorders<br/>Characteristics of anxiety and anxiety disorders<br/>Treatment approaches<br/>Problems when working with anxious clients<br/>13.1.Devising a graded practice plan<br/>13.2.Theory A versus Theory B in practice<br/>14.Anxiety Disorders: Specific Models and Treatment Protocols<br/>Specific phobia<br/>Panic disorder<br/>Hypochondriasis or health anxieties<br/>Social anxieties<br/>Generalised anxiety disorder (GAD)<br/>Obsessive-compulsive disorder (OCD)<br/>Post-traumatic stress disorder (PTSD)<br/>Co-morbidity<br/>Conclusion<br/>Potential problems when working with specific models and treatment protocols<br/>14.1.Sharing a simple neuropsychological explanation of traumatic memories<br/>15.Wider Applications of CBT<br/>Eating disorders<br/>Psychological trauma<br/>Anger<br/>Psychotic symptoms<br/>Relationship difficulties<br/>Substance misuse and addictive disorders<br/>Other applications of CBT<br/>Video link<br/>15.1.Motivating your client<br/>16.Alternative Methods of Delivery<br/>Modes of delivery for CBT<br/>Self-help<br/>Large groups<br/>Conventional groups<br/>Couple therapy<br/>Pair therapy<br/>17.Developments in CBT<br/>Why consider moving outside the framework of traditional CBT?<br/>Schemata in therapy<br/>Schema-focused work<br/>Compassion-based therapy<br/>Mindfulness-based cognitive therapy (MBCT)<br/>Other meta-cognitive therapies<br/>The radical behavioural interventions<br/>Neuroscience<br/>Contents note continued: Learning exercises<br/>17.1.Addressing dichotomous thinking<br/>17.2.Historical review with a client<br/>17.3.Using a responsibility pie chart<br/>18.Evaluating CUT Practice<br/>Types of evaluation<br/>Some frequently used questionnaires<br/>Clinical significance statistics<br/>Difficulties in evaluation<br/>19.Using Supervision in CBT<br/>Goals of supervision<br/>Modes of supervision<br/>Choosing a supervisor<br/>Negotiating supervision arrangements<br/>Preparing for a supervision session<br/>During a supervision session<br/>Problems with supervision<br/>19.1.Setting an agenda in supervision. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Summary:<br/><br/>This guide to the basic theory, skills and applications of cognitive behaviour therapy is fully updated to reflect recent developments in CBT theory. It includes in-depth material on working with diversity, and new case studies and exercises to help you reflect and explore how theory can be used to develop effective practice. The Companion Website features over 40 videos illustrating the CBT skills and strategies discussed in the book, including: Measuring CBT's effectiveness, socratic method and applications, physical techniques and behavioural experiments, applications of CBT to specific client disorders and using supervision in CBT. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Cognitive therapy |
| 9 (RLIN) | 1573 |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Cognitive Therapy - methods |
| 9 (RLIN) | 1574 |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Anxiety Disorders - therapy |
| 9 (RLIN) | 1575 |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Depression - therapy |
| 9 (RLIN) | 1576 |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Cognitive Behavioral Therapy |
| 9 (RLIN) | 1577 |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Kirk, Joan |
| 9 (RLIN) | 1578 |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Westbrook, David |
| 9 (RLIN) | 1579 |
| 710 ## - ADDED ENTRY--CORPORATE NAME | |
| Corporate name or jurisdiction name as entry element | Oxford Cognitive Therapy Centre |
| 9 (RLIN) | 1580 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Books |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Shelving location | Date acquired | Source of acquisition | Cost, normal purchase price | Total Checkouts | Total Renewals | Full call number | Barcode | Date last seen | Date last checked out | Cost, replacement price | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | Library and Information Centre | Library and Information Centre | Book section | 28/03/2020 | 11 | 2322.42 | 13 | 8 | WM425.5.C6 KEN | 30015 | 08/03/2024 | 23/02/2024 | 2903.03 | 28/03/2020 | Books |