Facilitating Emotional Change: The Moment-by-moment ProcessGuilford Press, 1 nov 1996 - 346 pagina's While emotions are often given a negative connotation - people are described as being "too emotional" or as needing to "control their emotions" - this book demonstrates that emotions are organizing processes that enhance adaptation and problem solving. Within an experiential therapy framework, the volume shows how to work with moment-by-moment emotional processes to resolve various psychological difficulties. The first two sections introduce the process-experiential approach to treatment. Exploring the interrelationships among emotion, cognition and change, the authors develop a powerful, clinically relevant theory of human functioning. The third section, a detailed treatment manual, outlines the general principles and methods of therapy and provides step-by-step directions for six specific types of intervention. Excerpts from actual transcripts exemplify the various methods, illuminating the moment-by-moment process for both the client and the therapist. This book will be of value to practitioners and students of psychotherapy from a range of orientations including cognitive, dynamic and experiential, and to students and teachers of psychotherapy. |
Inhoudsopgave
INTRODUCTION TO THE APPROACH | 3 |
THE DEVELOPMENT OF THIS APPROACH | 7 |
GUIDE TO READING THE BOOK | 10 |
A PROCESS FACILITATIVE APPROACH TO PSYCHOTHERAPY | 12 |
A PROCESSFOCUSED APPROACH | 14 |
PROCESS DIAGNOSIS | 17 |
THERAPIST RELATIONSHIP ATTITUDES | 19 |
THE NEED FOR CARE AND BALANCE | 22 |
HOW DOES CHANGE OCCUR? | 145 |
THERAPIST OPERATIONS | 150 |
THE THERAPIST FUNCTIONS AT THE DIFFERENT STAGES OF THE MODEL | 152 |
EXPERIENTIAL FOCUSING FOR AN UNCLEAR FELT SENSE | 165 |
THE FOCUSING ATTITUDE | 166 |
UNCLEAR FELT SENSE | 167 |
THE PROCESS OF RESOLUTION | 169 |
THERAPIST ATTITUDE AND OPERATIONS USED IN FOCUSING | 174 |
THERAPEUTIC WORK | 25 |
CONCLUSION | 31 |
THEORY EMOTION AND COGNITION IN CHANGE | 33 |
PERSPECTIVES ON HUMAN FUNCTIONING | 35 |
CLASSICAL THEORY | 36 |
PERSPECTIVES FROM MODERN PSYCHOLOGY | 42 |
COGNITIVE SCIENCE | 43 |
EMOTION THEORY AND RESEARCH | 49 |
A DIALECTICAL CONSTRUCTIVIST SYNTHESIS | 54 |
TOWARD AN EXPERIENTIAL THEORY OF FUNCTIONING | 63 |
SCHEMATIC FUNCTIONING | 65 |
SCHEMATIC EMOTIONAL MEMORY | 69 |
THE GROWTH TENDENCY | 71 |
AN INTEGRATIVE OVERVIEW | 77 |
DYSFUNCTION | 80 |
PROBLEMS IN THE GENERATION OF EMOTIONAL MEANING | 82 |
SCHEMATIC DYSFUNCTION | 85 |
DEVELOPMENT OF DYSFUNCTIONAL SCHEMES | 88 |
A MULTIFACETED VIEW OF DYSFUNCTION | 89 |
WHY EMOTION SCHEMES DO NOT CHANGE | 91 |
CHANGING EMOTION SCHEMES | 93 |
THE MANUAL BASIC PRINCIPLES AND TASKGUIDED INTERVENTIONS | 97 |
TREATMENT MANUAL THE GENERAL APPROACH | 99 |
TREATMENT PRINCIPLES FOR A PROCESSEXPERIENTIAL APPROACH | 101 |
FACILITATE A THERAPEUTIC RELATIONSHIP | 102 |
FACILITATE WORK ON SPECIFIC THERAPEUTIC TASKS | 112 |
SUMMARY | 117 |
WHAT THE THERAPIST DOES EXPERIENTIAL RESPONSE INTENTIONS AND MODES | 118 |
ESSENTIAL EXPERIENTIAL RESPONSE INTENTIONS | 120 |
ADDITIONAL EXPERIENTIAL INTENTIONS | 131 |
GENERALLY OUTOFMODE NONEXPERIENTIAL INTENTIONS | 133 |
SUMMARY | 136 |
THE TREATMENT TASKS | 137 |
SYSTEMATIC EVOCATIVE UNFOLDING AT A MARKER OF A PROBLEMATIC REACTION POINT | 141 |
WHAT NEEDS TO BE CHANGED? THE UNDERLYING PROCESSING DIFFICULTY | 142 |
THE MARKER FOR A PROBLEMATIC REACTION POINT | 143 |
DEADENDS AND COMMON MISTAKES IN FOCUSING | 184 |
CONCLUSION | 185 |
TWOCHAIR DIALOGUE AT A SELFEVALUATIVE SPLIT | 186 |
CONFLICTSPLIT MARKERS | 188 |
HOW DOES CHANGE OCCUR? | 191 |
THERAPIST OPERATIONS | 197 |
CONCLUSION | 215 |
TWOCHAIR ENACTMENT FOR SELFINTERRUPTION SPLIT | 216 |
WHAT NEEDS TO BE CHANGED? THE UNDERLYING PROCESSING DIFFICULTY | 217 |
OPPORTUNITIES FOR INTERVENTIONTHE MARKER | 219 |
ATTRIBUTION OF INTERRUPTION | 221 |
THERAPIST OPERATIONS | 227 |
CONCLUSION | 240 |
EMPTYCHAIR WORK AND UNFINISHED BUSINESS | 241 |
MARKERS OF UNFINISHED BUSINESS | 244 |
HOW DOES CHANGE OCCUR? | 245 |
THERAPIST OPERATIONS | 254 |
CONCLUSION | 270 |
EMPATHIC AFFIRMATION AT A MARKER OF INTENSE VULNERABILITY | 271 |
WHAT NEEDS TO BE CHANGED? THE UNDERLYING PROCESSING DIFFICULTY | 272 |
VULNERABILITY MARKERS | 274 |
HOW DOES CHANGE OCCUR? THE MODEL | 275 |
THE FUNCTIONS OF THE THERAPIST AT DIFFERENT STAGES OF THE MODEL | 277 |
CONCLUSION | 283 |
APPLYING THE PROCESSEXPERIENTIAL APPROACH | 285 |
TREATMENT PARAMETERS | 287 |
TREATMENT COMPOSITION | 290 |
DIFFICULTIES AND DILEMMAS | 291 |
TRAINING OF THERAPISTS IN THE PROCESSEXPERIENTIAL APPROACH | 293 |
CASE EXAMPLES OF PROCESSEXPERIENTIAL APPROACH | 294 |
THE PROCESSEXPERIENTIAL APPROACH AN OVERVIEW RESEARCH THEORY AND THE FUTURE | 311 |
FUTURE DIRECTIONS | 320 |
CONCLUSION | 321 |
REFERENCES | 323 |
337 | |
Veelvoorkomende woorden en zinsdelen
action tendencies adaptive addition affective anger arousal aspects attend automatic become aware behavior Chapter client and therapist client-centered therapy client's experience cognitive cognitive science complex conceptual conscious construal construction constructivist critic described dialectical differentiated dysfunctional emerging emotion schemes emotional experience emotional meaning Empathic Attunement empathic exploration Empathic Understanding empty chair enactment engagement episodic memory evoked example experiencing experiential processing experiential search exploratory facilitate feelings and needs focus Focusing genuine Gestalt therapy goal Greenberg help clients help the client identify important inner experience integration intense internal interpersonal interrupted involves maladaptive marker mode nonverbal occurs one's organism organismic pain Pascual-Leone pause Perls person primary principles problematic reaction problems Process-Experiential approach psychotherapy reflections relationship resolution schematic session Sharon significant specific stage step suggest symbolizing task interventions therapeutic relationship therapeutic tasks therapy treatment Two-Chair Dialogue Uh-huh unfinished business Yeah
Populaire passages
Pagina 329 - Cognition in emotion: Concept and action. In C. Izard, J. Kagan, & R. Zajonc (Eds.), Emotion, cognition, and behavior (pp.
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