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| 001 | ocn890071917 | ||
| 003 | OCoLC | ||
| 005 | 20171224114725.0 | ||
| 006 | m o d | ||
| 007 | cr cnu|||unuuu | ||
| 008 | 140904s2014 xx o 000 0 eng d | ||
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_a9781118510261 _qelectronic bk. |
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| 020 |
_a1118510267 _qelectronic bk. |
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| 020 | _z9781118510278 | ||
| 020 | _z1118510275 | ||
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_aDEBBG _bBV043397101 |
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| 035 | _a(OCoLC)890071917 | ||
| 050 | 4 |
_aRC489.C63 _bS63 2014 |
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| 082 | 0 | 4 |
_a616.89 _a616.891425 |
| 049 | _aMAIN | ||
| 100 | 1 | _aSöchting, Ingrid. | |
| 245 | 1 | 0 |
_aCognitive Behavioral Group Therapy : _bChallenges and Opportunities / _cIngrid Söchting. |
| 260 |
_aHoboken : _bWiley, _c2014. |
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| 300 | _a1 online resource (388 p.) | ||
| 500 | _aDescription based upon print version of record. | ||
| 505 | 0 | _a1.Extending CBT to Groups -- Why CBT Is Increasingly Used for Common Mental Health Problems -- Principles of CBT -- Cost-Effectiveness of CBT -- Transporting Individual CBT to a Group Setting -- Adapting CBT to CBGT: panic disorder illustration -- Managing the group process across CBGT -- Unique Benefits of the Group Format -- How to Start a CBT Group -- Setting up the group room -- The first session -- Absences and being late -- Confidentiality and socializing outside the group -- Member introductions -- Expectations for CBGT commitment -- Note-taking by CBGT therapists -- Subsequent sessions -- Summary -- Notes -- Recommended Readings for Clinicians -- References -- 2.Working with Process and Content -- Process and Content in Group Therapy -- Group Process in Theory -- Group Process in Practice: Obsessive-Compulsive Disorder Illustration -- Instillation of hope -- Universality -- Imitative behavior and peer modeling | |
| 505 | 8 | _aImparting of information -- Altruism -- Group cohesiveness -- Existential factors -- Catharsis -- Interpersonal learning and new ways of socializing -- Experiencing the group as similar to one's family of origin -- Group process research and CBGT application -- Scott's General Group Therapeutic Skills Rating Scale -- Summary -- Note -- Recommended Readings for Clinicians -- References -- 3.Effectiveness of CBGT Compared to Individual CBT: Research Review -- Depression -- Social Anxiety Disorder (SAD) -- Obsessive-Compulsive Disorder (OCD) -- Generalized Anxiety Disorder (GAD) -- Panic Disorder -- Posttraumatic Stress Disorder (PTSD) -- Addictions -- Psychosis -- Hoarding -- Language and Culture -- What to Take Away from the Research Findings -- Summary -- References -- 4.CBGT for Depression: Psychoeducation and Behavioral Interventions -- The Diagnoses of Depression -- Treatment Protocols Informed by Beck's Cognitive Model of Depression | |
| 505 | 8 | _aAn Example of a CBGT Depression Protocol -- Psychoeducation -- Behavioral Interventions -- Focus on Emotions in Preparation for the Thought Records -- Capitalizing on the Group in CBGT for Depression -- Summary -- Notes -- Recommended Readings for Clinicians -- References -- 5.CBGT for Depression: Cognitive Interventions and Relapse Prevention -- The Thought Record in a Group -- Other Cognitive Interventions -- Testing assumptions -- Testing core beliefs -- Behavioral experiments -- CBGT Psychodrama -- Relapse Prevention -- Mindfulness-Based Cognitive Therapy (MBCT) -- Summary -- Note -- Recommended Readings for Clinicians -- References -- 6.How to "Sell" CBGT, Prevent Dropouts, and Evaluate Outcomes -- Drawing People into CBGT -- Preparing Clients for CBGT -- Individual pregroup orientation -- Group pregroup orientation -- Rapid access group orientation -- Preventing Dropouts -- Expectations for CBGT -- Client Characteristics Impacting CBGT | |
| 505 | 8 | _aChronic pain -- Gender -- Evaluating CBGT Outcomes -- The benefits of outcome measures -- The CORE-R outcome battery -- Summary -- Note -- Recommended Reading and Viewing for Clinicians -- References -- 7.Transdiagnostic and Other Heterogeneous Groups -- Why Consider Transdiagnostic Groups? -- What Do Transdiagnostic CBGT Protocols Include? -- Mixing anxiety with depression in the same group -- Mixing different anxiety disorders in the same group -- CBGT for Social Anxiety and Panic Disorder -- The diagnosis of social anxiety disorder -- Why groups can be challenging for people with social anxiety -- Why a transdiagnostic group is attractive for people with social anxiety -- Key features of a mixed social anxiety and panic group -- In-session social anxiety exposures -- CBGT for Different Types of Trauma -- The diagnosis of posttraumatic stress disorder (PTSD) -- From homogeneous to heterogeneous trauma groups -- Self-care skills as a prerequisite | |
| 505 | 8 | _aCognitive processing therapy (CPT) in heterogeneous CBGT for trauma -- The role of exposure in CBGT for trauma -- Capitalizing on the group in heterogeneous CBGT for trauma -- Summary -- Notes -- Recommended Readings for Clinicians -- References -- 8.Augmenting CBGT with Other Therapy Approaches -- Integrating CBGT and Mindfulness: Generalized Anxiety Disorder (GAD) -- The diagnosis of generalized anxiety disorder -- CBGT for GAD -- Intolerance of uncertainty -- Problem solving -- Imaginary exposure -- GAD and mindfulness -- Integrating mindfulness into CBGT -- CBGT and Interpersonal Therapy: Perinatal Depression -- Integrating interpersonal therapy (IPT) into CBGT -- What exactly is IPT? -- Research support for IPT and CBT in treating perinatal depression -- Example of combined IPT and CBGT for perinatal depression -- Summary -- Notes -- Recommended Readings for Clinicians -- References -- 9.How to Fine-Tune CBGT Interventions | |
| 505 | 8 | _aWhy Exposure Hierarchies are Important -- How to develop exposure hierarchies in the group -- How to Support Homework Completion -- How to Plan for Termination -- Becoming one's own therapist -- Formal and informal booster sessions -- How to Handle the Last CBGT Session -- Summary -- References -- 10.Who Is Qualified to Offer CBGT? -- Standards for Training and Qualifications -- How to Become a CBGT Therapist -- Qualifications of the competent CBGT therapist -- Declarative knowledge about core CBT competencies -- Implementing declarative knowledge into real groups -- Ongoing observational learning and supervision -- Equal Cofacilitation -- Students in CBGT Training -- How to Stay Competent as a CBGT Therapist -- Summary -- Recommended Resources for Clinicians -- References -- 11.Later Life Depression and Anxiety -- Depression and Anxiety in the Elderly -- Psychotherapy for the Elderly -- Group therapy -- CBGT for the elderly | |
| 505 | 8 | _aOCD in Children and Adolescents -- CBT for Youth OCD -- Behavioral interventions -- Cognitive interventions -- CBGT for youth OCD -- CBGT Protocol for Youth OCD -- Psychoeducation in CBGT for adolescent OCD -- Exposure, response prevention, and refocusing -- Capitalizing on the Group for Youth OCD -- Disorders Related to OCD -- Common Challenges in CBGT for Youth OCD -- Summary -- Note -- Recommended Readings for Clinicians -- References -- 14.Language, Culture, and Immigration -- A Chinese Cognitive Behavioral Treatment Program for Chinese Immigrants -- Chinese CBGT Program Rationale -- Referral Issues -- Assessment -- CBGT Treatment Issues for Depressed Chinese People -- Challenging unhelpful thinking -- How to improve homework compliance? -- Capitalizing on the group for Chinese immigrants -- A Spanish-Language Cognitive Behavioral Treatment Program for Latino Immigrants -- Referral and Access Issues -- Assessment -- Latino CBGT Program Rationale | |
| 505 | 8 | _aCBGT Treatment Issues -- The people module -- How to improve homework compliance? -- Capitalizing on the group in CBGT for Latino immigrants -- A CBGT Program for African American Women -- Common Challenges in Culturally Sensitive CBGT -- Summary -- Note -- Recommended Readings for Clinicians -- References -- 15.Hoarding -- The Diagnosis and Features of Hoarding Disorder -- Financial and social burdens -- Why do people hoard? -- CBT for Compulsive Hoarding -- CBT model of compulsive hoarding -- Assessment -- Hoarding-specific CBT -- CBGT for Compulsive Hoarding -- CBGT Protocol for Compulsive Hoarding -- Psychoeducation -- Motivation and goal setting -- Skills training for organizing and problem solving -- Challenging unhelpful thinking -- Exposures and behavioral experiments -- Homework -- Relapse prevention -- Capitalizing on the Group for Compulsive Hoarding -- Common Challenges in CBGT for Hoarding -- Summary | |
| 505 | 0 | _aRecommended Readings and Viewing for Clinicians -- References -- 16.Psychosis -- The Diagnoses of Schizophrenia Spectrum and Other Psychotic Disorders -- Vulnerability to Psychotic Disorders -- CBT for Psychosis -- Assessment -- Increasing Evidence Supports CBGT for Psychosis -- Integrating evolving trends in CBGT for psychosis -- Narrative enhancement and cognitive therapy -- Compassion-focused therapy -- Person-based cognitive therapy -- Metacognitive training -- Capitalizing on the Group for Psychosis -- Common Challenges in CBGT for Psychosis -- Summary -- Notes -- Recommended Readings for Clinicians -- References -- 17.Addictions -- The Diagnoses of Substance-Related and Addictive Disorders -- Why do people become addicted? -- CBT for Addictions -- Assessment -- CBGT for Addictions -- Co-occurring CBGT -- CBGT protocols for addictions -- Psychoeducation -- Motivation and stages of change -- Functional analysis -- Challenging unhelpful thinking | |
| 505 | 0 | _aCoping skills training -- Homework -- Relapse prevention -- Mindfulness-based relapse prevention -- Spiritually oriented relapse prevention -- Capitalizing on the Group for Addictions -- Common Challenges in CBGT for Addictions -- Summary -- Notes -- Recommended Readings for Clinicians -- References. | |
| 520 | _aThis is a complete guide to implementing cognitive behavioral group therapy across a range of mental health contexts. Written by a leading clinician and researcher in the field, the guide presents evidence-based protocols for depression, panic, social anxiety, generalized anxiety, posttraumatic stress, obsessive-compulsive disorder, compulsive hoarding, psychosis, and addiction. The author provides innovative solutions for achieving efficient, effective therapy as mandated by emerging health-care priorities. She also offers troubleshooting for common problems related to group therapy programs such as transdiagnostic approaches, mindfulness-augmentation, dropout prevention, and therapist qualification. In addition, she details unique strategies for working with ethnic minorities and clients across the age spectrum from children to the elderly. | ||
| 520 | _aThroughout, the book includes clear instructions for professionals and trainees at all levels, complete with references to DSM-5 diagnostic changes, real-life clinical examples, and group session transcripts. Relevant for those using CBT and/or group therapy in a range of disciplinesùfrom psychology, social work, and counseling to occupational therapy, psychiatry, and nursingùthis is an invaluable guide to a burgeoning therapeutic intervention.--Book Jacket. | ||
| 650 | 0 | _aCognitive therapy. | |
| 650 | 4 | _aCognition. | |
| 650 | 4 | _aCognitive therapy. | |
| 650 | 4 | _aGroup psychotherapy. | |
| 650 | 7 |
_aCognitive therapy. _2fast _0(OCoLC)fst01432033 |
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| 655 | 4 | _aElectronic books. | |
| 776 | 0 | 8 |
_iPrint version: _z9781118510346 |
| 856 | 4 | 0 |
_uhttp://onlinelibrary.wiley.com/book/10.1002/9781118510261 _zWiley Online Library |
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