Review of Words were originally magic.

Reviews the book, Words were originally magic by Steve de Shazer (see record 1994-97917-000). This book is written from both a philosophical and clinical perspective. It deals with the importance of language in psychotherapy. The author sets the foundation relative to language structure, meaning, and therapeutic change modalities in preparation for the discussion of brief problem focused psychotherapy. Case examples from actual therapy sessions are then presented in illustration of therapy process and outcome. The reviewer believes that this book has significant relevancy for current practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Psychotherapy and Personality Change.

Reviews the book "Psychotherapy and personality change," edited by Rosalind F. Dymond (see record 1955-04163-000). This is a truly impressive book, if one holds any brief for the value of objective research where psychotherapy is concerned. It is still much too early to hope that discussions of psychotherapy can be aimed at concrete problems involving specific principles. This progress report from the Counseling Center of the University of Chicago should convince anyone that objective research on psychotherapy is possible and may, eventually, pay off with concrete results. It should also convince the fainthearted that research on psychotherapy with real patients who have real problems might best be left to those who have great courage, considerable dedication, and the foresight to equip themselves in advance with a large grant from a foundation. This book is another testimonial to the fact that psychotherapy is rapidly becoming a legitimate field of scientific research as well as an applied art. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Handbook of homework assignments in psychotherapy: Research, practice, and prevention.

Reviews the book, Handbook of homework assignments in psychotherapy: Research, practice, and prevention edited by Nikolaos Kazantzis and Luciano L'Abate (see record 2006-11928-000). Reading this book title quickly one might think that this is a book of practical homework ideas, worksheets, and resources for clinicians. Reading it again more carefully, one discerns that it is more than that. What the editors have planned for the reader is a complete discussion of how therapy and personal change is supported by between-session activities in which the client engages. The book operationally defines "homework" in various kinds of therapy, the role that it plays in the change process, and presents research related to those important between-session tasks. Given this breadth, it is not surprising that the book is aimed at practitioners and researchers with all ranges of experience. The book is organised into four parts to help the reader with this diverse material. Part 1 reviews the concept and implementation of homework across nine well-known modalities (behavioural, client-centered, cognitive, emotion-focussed, interpersonal, psychodynamic, acceptance and commitment, brief strategic family, and personal construct therapies). Parts 2 and 3 of the book focus more on specific populations and disorders, including older adults, couples, and families. The final section of the book contains three "future" oriented chapters in distinct areas: research, practise, and prevention. Readers looking for an "academic" perspective on homework, a comparison of different approaches to between-session work, and inspiration in working with different populations will find a great deal here. The book may be less useful as quick reference on homework ideas for a client who is coming in to a session later today. It really does represent a "first to market" work that will be foundational for others interested in the theory and practise of psychotherapy homework, and certainly makes a very unique contribution. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Review of Therapeutic experiencing: The process of change.

Reviews the book, Therapeutic experiencing: The process of change by Alvin R. Mahrer (1986). This book is designed as a how-to book for experiential psychotherapy. It is an attempt to synthesize the various theories of the experiential therapies into one coherent theory which is different from other schools of therapy. The book is organized into eight sections and an introduction. This book is a well-organized presentation of a therapeutic modality. It should prove useful to therapists who work in this modality, as well as to students wishing to understand this modality. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Everyday mysteries: Existential dimensions of psychotherapy.

Reviews the book, Everyday mysteries: Existential dimensions of psychotherapy by Emmy van Deurzen-Smith (1997). In this book, van Deurzen-Smith carefully crafts her own vision of the meaning and import of existential psychotherapy with wit, sophistication, and an enjoyable and lively style. However, van Deurzen-Smith's text more fully explicates the wide variety of philosophical and psychological sources that feed the existentialist tradition in psychotherapy. This book should serve admirably as an in-depth introduction to existential psychotherapy—both for those training in the field and those already established seeking more fruitful alternatives to more mainstream approaches. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The complex secret of brief psychotherapy.

Reviews the book, The complex secret of brief psychotherapy by James Paul Gustafson (1986). This book attempts to synthesize the major findings of the last century in the field of psychotherapy, and to make these findings available to the clinician who is doing brief psychotherapy. Gustafson uses the major portion of the book to review briefly the work of nineteen individuals and groups who have contributed to his thinking about the effective doing of and the effective teaching of brief psychotherapy. Most theorists or schools are presented through the prism of one case study, followed by a brief discussion of the method employed, and then the presentation of a case in which this particular approach was utilized. This book has a number of things to recommend it. The author is engaged in psychotherapy research, and the appendix contains extensive material on his formulations of cases, work with patients, and follow-up interviews. All of the case material in the book, including the author's own cases and those he chooses to present from the work of others, is very valuable. For the advanced clinician, this material forms a solid resource. For the beginning clinician, case material of this kind can be very intriguing and very helpful. The book might be somewhat difficult conceptually for the beginning clinician, though, or for the clinician beginning to do brief psychotherapy. In addition, the writing style is problematic. Gustafson's ideas are generally sound and worthy of consideration, but are at times presented poorly. His conceptualizations can be difficult to follow, and his writing style does not adequately convey such difficult material. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Handbook of psychotherapy and behavior change.

Reviews the book, Handbook of psychotherapy and behavior change by Sol L. Garfield and Allen E. Bergin (1986). The third edition of the Handbook is an 886-page volume, complete with author and subject indices. It contains 19 chapters divided into six parts; each chapter is written by established authorities. The six divisions into which the chapters have been separated include Historical, Methodological, and Conceptual Foundations; Evaluation of Process and Outcome in Psychotherapy and Behavior Change; Behavioral and Cognitive Therapies; Child and Family Therapies; Special Topics; and Evaluating the Training of Therapists. This volume represents "a critical appraisal of existing empirical research findings with an evenhanded or eclectic attitude toward divergent orientations in the area of psychotherapy and behavior change along with their implication for research and practice." Notably, the editors' critical but even-handed appraisal of the field now includes satisfaction with "an increased sophistication in the design of research on psychotherapy" as well as "the introduction of specific training manuals that allow for a greater specification and monitoring of the operations of specific therapies." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A response to Greenberg's review of Therapeutic experiencing: The process of change.

Responds to Greenberg's review of the current author's book, Therapeutic experiencing: The process of change (see record 2007-09053-001). How do we make sense of what clients say and do? This is a fundamental issue in psychotherapy, the nettling theme in Professor Greenberg's review, and the focus of this response. Quite apart from the present volume, I have struggled with this issue in framing a comprehensive theory of human beings, in outlining the theory and basic methods of an experiential psychotherapy, and in a separate series of articles. It is time for the field of psychotherapy to come to grips with the key questions underlying the issue of how we make sense of what clients say and do. Not only would this be good for the field of psychotherapy, it might also clarify why Professor Greenberg is entitled to be puzzled by the theory and methods of this experiential way of making sense of what clients say and do. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Moving psychotherapy: Theory and application of Pesso System/Psychomotor therapy.

Reviews the book, Moving psychotherapy: Theory and application of Pesso System/Psychomotor therapy by Albert Pesso and John Crandell (see record 1991-98008-000) . How many schools of psychotherapy are there? 250-300 schools, depending on one's definition? The present text, apparently, adds one new school of psychotherapy. This book is a third publication expounding the ideas of Pesso. The school's title name is: (PS/P) Pesso System/Psychotherapy and has its roots in its founder (Pesso) who is convinced that he has discovered a method of integrating the mind (psyche) and the body. The latter is the "motor." Pesso was a dancer—hence the feature of movement (motor). In 1969 and 1973 Pesso had two books published in which he attempted to explain his system of psychotherapy. The present book furthers the former texts, adding new ideas. Moreover, numerous authors contribute to what they believe are the benefits of PS/P. The book tends to suggest a broad readership ranging from beginning counselors to seasoned therapists looking for something new. In brief it appears as though Pesso and his followers believe they have hit a therapeutic gold mine. According to this reviewer, they haven't. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Rehearsals for growth: Theater improvisation for psychotherapists.

Reviews the book, Rehearsals for growth: Theater improvisation for psychotherapists by Daniel J. Wiener (see record 1994-98676-000). This book is clearly written for psychotherapists who might be interested in improv and improv's applications to the psychotherapeutic stage, and not for actors and actresses studying psychotherapy. The style of the book is unique. It is a weave of personal narrative, literature review, interviews with improv teachers, practical ideas, and case material. It is also written so that after a brief introduction one may play with the book as one likes—it can be read cover to cover; one can go directly to practical ideas; another can study the content chapters in any order; and so on. I read the book cover to cover, and the shifts is presentation style felt disruptive, but this might be the very improv principles at work in the author's writing style. Probably the most useful part of the book is the bounty of ideas, games, and exercises. These techniques are described in text and tabulated in an appendix for easy reference and comparison. The games and exercises are playful, thought-provoking, maybe even iconoclastic, and potentially therapeutic with a skilled therapist. The book is worthwhile for almost any psychotherapist from any therapeutic modality. The challenge, though, for those that accept it, doing what it takes to develop genuine and reliable spontaneity. Rehearsals for Growth is one method to achieve that aim. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Ego defenses: Theory and measurement.

Reviews the book, Ego defenses: Theory and measurement by H. R. Conte and R. Plutchik (see record 1994-98641-000). This book comprehensively examines one of the most influential concepts in psychotherapy and counseling, that of defenses and their role in the therapeutic process. It is very well-written and exhaustive in the sense that covers a wide range of issues related to defenses from conceptual and theoretical to issues of clinical application and measurement. Stemming out of a psychoanalytic/psychodynamic perspective the authors revisit the area of defenses and provide an all encompassing presentation of the major issues surrounding the importance, function and usefulness of defenses in psychotherapy and counseling. The book is divided in two parts. The first examines theoretical and conceptual issues surrounding ego defenses and provides several theories and models for comprehending ego defenses. The second concentrates on the methods used to measure, evaluate and objectify ego defenses. The editors' effort to include a wide spectrum of authors who present different conceptualizations, theoretical approaches, and a variety of measurement methodologies is successful and should be commended. The only reservation the reviewer holds about this book is related to the fact that the concept of ego defenses is closely related to insight oriented therapies and approaches and to a constructivist epistemology of human nature. As such, it would prove useless to these clinicians who adhere to behavioral or existential epistemological perspectives to explain and comprehend human nature. All in all, this book is a necessary addition to all those—academics, clinicians and researchers—who in one way or another deal with emotions, human functioning, and psychotherapeutic change. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Editorial introduction.

Introduces the special section in the current issue of Psychotherapy: Theory, Research, Practice, Training. This section contains a reprint of Carl R. Rogers' (1957) seminal paper on the necessary and sufficient conditions for constructive personality change, as well as 11 reaction papers from some of the best psychotherapy theoreticians and researchers of our time. The reaction papers address the impact of Rogers' paper on the field of psychotherapy in general and therapy of the commenter's persuasion in particular, limitations of Rogers' viewpoints, the most important and enduring aspects of Rogers' theoretical statement, and how Rogers' ideas may exhibit themselves directly and indirectly in the current psychotherapy scene. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

What's in a name? Many fascinating things.

Reviews the book, Names for Things: A Study of Human Learning by John Macnamara (1982). The reviewer commends Macnamara for writing a convincing book that undermines most of the popular psychological and philosophical approaches to meaning, reference, language learning and cognitive development. The major subject matter of this book is how children learn the names for things. Macnamara dismisses the view that children are unable to arrange related ideas into adult-like hierarchical orders, as Piaget claims. The reviewer feels the weakest part of the book is the author's chapter on the definition of "meaning", but does admit to having a much richer concept of what meaning is not. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Critical issues in psychotherapy: Translating new ideas into practice.

Reviews the book, Critical issues in psychotherapy: Translating new ideas into practice edited by Brent D. Slife, Richard N. Williams, and Sally H. Barlow (see record 2001-05779-000). Bridging the often enormous gap between theory and practice in psychotherapy, this volume seeks to examine a variety of models of psychotherapy in the light of recent advances in theoretical psychology, philosophy of science, and critical thinking. The book is organized around numerous issues of fundamental importance to contemporary psychotherapy, including chapters addressing the problems of empirically validated therapies, individualism, spirituality, multiculturalism, biological reductionism, managed care, freewill/determinism, eclecticism, feminism, and diagnostics. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Shifting contexts: The generation of effective psychotherapy.

Reviews the book, Shifting contexts: The generation of effective psychotherapy by Bill O'Hanlon and James Wilk (see record 1987-98642-000). The premise of the book is that what prevents people from achieving their (physically) attainable goals is their belief that they cannot achieve them because of some obstacle. The authors argue that by "sifting facts" (i.e., observable behavior) from meanings and attributions (i.e., the presuppositions) the therapist can negotiate a solvable problem with the client. Solvable problems are negotiated by creating doubt and uncertainty about the presuppositions that support the self-perceived, unsolvable "problem." The authors contend that the negotiation process itself is the key to the "dissolution" in language--as opposed to the solution--of the problem, and it is this process that accounts for their successful one-session cases. Two fundamental criticisms may be leveled at an otherwise practical and stimulating book. First is the unfortunate use of the term "epistemology." Readers familiar with the "epistemology debates" of the (family) systems movement may recoil from the confusion engendered there by that much-abused term. Other readers may simply be confused. The second and perhaps more important criticism concerns the position on psychology. To adopt a therapy model that focuses on process and disavows the value of "psychological" content is neither new nor, depending upon one's definition, necessarily outside the discipline of psychology. What this book does provide is a refreshing, witty, and appealing approach to the doing of psychotherapy. It is written with grace and style, and with an appreciation of the power and intricacies of language found in the common discourse of life, including therapy sessions. It succeeds most surely in bringing new articulations, understandings, and approaches to some not-so-new ideas. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The social–cognitive construction of psychotherapeutic change: Bridging social constructionism and cognitive constructivism.

Self-with-other processing and construction play an important role in human adjustment, development, and change. This idea is critical for an adequate understanding of psychotherapy and psychotherapeutic change. A theory of psychotherapeutic change that combines elements of both social constructionist and cognitive constructivist thought is presented briefly. After reviewing salient examples of both forms of thought as these have manifested in theorizing about psychotherapeutic change, a sampling of original empirical demonstrations is offered in support of the theory. Psychotherapeutic change is described as a process of appropriation and practical application through which clients internalize therapeutic conversations and activities, which they then use as psychological tools to restructure personal theories, experiences, and actions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)