Review of Comprehensive handbook of psychotherapy integration.

Reviews the book, Comprehensive handbook of psychotherapy integration by George Stricker and Jerold R. Gold (see record 1993-97695-000). In the Preface to this text, the editors express their expectation that "this volume will serve as an up-to-date and exhaustive overview of the status of ongoing scholarly and clinical work in the integration of the major schools of psychotherapy" (p. ix). Such introductory comments are commonly found in the "handbook" genre, yet such expectations are seldom met to the satisfaction of many reviewers. Nevertheless, with an open mind I plunged into this 560-page, doubled-columned, 37-chapter volume. I will admit that I was somewhat devilishly compelled to find some topic mat I could consider less than exhaustively reviewed. Well, did I find the volume exhaustive? The answer is yes! This is a marvelous volume. It should be mandatory reading for students in advanced counseling and psychotherapy courses. Initially, one would think its value is as a reference text, and indeed, all practicing psychotherapists should have a copy of this volume on their shelves. But, this volume provides such a useful series of pragmatic chapters, I believe that advanced students would prosper as well. True integration occurs on both the theoretical and practical levels. This is the first book that I have seen that provides the reader with exhaustive perspectives on both. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Handbook of psychotherapy for anorexia nervosa and bulimia.

Reviews the book, Handbook of psychotherapy for anorexia nervosa and bulimia edited by David M. Garner and Paul E. Garfinkel (1985). In the Introduction, the editors indicate that the text, intended for an audience of practising and academically oriented clinicians, has two major purposes: (1) to delineate the various types of therapy advocated for the treatment of anorexia and bulimia, and (2) to identify the factors that predispose or precipitate these eating disorders. The book is immensely successful in fulfilling the first intent. However, the ability of the various chapter authors to isolate the risk factors for anorexia and bulimia is less satisfying. In fairness, however, this does not represent a shortcoming on the part of the authors but rather provides an accurate reflection of the degree of our current understanding of these eating disorders. Several features of the book make it an invaluable reference text on anorexia and bulimia--a large range of treatment options is presented ranging from feminist psychoanalytic approaches to behavioural management techniques; the authors attempt to articulate the theoretical bases that underlie or justify the particular treatment they advocate; and the inclusion of case studies, sample therapist-patient dialogue, and the overall detailed manner with which the therapies are described provide the reader with a clear flavour of the treatment modality. (PsycINFO Database Record (c) 2010 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). In one sense, Mahrer makes the reviewer's task easy by summarizing in his introduction such key points as the purpose of his book, its scope, and its intended readership. Mahrer has two stated purposes: one is "to show how to do experiential therapy" and the other is "to build upon the various members of the experiential family and to propose a single theory of experiential psychotherapy complete with its own methods of bringing about therapeutic change." There are three conditions, however, which must be met in order to enable the reader to do experiential therapy. The first is that the reader is familiar with and sympathetic to existential-humanistic thinking. It is to all such therapists, as well as to their patients, that this book is addressed. The other two conditions that must be fulfilled in order to undertake experiential therapy are that the reader understands how to start each experiential therapy session and knows how to listen experientially. These latter two conditions are the subject of an earlier book by Mahrer, Experiential Psychotherapy: Basic Practices, which is thus basic reading for anyone intending to apply the method described in the current volume, as these two conditions together comprise the essential first of five steps that constitute each experiential psychotherapy session. The current volume picks up the method only at step two, "carrying forward of potentials for experiencing," and covers the remaining steps as well: "experiencing the relationship with deeper potentials, experiential being of the deeper potentials, and being/ behavioral change." In Therapeutic Experiencing , Mahrer stipulates that the patient should have a minimum of three hundred sessions, distributed over a 3-year period, and return for therapeutic work every two years or so for about 10 to 15 sessions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Critical interventions in psychotherapy, from impasse to turning point.

Reviews the book, Critical interventions in psychotherapy, from impasse to turning point by Haim Omer (see record 1994-98362-000). In his opening sentence the author postulates that, "Prolonged impasse is probably the toughest and most ubiquitous ordeal of psychotherapy." This relatively short volume is directed at the development of a technique, which the author calls "Critical Intervention(s)" for the resolution of such impasses. It also, very directly, makes a case for the psychotheapeutic pluralism rampant on the contemporary psychotherapeutic scene. The first seven of the eight chapters are devoted to the philosophy and then the actual technique of the critical intervention. There are case histories to make each point, and the histories consist of dialogues between patient(s) and therapist as well as dialogue between therapist, the consultant, and a group of colleagues who are part of the consultation statement developed out of this consultation. The therapist, then, is to present this statement to the patient(s). While the apparent focus of this book is the critical intervention, it is also clearly a platform for the author's views and feelings about both the pluralistic approach to psychotherapy and the "older" single frame of reference psychotherapies. While this book will have some interest for the solo practicing clinician, the utilization of the technique would be, at best, quite difficult given the necessity of calling together a consultant and group. For those with a single theory orientation to treatment the book will be of no value (other than as an interesting idea) since the technique depends upon pluralism. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Making contact: Uses of language in psychotherapy.

Reviews the book, Making contact: Uses of language in psychotherapy by Leston Havens (see record 1986-97288-000). Drawing on ideas from psychoanalytic, existential, and interpersonal theories, the author has provided a thought-provoking and practical book about how to reach, affect, and influence the distant or absent patient through language. This book is not only thought-provoking and practical but also a pleasure to read; Havens possesses a graceful literary style that is vivid, witty, and filled with fresh metaphors. Havens avoids traditional terminology for describing the more disturbed patient in favor of a personal and less objectifying way of speaking. Havens has provided a framework for conceptualizing how language can be used in a disciplined and powerful way to locate the lost selves of our patients. By calling attention to how we speak, he reminds us that language, used empathically and authentically, is the most powerful tool we have to bridge the often wide chasm between us and our patients. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The compleat therapist.

Reviews the book, The compleat therapist by Jeffrey A. Kottler (see record 1990-98953-000) . The Compleat Therapist begins with an assessment of the state of the art of psychotherapy, concluding with the observation first articulated by Goldfried in his landmark 1982 book, Converging Themes in Psychotherapy: The number of therapies has expanded exponentially over recent years, and paradigm strain mandates attempt to find commonalities and integrations. The book then proceeds to summarize research findings and the writer's personal observations regarding variables common to most therapies and to most effective therapists. The Compleat Therapist homogonizes therapy, and in so-doing points out the risks of the integrative psychotherapy movement. By putting all therapies into one blender and whirling them into one concoction, the unique techniques and insights of each tend to get lost. The result can be, and in this case is, a loss of data. The significant contributions of each type of therapy are submerged in the hunt for common elements. This book's conclusion seems to be that anything works, and why is a mystery. As a professional discipline we need to set our sights higher than that. An approach to integration that looks only at common factors is like looking at antibiotics, aspirin, and cortisone, all of which make people feel better, to find their commonality. Yes, they are all medicines, but that data does not facilitate treatment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of A new psychotherapy for traditional men.

Reviews the book, A new psychotherapy for traditional men by Gary R. Brooks (see record 1998-06013-000). Gary Brooks spent 6 years writing this book in which he presents a therapeutic model for working with "traditional men." The text's quality—reflected in its organization, structure, and content—demonstrates the success of this very thorough labor. The therapy discussed is a gender-aware model, oriented and very empathetic to the needs and special perspective of contemporary males. Brooks makes the reader aware of the dilemma facing traditional man. Brooks's compassionate and sensitive presentation makes the pain and distress of the traditional man very real and palpable for the reader. The men for whom the model is targeted are those individuals who are closely attached to the traditional definition of manhood; they are emotionally stoic, prefer action to reflection, are shame-bound by any sense of incompetence or hint of failure, and do not ask for help. Brooks is very complete, comprehensive, and convinced about his gender-sensitive therapy for traditional men. His comprehensive intervention is intriguing. The compassionate and compelling manner in which he presents his total model is provocative. It challenges readers to consider or at least reexamine many of their concepts and attitudes regarding men, the process of therapy, and their behaviors as therapists. Brooks's many clinical insights should prove useful to therapists of all experiential levels. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Forms of feeling: The heart of psychotherapy.

Reviews the book, Forms of feeling: The heart of psychotherapy by Robert F. Hobson. Robert Hobson calls this book his autobiography as a therapist. As such it provides interesting glimpses into some of his more meaningful sessions with clients, illuminating his approach to therapy and enabling the reader to see a master therapist at work. Hobson also presents a new method of therapy, which he calls the conversational model. On this level, his book is considerably less satisfying. Hobson succinctly outlines the general principles of the conversational model and basic skills required of the therapist, but in so doing offers essentially little new information, however valid the points may be. According to Hobson, the conversational model is designed for clients whose problems arise from disturbances in their significant relationships, and those problems are best solved not by talking about them but by being in a relationship such as therapy that provides "a special kind of friendship." Hobson puts great stress on the use of metaphorical language in therapy and learning how to use the language of art as well as of science. He relies heavily on literary quotations, prefacing each section with one or two, and liberally interspersing many more within the pages of text. The net result is not so much illuminating as it is wearisome, and the general tone is slightly pretentious and, when Hobson addresses his "dear Reader" directly, somewhat condescending. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Self-Relations in the Psychotherapy Process.

Reviews the book, Self-Relations in the Psychotherapy Process by J. Christopher Muran (see record 2000-16556-000). The self is alive and well and living in psychology, at least if the contributors to J. Christopher Muran's stimulating volume, Self-Relations in the Psychotherapy Process, are to be taken seriously. The self is a central construct in psychoanalytic, humanistic, and cognitive-behavioral theories, but nowadays even some radical behaviorists find the self to be an important concept. Thus, the present is a propitious time for a book that presents the major theoretical approaches to the self in psychotherapy and, fortunately for us, Muran, by gathering the views of leading psychodynamic, humanistic, cognitive-behavioral, and radical behavioral thinkers, has assembled a volume of almost uniformly high quality. Inspired by postmodernism, especially by the growing popularity of dialogic and perspectival epistemologies, Muran has a constructed this book as a set of six dialogues among contributors of varying theoretical persuasions, and although I doubt that dialogic and perspectival epistemologies are necessarily postmodern, I nevertheless find that this volume's dialogic structure makes for interesting reading and adds to its intellectual contributions. Because Muran's contention, with which I agree, is that the self is not an isolated entity but rather part of a relational matrix, it is perhaps necessary for this book to be structured dialogically. Whether postmodern or not, this book is an important one, one that conveys a great deal about what it means to be human as we enter the 21st century. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Counseling and Therapy Skills.

Reviews the book, Counseling and Therapy Skills by David G. Martin (1983). The stated goal of this book is "to communicate more than an academic understanding of the principles of therapy: to give the reader skills that can actually be applied in the counseling setting" (p. vii). The first six chapters focus on the concept of empathy, listening skills, facilitative responding, confrontation, giving control to the client, and relationship issues. The second part book consists primarily of illustrations of therapy by five therapists (including the author). This material is followed by four chapters on the special topics of behavioural interventions, assessment, ethical issues, and how to conduct initial and final interviews. The author concludes with a theoretical section of four chapters in which he briefly discusses contributions by some of the "schools" of therapy, and then addresses the relationship between anxiety and distress, some theoretical principles underlying therapy, and the research evidence on the effectiveness of empathic responding. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sequential dependencies in psychotherapy.

"As one studies psychotherapy interviews, one is struck by the lawfulness and interconnectedness of the events in them. It seems obvious that a patient once launced on a theme is likely to continue on that theme; it seems that various forms of resistance are equivalent, so that one kind can replace another; and it seems that interventions by the therapist occur at predictable times and have predictable effects." Such a conception formed the basis for the present research, was restated in the form of hypotheses which could be, and were, tested and found valid. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Cognitive therapy for depressed adolescents.

Reviews the book, Cognitive therapy for depressed adolescents by T. C. R. Wilkes, Gayle Belsher, A. John Rush, and Ellen Frank (see record 1994-98433-000). This book offers chapters on adaption of cognitive therapy for depressed adolescents, ten key principles of adolescent cognitive therapy, diagnosis and assessment, developmental considerations, the therapeutic relationship, family involvement, the initial phase, the middle phase, the final phase, three comorbidity chapters (substance abuse, sexual victimization, suicidal adolescents), hospitalized adolescents, psychopharmacological treatment, and treatment failures. The sequence of chapters makes perfect sense, and despite four senior authors and five co-authors, it is as if one master hand prevails. The writing never wavers—crisp, flowing, and superbly readable. Whenever possible, adolescent and adult therapy of depression are contrasted, and at times, techniques effective or ineffective for early and late adolescents are cited. One might say the current work is a downward extension of the 1979 Beck book, with developmental considerations and family therapy included. This manual motivates me to reread Beck, Burns, Piaget, Bowlby, and the Socratic method series of papers in this Journal (Overholser). Manuals such as this should result in improved supervision. Finally, Drs. Wilkes, Belsher, Rush, Frank, and their associates (Drs. David A. Brent, Graham J. Emslie, Miriam S. Lerner, Anthony Nowels, Warren A. Weinberg) provide this reviewer with one more humility and awe inducing experience. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Cognitive therapy for depressed adolescents.

Reviews the book, Cognitive therapy for depressed adolescents by T.C. R. Wilkes, Gayle Belsher, A. John Rush, and Ellen Frank (see record 1994-98433-000). This book offers chapters on adaption of cognitive therapy for depressed adolescents, ten key principles of adolescent cognitive therapy, diagnosis and assessment, developmental considerations, the therapeutic relationship, family involvement, the initial phase, the middle phase, the final phase, three comorbidity chapters (substance abuse, sexual victimization, suicidal adolescents), hospitalized adolescents, psychopharmacological treatment, and treatment failures. The sequence of chapters makes perfect sense, and despite four senior authors and five co-authors, it is as if one master hand prevails. The writing never wavers—crisp, flowing, and superbly readable. Whenever possible, adolescent and adult therapy of depression are contrasted, and at times, techniques effective or ineffective for early and late adolescents are cited. One might say the current work is a downward extension of the 1979 Beck book, with developmental considerations and family therapy included. This manual motivates me to reread Beck, Burns, Piaget, Bowlby, and the Socratic method series of papers in this Journal (Overholser). Manuals such as this should result in improved supervision. Finally, Drs. Wilkes, Belsher, Rush, Frank, and their associates (Drs. David A. Brent, Graham J. Emslie, Miriam S. Lerner, Anthony Nowels, Warren A. Weinberg) provide this reviewer with one more humility and awe inducing experience. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The technique of psychotherapy.

Review the book "The technique of psychotherapy," by Lewis R. Wolberg (see record 1954-08774-000). This is not the case with The Technique of Psychotherapy. It provides one of the most remarkably comprehensive discussions of specifically what to do in psychotherapy that is currently available. The range and specificity of the topics covered is truly astounding. The topics covered deal with almost every conceivable question that the beginning therapist might ask an expert. This book is remarkable not only in the comprehensiveness of its coverage of specific aspects of therapy but also in the flexibility and freedom of dogmatism of the writer. Wolberg's position appears to be best described as eclectic-psychoanalytic. Wolberg has something good to find in all varieties of psychotherapy. Insight therapy, catharsis, re-education, environmental manipulation, support, reassurance, hypnosis, dream interpretation, free association, and persuasion all have their place for different kinds of therapy and for different kinds of cases. It will be useful in teaching psychotherapy and as a reference for those who practice psychotherapy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Guess who's coming to therapy? Getting comfortable with conversations about race and ethnicity in psychotherapy.

Despite the fact that clinical psychology training programs now typically offer course work in multicultural issues, many professional psychologists may continue to feel unsure about how and when to incorporate multicultural awareness into their everyday clinical work. Having open discussions with clients regarding issues of race and ethnicity is one way to actively include a multicultural element into psychotherapy, as well as to strengthen the therapeutic alliance and promote better treatment outcome. The authors make several recommendations designed to provoke thought and stimulate conversation about race and ethnicity in the context of psychotherapy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The competent child.

Reviews the book, The competent child by Joseph M. Strayhorn (see record 1988-97840-000). The Competent Child is an outline of Strayhorn's approach to psychotherapy. The value of this text rests in its ability to present a clear and practical guide to therapy with children, while respecting the individuality of the therapist and client. In developing his approach to psychotherapy, Strayhorn was guided by two concepts: 1) all psychotherapy can be subsumed under a competence-based approach and 2) psychotherapy is essentially a learning-based intervention which involves the acquisition of skills. The first five chapters of the book provide the background for understanding the skills X method approach and instruct the reader as to how to assess a child's skills. The next three chapters are devoted to the application of the approach to children, adolescents and parents. In chapter nine Strayhorn discusses the difficulties one can have in producing positive results in therapy and attempts to deal with some of the difficulties one might run in to. The final two chapters propose ways of expanding the competence approach into preventive mental health and raise research questions. The book can be recommended to seasoned child practitioners looking to expand their repertoire of skills and to novices seeking to go beyond theory to practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The handbook of constructive therapies: Innovative approaches from leading practitioners.

Reviews the book, The handbook of constructive therapies: Innovative approaches from leading practitioners by Michael F. Hoyt (see record 1998-07937-000). The range of therapies fitting within the "constructivist" rubric includes (but is not limited to) narrative, solution-focused, solution-oriented, possibility, dialogic, reflective, and various aspects of family therapy. How does one teach-or learn-constructivism? A handbook, after all, is designed as a guide that tells you how to do things. For some of these authors, constructivism is an attitude, a perspective, a way of listening and being in dialogue. It is evanescent, in the unique moment. Others share specific techniques, some of which have become nearly reified through workshop presentations. Taken as a whole, these chapters work both within and across each other, comparable to the effective functioning of reflecting teams. The many voices complement and add further meaning. Most chapters are engagingly and clearly written, inviting the reader to further comprehension. Case examples, some in considerable detail, add to that understanding. As the chapters intersect and "speak" to each other, the reader can reflect on the "meta issues": the role of therapist, who is therapist, what is therapy, and what is therapeutic. (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)