Review of Psychobiographic approach to psychotherapy: A study of the power structure of psychotherapy.

Reviews the book, Psychobiographic approach to psychotherapy: A study of the power structure of psychotherapy by Herzel Yerushalmi (see record 1998-07924-000). The author of this book critically examines history, philosophy, theory, and current practice of mainstream psychotherapy, with an eye toward exposing a power differential that he thinks disaffirms and can even revictimize those who seek help. Yerushalmi's psychobiographic approach is based on the premise that the client is the only one in possession of unique knowledge of the individual reality. The reviewer states that readers of this book who seek to learn specific techniques to apply to psychotherapy are likely to be disappointed. In addition, the material is often abstract and philosophical and its intended audience is clearly the practicing clinician. He recommends this book for therapists who seek to improve their effectiveness as helpers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Empathy reconsidered: New directions in psychotherapy.

Reviews the book, Empathy reconsidered: New directions in psychotherapy by Arthur C. Bohart and Leslie S. Greenberg (see record 1997-08439-000). What, exactly, do we mean by empathy? And what role does it play in how psychotherapy works? These are the questions that Arthur Bohart and Leslie Greenberg address in their edited book, Empathy reconsidered. While definitive answers are not arrived at, the considerations have resulted in a book that ought to be required reading for anyone who wants to understand or practice psychotherapy. This is a book that should be read by graduate students in clinical or counselling psychology, psychotherapy researchers, and psychotherapists. It is not an easy read; it is definitely not a "how-to" manual. Rather, it is challenging and thought-provoking. The dedicated reader, however, will be rewarded. Ultimately, the greatest reward that this book offers is the view that maybe psychotherapy is the distillation of an essential human process which is facilitative of human growth; that maybe all forms of psychotherapy are effective as a result of empathic processes; that maybe what we should be directing our energies toward is ensuring that we are empathically engaging our clients, not whether we are implementing irrelevant varieties of therapeutic techniques. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Existential—phenomenological perspectives in psychology.

Reviews the book, Existential — phenomenological perspectives in psychology edited by Ronald S. Valle and Steen Hailing (1989). This collection shows careful selection and editing by the two editors. Each of the articles is well-written, admirably clear, and articulate. The authors have succeeded in making the tenants of phenomenology accessible to those who do not have prior knowledge, however, the content is also of interest to people who are already familiar with the basics, but who wish to see phenomenological research in action. As such, the book could well serve as a text for an undergraduate or graduate level course entitled "existential-phenomenological perspectives in psychology", or as an adjunct text for a course which looks more broadly at various theoretical and methodological positions within the discipline. The editors have thoughtfully compiled the index with a view to the use of the book as a reference. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Culture, psychotherapy and counseling: Critical and integrative perspectives.

Reviews the book, Culture, psychotherapy and counseling: Critical and integrative perspectives (see record 2006-00543-000) edited by Lisa Hoshmand. Lisa Tsoi Hoshmand points out in a new book she has edited, Culture, psychotherapy and counseling: Critical and integrative perspectives, framing the culture concept in this way trivializes and distorts the significance of "the cultural," both for psychotherapists and for psychologists more generally. In this volume, Hoshmand and her contributors both explicate and perform a much broader understanding of what culture is, and of the ways in which it inescapably does (and should) influence psychotherapeutic and counseling theory and practice. Most notably, she highlights the ways that personal history, sociopolitical context, social change, and globalization all influence an individual's cultural identity; as a corollary of this, she asserts, "the internalized culture and identity of a given individual cannot be presumed on the basis of ethnic origin and cultural tradition". In spite of the limitation, virtually all of the chapters blend personal history, theoretical reflection and clinical material in interesting ways that enhance the reader's appreciation of the many contexts that surround and infuse the therapeutic encounter. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

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 Personality, identity, and character: Explorations in moral psychology.

Reviews the book, Personality, identity, and character: Explorations in moral psychology edited by Darcia Narvaez and Daniel K. Lapsley (see record 2009-19087-000). The goal of the book is to begin to build an integrative approach to problems of morality. The thematic focus of the book is the examination of morality within the context of personality, identity, and character. The editors wisely do not call for a grand theory of morality, but instead recognise that readers who have thought about morality within the confines of their own approaches would benefit from the opportunity to learn how those with other disciplinary or subdisciplinary perspectives deal with their facets of the problem. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Review of A perilous calling: The hazards of psychotherapy practice.

Reviews the book, A perilous calling: The hazards of psychotherapy practice by Michael B. Sussman (1994). In this book, the author presents chapters by therapists from various disciplines (e.g., psychology, social work, psychiatry) that examine the "hazards" that lay hidden in the practice of psychotherapy. The author contends that doing psychotherapy "poses significant dangers to clinicians" (p. 1). He believes that there are forces both internal and external to the therapist that may take their toll on the therapist's well-being. Sussman makes the point that while other overtly dangerous professions (e.g., firefighter) warn prospective candidates of the perils of their field, novice psychotherapists are not prepared for what awaits them. Psychotherapists, then, enter the profession unprepared for, if not blind to, possibilities that not only make them less effective in their work, but might actually harm themselves and their families. Sussman sees a real human cost to not preparing clinicians to be aware of, and deal with, these hazards. The book is divided into six parts that range from the therapist's personal development to renewal. Along the way the reader encounters professional, ethical and legal issues, clinical dilemmas, the emotional impact of the work, and the ailments of the therapist. Within each particular area are rather personal, and at times idiosyncratic, chapters from a variety of psychotherapists. There are chapters that deal with AIDS, the Holocaust, body shame, and being a female therapist. Most of the chapters have a distinctly clinical orientation, while a few come across as philosophical discourses. There is one chapter by an expert witness in the Margaret Bean-Bayog case who warns of the dangers of the press on one's career. The wide scope of the chapter topics, at times, gives the book a disjointed feel and the sense that it is trying to tackle too many issues at once. Overall, this book provides a new slant on what is involved in the practice of psychotherapy. It raises some important questions about the field and how we prepare for its impact on our lives, for the practice of psychotherapy surely does affect the practitioner. Sussman and some of the chapter authors make a good case for increasing communication about potential hazards and developing strategies and training methods that will minimize their effects. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Cognitive therapy with schizophrenic patients.

Reviews the book, Cognitive therapy with schizophrenic patients by Carlo Perris (see record 1989-97536-000). The author wrote this book with the purpose of presenting cognitive psychotherapy as a part of a successful holistic, cognitive behavioral program implemented at small community-based treatment centers, and as individual therapy with relatively young patients suffering from a schizophrenic disorder. The program de-emphasizes the medical model and introduces a 24-hour psychosocial milieu treatment model conducted over at least 9 full months, in which the patient is responsible for goal-setting, interpersonal problem solving, and medication schedule, with little family intervention. Throughout the text, the author writes about cognitive psychotherapy. The words "cognitive psychotherapy" not "cognitive therapy" would seem to be most appropriate for the tide of the book. For some therapists and researchers, specific information on cognitive therapy includes more details on tasks and measures of performance ranging from arousal, attention, and concentration through recognition, recall, immediate, delayed, long-term, and short term and executive functions, that is, the information processing approach. One of the attractions of the book is that readers first learning about cognitive psychotherapy are offered an opportunity to explore the future use of cognitive psychotherapy with schizophrenic patients and other patient groups. For psychotherapists, mental health workers, graduate, and undergraduate students, Cognitive Therapy with Schizophrenic Patients, is a thorough introduction to a new treatment strategy for schizophrenia. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Scientist-practitioner perspectives on test interpretation.

Reviews the book, Scientist-practitioner perspectives on test interpretation edited by James W. Lichtenberg and Rodney K. Goodyear (see record 1998-06400-000). As Lichtenberg and Goodyear clearly state, the purpose of this book was not to ingrain a scientific perspective towards the entire psychotherapy process, but rather to challenge readers to adopt a scientific attitude when critiquing the utility a particular tests has for a client, as well as appropriately interpreting the results. This book is suitable as a supplement to texts in a graduate psychotherapy course. It reminds the reader of the most important considerations when interpreting and sharing test results with clients. It shapes a novice's perspective by offering practical suggestions for the process of test interpretation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Working it out: Using exercise in psychotherapy.

Reviews the book, Working it out: Using exercise in psychotherapy by Kate F. Hays (see record 1999-02984-000). In this book, Hays presents a thoughtful, albeit at times controversial, advocacy for integration of physical exercise into the practice of psychotherapy in an explicit way. Although many mental health practitioners recognize the healing value of physical exercise and even encourage their patients to pursue physical activity, as part of their treatment, Dr. Hays takes this approach to an entirely different level. She argues persuasively that physical exercise, promoted by the therapist in the context of a cognitive-behavioral treatment model, represents for many who seek the services of a psychotherapist a treatment of first choice. She supports her views on this matter by skillfully weaving throughout the book a comprehensive and scholarly review of relevant clinical empirical literature, along with case studies from her own clinical practice. The case studies are a particularly appealing part of this book because they clearly and instructively give the reader an impression of what transpires between Dr. Hays and her clients or patients. One senses that above all she is a warm, empathic, and sensitive clinician who skillfully applies a blend of cognitive-behavioral interventions, enhanced by individually tailored regimens of physical exercise. As stated in the introduction, the author intends "…to inspire mental health professionals to bring to their work a clearer understanding of, interest in, and enthusiasm for exercise in the process of recovery from mental and emotional problems." Dr. Hays identifies practicing psychotherapists as the primary intended audience for her book, but it seems more likely to appeal to students in training for this craft. The more seasoned veterans among us are less likely to be inspired by Dr. Hays's enthusiasm for jogging with our patients, and her proposals for doing this certainly raises many serious concerns and potentially hazardous issues regarding the nature of the relationship between therapist and client. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Multiculturalism in Canada: Social and educational perspectives.

Reviews the book, Multiculturalism in Canada: Social and educational perspectives edited by Ronald J. Samuda, John W. Berry, and Michel Laferriere (1984). The editors have managed to put together an impressive collection of contributors and contributions. Their stated aim is "to cover the entire spectrum of potential factors related to multiculturalism" and they "feel sure that this volume will meet the needs of teacher educators...inservice training...and teacher training in the foundations of multicultural education" (p. vii). The volume is divided into five parts. Part one contains chapters under the rubric of Policies of Multiculturalism. Part two contains five chapters under the rubric of Attitudes toward Multiculturalism. Part three contains six chapters under the rubric of Language in a Multicultural Society. Part four contains eight chapters under the rubric of Adaptation to a Multicultural Society. Part five contains six chapters under the rubric of Assessment and Counselling in Multicultural Society. In sum, this volume contains many fine individual chapters. Students and professors can pick through them and find the ones best suited for their unique purposes. When taken as a whole, however, the volume represents an ethos which is probably irreconcilable with a genuine multiculturalism. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Psychotherapy with psychotherapists.

Reviews the book, Psychotherapy with psychotherapists edited by Florence W. Kaslow (see record 1990-98484-000). There has been little written about doing psychotherapy with patients who are themselves psychotherapists, despite the fact that many therapists have been in therapy and some have provided treatment for other therapists. This book presents a good overview of many of the issues involved when therapist treats therapist, although there are no real surprises or conceptual breakthroughs. Regardless of theoretical orientation or preferred treatment modality, several common problem areas emerge having to do with boundaries, confidentiality, pride, competition, and countertransference. There is still a clear need for research, including investigation of the supposed efficacy of treatment as training. More discussion and detailed case examples of treatment from the perspective of the therapist-patients would have been desirable. These relatively minor qualifications notwithstanding, therapists will find much here to stimulate and inform their work with therapist-patients. There are fewer "therapists' therapists" than there are therapist-patients, however, and this suggests an even larger readership: trainees and practicing clinicians in treatment. This book may not only help therapists to be therapists to their patients, but should also help therapists to be patients to their therapists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Handbook of experiential psychotherapy.

Reviews the book, Handbook of experiential psychotherapy by Leslie S. Greenberg, Jeanne C. Watson, and Germain Lietaer (see record 1999-02133-000). The editors of this book note that what they call the experiential therapies (such as client-centered, Gestalt, and existential therapies) have receded into the background since their heyday in the sixties and seventies. Their stated purpose in this useful book is to make professionals aware of how experiential therapies have become more focused, generated a new theoretical perspective on human functioning, and continued research on the process of change. The editors also wish to integrate the experiential therapies to become an alternative to cognitive and dynamic approaches to therapy. Each chapter contains a reference section for those who wish to pursue any of the topics in more depth. The editors might not have succeeded in shaping the experiential therapies as an integrated alternative to the prevailing approaches of our day, but they definitely have provided an exposition of this approach that can inform every clinician's work, no matter what orientation he or she espouses. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Evidence-based Psychotherapy: Where Theory and Practice Meet.

Reviews the book, Evidence-based Psychotherapy: Where Theory and Practice Meet edited by Carol D. Goodheart, Alan E. Kazdin, and Robert J. Sternberg (see record 2006-02969-000). The distinguished editors and authors of Evidence-Based Psychotherapy: Where Theory and Practice Meet have created an intellectual atmosphere in the book that paves the way for generative development of evidence-based practice (EBP) in psychotherapy in the future. The book is organized into three sections: 1) "The Practice Perspective," 2) "The Research Perspective," and 3) "Training, Policy, and Cautions." This book is an important addition to the debate on EBP in psychotherapy and highlights issues that extend well beyond the role of psychotherapy in EBP. It is highly recommended for practitioners and researchers alike and is likely to invite thoughtful questioning and reflection on core assumptions at both ends of the spectrum. Moreover, the book would serve as a useful primer on the issues germane to EBP in psychotherapy training for graduate students and psychiatric residents. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Clinical hypnosis with children.

Reviews the book, Clinical hypnosis with children by William C. Wester II and Donald J. O'Grady (see record 1991-97780-000). This edited volume by Wester and O'Grady contributes to the field by gathering a well-known group of experts to summarize briefly the application of hypnosis for various types of childhood problems. The book's goals include coverage of the variety of uses of hypnosis and hypnotherapy with children. In addition, the editors want to provide various and sometimes divergent views of hypnotherapy with children. To this end, the editors generally accomplish their goals. The range of topics covered is quite broad, and the contributors include both psychologists and physicians who use hypnosis in their clinical practices. As with many edited books the content and quality varies, but I found the book to be of generally high quality. The writing styles are diverse, yet most of the chapters are clear, concise, and highly readable. While there is no single theoretical position for the chapters, the theoretical orientation of the book is broadly psychodynamic, empirical, and cognitive. The underlying perspective on hypnosis is from a more traditional and empirical view, rather than the Ericksonian perspective. This book is written for professional psychotherapists, e.g., psychologists, social workers, psychiatrists, with basic to intermediate knowledge of hypnosis. A person with background in working with adults would find this book a good introduction to working with children. Overall, the editors have done a nice job of assembling a coherent group of papers that provides the reader with an overview of the application of hypnosis with children. I recommend this book to psychotherapists interested in working with children, and it makes a useful contribution to the growing literature on hypnotherapy with children. (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 Converging methods for understanding reading and dyslexia.

Reviews the book, Converging methods for understanding reading and dyslexia edited by Raymond M. Klein and Patricia A. McMullen (see record 2000-07104-000). In the preface to this volume, the editors Raymond Klein and Patricia McMullen promise a book that will "illustrate different approaches used by scientists to understand the complex skill of reading and its breakdown" (p. xi). As long as readers of this volume understand that Klein and McMullen are referring to "the reading of single words" (p. 1), and not the reading of sentences or paragraphs or whole texts, they will not be disappointed by this book. Indeed, Klein and McMullen have put together an impressive collection of state-of-the-art chapters by scientists who address the issue of single-word reading from a variety of standpoints and disciplines. The coverage is both extensive and intensive, and the quality of the contributions is uniformly high. Klein and McMullen have lived up to their promise of delivering a book that illustrates different approaches to understanding single-word reading and its breakdown. But have they succeeded in putting together a volume "to stimulate thought about how converging evidence from these approaches can lead to new insights and advances" (p. xi)? Of course, it is too early to tell whether researchers will be able to draw on the converging evidence in a positive way. However, I think the editors could have done more to facilitate such a process. Most readers will be struck by the fact that the volume reveals as many divergences of evidence and opinion as it does convergences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Implicit measures of attitudes.

Reviews the book, Implicit measures of attitudes edited by Bernd Wittenbrink and Norbert Schwarz (see record 2007-01388-000). The editors have produced a very timely volume. The stated goals of Wittenbrink and Schwarz's book are to educate the reader about the value of implicit measures of attitudes, as well as to provide a handbook of sorts for the neophyte wanting to learn how to use the variety of implicit attitude measures available. In addition, the editors want to provide a critical assessment of the state of implicit attitude measurement in terms of the very definition of an implicit measure, as well as the general reliability and validity of these measures. Finally, the editors want to provide directions for future research in the area of implicit attitude measurement. As such, Wittenbrink and Schwarz hope that this text will be a resource book for both new graduate students and established researchers in the field. In general, I believe the editors have accomplished their goals. After the editors' introductory chapter, which gives an overview of the development of implicit attitude measurement as well as an overview of the rest of the volume, the book is broken down into two sections: "Procedures and Their Implementation" and "Critical Perspectives". Overall, I believe this is a very well written book, and that even readers familiar with implicit attitude measurement will learn a great deal. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Review of College psychotherapy.

Reviews the book, College psychotherapy edited by Paul A. Grayson and Kate Cauley (see record 1989-97599-000). According to the reviewer, this was an enjoyable and informative book, easily read with helpful suggestions for working with the college population. It is devoid of the pretentious theorizing or condescending didacticism found in many "how-to" books in psychology. Doctors Grayson and Cauley are primarily interested in addressing the needs of those who practice counseling or psychotherapy with college students. Their treatment approach is described as "discriminating eclecticism." They point out that the college population is too heterogeneous to fit a standard treatment orientation. IThis book is highly recommended to all who work with college population, not just those who are in university settings. This is also an excellent sourcebook for graduate students who want to fortify their therapeutic skills and those who supervise these students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)