Review of The mental health of Asian Americans.

Reviews the book, The mental health of Asian Americans by Stanley Sue and James K. Morishima (1982). In The Mental Health of Asian Americans, Sue and Morishima assess the current status of theory and research strategies in this field and initiate dialogue regarding future directions for our investigative energies and service delivery efforts. They are largely successful at this ambitious mission. Their work represents one of the best and most comprehensive texts on the special issues related to Asian-American mental health. Although this book was published in 1982, the theories presented and issues discussed remain extremely pertinent to the problems encountered today in providing services to this population. The authors' major intent is not to demonstrate how to deal with cross-cultural issues in treating Asian-American clients, although therapeutic techniques with a particular client may be extrapolated from their discussion and numerous case examples. Instead, the authors focus on strategies for improving research and delivery of mental health services, and attaining a theoretical understanding of treatment issues within the cultural context. The content is aimed at those who are in training or currently participating in mental health research and service delivery to persons of Asian descent. Yet, this book is of interest to all professionals who are seeking a well-researched text which is grounded in theory and describes the importance of cultural factors in developing mental health services to an ethnic minority population. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Psychothérapie cognitive de la dépression, 3e édition.

Reviews the book, Psychothérapie cognitive de la dépression, 3e édition (Cognitive psychotherapy for depression, 3rd edition) by Ivy Marie Blackburn and Jean Cottraux (2008). This third edition of the first French-language book about cognitive psychotherapy for depression permits to immerse the work of professor Beck. This classical work aims to be an excellent introduction, for both mental health professionals who want to extend their horizons and beginner students in psychology and psychiatry who want to be trained in cognitive psychotherapy for depression. (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 Interpersonal psychotherapy of depression.

Reviews the book, Interpersonal psychotherapy of depression by Gerald L. Klerman, Myrna M. Weissman, Bruce J. Rounsaville, and Eve S. Chevron (1984). The authors state their intention to "describe the theoretical and empirical basis for interpersonal psychotherapy of depression," and also "offer a guide to the planning and conduct of the therapy." They do both, and waste no words. The book is organized into three parts. In the first part, the authors present an overview of the theory of the interpersonal approach of the use of interpersonal psychotherapy for depression, objectively offer both favorable and unfavorable findings from completed studies, and outline several studies in progress. The chapters in Part Two clarify how one conducts interpersonal therapy of depression. Part Three addresses the combination of psychotherapy with pharmacotherapy and the professional requirements of the therapist. This book is clearly written, well referenced, and easily understood by beginners who might not have the perspective, as well as by busy veterans who want to learn something new without plowing through mountains of theory and data. It would be useful for students in training, and extremely valuable to the legions of relatively inexperienced front-line mental health center therapists who are required to use time-limited approaches with depressed patients, often without having much structure for what they are doing. More experienced therapists who treat ambulatory depressed patients will add to their clinical skills and enjoy the process. The authors have turned their manual into a useful book that competes most favorably with other texts on short-term approaches to therapy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Culturally responsive counseling with Asian American men.

Reviews the book, Culturally responsive counseling with Asian American men by William M. Liu, Derek Kenji Iwamoto, and Mark H. Chae (see record 2010-05136-000). Once in awhile, a book fills a gap in the literature like a critical missing piece to a puzzle. Culturally Responsive Counseling with Asian American Men is just that book, as there is scant literature that focuses on the mental health needs of Asian American men as a distinct group. The 346-page book contains 16 chapters, and the editors, Drs. Liu, Iwamato, and Chae, have thoughtfully brought together 24 contributors whose collective contributions cover both a breadth and depth of mental health concerns that impact Asian American men in the United States. Drawing from their expertise as clinicians, educators, researchers, and students, the authors cover a wide range of topics, such as acculturation, gendered racism, intergenerational masculinity strain, fatherhood, alcoholism, suicide, domestic violence and sexual aggression, sexual orientation, interracial and interethnic relationships, and the use of the Internet as a source of coping and healing. Culturally Responsive Counseling with Asian American Men is a unique book that can enhance the assessment, conceptualization, and intervention skills of all clinicians who work with Asian American men due to its strong clinical focus and integration of rich case studies throughout. Educators may consider this book as they seek to enrich and provide nuance to complex topics such as acculturation, racial identity, and intergenerational conflict. Finally, graduate students will find that this book is an excellent bridge between science and practice. It brings to life the theories and research learned in the classroom, and, at the same time, it enhances our knowledge, awareness, and skills for working with the Asian American male clients. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Review of Strategies for building multicultural competence in mental health and educational settings.

Reviews the book, Stategies for building multicultural competence in mental health and educational settings edited by M. G. Constantine and D. W. Sue (2005). Strategies for Building Multicultural Competence in Mental Health and Educational Settings is an excellent resource designed for mental health professionals who may lack knowledge and expertise in working with diverse clients. It provides hands-on strategies and suggestions in a variety of contexts, using the Multicultural Guidelines as a framework. This book is strongly recommended for clinicians working with culturally diverse populations. The Surgeon General's report Mental Health: Culture, Race and Ethnicity (U.S. Department of Health & Human Services, 2001) clearly demonstrates the disparity in the mental health care of racial and ethnic minorities as compared with Whites. This book is useful not only to novices exploring diversity but also to those who are already cross-culturally competent. The authors successfully apply the APA Multicultural Guidelines in clinical practice and educational, training, and organizational settings while providing specific strategies for clinicians. (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 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 Outcomes assessment in clinical practice.

Reviews the book, Outcomes assessment in clinical practice edited by Lloyd I. Sederer and Barbara Dickey. This book is a timely publication dealing with the urgent and imperative situation in health care delivery, especially in the area of mental health services. There are four Sections in the book. Section I is titled Integrating Outcomes Assessment into Clinical Practice. This section conveys in a rational and reasonable sequence the definition, impetus, history, scope, process, and current crisis-like status of mental health care, in terms of its financing, its validity, and its effectiveness. Section II is called Instruments of Outcomes Assessment and contains sixteen chapters, each describing a different instrument of assessment. Section III optimistically proclaimed a future improvement of health care delivery and access. These five chapters were exciting, but require a most open and direct acknowledgement of the need for protection of patients and therapists in this field. Complementing Section II is Section IV which contains the Appendices. According to the reviewer, this book has the potential to advance the practice of psychotherapy. But presenting it as a means to satisfy so many volatile and uncontrolled social, political, economic, and other forces can lead to its corruption. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Saying goodbye: A casebook of termination in child and adolescent analysis and therapy.

Reviews the book, Saying goodbye: A casebook of termination in child and adolescent analysis and therapy edited by A. G. Schmukler. This is a puzzling, intriguing, and evocative book. I was pleasantly surprised to read a book about child analysis--albeit how to end the process with children. This is an important book for clinicians. Notwithstanding this reviewer's expectations to determine the differences between psychotherapy and analysis and when and where to apply them, we are given the vicissitudes of this very vulnerable enterprise of the therapeutic intervention and what is terminable in this process. Its contribution is substantial in understanding developmental growth, individuation, and our vulnerabilities. The authors have given us a justifiable use of psychoanalysis with children and adolescents that serves as a counterpoint to the problems inherent in managed mental health and the need for a pluralistic delivery system. Overall, this is a worthy book in the teaching and in the doing of psychoanalysis and psychotherapy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Revue de Psychotherapies attention!

Psychotherapies attention! is a file of Quebec Science, by a group of mental health professionals--five psychologists, a social worker and a psychiatrist. The seven authors of this volume wonder about certain fundamental questions to which is confronts all psychotherapy: why? which? how? The book is divided into ten chapters. One chapter demonstrates how psychology is often used as instrument of domination; subjectivism in psychology is also addressed. The various schools of psychotherapy are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Documenting psychotherapy: Essentials for mental health practitioners.

Reviews the book, Documenting psychotherapy: Essentials for mental health practitioners by Mary E. Moline, George T. Williams, and Kenneth M. Austin (see record 1997-36283-000). Despite the newness of the field, writing about treatment documentation is already a daunting task. Psychotherapy documentation is controlled by both state law and by ethics codes of the various disciplines involved in treatment. Thus, it is not surprising that Documenting Psychotherapy is an uneven book, with significant gaps in the text. The book is divided into four parts, plus a large number of appendices. Each chapter contains brief summaries of selected court cases that highlight the chapter issues. In the first part, Moline et al. cover the importance of record-keeping, giving good arguments in favor of keeping comprehensive records. They address issues of confidentiality in this part as well. Part II outlines what information should go into the record. Part III addresses safety issues and Part IV addresses miscellaneous issues, including treatment of minors, client access to records, and retention of records. Overall, Moline et al. have made a good attempt at an overwhelming project, but they fell victim to the volume of material in the field. Their book gives a good overview of ethical and legal issues in record-keeping, and may be helpful to inexperienced practitioners. Their interpretation of specific legal issues is very good and very clear. However, for those practitioners who are facing specific questions about how to document psychotherapy, how to respond to requests for information, or how to deal with legal issues, this book cannot replace a clear knowledge of one's state and discipline regulations. (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 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 Handbook of bereavement research and practice: Advances in theory and intervention.

Reviews the book, Handbook of bereavement research and practice: Advances in theory and intervention, edited by Margaret S. Stroebe, Robert O. Hansson, Henk Schut, and Wolfgang Stroebe (see record 2008-09330-000). The goal of this book is to provide a state-of-the-art overview of the field of bereavement research and practise. To achieve this goal, the editors have enlisted the collaboration of several well-known grief and bereavement researchers. This latest effort tries to relate bereavement research more explicitly to contemporary society and practise issues than was done in the two earlier volumes. The handbook is to be commended for fairly presenting multiple, and at times contradictory, points of view on some of the more controversial issues in the field. This results in a fascinating, well-written book, with many thought-provoking chapters that will challenge some of the persistent misconceptions that psychologists may have about bereavement and the nature of grief work. This book will help guide students who want to pursue clinical work or research in this field. Seasoned researchers will likely also find this book very helpful in terms of its conceptual clarification of terms that are often poorly defined. Readers who are looking for practical advice on how best to help their clients grieve may, however, be disappointed. As the editors indicate, this is not a sourcebook for clinicians looking for practical tips. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Handbook of psychotherapy supervision.

Reviews the book, Handbook of psychotherapy supervision by C. Edward Watkins Jr. (see record 1997-08923-000). This book offers a forum for some of the most influential thinkers of our time to discuss what is probably the most critical aspect of learning how to become a therapist: clinical supervision. The book is well organized, comprehensive, and informative. In it, the elusive nature of teaching how to conduct psychotherapy is explored and clarified from a variety of perspectives and across myriad contexts. Overall, the book provides a wealth of information in an organized and readable fashion. Nonetheless, the topics explored include some areas that were not covered adequately. For example, the book would have been further enhanced had the subject of supervisory failures been given more attention, as we know that learning from past errors often provides the most valuable teaching opportunities. Despite a few minor criticisms, the book serves as a wonderful reference for practitioners, students, and teachers of psychotherapy. While extremely useful for the beginning supervisor, the book is also a valuable resource for seasoned supervisors who wish to expand or challenge their ways of thinking about supervision. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The first session in brief therapy.

Reviews the book, The first session in brief therapy edited by Simon H. Budman, Michael F. Hoyt, and Steven Friedman (see record 1992-98543-000). This book provides an overview of the models of brief psychotherapeutic intervention. A major focus is how brief therapists structure and manage their initial contact with the patient. The editors intend this volume to be a casebook in which the reader can learn what therapists actually do in their clinical practice and offers the reader opportunities to further develop and sharpen his/her thinking regarding brief therapy. According to the reviewer, this book provides a fine survey of the current diversity of approaches to brief therapy. Taken as a whole, the book stimulates considerable thought on the most efficacious use of time in psychotherapy and will appeal to a wide audience including graduate students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)