Devoted to cleft palate, dysarthria, and the production and perception of foreign language speech sounds. $35.00 to individuals. Annotation copyright Book News, Inc. Portland, Or.

This book is the first to examine the performance of autobiographical material as a theatrical form, a research subject, and a therapeutic method. Contextualizing personal performance within psychological and theatrical paradigms, the book identifies and explores core concepts, such as the function of the director/therapist throughout the creative process, the role of the audience, and the dramaturgy involved in constructing such performances. It thus provides insights into a range of Autobiographic Therapeutic Performance forms, including Self-Revelatory and Autoethnographic Performance. Addressing issues of identity, memory, authenticity, self-reflection, self-indulgence, and embodied self-representation, the book presents, with both breadth and depth, a look at this fascinating field, gathering contributions by notable professionals around the world. Methods and approaches are illustrated with case examples that range from clients in private practice in California, through students in drama therapy training in the UK, to inmates in Lebanese prisons.

Informed by the author's work in dementia care and palliative care as a psychodynamic psychotherapist, Holding Time contributes to an increasing recognition of the importance and value of relationship-centred care in this field. Most of the book is written ethnographically and unfolds as a narrative. It also includes the real words of staff and residents from the care homes in which she conducted observations. Holding Time explores how the relational investment in care is vital alongside a technical one. The book does this by detailing the micro-interactions of everyday care and concern and play before moving out on to a wider, organisational and macro stage. It addresses our fears about dependency on a societal level, and attempts to challenge the foregrounding of the independent, rational individual over all other experiences. The author's contribution is particular to the UK dementia care home setting, and offers a predominantly psychoanalytic take. It is a contemporary exploration of the dementia care field, and contributes to the general movement to improve care of those living (and working) with dementia.

This book reinterprets psychotherapy from a social role perspective, permitting a grand synthesis that explains many of the apparent contradictions in contemporary therapy, and challenging the usual definitions of therapy in terms of personality, behavior, and mental illness. Dr. Fein surveys all major therapies, placing them in a role-change context. He documents how each approach specializes in different aspects of role change, and shows that therapies differ only in their level of intervention, phase of resocialization addressed, or barrier to change tackled. All therapies, Fein argues, are inherently psychosocial.

In the work's early chapters, Fein demonstrates that a sociological role perspective offers a full account of what therapy is and how it works; summarizes the resocialization paradigm; and discusses the different levels of intervention (support, socialization, and resocialization). Chapter 3 shows how ostensibly different forms of therapy compare in the aspects of role change in which they specialize, and begins the translation of psychotherapeutic jargon into role-change language by giving a brief overview of how prominent therapies fit into the classifications. In Chapter 4, after presenting a succinct history of Freud's contributions to psychoanalysis, Fein relates particular parts of Freud's work to resocialization. Chapters 5, 6, 7, and 8 discuss various therapy styles and their relation to the author's resocialization approach, including the ecological therapies (family and community), the Romantics (Jungian, Gestalt, Primal Scream, Existential) and the Academics (Behavior Modification, Cognitive, and Stress Management). Chapter 9 asserts that some therapies are actually nontherapeutic because they encourage non-role-change solutions. In his conclusion, Fein emphasizes the ubiquity of resocialization interventions and reiterates the place of sociology in this scheme. This book is excellent reading and analysis for scholars and practitioners in sociology, psychology, and psychotherapy, as well as for anyone interested in understanding how psychotherapy actually works.

"Handbook of Interventions that Work with Children and Adolescents," considers evidence-based practice to assess the developmental issues, aetiology, epidemiology, assessment, treatment, and prevention of child and adolescent psychopathology. Paula Barrett and Thomas Ollendick have selected world-leading contributors to provide overviews of empirically validated intervention and prevention initiatives.

Arranged in three parts, Part I lays theoretical foundations of "treatments that work" with children and adolescents. Part II presents the evidence base for the treatment of a host of behaviour problems, whilst Part III contains exciting prevention programs that attempt to intervene with several child and adolescent problems "before" they become disorders.

All in all, "Handbook of Interventions that Work with Children and Adolescents" presents encouraging evidence that we can intervene successfully at the psychosocial level with children and adolescents who already have major psychiatric disorders and, as importantly, that we can even prevent some of these disorders from o ccurring in the first place.

Presenting a cutting-edge theory for using humor in psychotherapy, counseling, and clinical intervention, this volume brings together a group of outstanding experts in the field of clinical intervention. Each chapter shows how humor can play a vital role in the promotion of wellness in general and in mental health wealthness in particular. It provides specific theoretical perspectives aimed at helping readers develop both their awareness of humor as a clinical tool and dexterity in using humor to facilitate productive change during the therapeutic process.

This book will be of interest to students and professionals in all areas of the helping and healing professions. In addition to the psychotherapeutic disciplines, it also has applications in human relations and communication-training fields.

Using the work of Wittgenstein, John Heaton challenges the notion of theoretical expertise on the mind, arguing for a new understanding of therapy as an attempt by patients to express themselves in an effort to see and say what has not been said or seen, and accept that the world is not as fixed as they are constituting it.

'A rich and intimate examination of female desire, Maxine's book is full of wisdom and insight. I cannot recommend it enough' Julia Samuel After thirty years of research, Sigmund Freud still felt the great unanswered question was: 'What does a woman want?' Fifteen years into her own journey as a psychotherapist, Maxine Mei-Fung Chung believes her collaboration with her patients holds the answers. Through the profound and moving stories of seven very different women, Maxine Mei-Fung Chung sheds light on our most fundamental needs and desires. From a young bride-to-be struggling to accept her sexuality, to a mother grappling with questions of identity and belonging, and a woman learning to heal after years of trauma, What Women Want is an electrifying and deeply intimate exploration into the inner lives of women. Based on hours of conversations between Maxine and her patients, this book lays bare our fears, hopes, secrets and capacity for healing. With great empathy and precision, What Women Want presents a fearless look into the depths of who we are, so that we can better understand each other and ourselves. To desire is an action. This extraordinary book liberates and empowers us to claim what we truly want.

This book is aimed at an introductory level, reviews relevant research literature about outcomes and has a clear clinical emphasis. It covers both working with adolescents and adults and adopts a broadly object-relational approach.

The establishment of frank and honest communication is one of the most important early goals of psychotherapy. Indeed, the most prominent challenge in the early stages of treatment is to develop a comfortable relationship that allows disclosure. In this volume, the authors show that objectively interpreted personality measures can be applied in psychotherapeutic assessments to facilitate an understanding of the patient and a thriving treatment program.
Successful psychotherapy depends upon an early understanding of the patient's problems and personality and the establishment of attainable treatment goals. The extensive accumulated base of knowledge about personality and its maladjustment has become crucial when making treatment decisions about individuals in psychotherapy, and the field of personality assessment provides both methods and substantive information to support treatment-oriented evaluation.
The MMPI has a long tradition of providing personality information about clients in mental health settings since the 1940s. James Butcher participated in the creation of the Minnesota Multiphasic Personality Inventory (MMPI-2) in 1989, which has continued to be one of the most commonly used personality tests in clinical evaluation. Over a thousand studies have been conducted on the effectiveness of the MMPI in treatment related assessments. Here, Butcher and co-author Julia Perry explore the MMPI-2 as well as a new assessment tool, the Butcher Treatment Planning Inventory (BTPI). In using psychological evaluation techniques for treatment planning, many clinicians incorporate information from a broad base of instruments-clinical interview, projective testing, behavioral data, andpersonal history-and do not rely on data from a single source. Therefore, while this volume focuses on the use of the MMPI-2 and the BTPI in treatment planning, it will provide a context not to the exclusion of other measures.

The volume deals with strategies aimed to increasing psychological well-being both in clinical and non-clinical settings, with a special focus on the impact of cross-cultural influences on these processes. A neglected aspect in psychotherapy research is the fact that a single approach may not be suitable for everyone even within a cultural context. Cultural diversity may mean having more models available for the individual patient, or some models and dimensions of well-being being more salient according to the cultural background. Promoting well-being in Eastern individuals means focussing more on their positive interpersonal relationship, sense of interconnection and contribution to the society; whereas for a Western individual reaching autonomy and independence and realizing one s inner potential could be much more important. The book will be organized into two parts: the first one will deal with individual psychotherapy/positive interventions in various clinical domains, which will be rooted in specific cultural frameworks. The second part of the book will deal with the promotion of well-being in children and adolescents. This part will encompass interventions also in non-clinical contexts, such as schools, institutions and educational settings. A particular emphasis will be given also on preventive approaches, once again where cross-cultural differences play a crucial role. There are countries where interventions are focussed on the positive integrations of immigrant individuals (i.e., European countries such as Italy, Germany and Spain, or Australia), whereas other countries have already faced these issues some years ago (i.e., USA, UK, France) and strategies for improving well-being rely more on positive emotions, emotional intelligence and positive learning processes. Another aspect which will be covered in this volume is on promoting resilience in high -risk young populations (e.g., youth from divorced families, or in the child welfare system)."

This book is a theoretical and practical guide in the field of social skills and social competence, based on decades of experience gained by the authors as researchers and professionals in psychology. The book was written for students and professionals who are involved in some way improving individuals social skills in different contexts, such as clinical, educational, organizational and community settings. The authors present the conceptual foundations, procedures, techniques, strategies and practical guidelines for planning and conducting effective programs aimed to social skills and social competence. In the first part of the book, key concepts and fundamentals on the area are presented, as well as the basic behavioral classes of social skills and their non-verbal and paralinguistic components. The authors also propose a portfolio for the assessment of clients' social skills deficits and strengths to thereby define the aims and procedures of interventions.The second part focuses on guidelines to select and use procedures and techniques for promoting social skills and social competence. The authors present experiential activities that they created in previous interventions and that were tested in their research, showing evidence of effectiveness. Suggestions on how to evaluate participants' repertoires and how to use these ideas in intervention planning are also described. Finally, in the third part of the book, the authors go further presenting practical guidelines for planning and conducting programs and sessions to promote social skills and social competence, in either group or individual settings.

"Groupwork"Since its first issue in 1988, much interesting and inspiring material has been published in "Groupwork." Most of this still says much of use to today's groupworkers, and there is a steady stream of requests for reprints. We are therefore making back volumes of "Groupwork" available in volume form. Authors in this volume include leading academic figures in the field as well as practitioners working in the field. Any groupworker will find this material of enduring interest.

Since the early 1970s there has been a surge of interest in using the arts as a vehicle to facilitate interaction between young and old. "Intergenerational Arts in the Nursing Home" examines some of the programs that have been tested and proven effective. Because sources of funding have become less secure in the late 1980s and early 1990s, Patch Clark examines other ways to support, maintain, and further develop these valuable programs.

Educational programs based in the social studies, home economics, social skills, as well as the arts and language arts are described. To assist those hoping to implement similar programs, key components of successful programs are discussed in considerable detail. Information concerning fundraising, including a step-by-step guide to intergenerational interagency grant writing, is provided. Ideas and simulated activities designed to prepare the general public for intergenerational activities, such as training in the public schools, pretraining in the nursing home, and awareness training through literature, are presented. Two chapters examine mutually enjoyable intergenerational activities in drama, writing, poetry, movement, dance, and music. The appendixes include an annotated bibliography, plays, and worksheets and charts for some of the many projects suggested in this volume. Clark's book reaches across the arts, ages, and curricula, and succeeds in combining talents in the arts and academics for a mutually beneficial intercurricular, intergenerational experience. It should be required reading for retirement and senior center activity directors and teachers at all levels interested in facilitating intergenerational interaction.

The field of psychotherapy is beset by a variety of problems including relative ineffectiveness, relatively high cost, and low availability. Hence, a more cost-effective, efficient and mass-producible method is needed that the current talk-based approach lacks. This volume explains that programmed distance writing - workbooks - can fill that need. Workbooks are inexpensive, specific, controllable, verifiable, and can be transmitted via the Internet to be used in clinical treatment, prevention, rehabilitation and research, all at a cost saving over talk therapy.

The rationale behind workbooks for children, adolescents, adults, couples, and families is explained. Professionals in the fields of psychology, psychiatry, counseling, and social work will find this approach intriguing, as will academics and researchers seeking economic ways to link theory with practice. This volume will also interest graduate students studying alternative methods of behavioral intervention.

This book focuses on the way academics understand, embrace and enact the concepts of mindfulness in approaching their work in demanding and dynamic contemporary higher education environments. It examines how they implement formal and informal mindfulness practices that increase the capacity to transform mind and body states by drawing on concepts such as compassion, kindness, gratitude, curiosity, self-awareness and non-judgemental stances. The book provides insights into and highlights the struggles of scholars through their experiences and perspectives in relation to their identities, practices and job enactment. Each chapter author explains their mindfulness practices and their motivations for implementing them, and explores how mindful ways of researching, writing, learning and teaching, leading, and engaging with others leads us to self-awareness and engagement in the present.

This groundbreaking volume introduces the theoretical base and clinical methods of Neurocognitive Learning Therapy, an integrative framework for client-centered intervention. The model unifies psychology and neuroscience in revisiting the connections between brain and behavior, replacing the cognitive-versus-affective binary traditional to clinical thinking with a scenario of the cognitive and emotional learning processes that work together to shape adaptive and pathological behavior. This foundation in learning theory illuminates the therapeutic relationship, synching how therapists teach with how clients learn, with guidelines for educating to encourage change. The unique flexibility of the NCLT model allows practitioners across clinical orientations the freedom to apply eclectic intervention strategies that fit clients' learning styles and therapeutic needs. Included in the coverage: Neurocognitive Learning Therapy and Life Course Theory. Reward recognition in Neurocognitive Learning Therapy. Memory reconsolidation and Neurocognitive Learning Therapy. How to be an NCLT therapist. Neurocognitive Learning Therapy clinical procedures. Treating children with Neurocognitive Learning Therapy. Plus practice handouts and forms for therapists and patients. Neuropsychologists, child and school psychologists, and social workers will welcome Neurocognitive Learning Therapy not only as a source of theoretical insight into the brain and behavior, but also as an innovative system for enhancing their capacity for therapeutic teaching and their clients' capacity for learning.

This is a refreshing and thought provoking book, presenting the views of female and male counselling clients about their experience of therapy after domestic violence. It brings together the existing literature and client views to present a new perspective on how to approach counselling with individuals who have experienced domestic violence.

The compensating construct of resiliency, itself, has not been compared to the problem of loss of relevancy. Therefore, there is an open corridor for the enlightened therapist, career coach, or mentor to appropriately guide a troubled person with targeted challenges to transform themselves into a newly thriving being. This book explores the topic in detail with references to the literature where prior theory can be applied to advance this topic further. Anecdotal evidence supporting the authors' perspective is presented, including several brief case studies of individuals who have thrived following cessation of their prior careers.

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