Theories of psychotherapy and counseling concepts and cases

Integrative Therapies 671 counterconditioning, stimulus control, and helping relationships) that cover almost all aspects of possible change and draw on different theories of therapy. They are described in more detail here (Prochaska & Norcross, 2010; Prochaska & DiClemente, 1984, 2005). Consciousness raising. This refers to interventions that help clients to become more aware of both the causes and consequences of their actions as well as ways to feel better. Typically, such interventions are observations that the thera- pist makes about the client, interpretations of client statements, and gentle con- frontations about issues that they may not have been previously aware of, such as certain defenses that they may have about their concerns. Psychoanalytic, Jungian, Adlerian, existential, gestalt, and feminist therapy help clients raise their consciousness about problems. Dramatic relief or catharsis. Such experiences are emotional or affective. Expres- sing the problem to the therapist can lead to relief. Acting out the problem as is done in gestalt therapy with the empty chair would be an example of helping a client to express her feelings about a person or event. A sense of relief is often experienced after expressing emotions. Gestalt therapy does this most directly, but constructivist therapies and psychodrama provide dramatic relief as well. Environmental reevaluation. By looking at a problem in a wider context, an individual takes a different perspective. In this way an individual can see how the problem affects others or is affected by others. For example, a child who is physically abused can see that the problem is not his fault. Or a man may decide to stop drinking because of the effect that his alcohol consumption is having on his children. Many therapies help with environmental evaluation. Self-reevaluation. In the process of self-reevaluation, an individual assesses what she needs to do to overcome a significant problem. This involves affective, cognitive, and behavioral changes. The individual examines the advantages and disadvantages of changing. The individual evaluates what she must do or give up in order to change. For example, can one give up the pleasures of drinking in order to deal with problems caused by drinking? Adlerian therapy, cognitive therapy, and REBT are theories that address self-reevaluation. Self-liberation. Clients choose to address their problems and to make changes. Clients can choose new alternatives in addressing their problems. They can examine their potential for success in changing parts of their lives along with the responsibilities that come with making changes. Sometimes anxiety can result as one examines a need to choose, such as choosing whether or not to have an abortion. Many theories address self-liberation. Social liberation. Sometimes problems require making small or large social changes. For example, if a woman is being sexually harassed at work by her boss, the therapist may help her develop a strategy or plan for dealing with the problem at work. The plan could also include getting legal or social support along with a plan about how to deal with her boss. Feminist therapy, more than others, addresses this process of change. Family structural therapy and Adlerian therapy also address social liberation. Contingency management. Reinforcement of behavior, as described in Chapter 8, is an effective example of contingency management. Teaching clients to shape Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

672 Chapter 17 their behavior can be useful in dealing with a variety of problems. Systematic and in vivo desensitization are other ways to manage behaviors. Use of this pro- cess often includes conducting a behavioral functional analysis (page 289). Counterconditioning. By changing the way they respond to problems or stimuli, clients can make positive changes in their lives. Learning new ways of respond- ing can take place by a variety of behavioral modeling techniques or planned practice of how to deal with a situation such as Meichenbaum’s self-instructional training (page 299). Stimulus control. By controlling the environment, individuals can control the way they deal with difficult situations. Meichenbaum’s stress inoculation method (pages 299 to 301) is a way of coping with mild stress to deal with more stressful situations. Rehearsing how one can change a difficult situation would be an ex- ample of controlling the stimulus. Helping relationships. A good therapeutic relationship is seen as an important aspect of almost any therapy. In transtheoretical therapy, it is necessary for change to take place. Rogers’s person-centered therapy and the existential ther- apy concept of therapeutic love are examples of using the relationship in psycho- therapy to help the client. Combining Stages of Change, Levels of Psychological Problems, and Processes of Change Different processes of change (techniques) can be used depending on how ready the client is to make change. In moving from the precontemplation to the con- templation stage, for example, consciousness-raising techniques help clients raise their awareness of the problem. Enacting techniques (dramatic relief) also help in clients’ awareness of problems and their desire to make changes. Additionally, reexamining life events (environmental reevaluation) may help clients decide that this is a time to make changes. These techniques start clients on their way to preparing to make changes in their lives. To move from the contemplation to the preparation stage, clients must self- reevaluate. They do this by deciding on which issues or concerns they wish to change and which they wish to put aside, temporarily or perhaps permanently. Setting goals for therapy is part of the self-reevaluation process. To make changes and move to the action stage, they go through the self-liberation process. Here they examine more closely what it is that they have to do to make changes. They also can examine how likely change is to occur. When clients move into the action stage, they then are ready to make use of action-oriented processes. The behaviorally based stages of contingency manage- ment, counterconditioning, and stimulus control are appropriate here. Depending on the nature of the problem, social liberation strategies may be used as well. These stages continue into the maintenance phase. Follow-up meetings with the therapist may help to check on the action-oriented processes and to provide support. Throughout the therapy treatment, the helping relationship process is con- stant. Prochaska and DiClemente (2005) stress the importance of maintaining good therapeutic relationships at all phases of treatment. Without a good rela- tionship between client and therapist, clients will not move through all the stages of change. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Integrative Therapies 673 Just as certain theories of psychotherapy fit certain types of change processes, certain theories are used most frequently with different levels of problems. Also, some theories are more likely to be used in the contemplation stage, whereas others are more often used in the action and maintenance stages. For example, psychoanalytic therapy is more likely to be used in the precontemplation stage of interpersonal conflicts, and behavior therapy is more likely to be used in the action and maintenance stages of symptom or situational problems. The follow- ing is a list of the five levels of psychological problems outlined by Norcross and Prochaska along with the therapeutic approaches presented in this text that most closely fit them: Symptoms/situational: Behavior therapy, solution-focused therapy Maladaptive cognitions: Adlerian therapy, REBT, cognitive therapy Interpersonal conflicts: Family therapy (general), interpersonal therapy, reality therapy, psychodrama Family systems/conflicts: Bowenian, structural, strategic, experiential, and human- istic family system therapies Intrapersonal conflicts: Psychoanalytic therapy, Jungian therapy, existential ther- apy, gestalt therapy, narrative therapy, creative arts therapies This list is a broad one. There are times that some theories would be used with different levels of problems and at different stages of change. Feminist ther- apy may fit a variety of levels and stages depending in part on the nature of the problem. Person-centered therapy is likely to be used in each of the different levels. When using transtheoretical therapy, therapists may employ different strate- gies. They consider how to help the client (the 10 therapeutic processes), when to use certain processes (the five stages of change), and what it is that needs chang- ing (the five levels of problems). Sometimes they start with the level of problem, working first with symptoms, and then moving to maladaptive cognitions, and so forth. As they move in this direction, the levels become deeper until they reach the intrapersonal conflict level. At other times, such as when working with a phobia of rats, the nature of the problem may require working only at one or two levels. With more difficult and complex problems, therapists may work at all levels. In the case of Mrs. C described below, the therapist works with many change processes and at different levels. An Example of Prochaska and Colleagues’ Transtheoretical Approach: Mrs. C Because of the many concepts involved in Prochaska and Norcross’s transtheoreti- cal approach, presenting an example is difficult. I will briefly summarize Prochas- ka’s work with Mrs. C (Prochaska & Norcross, 2010). Mrs. C presents a broad history of problems, including symptoms of obsessive-compulsive disorder and a recent suicide threat. More than most therapists, Prochaska attends to Mrs. C’s motivation for change as she moves from the preparation to action phase. In working with her, he addresses Mrs. C’s compulsive handwashing (symptom), her thoughts about dirt (maladaptive thoughts), her relationships with her children (interpersonal), her mother’s rules about cleanliness (family), and problems with overcontrolling her feelings (intrapersonal). Having a system of categorization of problems and processes provides a structure that few theories have. This structure also provides a method for determining which therapeutic interventions to make. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

674 Chapter 17 Prochaska then chooses from the 10 change processes. When talking about her hospitalization and her obsessive-compulsive disorder, Mrs. C experiences self-liberation and catharsis as Prochaska provides a caring relationship as well as help with family issues as described by Prochaska and Norcross (2010, p. 513). A helping relationship was enhanced by meeting twice a week in more person- centered supportive sessions. In these sessions, Mrs. C could share the many thoughts and feelings generated by her hospitalization and treatment. These sessions also helped Mrs. C identify with therapy as she experienced her therapist as caring rather than coercive. The more Mrs. C identified with psychotherapy, the more she relied on self-liberation, as she committed herself more fully to taking action to overcome her chronic compulsions. The interpersonal level was also addressed through biweekly conjoint sessions for the C family. The family members needed to express the considerable anger and resentment toward Mrs. C that had accumulated over the years. For awhile it looked as though Mrs. C might not return home, because four of the children were adamant about not wanting her back. As the anger dissipated, however, Mr. C and the older children helped the younger children reevaluate their mother, because they shared memories of how Mrs. C was before she became obsessed. Individual sessions with Mr. C also helped him to remember the warm feelings that had been buried under all the frustration and resentment. Additionally, counterconditioning was used by nurses in the hospital to help Mrs. C cope with her anxiety about compulsive hand washing by being dis- tracted by card playing and watching TV. Prochaska also applied several of the other 10 change processes. This structure assists the therapist in relating assess- ments of the problems to therapeutic change. In summary, Prochaska and Norcross (2010) discuss how different processes of change can be applied, depending on the patient’s stage of readiness for change and the level of the problem. For example, consciousness raising and dra- matic relief may be most appropriate when clients are in the precontemplation or contemplation stage, but counterconditioning and stimulus control may be more appropriate for the action or maintenance stages. By using this multilevel trans- theoretical approach, Prochaska and Norcross wish to integrate contributions from many theories and apply them to clients whose problems can be described differentially by their model. Using Prochaska and Colleagues’ Transtheoretical Approach as a Model for Your Integrative Theory Prochaska and his colleagues have developed a model that can be considered theoretical integration (Prochaska & Norcross, 2010). It draws from most theories that are covered in this textbook. However, the transtheoretical approach applies the theoretical integration model very differently than does Wachtel in his cycli- cal psychodynamics model. Whereas Wachtel uses theories in their entirety (or almost), Prochaska and his colleagues develop their own unique theory by using the techniques of other theories. Then they group them into their own 10 pro- cesses of change. Also, they develop their own five stages of change and five le- vels of psychological problems. Their theory has many new concepts, whereas Wachtel’s does not. Both are valid examples of the theoretical integration model of integrating therapies. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Integrative Therapies 675 For a student or beginning therapist, it would be very difficult to develop a model that integrates theory in a way similar to that of Prochaska and his collea- gues. To develop one’s own processes of change from the theories that are dis- cussed in this textbook would be very challenging. However, to attempt to do so might help in understanding the techniques of change that are described in this textbook. It might be easier to take the transtheoretical model and to try and modify it in ways that would reflect your views of theory. For example, would you use different terms than contingency management, counterconditioning, and stimulus control? These terms are not used in Chapter 8, Behavior Therapy, but are similar to the concepts that are discussed in that chapter. Would you add a category that includes cognitive therapy? Cognitive therapy is only indi- rectly related to the 10 processes of change as described by Prochaska and his colleagues. Considering these and similar questions might help you if you were to enter the mental health field. Multimodal Therapy Courtesy of Arnold Lazarus In this section, Lazarus’s (1989, 1997, 2001, 2005a, 2005b, 2008) multimodal approach, which is based on a social and cognitive learning theory of personality, is explained, ARNOLD LAZARUS with emphasis on goals of therapy, assessment, and therapeutic techniques. Arnold Lazarus was born and educated in South Africa. He earned his PhD in 1960 from the University of the Witwatersrand in Johannesburg. During his training, he studied with Joseph Wolpe, a well-known behavior therapist. When Lazarus was a student in South Africa in the 1950s, the predominant theories of psychotherapy were psychoanalysis and person-centered therapy. However, he was also exposed to behavior therapy through lectures by Joseph Wolpe and other behaviorists. Impressed by the scientific basis of behavior therapy and the changes that are produced in patients, Lazarus adopted many of its techniques. However, when examining follow-up studies, Lazarus (1971, 1989) recognized that behavioral methods alone were not usually sufficient to bring about lasting change. He also wanted to know which therapy techniques would be best for which types of people and which types of problems. As he investigated these questions, he was able to use social learning theory as a means for understanding the behavior of his clients. Multimodal Theory of Personality The concepts that were important to Lazarus in understanding and treating human behavior are those that are described in the personality theory section of Chapter 8. Included are the principles of classical and operant conditioning and Bandura’s work on observational or social learning. Bandura’s work was particu- larly influential on Lazarus’s theory and was combined with cognitive beliefs about personality, as described in Chapter 10. His view of human behavior is that individuals learn what to do from observing and experiencing the positive and negative consequences of interactions with others. However, his conceptuali- zation of the social-cognitive model went beyond the specific focus of behavior, cognitive, and rational emotive behavior therapists. Lazarus’s (Lazarus, 2005a, 2005b, 2008) view is that individuals use seven major modalities to experience themselves and their world, which he refers to Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

676 Chapter 17 as BASIC I.D. Each letter and the modality that it stands for is explained here (Lazarus, 1989, 1997, 2005a, 2005b, 2008; Lazarus & Lazarus, 1991). Behavior: Included in this category are habits, responses, and reactions that can be observed and measured. These include problems with eating, drinking, smoking, crying, and self-control. Also covered are problems with working too little or too much and being too aggressive or not assertive enough. Affect: A variety of emotions and moods are included, such as being depressed, angry, anxious, happy, helpless, tense, and lonely. Important are feelings that are predominant problems for individuals and those that clients feel they may not be able to control. Feelings of fear and the events that may arouse fear fit in this category. Sensation: Included are the basic senses of seeing, hearing, touching, tasting, and smelling. Emphasis is given to negative sensations that may include headaches, dizziness, numbness, stomach trouble, hallucinations, or sexual disturbances. Imagery: Fantasies, mental pictures, images, and dreams fit into this category. Included are images that come through auditory or other sensory mechan- isms. Body image and self-image are given special attention. Cognition: Included are thoughts, ideas, values, and opinions. Of importance are negative thoughts about oneself, such as being stupid, crazy, unattractive, or worthless, as well as positive thoughts, such as being intelligent and honest. Interpersonal relationships: How one interacts with family, friends, colleagues, tea- chers, or others fall into this category. Examples include difficulties in rela- tionships with others, including marital and sexual problems. Drugs/Biology: The entire area of health and medical concerns is covered in this category. Physiological functioning and drugs (prescribed or unprescribed) are considered when understanding the individual’s personality. (For clarity, the letter D is used instead of the letter B, because the acronym BASIC I.D. has meaning—basic identification—whereas BASIC I.B. does not). Because this category is broad, it is more accurate to think of it as biology and drugs rather than just drugs. This category is important because all of the other modalities exist in a physiological context. Lazarus (1997, 2005a, 2005b, 2008) is interested in how individuals use all of these systems and which are most important to the person. He uses the term fir- ing order to describe the sequence of modalities that takes place when a person is confronted with an event. An example of the firing order is that of an impulsive person who blurts out a stupid remark at a party. A hush descends upon the group, and he understands the air of disapproval. He blushes and begins to perspire and imagines the comments that people will make behind his back. He gets up and walks out of the room. (Lazarus, 1989, p. 16) The firing order in this situation is behavior-interpersonal-cognition- sensation-imagery-behavior. People react differently to the same situation (with different firing orders), and each individual responds differently to differ- ent situations (have different firing orders). In brief, individuals’ behaviors, affects, sensations, imageries, cognitions, and interpersonal style of relating are learned through classical and operant conditioning as well as through observational modes. This view of human behavior has a direct impact on the Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Integrative Therapies 677 way multimodal therapists conceptualize goals, assessment, and treatment of patient problems. Goals of Therapy Client goals for therapy can be seen in a combination of a variety of BASIC I.D. modalities. For example, an individual may seek help to stop smoking (B), seek help to work with fears about being unable to stop (A), be concerned about not having the pleasant sensation of smoking (S), be unable to picture himself as being able to go more than an hour without a cigarette (I), want to change his belief that he is too indecisive to stop smoking (C), be afraid that stopping smoking will make him too irritable with others (I), and be concerned about developing lung cancer through smoking (D). Not all goals are expressed in terms of all modalities, and the strength of each modality varies, depending on the goal. It is important to note that affect can be worked with only through the other modalities, as one cannot directly change emotions, but one can change the behaviors, sensations, imagery, cognition, interpersonal relationships, and biological processes that affect emotions. Thus, a person who is depressed feels better when she is doing productive things, having more positive sensations and images, thinking more rationally, interacting more comfortably with others, and feeling physically better. Lazarus (2005a, 2005b) recognizes the importance of clients’ hopes and expectations for improvement early in therapy. It helps cli- ents feel that there is hope for reaching their goals in a relatively brief time (fewer than 40 sessions). Assessment Essential to multimodal therapy is a precise and systematic assessment of the BASIC I.D. Assessment is done in three different ways: interviews with the client, having clients fill out their own modality profiles, and assessment instruments such as the Multimodal Life Inventory (Lazarus & Lazarus, 1991). Although assessment predominates in the initial sessions, it continues throughout therapy. The multimodal therapist listens for how problems affect modalities. A multimodal elaboration of the statement, “When Mr. Smith has a headache, he worries because he is a hypochondriac,” would proceed as follows: When Mr. Smith has a headache, he becomes quiet and withdrawn (behavior), starts feeling anxious (affect), experiences the pain as “an internal hammer with hot spikes driven into the skull” (sensation), and pictures himself dying of a brain tumor (imagery) while con- vincing himself that the doctors have probably missed something seriously wrong (cognition). During these episodes, he talks monosyllabically while his wife fusses over him (interpersonal) and resorts to aspirins and other painkillers (biological). Multimodal elaboration of any problem not only spells out who or what may be maintaining the ongoing difficulties, but also enables one to pinpoint logical thera- peutic approaches by examining the interactive aspects of the identified problems. (Lazarus, 1989, p. 14) Additionally, the therapist is likely to draw up a chart rating the predomi- nance or importance of each mode on a scale of 0 to 10. This can be done directly, by asking the client how he or she would rate a given modality, or indirectly, based on the therapist’s observations. Often it is helpful for therapists to ask their clients to construct their own mo- dality profiles after the therapist has given the client a description of the BASIC Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

678 Chapter 17 I.D. Such information gives the therapist insight into clients’ views of how their problems fit each modality and familiarizes the client with the seven modalities. The following is an example of a modality profile of a 22-year-old nurse who de- scribed his problems as being shy with women, fighting with his mother, and feeling frustrated and depressed (Lazarus, 1989). B. Stop smoking Start exercising Start dating Shy away from attractive women A. Depression Anger Fear S. Tension Blushing I. I imagine women snickering behind my back. Many lonely images I often imagine my mother saying: “Who do you think you are?” C. I am not good enough. Attractive women think of me as ugly and dull. I’m a loser. I. My mother thinks I’m ten years old. Awkward and shy with attractive women Not enough friends D. Smoke 1 ½–3 packs of cigarettes a day. (Lazarus, 1989, pp. 78–79) This information is used in addition to that taken from the Multimodal Life History Inventory (Lazarus & Lazarus, 1991). This inventory is more detailed, requesting personal and social history, inquiring about expectations about therapy, requesting descriptions of presenting problems, and having open-ended questions and checklists about each of the seven modalities. Included are a brief medical history and global ratings on each of the seven modalities. With information from the client through the modality profile and the Multimodal Life History Inventory, as well as profiles made by the therapist based on information gathered about each modality, the therapist has an organized and specific method for ini- tiating change with the client. Sometimes more information is needed from a multimodal assessment, and a “second-order” BASIC I.D. may be necessary, which refers to taking any item on the modality profile and examining it in more detail from each of the seven mo- dalities. For example, in the nurse’s modality profile in the previous example, a behavior such as “Start dating,” an affect such as “Depression,” or a sensation such as “Tension” can each be subject to its own second-order assessment. Thus, one could take the behavior “Start dating” and look at other related behaviors, affects related to it such as fear, sensations such as tingling, images such as being refused a date, cognitions such as “Joan won’t want to go out with me,” interper- sonal relationship issues such as “I don’t know what to say on a date,” and drug/ biology concerns, such as “I sweat profusely before a date.” In this way, a second- order assessment could be applied to any of the items on the young man’s modal- ity profile or any other modality profile. This detailed assessment approach is used, rather than DSM-IV-TR categories, in multimodal therapy so that the thera- pist is prepared to implement a variety of therapeutic procedures. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Integrative Therapies 679 Treatment Approach By assessing all seven modalities, Lazarus is able to apply a great variety of tech- niques to bring about therapeutic change. Therapeutic interventions may start in the first session; the multimodal therapist need not wait until a complete assess- ment is done. Lazarus has applied multimodal therapy to a great variety of out- patients and problems (Lazarus, 1987, 1988, 1997, 2000b, 2005a, 2005b, 2008). In the development of the therapeutic relationship and the application of treatment methodology, Lazarus (1993) describes himself as “an authentic chameleon” who changes his style to fit the client’s, both to understand the client and to bring about therapeutic change. Lazarus (2007) values the contribution of Carl Rogers’s person-centered therapy, but believes it is not sufficient to produce therapeutic change. To understand the client and intervene effectively, Lazarus (1989) makes use of tracking and bridging. Tracking refers to examining the “firing order” of the modalities of different patients. For example, some patients may react to an adverse event with a sensation (S) of flushing, followed by distorted thoughts, “I must have done something wrong” (C), and images (I) of being yelled at. This might result in unassertive behavior (B). Clients do not display the same firing order consistently, and tracking must be done continuously. Therapeutic treat- ments may be given that follow the tracking sequence, such as using positive imagery of pleasant scenes if imagery is to be addressed first, or relaxation strate- gies if behavior is primary. Somewhat similar to tracking, bridging refers to attend- ing to the client’s current modality before moving into another modality that may be more productive to change. Thus, if an individual uses a cognitive modality to express herself, the therapist stays with that until it seems appropriate to bridge to another modality such as feeling (A). In this way, the therapist tracks the modali- ties and then moves (or bridges) to another, when appropriate. By doing so, the therapist prevents the client from feeling misunderstood by the therapist, which would occur if the client expressed one modality (such as cognition) and the ther- apist only reflected feelings (A). In this way, multimodal therapy is very flexible, with the therapist changing modes to make effective therapeutic interventions. With more than 400 therapies (Corsini & Wedding, 2008) described by vari- ous authors and many techniques of therapy available to the therapist, the mul- timodal therapist has much to choose from. Although other therapists who use Adlerian, REBT, cognitive, or behavioral therapies can draw from a wide vari- ety of affective, behavioral, and cognitive techniques, multimodal therapists draw from an even larger pool, as they also include change methods directed at sensations, imagery, and drug/biology in their repertoire. In The Practice of Multimodal Therapy, Lazarus (1989) lists 39 commonly used techniques in multi- modal therapy. Of these, about half are behavioral, 25% are cognitive, and the rest come from other theoretical orientations. In taking techniques from other theories, Lazarus uses only the technique, not the conceptualization or reason for the technique. To further understand the range of Lazarus’s selective eclecti- cism, I will describe how he draws from each of the major theories described in this text. Like psychoanalysts, Lazarus might use free association, not for its value in revealing unconscious processes but rather as it reveals the client’s sensations and images. Similarly, multimodal therapists may pay attention to the relation- ship between themselves and the client (transference), not from the perspective of feelings toward parents being transferred onto the therapist but rather to Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

680 Chapter 17 determine if the therapist is correctly understanding the client’s expression of modalities. Some of the techniques of brief psychoanalysis would be shared with multimodal therapy, such as the use of questions, restatements, and con- frontations, but brief psychoanalysis aims at understanding childhood dynamics, and multimodal theory uses psychoanalytic techniques to further understand and pursue issues related to the seven modalities as they impede adaptive func- tioning in the here and now. Because the conceptual basis of Jungian analysis is so different from that of multimodal therapy, they share few techniques. Where the Jungian approach is to explore dream material as it represents the collective unconscious, the multi- modal approach is to find out if there are new associations to a dream or to change the course or ending of the dream. Both Jungian analysis and multimodal theory have an interest in exploring imagery and sensations (although from very different points of view), and multimodal therapists could also use a sand tray with small figures to act out images, as do Jungian therapists. Adlerian psychotherapy uses many techniques, such as “acting as if,” spit- ting in the client’s soup, and catching oneself, which are cognitive approaches that multimodal theorists could use in helping clients change beliefs and behav- ior. These techniques are action oriented, which is consistent with the multimodal view of change. The philosophy of existential psychotherapy focuses chiefly on important themes or issues, not techniques. Multimodal therapists work on existential issues, such as dealing with a dying relative, being abandoned by a parent, or leaving college to support oneself, but from the perspective of BASIC I.D. The approaches are so different that existential psychotherapy offers very little to multimodal therapists, who would attend to the seven basic modalities. Possibly, Frankl’s concepts of attitude modulation and dereflection could be used to change patient cognitions. Person-centered therapy emphasizes genuineness, acceptance, and empathy. All of these concepts are important to multimodal therapists and are included in the affect modality. However, Rogers’s six conditions for change are neither nec- essary nor sufficient for multimodal therapists, who use many more methods of intervention (Lazarus, 2007). Gestalt therapy offers multimodal therapists many creative ideas that deal with the modalities of affect, sensation, and imagery. Use of the empty-chair technique, enacting problems, and awareness exercises tend to develop affect, sensation, and imagery. Of all the therapies described in this book, behavior therapy has concepts that are most similar to those of multimodal therapy. Therefore, it is not surpris- ing that multimodal therapists would draw heavily on behavior therapy and make use of most of the techniques in Chapter 8. Both cognitive therapy and REBT offer many strategies that multimodal therapists use to change the cognition and, to a lesser extent, the imagery of the client. Techniques described for REBT and cognitive therapy in Chapters 9 and 10 are consistent with a multimodal approach. Because reality therapy is tied to a specific process, there is little that multi- modal therapy could draw from this theory. Although techniques such as ques- tioning, being positive, using humor, and confronting are shared by both theories, the strong focus on choice and responsibility in reality therapy may not fit well with an emphasis on specific modalities. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Integrative Therapies 681 Feminist therapy emphasizes culture, gender, power analysis, and interven- tion. Although multimodal therapists acknowledge the importance of gender and cultural issues, they do not incorporate these directly into the seven modali- ties. However, both gender-role and power interventions have cognitive and behavioral components that multimodal therapists might use with clients who are dealing with societal and political discrimination. Multimodal therapists work with both couples and families. Family systems therapy focuses frequently on interpersonal issues, and Minuchin’s structural approach does have methods that would be helpful to multimodal therapists in assessing interactions. However, they are more likely to examine how the seven modalities of each member of the couple or family interact with each other than to use a systems theory view. Lazarus has not made use of a solution-focused approach or narrative ther- apy. However, a solution-focused approach is consistent with his emphasis on changing behaviors, and his modalities of imagery and cognition are consistent with the emphasis that narrative therapy puts on stories and values. In addition to drawing from these theories, Lazarus has developed techni- ques such as time tripping and the deserted island fantasy technique to further develop a client’s imagery modality. Time tripping refers to having clients picture themselves going backward or forward in time to address particular events or issues. The deserted island fantasy technique refers to asking clients what the ther- apist would learn if he were left alone with the client on a deserted island. This fantasy experience helps the therapist learn more about the cognition, affect, and imagery of the client. Other techniques can be developed by multimodal practi- tioners, who may make use of ideas from other theories, such as art, drama, dance movement, or music therapies, as well as techniques such as hypnosis. To use multimodal therapy requires empathy for clients, knowledge of social learn- ing theory, ability to assess clients’ BASIC I.D., and the application of a variety of strategies to effect changes in the modalities. An Example of Lazarus’s Multimodal Therapy: Mrs. W An example of a 28-year-old woman who complains of anxiety when going away from home unaccompanied by her husband illustrates a multimodal approach (Lazarus, 1995). The presenting problem is agoraphobia, a disorder that Lazarus would normally treat with in vivo desensitization. He used this method by teach- ing the client relaxation and deep-breathing techniques and taking walks with the client, gradually increasing the distance between therapist and client. Whereas behavior therapists may stop at this point, Lazarus had information from her Multimodal Life History Inventory showing problems of marital dis- cord, resentment toward parents, and issues related to poor self-esteem. Lazar- us’s use of switching modalities to meet the client’s needs is explained here. Initially, a form of role-playing was employed in which Mrs. W attempted to con- front her father about certain resentments she had harbored. When she implied that I was not capturing or conveying the essence of her father’s tone and demeanor cor- rectly, we switched from role-playing to the two-chair or empty chair technique. Now, while speaking to the empty chair in which she envisioned her father sitting, and then moving to the chair, becoming her father, and talking for him, she achieved a feeling of greater authenticity. This was reflected in considerable emotionality— what she heard herself term “cathartic release.” (Lazarus, 1995, p. 30) Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

682 Chapter 17 Although using gestalt techniques, Lazarus was dealing with affective, sen- sory, and imagery modalities in a social learning framework. In his further treat- ment of this client, Lazarus goes on to address other modalities through the use of a great variety of therapeutic techniques. Although this approach has the advantage of being flexible and choosing appropriate techniques to meet a vari- ety of client goals, it has the disadvantage of requiring the ability to identify cli- ent BASIC I.D. modalities and requiring a wide knowledge of a variety of techniques. Using Lazarus’s Multimodal Theory as a Model for Your Integrative Theory Multimodal theory might seem to use a theoretical integration model like Wachtel’s cyclical psychodynamic model and Prochaska and colleagues’ trans- theoretical approach. However, it differs in one important respect from these models. Multimodal theory uses one specific approach to assessing or under- standing the client, Bandura’s social learning theory, or more broadly behavior personality theory including social learning theory, classical conditioning, and operant conditioning. Lazarus has chosen to use techniques from many theories that are consistent with behavioral personality theory. For this reason his approach is called technical eclecticism rather than theoretical integration. For ex- ample, Lazarus might use the gestalt empty-chair technique to help the client express the modalities of affect, sensation, or imagery, wheras Prochaska and colleagues would use the empty-chair technique in a way that is consistent with gestalt therapy to develop client awareness. Similarly, Lazarus might use the psychoanalytic technique of free association to assist the client in devel- oping the modalities of affect or imagery, but Wachtel would use it in the way Freud intended, to help the client bring unconscious material into consciousness. For you to use technical eclecticism as an integrative model, you would choose a theory of personality from the second column in Table 17.2 (p. 668). Then, you would look for therapeutic techniques from Table 16.4 on pages 638 and 639. For example if you wanted to develop an experiential integrative theory using the technical eclectic integrative method, you could choose gestalt person- ality therapy and then identify therapeutic techniques that you might use to help the client experience awareness. These would come from gestalt theory (almost always you would select techniques from the theory that you were using as your guiding personality theory). You might also select behavioral techniques, person-centered techniques, and techniques from narrative therapy. You proba- bly would not want to use more than one theory of personality unless the ones that you chose were consistent with each other like cognitive and behavioral per- sonality theory. Theorists have developed many integrative models. The most popular and well-known ones have been discussed above. Some therapists or counse- lors may choose to use just one theory. Others might use an integrative approach such as Wachtel’s cyclical psychodynamics, Prochaska and collea- gues’ transtheoretical approach, or Lazarus’s multimodal theory. Yet others may develop their own approach. In this section, I have outlined ways in which therapists and counselors could develop their own integrative therapeu- tic approach. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Integrative Therapies 683 Current Trends Approaches to the integration of theories continue to be popular, including the ones discussed in this chapter—Prochaska’s transtheoretical, cyclical psychody- namics, and multimodal. Because the use of several theories allows the therapist to incorporate ways of conceptualizing clients and methods of therapeutic change that complement each other, theoretical combinations are likely to con- tinue to be popular. Furthermore, with health maintenance organizations provid- ing limited payments for psychotherapy, there is a certain amount of pressure on therapists to focus on using whatever methods will work, and work quickly. Additionally, new views of combining theories continue to be a source of discus- sion. A dilemma facing those who use and do research on integrative therapies is whether to try to agree on which issues and theories to use or to keep developing new approaches (Eubanks-Carter, Burckell, & Goldfried, 2005). Both options seem to be viable at this point. As more theories are developed and tested, there will be more ideas to use to integrate theories into one’s own perspective. Not only are there more well-developed theories, there are more well- developed integrative approaches. Norcross and Goldfried (2005) have compiled a Handbook of Psychotherapy Integration that describes more than 15 different approaches to theoretical integration. Only three have been discussed in this chapter. Some approaches are meant to be used widely; others are designed for specific disorders such as depression and anxiety. In some approaches to theoret- ical integration, the focus is on factors that theories have in common, the common factors approach, and drawing the commonalities from existing theories rather than using the theories themselves. This approach is often used as a contrast to the research supported psychological treatments. It has not been widely used as an integrative approach. Of the three integrative theories that I have described, the transtheoretical approach has drawn the most current interest. The transtheoretical model has been popular for those working with health issues such as smoking, obesity, dia- betes, and HIV (Prochaska et al., 2009). Additionally, it has been used with sub- stance abuse and alcohol abuse and other social issues. One reason for its popularity with these issues is the emphasis that the transtheoretical model puts on the processes of change. For example, several studies have examined the pro- cesses of change in evaluating smoking cessation (Atak, 2007; Guo, Aveyard, Fielding, & Sutton, 2009; Kleinjan et al., 2008). The transtheoretical model has also been used in weight management with obese patients (Johnson et al., 2008). For individuals with HIV, the transtheoretical model has been used to help com- pliance with an exercise regimen and to change risky sexual behavior (Basta, Reece, & Wilson, 2008; Gazabon, Morokoff, Harlow, Ward, & Quina, 2007). Dietary interventions are important in managing diabetes, and the transtheoretical model has been used with diabetic patients (Salmela, Poskiparta, Kasila, Vähäsarja, & Vanhala, 2009). Treatment of drug addiction and alcohol abuse is yet another application of the transtheoretical model (Callaghan, Taylor, & Cun- ningham, 2007; Heather, Hönekopp, Smailes, & UKATT Research Team, 2009; Kennedy & Gregoire, 2009). In addition to health issues, the transtheoretical model has been applied to bullying in school (Evers, Prochaska, Van Marter, Johnson, & Prochaska, 2007) and domestic violence (Brodeur, Rondeau, Brochu, Lindsay, & Phelps, 2009). Many therapists use the transtheoretical model in dealing with psy- chological disorders; however, there are few recent articles describing this work. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

684 Chapter 17 Research Research on integrative theories has been limited. One problem in doing such re- search is that it is typical for individuals in comparison groups in a research study to receive very different treatments from each other, while those in a specific treat- ment group are offered the same techniques. In integrative approaches, many dif- ferent techniques may be used for individuals within a specific treatment group, causing difficulties in analyzing effectiveness (Schottenbauer, Glass, & Arnkoff, 2005). Also, a number of integrative approaches were developed for specific disor- ders, making comparisons among integrative approaches difficult. Research on spe- cific integrative approaches varies widely. There is very little research on Wachtel’s cyclical psychodynamics model and relatively little on Lazarus’s multimodal ther- apy despite the fact that it is quite well known. In contrast, there has been a signif- icant amount of research on Prochaska’s transtheoretical model. Much of this research has been on the stages of change and on the effectiveness of the trans- theoretical model in helping individuals with health-related issues. Recent reviews of research on Prochaska’s transtheoretical model have docu- mented studies supporting the theory. Schottenbauer, Glass, and Arnkoff (2005) and Prochaska et al. (2009) review a number of studies that support the use of the stages of change and its effectiveness with health-related issues. Such issues include smoking (a focus of much of the research), other addictive behaviors such as alcohol and drugs, obesity and dietary change, family planning for adoles- cents, behavior changes in stroke patients, and other issues. A review of 37 stud- ies on the transtheoretical model with seven different health-related issues showed limited evidence for the effectiveness of methods used, based on stages of change (Bridle et al., 2005). A frequent focus of studies on the transtheoretical model is cigarette smoking (Atak, 2007). Norman, Belicer, Fava, and Prochaska (2000) were able to determine subtypes within the precontemplation and contemplation stages, as well as the preparation stage. Within the contemplation stage, subtypes were identified that in- clude classic contemplators, progressing contemplators, early contemplators, and disengaged contemplators (Anatchkova, Velicer, & Prochaska, 2005). Studying 688 smokers, support was found for the precontemplation and contemplation stages of the transtheoretical model (Schumann et al., 2005). The relationship of stage move- ment to processes of change has also been studied. Prochaska and colleagues predict that consciousness raising, dramatic relief, environmental reevaluation, and self re- evaluation are likely to be associated with the transition from the precontemplation stage to the contemplation stage and that contingency management, helping rela- tionships, counter-conditioning, and stimulus control are likely to be used in the maintenance stage. In a study of 721 adolescents in the Netherlands, the transtheore- tical processes of change did not appear to explain adolescent stage transitions with regard to smoking cessation (Kleinjan et al., 2008). In the United Kingdom, forward movement in the processes of change was not clearly associated with stage transi- tion in 1,160 13- and 14-year-olds (Guo et al., 2009). These studies look into predic- tions made by the transtheoretical model, not the effectiveness of the transtheoretical model as a means of stopping smoking behavior. In a review of the transtheoretical model, West (2005) is critical of the stages of change model, as he believes that there is little evidence that shows that moving in- dividuals closer to action actually produces sustained change. Wilson and Schlam (2004) criticize the applicability of the transtheoretical model to eating disorders. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Integrative Therapies 685 Despite this criticism, studies such as one using a culturally diverse sample of inpa- tient adolescent drug abusers show that individuals in the precontemplation stage had significantly higher treatment dropout rates than did individuals in the contem- plation or preparation/action stages (Callaghan et al., 2005). One study showed that individuals moving forward from one process stage to another did not consistently show great improvements in reducing drinking (Callaghan et al., 2007). However, in another study, improvements in limiting drinking were found in clients that moved forward in their process stages (Heather et al., 2009). Examining internal motivation, higher levels of motivation were associated with the contemplation and action stages rather than the precontemplation stage (Kennedy & Gregoire, 2009). The fo- cus on a unique aspect of Prochaska’s transtheoretical model, stages of change or readiness, is an interesting one, deserving of more research. Research on multimodal therapy is quite sparse. Lazarus (2005a) reports on research he has done with his own patients. In tracking patients over a 20-year period, he reports that treatment goals were met with more than 75% of his patients. In a 3-year follow-up study of 20 difficult cases, he reports that 14 were successful in meeting their goals and did not require further therapy. Of the others, two needed medication from time to time, and three did not maintain therapeutic progress. In an earlier study with patients with obsessive-compulsive disorder and those with phobia, Kwee (1984) found that 64% of the individuals with obsessive-compulsive disorder significantly improved, as did 55% with pho- bias. Of the patients in the study, 70% had suffered with their concerns for more than 4 years and 90% had had previous therapy. In a study comparing nine in- dividuals with treatment-resistant psychosis to a no-treatment group of 12 indivi- duals, those who received multimodal therapy showed a significant reduction in symptoms (Randal, Simpson, & Laidlaw, 2003). There is a need for other re- searchers to investigate the effectiveness of multimodal therapy. Gender Issues When integrative therapies are used, whether transtheoretical, cyclical psychody- namics, or multimodal, they are susceptible to criticisms that are made of the spe- cific theories they borrow from. For example, Prochaska’s transtheoretical approach examines symptoms (behavior therapy), maladaptive thoughts (cognitive therapy, family therapy), and intrapersonal conflicts (psychoanalysis, gestalt, and others). Gender issues are different depending on the theory represented in the type of prob- lem the client has. For Wachtel’s cyclical psychodynamic theory, gender issues that relate to psychoanalysis, behavior therapy, and family systems therapy (as well as others) apply to a critique of Wachtel’s approach. Similarly, in multimodal therapy, which draws heavily on cognitive and behavioral therapies, gender issues that ap- ply to cognitive and behavior therapy apply also to multimodal therapy. Since Laz- arus draws on a variety of therapeutic techniques from other theories, concerns about application of those techniques to women may be present. Multicultural Issues Prochaska’s transtheoretical approach, cyclical psychodynamics, and multimodal therapy make use of theories that vary in their approach to multicultural issues. If integrative theories incorporate part of feminist therapy, they may include a Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

686 Chapter 17 multicultural component to their approach to clients, as it is featured in feminist therapy (Wachtel, 2007). In his book Race in the Mind of America: Breaking the Vicious Circle between Blacks and Whites, Wachtel (1999), originator of cyclical psy- chodynamics, addresses concerns about culture as it affects race relationships. In doing so, he draws upon psychoanalysis and cognitive and behavior therapy, all aspects of cyclical psychodynamics. Two of the change processes of the trans- theoretical approach, consciousness raising and self-liberation, address issues that can be important when counseling clients with culturally diverse back- grounds. Prochaska’s transtheoretical therapy specifically addresses issues in so- ciety that affect the individual. Lazarus’s multimodal therapy makes use of seven different therapeutic modalities, some of which can elicit issues that are different depending on cultural background. Culture is likely to affect the images that the therapist uses and that the client perceives, as well as affecting family and friends who influence the client in the interpersonal relationship modality. Those who study integrative therapy have examined how cultural issues can influence the type of therapy used. Brown (2009), a feminist therapist, describes a model for viewing cultural competence as a means for having an effective ap- proach to psychotherapeutic integration. Wachtel (2008) discusses the importance of attending to cultural values when applying integrative therapy to individuals with different cultural values. Other authors have discussed how integrative psy- chotherapy can be applied in their own culture: Argentina (Muller, 2008), Chile (Opazo & Bagladi, 2008), Germany and Switzerland (Caspar, 2008), Japan (Iwa- kabe, 2008), and Portugal (Vasco, 2008). Several other authors have addressed ways of applying integrative therapy with different cultural groups within the United States. In working with an inner-city drug-abusing population, Avants and Margolin (2004) proposed an integrative therapy called spiritual self-schema therapy that makes use of the Buddhist eightfold path (page 584) to help clients use spiritual beliefs in dealing with addiction. Another approach is that of Ubuntu therapy, which makes use of African values that can be incorporated into psychotherapy when counseling African clients (Van Dyk & Nefale, 2005). Ubuntu refers to communality, cooperation, and sharing. Thus, there have been many ways of examining how integrative therapies can be applied to individuals with different cultural values. Summary This chapter describes three major approaches to integrating theories of psycho- therapy. There are more than 15 different integrative theories. All integrative the- ories combine aspects of one or more theories that are described in this book in order to help their clients. Not only do integrative theories draw from different theories, but they also differ in the ways that they make use of the theories. For each theory, I describe the type of theoretical integration being used: theoretical integration, assimilative, or technical eclectic. Then I explain how each theory can be used as a model for the reader in developing his or her own theory. The three theories described in this chapter are summarized below. In cyclical psychodynamics, Wachtel starts with psychoanalytic theory and then combines this developmental approach with behavior therapy. The two per- sonality theories are used in assessing problems, and the two methods for client change (techniques) are used to help clients with their problems. Wachtel’s Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Integrative Therapies 687 cyclical psychodynamics also combines psychoanalysis with constructivist and family systems approaches to therapy as well as with behavior therapy. Prochaska and his colleagues use a transtheoretical approach. In their model, they assess clients’ readiness for change, which ranges from precontemplation (not being willing to change) to action (being committed to change) and then to mainte- nance (working to continue the change). Problems are then viewed as falling into five levels: symptoms, maladaptive thoughts, interpersonal conflicts, family conflicts, and intrapersonal conflicts. Prochaska and colleagues then draw from 10 techniques to bring about change. Among others, these include consciousness raising, environ- mental reevaluation, and self-liberation. These techniques give the transtheoretical therapist an opportunity to use many methods in helping clients change. Multimodal therapy, developed by Arnold Lazarus, is an approach that uses social learning theory to understand the personality and issues of clients. He views client goals from the perspective of BASIC I.D. modalities: Behavior, Af- fect, Sensation, Imagery, Cognition, Interpersonal Relationships, and Drugs/Biol- ogy. Lazarus assesses all seven modalities in his clients and then uses a great variety of techniques to bring about therapeutic change. These techniques are drawn from many different theories. This chapter, along with Chapter 16, Comparison and Critique, provides a summary of the theories discussed in the other chapters. By providing these sum- maries, I hope to help you think about which theory or theories you would like to use in counseling or psychotherapy. In this final chapter, I have tried to pro- vide a basis for you to consider which theories you might wish to integrate to use in practice if you choose more than one theory. At the back of this book is a questionnaire for you to fill out. I would like to hear about your experience with this book, what you like most, and what you like least. Helping others learn about psychotherapy and counseling is important to me, and I would appreciate your feedback. Suggested Readings Wachtel (1977). The last seven chapters update the theory as it relates to modifications in psychoanal- Norcross, J. C., & Goldfried, M. R. (Eds.). (2005). Hand- ysis, cognitive-behavior theory, and constructivism. book of psychotherapy integration (2nd ed.). New York: Oxford University Press. A very thorough Prochaska, J. O., & Norcross, J. C. (2010). Systems of psy- treatment of integrative psychotherapy, this hand- chotherapy: A transtheoretical analysis (7th ed.). book contains chapters written by the developers of Belmont, CA: Brooks/Cole–Cengage. Chapter 16 more than 15 different approaches to therapeutic provides a good overview of the transtheoretical integration. Other chapters describe types of inte- model as developed by Prochaska, Norcross, and grative approaches, training, outcome research, their colleagues. and future directions in the development of inte- grative psychotherapy. Lazarus, A. A. (1997). Brief but comprehensive psychother- apy: The multimodal way. Baltimore: Johns Hopkins Wachtel, P. L. (1997). Psychoanalysis, behavior therapy and University Press. Lazarus describes multimodal the relational world. Washington, DC: American therapy, its techniques and its application. Case Psychological Association. The integration of psy- material is included, along with explanations about choanalysis and behavior analysis is explained, the use of multimodal therapy as it relates to effi- along with an overview of anxiety, learning, and cient treatment. psychoanalysis. The first chapters are a reprint of Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

688 Chapter 17 References Corsini, R. J., & Wedding, D. (2008). Current psychothera- pies (8th ed.). Belmont. CA: Brooks/Cole–Cengage. Anatchkova, M. D., Velicer, W. F., & Prochaska, J. O. (2005). Replication of subtypes for smoking cessa- Dollard, J., & Miller, N. (1950). Personality and psycho- tion within the contemplation stage of change. therapy: An analysis in terms of learning, thinking, Addictive Behaviors, 30(5), 915–927. and culture. New York: McGraw-Hill. Atak, N. (2007). A transtheoretical review on smoking Eubanks-Carter, C., Burckell, L. A., & Goldfried, M. R. cessation. International Quarterly of Community (2005). Future directions in psychotherapy integra- Health Education, 28(2), 165–174. tion. In J. C. Norcross & M. R. Goldfried (Eds.), Handbook of psychotherapy integration (2nd ed., Avants, S. K., & Margolin, A. (2004). Development of pp. 503–521). 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Integrative Therapies 689 Kennedy, K., & Gregoire, T. K. (2009). Theories of moti- Lazarus, A. A. (2007). On necessity and sufficiency in vation in addiction treatment: Testing the relation- counseling and psychotherapy (revisited). Psycho- ship of the transtheoretical model of change and therapy: Theory, Research, Practice, Training, 44(3), self-determination theory. Journal of Social Work 253–256. Practice in the Addictions, 9(2), 163–183. Lazarus, A. A. (2008). Technical eclecticism and multi- Kleinjan, M., Brug, J., Van den Eijnden, R. J. J. M., modal therapy. In J. L. Lebow (Ed.), Twenty-first cen- Vermulst, A. A., Van Zundert, R. M. P., & Engels, tury psychotherapies: Contemporary approaches to theory R. C. M. E. (2008). Associations between the trans- and practice (pp. 424–452). Hoboken, NJ: John Wiley. theoretical processes of change, nicotine depen- dence and adolescent smokers’ transition through Lazarus, A. A., & Lazarus, C. N. (1991). Multimodal life the stages of change. 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690 Chapter 17 Randal, P., Simpson, A. I. F., & Laidlaw, T. (2003). Can Wachtel, P. L. (1991). From eclecticism to synthesis: recovery-focused multimodal psychotherapy facili- Toward a more seamless psychotherapeutic inte- tate symptom and function improvement in people gration. Journal of Psychotherapy Integration, 1, with treatment-resistant psychotic illness? A com- 43–54. parison study. Australian and New Zealand Journal of Psychiatry, 37(6), 720–727. Wachtel, P. L. (1993). Therapeutic communication: Princi- ples and effective practice. New York: Guilford. Salmela, S., Poskiparta, M., Kasila, K., Vähäsarja, K., & Vanhala, M. (2009). Transtheoretical model-based Wachtel, P. L. (1997). Psychoanalysis, behavior therapy, dietary interventions in primary care: A review of and the relational world. Washington, DC: American the evidence in diabetes. Health Education Research, Psychological Association. 24(2), 237–252. Wachtel, P. L. (1999). Race in the mind of America: Break- Schottenbauer, M. A., Glass, C. R., & Arnkoff, D. B. ing the vicious circle between Blacks and Whites. Flor- (2005). In J. C. Norcross & M. R. Goldfried (Eds.), ence, KY: Routledge. Handbook of psychotherapy integration (2nd ed., pp. 459–493). New York: Oxford University Press. Wachtel, P. L. (2007). Commentary: Making invisibility vis- ible—probing the interface between race and gender. Schumann, A., Kohlmann, T., Rumpf, H., Hapke, U., Washington, DC: American Psychological John, U., & Meyer, C. (2005). Longitudinal relation- Association. ships among transtheoretical model constructs for smokers in the precontemplation and contempla- Wachtel, P. L. (2008). Psychotherapy from an interna- tion stages of change. Annals of Behavioral Medicine, tional perspective. Journal of Psychotherapy Integra- 30(1), 12–20. tion, 18(1), 66–69. Stricker, G., & Gold, J. (2005). Assimilative psychody- Wachtel, P. L., Kruk, J. C., & McKinney, M. K. (2005). namic psychotherapy. In J. C. Norcross & Cyclical psychodynamics and integrative relational M. R. Goldfried (Eds.), Handbook of psychotherapy psychotherapy. In J. C. Norcross & M. R. Goldfried integration (2nd ed., pp. 221–240). New York: Ox- (Eds.), Handbook of psychotherapy integration (2nd ford University Press. ed., pp. 172–195). New York: Oxford University Press. Van Dyk, G. A. J., & Nefale, M. C. (2005). The split-ego experience of Africans: Ubuntu therapy as a heal- West, R. (2005). Time for a change: Putting the trans- ing alternative. Journal of Psychotherapy Integration, theoretical (stages of change) model to rest. Addic- 15(1), 48–66. tion, 100(8), 1036–1039. Vasco, A. B. (2008). Psychotherapy integration in Portu- Wilson, G. T., & Schlam, T. R. (2004). The transtheoreti- gal. Journal of Psychotherapy Integration, 18(1), 70–73. cal model and motivational interviewing in the treatment of eating and weight disorders. Clinical Wachtel, P. L. (1977). Psychoanalysis and behavior therapy: Psychology Review, 24(3), 361–378. Toward an integration. New York: Basic Books. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Glossary Many important terms used in the text are defined all-or-nothing (cognitive; REBT) Engaging in here. The theory or theorist that is associated with black-or-white thinking; thinking in extremes, a definition is in parentheses. Words that are itali- such as all good or all bad, with nothing in the cized in the definitions are defined in the glossary. middle. A-B-C model (REBT) The theory that indivi- alpha bias (feminist) The bias that occurs by duals’ problems stem not from activating separating women and men into two specific events but from their beliefs about such events. categories, thus running the risk of treating People also experience emotional or behavioral women as unequal to men. See also beta consequences of the activating event. bias. acceptance (Rogers) Appreciating clients for alternative narratives (narrative) The process of who they are without valuing or judging exploring strengths, special abilities, and as- them. pirations of the family to tell a positive story with good outcomes rather than a problem- acceptance and commitment therapy (behavior) saturated story. Behavioral techniques are combined with a fo- cus on the client’s use of language to eliminate altruism (Anna Freud) A defense mechanism in distress. The focus is on accepting a feeling, which one learns to become helpful to avoid event, or situation rather than avoiding it. feeling helpless. Individuals learn that they Therapists help clients commit to behavior can satisfy their own egos as well as the de- that fits with client values. mands of society. acting as if (Adler) In this technique, patients are amplification (Jung) A process of using knowl- asked to “act as if” a behavior will be effective. edge of the history and meaning of symbols to Patients are encouraged to try on a new role understand unconscious material, such as that the way they might try on new clothing. arising from patients’ dreams. active imagination (Jung) A technique of analy- anal stage (Freud) The second stage of psycho- sis in which individuals actively focus on ex- sexual development occurring between the periences or images (in dreams or fantasy), ages of about 18 months and 3 years. The reporting changes in these images or experi- anal area becomes the main source of ences as they concentrate on them. pleasure. active schemas (cognitive) Cognitive schemas androgyny Possessing both masculine and femi- occurring in everyday events. nine psychological traits, usually in relatively equal amounts. affective shift (cognitive) A shift in facial or bodily expressions of emotion or stress that anima (Jung) The archetype representing the indicates that a cognitive shift has just taken feminine component of the male personality. place, often a negative cognitive shift. Often an indication of a hot cognition. animus (Jung) The archetype that represents the masculine component of the female Aha response (Adler) Developing a sudden personality. insight into a solution to a problem as one becomes aware of one’s beliefs and behaviors. anorexia A disorder in which individuals are un- able to eat food, may have a severe decrease in alignment (Minuchin) The way in which family appetite, and have an intense fear of becoming members join or oppose each other in dealing obese even when emaciated. Anorexia is diag- with events. nosed when individuals lose at least 25% of their normal weight. 691 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

692 Glossary anticathexes (Freud) The control or restraint rationale and by removing obstacles that inter- exercised by the ego over the id to keep id fere with being responsible. impulses out of consciousness. attitudes (Jung) Two ways of interacting with the world see introversion and extraversion. anxiety An unpleasant feeling of fear and/or ap- audience (psychodrama) People present during prehension accompanied by physiological the enactment who observe the psychodrama. changes such as fast pulse, quick breathing, They may be involved at some point as prota- sweating, flushing, muscle aches, and stomach gonists or auxiliaries. tension. authenticity (existential) Being genuine and real, as well as aware of one’s being. Authen- archetypes (Jung) Universal images or symbols tic individuals deal with moral choices, the that are pathways from the collective uncon- meaning of life, and being human. scious to the conscious. They take a person’s automatic thoughts (cognitive) Notions or ideas reactions and put them into a pattern, such as that occur without effort or choice, are usually a mother (Earth Mother) or animal instincts distorted, and lead to emotional responses. (shadow). Automatic thoughts can be organized into core beliefs or cognitive schemas. art therapy A method of helping patients deal auxiliaries (psychodrama) Members of a group with emotional conflicts and awareness of or audience who play significant roles in the their feelings by using a variety of art media, life of the protagonist. such as paints, crayons, paper, or sculpting auxiliary function (Jung) The function that takes materials. over when the superior function is not operat- ing. Functions include thinking, feeling, sens- assertiveness training (behavior; cognitive; ing, and intuiting. feminist; REBT) A technique to teach clients to avoiding the tar baby (Adler) Although the term tar baby has come to have racial and effectively express positive and negative feel- other meanings, Adler used tar baby to refer ings to others so that they may achieve de- to the therapist being careful when discussing sired purposes. a sticky (tar) issue that is both significant for assessing motivation (solution-focused) Atten- the patient and causes problems for the pa- tion paid to the degree of client motivation tient. This way the therapist does not fall to make changes. Scaling questions are often into a trap that the patient sets by using faulty used to assess the motivation for change. assumptions. assets (Adler) Assessing the strengths of indivi- awareness (gestalt) Attending to and observing duals’ lifestyle is an important part of lifestyle what is happening in the present. Types of assessment, as is assessment of early recollec- awareness include sensations and actions, tions and basic mistakes. feelings, wants, and values or assessments. assimilative approach (integrative) A psycho- BASIC I.D. (multimodal) An acronym that in- therapeutic approach in which personality cludes the seven fundamental concepts of theory and the psychotherapeutic techniques multimodal therapy behavior, affect, sensa- of one theory is the major approach, and tion, imagery, cognition, interpersonal rela- one or more other theories are used to supple- tionships, drugs/biology. ment it. basic mistakes (Adler) Self-defeating aspects of atman (Asian) A concept of universality in individuals’ lifestyles that may affect their which the self is not seen as an individual, later behavior. Such mistakes often include but as part of the entire universe. avoidance of others, seeking power, a desper- attachment theory (psychoanalysis) The study ate need for security, or faulty values. of infant-mother relationships and patterns of being-in-the-world (existential) Derived from relating to the mother. the German word Dasein, this term refers attentional processes (behavior) The act of per- to examining oneself, others, and one’s ceiving or watching something and learning from it. attitude modulation (Frankl) A technique used to change motivations from anxious ones to healthy ones by questioning the client’s Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Glossary 693 relationship with the world, thus attaining to change the seating of family members in higher levels of consciousness. therapy. beta bias (feminist) Bias that occurs when treat- boundary permeability (Minuchin) The degree ing men and women as identical, thus ignor- to which boundaries are flexible among family ing important differences between the lives of members and the nature of the contact that women and men. See also alpha bias. family members have with each other. See en- bibliotherapy A therapeutic technique in which meshed and disengaged families. the therapist chooses readings for the client for boundary situation (existential) An urgent ex- purposes such as gaining insight into pro- perience that compels an individual to deal blems, learning new information, and increas- with an existential situation. ing self-esteem. bridging (multimodal) Being aware of and re- bioenergetic analysis (body) Developed princi- sponding to a client’s current modality before pally by Alexander Lowen, this is a method introducing another modality to the client. of understanding personality in terms of the bulimia Binge eating and inappropriate meth- body and its energy flow. Attention is given ods of preventing weight gain, such as vomit- to physiology, breathing, and bodily ing and laxatives, characterize bulimia. movement. catastrophizing (cognitive; REBT) Exaggerating bipolar self (Kohut) The tension between the the potential or real consequences of an event grandiose self (“I deserve to get what I and becoming fearful of the consequences. want”) and an idealized view of the parents catching oneself (Adler) In this technique, pa- forms the two poles of the bipolar self. tients learn to notice that they are performing birth order (Adler) The idea that place in the behaviors they wish to change. When they family constellation (such as being the youn- catch themselves, they may have an Aha gest child) can have an impact on one’s later response. personality and functioning. catharsis (psychoanalysis; psychodrama) The body armor (body) A protective mechanism in expression of feelings that have been previ- the individual to deal with the punishment ously repressed. that comes from acting on instinctual de- cathect (Freud) Investing psychic energy in a mands, such as defecating in public. mental representation of a person, behavior, body awareness (body) Patients may move or or idea. Infants cathect in objects that gratify change positions and develop more awareness their needs. of their body. challenging absolutes (cognitive; REBT) State- body psychotherapy (body) A means of inte- ments that include words such as everyone, grating psychotherapy and attention to and never, no one, and always are usually exaggera- manipulation of bodily processes. tions, which therapists point out to the client. body reading (body) Systematic observations characterization (narrative) The people in the used to understand energy blockages and ten- story (problem) are the characters. The client sions within the body. is often the protagonist as well as the narrator. borderline personality disorder Characteristics People who have conflicts with the client are include unstable interpersonal relationships often the antagonists. and rapid mood changes over a short period circular questioning (Milan group) An inter- of time. Behavior is often erratic, unpredict- viewing technique designed to elicit differ- able, and impulsive in areas such as spending, ences in perceptions about events or eating, sex, or gambling. Emotional relation- relationships from different family members. ships tend to be intense, with individuals eas- classical conditioning (behavior) A type of ily becoming angry or disappointed in the learning in which a neutral stimulus is pre- relationship. sented repeatedly with one that reflexively eli- boundary marking (Minuchin) A technique to cits a particular response so the neutral change boundaries or interactions among indi- stimulus eventually elicits the response itself vidual family members. An example would be (also called respondent conditioning). Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

694 Glossary coalitions (Minuchin) Alliances or affiliations emotional content. Complexes may have between family members against another fam- elements from the personal unconscious and ily member. collective unconscious. complimenting (solution-focused) The client is cognitive distortions (cognitive) Systematic er- encouraged as the therapist makes positive rors in reasoning, often stemming from early statements about client actions. Berg and De childhood errors in reasoning; an indication of Jong discuss three types of complimenting inaccurate or ineffective information direct, indirect, and self-compliments. processing. compulsions An irresistible impulse to repeat behaviors continually. cognitive rehearsal (cognitive) A means of using conditional positive regard (Rogers) Receiving imagination to think about having a positive praise, attention, or approval from others as interaction or experience; for example, to ima- a result of behaving in accordance with the gine a positive interaction with one’s future expectations of others. in-laws. conditionality or conditions of worth (Rogers) The process of evaluating one’s own experi- cognitive schemas (cognitive) Ways of thinking ence based on values or beliefs that others that comprise a set of core beliefs and assump- hold. tions about how the world operates. confluence (gestalt) A contact boundary distur- bance in which the separation between oneself cognitive shift (cognitive) Basically a biased in- and others becomes muted or unclear. Thus, it terpretation of life experiences, causing indivi- can be difficult to distinguish one’s own per- duals to shift their focus from unbiased to ceptions or values from those of another more biased information about themselves or person. their world. congruence (Rogers) The harmony that takes place when there is no disagreement between cognitive spiral (cognitive) The downward spi- individuals’ experiences and their views of ral of depression in which basic beliefs and themselves. For therapists, congruence refers schemas can set off a series of negative reac- to matching one’s inner experience with exter- tions that may bring about a depressed nal expressions. feeling. conjoint therapy A type of couples therapy in which one therapist sees both members of cognitive triad (cognitive) The negative views the couple at the same time. that individuals have about themselves, their conscious or consciousness (Freud) That por- world, and their future. tion of the mind or mental functioning that individuals are aware of, including sensations collective unconscious (Jung) That part of the and experiences. unconscious that contains memories and consciousness-raising (CR) groups (feminist) A images that are universal to the human spe- creation of the women’s movement in which cies, in contrast to the personal unconscious, women met regularly to discuss their lives which is based upon individual experience. and issues in them. Humans have an inherited tendency to form constructivism Believing that individuals create representations of mythological motives, their own views or constructs of events or re- which may vary greatly but maintain basic lationships in their own lives. patterns. Thus individuals may view the uni- contact (gestalt) The relationship between “me” verse in similar ways by thinking, feeling, and and others. Contact involves feeling a connec- reacting to common elements such as the tion with others or the world outside oneself moon or water. while maintaining a separation from it. contact boundaries (gestalt) The boundaries that common factors (Introduction, Comparison) distinguish one person (or one aspect of a per- Factors that are common to changes that take son) from an object, another person, or place in psychotherapy and counseling. These include participant and relationship factors. complementary communication (family systems) A relationship in which there is inequality be- tween two or more members. One is usually submissive to the other. complex (Jung) A group of associated feelings, thoughts, and memories that have intense Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Glossary 695 another aspect of oneself. Examples include understand their own feelings, thoughts, and body boundaries, value boundaries, familiar- memories by expressing themselves through ity boundaries, and expressive boundaries. movement or dance. contingency contract (behavior) A written decatastrophizing (cognitive; REBT) A “what agreement between the therapist and the cli- if” technique, in which clients are asked, ent that specifies the consequence that will fol- “What if X happened, what would you do?” low from performing a target behavior. It is designed to explore actual rather than control theory (reality) A view that individuals feared events. try to control the world and themselves as a defense mechanisms (Freud) A means that the part of that world in order to satisfy their psy- ego uses to fight off instinctual outbursts of chological needs. the id or injunctions by the superego. Ten conversion reaction A disorder in which a psy- common ego defense mechanisms are de- chological disturbance takes a physical form, scribed in Chapter 2. such as when the arms or legs are paralyzed, deflection (gestalt) A contact boundary distur- and there is no physiological explanation. bance in which individuals avoid meaningful coping question (solution-focused) These ques- contact by being indirect or vague rather than tions ask about successful experiences that by being direct. family members have had in dealing with a delusions Beliefs that are contrary to reality and problem. They highlight the family members’ that are firmly held despite evidence that they ability to cope with problems. are inaccurate. countertransference (psychoanalysis) 1. The irra- denial (Freud) A defense mechanism in which tional or neurotic reactions of a therapist to- individuals may distort or not acknowledge ward the patient. 2. The therapist’s conscious what they think, feel, or see; for example, not and unconscious feelings toward the patient. believing that a relative has been killed in an 3. A way of understanding how people in auto accident. the patient’s past may have felt. depression An emotional state characterized by covert behavior Behaviors that others cannot di- deep sadness, feelings of worthlessness, guilt, rectly perceive, such as thinking and feeling. and withdrawal from others. Other symptoms creating images (Adlerian) The techniques to include difficulty in sleeping, loss of appetite form a mental picture of doing something, or sexual desire, and loss of interest in normal which can have more impact than reminding activities. When not accompanied by manic oneself mentally. episodes, it is usually referred to as major de- cultural interventions (feminist) Understanding pression or unipolar depression. the client’s culture and helping him or her dereflection (Frankl) A technique in which cli- make use of interventions that may include ents focus away from their problems instead the use of lawyers, social agencies, families, of on them to reduce anxiety. or taking action in some way. deserted island fantasy technique (multimodal) cyclical psychodynamics (integrative) An exam- A fantasy experience in which clients are ple of the theoretical integration approach to asked what the therapist would learn if he or psychotherapy that was developed by Paul she were alone with the client on a deserted Wachtel. Concepts from psychoanalytic the- island. It is designed to help the therapist ory are combined with those from behavior learn more about the client’s seven therapy (and also cognitive and family sys- modalities. tems approaches). The cyclical aspect of this detriangulation (Bowen) The process of with- view refers to the belief that psychological drawing from a family member, usually by a problems create problems in behavior, and therapist, so as not to be drawn into alliances problems in behavior create psychological of one person against another. conflicts or problems. dharma (Asian) Rules that describe goodness dance movement therapy A method of helping and appropriate behavior. individuals integrate psychological and phys- dialectical behavior therapy (behavior therapy) iological processes so that they can better An research supported therapy designed for Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

696 Glossary the treatment of suicidal patients and those dreams (Jung) Arising from unconscious creativ- with borderline disorder. Mindfulness values ity, “big” dreams represent symbolic material and meditation techniques have been incorpo- from the collective unconscious; “little” rated into this treatment. dreams reflect day-to-day activity and may differentiation (Bowen) The process of differen- come from the personal unconscious. tiating one’s thinking from one’s feeling; the opposite of fusion. drive (Freud) A physiological state of tension, director (psychodrama) The person who man- such as hunger, sex, or elimination, that moti- ages the participants in a psychodrama. The vates an individual to perform actions to re- director initiates and organizes a psycho- duce the tension. drama and works with the protagonist, auxili- aries, and audience. drug abuse Using a drug to the extent that indi- discomfort anxiety (REBT) When individuals’ viduals have difficulty meeting social and oc- comfort level is threatened and they feel they cupational obligations. must get what they want (low frustration tol- erance). There is a belief that if individuals early maladaptive schemas (cognitive) Long- don’t get or do what they want, the results standing schemas that individuals assume to will be awful or catastrophic. be true about themselves and their world. discrimination (behavior) Responding differ- These schemas are resistant to change and ently to stimuli that are similar based on dif- cause difficulties in individuals’ lives. ferent cues or antecedent events. disengaged (Minuchin) A reference to families early recollections (Adler) Memories of actual in which members are isolated or feel uncon- incidents that patients recall from their child- nected to each other. Boundaries are rigid and hood. Adlerians use this information to make nonpermeable. inferences about current behavior of children displacement (Freud) A defense mechanism in or adults. which individuals place their feelings not on a dangerous object or person but on one who eclecticism As applied to psychotherapy, an may be safe. For example, it may be safer to approach that combines theories or tech- express anger at a friend than at a boss who niques from a wide variety of therapeutic has been angry with you. approaches. double bind (family systems) A view that when an individual receives an important message ego (Freud) A means of mediating between with two different meanings and is unable to one’s instincts or drives and the external respond to it, the individual is in an impossi- world. ble situation. If such messages are repeated over time, some family therapists believe indi- ego (Jung) An expression of personality that in- viduals may begin to show signs of cludes thoughts, feelings, and behaviors of schizophrenia. which we are conscious. double technique (psychodrama) A role in which an auxiliary takes the part of the pro- ego ideal (Freud) In the child, a representation tagonist and expresses his perception of the of values that are approved of by parents. It protagonist’s thoughts or feelings. is present in the superego as a concern with drama therapy A means of making psychologi- movement toward perfectionistic goals. cal change by involving individuals in experi- ences that are related to theater. Sometimes ego anxiety (REBT) Individuals’ sense of self- individuals may enact their own spontaneous worth is threatened and they feel that they drama, play the parts of a play that has been must perform well. There is a belief that if in- written, or observe a play and discuss it. Psy- dividuals don’t get or do what they want, the chodrama is considered to be one form of results will be awful or catastrophic. drama therapy. Eigenwelt (existential) A way of relating to one’s “own world.” It refers to being aware of oneself and how we relate to ourselves. emotional cutoff (Bowen) Given too much stress in a family due to overinvolvement of parents, children may withdraw or cut them- selves off emotionally from the family. empathy (Rogers) To enter the world of another individual without being influenced by one’s own views and values is to be empathic with Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Glossary 697 the individual. The therapist, when being em- related to the movement, such as anger at the pathic, is attuned to the experience, feelings, shaking of a fist. and sensitivities of the client. exception-seeking questions (solution focused) empty chair A technique developed by gestalt Therapists ask about exceptions to the prob- therapists and adapted by other theorists in lem. When is the problem not there and which the patient is asked to play different what is life like when the problem is not roles in two chairs. Dialogues between differ- there? ent aspects of the client can then take place. exercises (gestalt) Specific techniques that have enactment (family systems) A therapeutic pro- been developed to be used in group or indi- cedure in which families are asked to act out vidual therapy. a conflict so that the therapist can work with existentialism A philosophical view that empha- the actual conflict rather than a report of it. sizes the importance of existence, including enactment (gestalt) In enactment, the patient one’s responsibility for one’s own psycholo- may act out a previous experience or a charac- gical existence. Related themes include liv- teristic. If the patient says he feels like a rat for ing and dying, freedom, responsibility to self cheating on his wife, the therapist may ask and others, meaningfulness in life, and him to act like a rat. authenticity. encounter (psychodrama) The dialogue that experiments (gestalt) Creative approaches or takes place between two individuals or two techniques used by the therapist to deal with aspects of the same individual upon meeting an impasse in therapy brought about by the another individual or another part of client’s difficulty in achieving awareness. themselves. exposure and ritual prevention (EX/RP) (behav- encounter group (Rogers) A group designed to ior) A treatment method used primarily with promote constructive insight, sensitivity to obsessive-compulsive disorders in which pa- others, and personal growth among its mem- tients are exposed to the feared stimulus for bers. The leader facilitates the interactions of an hour or more at a time. They are then asked the group members. to refrain from participating in rituals, such as encouragement (Adler) An important therapeu- continually checking the door to see if they tic technique to build a relationship and to fos- have closed it. ter client change. Supporting clients in externalizing the problem (narrative) Making changing beliefs and behaviors is a part of the problem, not the child or family, the oppo- encouragement. nent. Thus, removing Guilt becomes the focus enmeshed (Minuchin) A reference to families in of therapy rather than the person’s guilty which members are overconcerned and over- feelings. involved in each others’ lives. Boundaries are extinction (behavior) The process of no longer highly permeable. presenting a reinforcement. It is used to de- equifinality (family systems) The ability of a crease or eliminate certain behaviors. system to arrive at the same destination from extraversion (Jung) One of the two major atti- different paths or conditions. tudes or orientations of personality. Extraver- eros (Freud) The life instinct, derived from libid- sion is associated with valuing objective inal energy, in opposition to the death instinct experience and perceiving and responding to (thanatos). the external world rather than thinking about evidence-based psychotherapy or EBP (Introduc- one’s own perceptions or internal world. tion, Comparison) Therapies that have been eye movement desensitization and reprocessing tested to be effective are said to be evidence (EMDR) (behavior) Designed first for post- based. Strict criteria for thorough research pro- traumatic stress, EMDR requires that the client cedures are used to determine whether or not visualize an upsetting memory and accom- therapy is effective. Now replaced by term - panying physical sensations. The client re- research supported psychological treatments. peats negative self-statements that he or she exaggeration (dance movement) Exaggerating a associates with the scene. The patient follows movement so that one can experience feelings the therapist’s finger as it moves rapidly Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

698 Glossary back and forth. After completing the eye firing order (multimodal) The sequence of movements, the client stops thinking about modalities that occurs when an individual per- the scene. The procedure is repeated again ceives an event. For example, interpersonal- and again until the client’s anxiety is sensation-imagery. reduced. factorial designs A research method that can first-order change (family systems) A tempo- study more than one variable at a time. rary change in the family system to solve a false self (Winnicott) When good-enough moth- specific problem. Such changes do not alter ering is not available in infancy, children may the basic system of the family. See also act as they believe they are expected to. Basi- second-order change. cally, they adopt their mother’s self rather than develop their own. It is used in contrast flooding (behavior) Prolonged in vivo or imag- with the true self. ined exposure to stimuli that evoke high levels family constellation (Adler) The number and of anxiety, with no ability to avoid or escape birth order, as well as the personality charac- the stimuli. Implosive therapy uses flooding. teristics of members of a family; important in determining lifestyle. free association (psychoanalysis) The patient re- family life chronology (Satir) A way of recording lates feelings, fantasies, thoughts, memories, significant events in a family’s development. and recent events to the analyst spontaneously family projection process (Bowen) A means of and without censoring them. These associa- projecting or transmitting a parental conflict to tions give the analyst clues to the unconscious one or more children. processes of the patient. family sculpting (Satir) A technique in which family members are physically molded or di- friendly involvement (reality) The process of rected to take characteristic poses to represent building a relationship with a client that a view of family relationships. serves as the underpinnings of reality family structure (Minuchin) The rules that have therapy. been developed in the course of family life to determine which members interact with fully functioning person (Rogers) A person which other members and in what way. who meets his or her own need for positive family systems therapy A type of family ther- regard rather than relying on the expectations apy in which the entire family is seen as a of others. Such individuals are open to new unit or as a system. Focus is often on the inter- experiences and not defensive. action of family members. family therapy Any psychotherapeutic treat- functional analysis (behavior) Specifying goals ment of the family to improve psychological and treatment by assessing antecedents and functioning among its members. Most major consequences of behavior. Analyze what is theories of psychotherapy have applications maintaining the behavior and propose hy- to family therapy. potheses about contributors to the behavior. feedback (family systems) A communication This information is used to guide the treat- pattern in which information about the conse- ment of the behavior and to further specify quences of an event is reintroduced into the goals. system. See negative feedback and positive feedback. functions (Jung) Four ways of perceiving and feeling (Jung) A function of personality in responding to the world see thinking, feeling, which individuals attend to subjective experi- sensing, and intuiting. ences of pleasure, pain, anger, or other feel- ings. Its polar opposite is thinking. fusion (family systems) A merging or meshing figure (gestalt) That part of a field that of thoughts and feelings in a family member; stands out in good contour clearly from the the opposite of differentiation. It is most com- ground. monly associated with Bowen’s theory. future projection (psychodrama) Playing out a situation that could occur at some time in the future; for example, playing out an interaction with a future mother-in-law. gender role intervention (feminist) Such inter- ventions deal with reinforcing or helping cli- ents’ interventions or helping them deal with gender role obstacles in their lives. Some Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Glossary 699 interventions provide insight into social or po- contact with the ground literally, through litical issues that serve as obstacles to clients. feet and legs, as well as figuratively being gender-schema (feminist) A set of mental asso- grounded in the real world. ciations in which individuals are seen from the guided discovery (cognitive; REBT) A series of point of view of their gender, as opposed to questions designed to help the client arrive at other characteristics. logical answers to and conclusions about a generalization (behavior) Transferring the re- certain hypothesis; also called Socratic dialogue. sponse to one type of stimuli to similar hallucinations Perceiving (seeing, hearing, feel- stimuli. ing, tasting, or smelling) things or people generalized anxiety disorder One of a group of that are not there. anxiety disorders, it is characterized by a per- hard techniques (body) A method of asking the sistent pervasive state of tension. Physical patient to assume an uncomfortable or painful symptoms may include a pounding heart, position or of touching a patient in a some- fast pulse and breathing, sweating, muscle what painful way, which may bring about in- aches, and stomach upset. Individuals may tense emotional responses. be easily distracted and fearful that something Hatha yoga (Asian) Deals with the physiological bad is going to happen. discipline required in separating the self from genital stage (Freud) The final stage of psycho- thought processes. sexual development, which usually starts hedonism A philosophical term referring to the about the age of 12 and continues throughout concept of seeking pleasure and avoiding life. The focus of sexual energy is toward pain. In REBT, responsible hedonism refers to members of the other sex rather than toward maintaining pleasure over the long term by oneself. avoiding short-term pleasures that may lead genogram (family systems) A method of chart- to pain, such as alcohol or cocaine. ing a family’s relationship system. It is essen- heterosexism The view that being heterosexual tially a family tree in which ages, sex, is more normal and better than being homo- marriage dates, and similar information may sexual, thus devaluing the lifestyle of gay be diagrammed. lesbian, bisexeual, and transgendered genuineness (Rogers) Similar to congruence, individuals. genuineness in the therapist refers to being holding (Winnicott) A feeling of security that one’s actual self with the client, not phony or develops from the physical holding of the affected. child; also used metaphorically to refer to a gestalt psychology A psychological approach caring environment. that studies the organization of experience homeostasis (family systems) Balance or equi- into patterns or configurations. Gestalt psy- librium in a system. Such a balance can bring chologists believe that the whole is greater about a stable environment in the system. than the sum of its parts and study, among homework Specific behaviors or activities that other issues, the relationship of a figure to its clients are asked to do after therapy sessions. background. homophobia The dislike, fear, or hatred of gay good-enough mother (Winnicott) A mother lesbian, bisexeual, and transgendered people. who adapts to her infant’s gestures and needs hot cognition (cognitive) A strong or highly during early infancy and gradually helps the charged thought or idea that produces power- infant develop independence. ful emotional reactions. grief (interpersonal therapy) Although a normal hot seat (gestalt) A form of group therapy in process, grief can contribute to depression. which individuals work one at a time with When the loss is severe and lengthy or there the therapist, and the audience observes, occa- is more than one loss, this is particularly true. sionally being asked to comment on the thera- ground (gestalt) The background that contrasts peutic process. with the figure in the perceptions of a field. humanism A philosophy or value system in grounding (body) A concept developed by which human interests and dignity are valued Alexander Lowen that emphasizes being in and that takes an individualist, critical, and Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

700 Glossary secular, as opposed to a religious or spiritual, unconscious contents into relationship with perspective. consciousness. hysteria A disorder occurring when psychologi- individuation (object relations) The process of cal disturbances take a physical form and becoming an individual, becoming aware of there is no physiological explanation, such as oneself. an unexplained paralysis of the arms or legs. inferior function (Jung) The function (thinking, This term has been replaced by conversion re- feeling, sensing, intuiting) that is least well- action in common usage. developed in an individual and may be re- iatrogenic Refers to a psychological or physical pressed and unconscious, showing itself in disorder that is induced, aggravated, or made dreams or fantasies. worse by the physician or psychotherapist. inferiority (Adler) Feelings of inadequacy and id (Freud) The biological instincts, including sex- incompetence that develop during infancy ual and aggressive impulses, that seek plea- and serve as the basis for striving for superi- sure. At birth, the id represents the total ority in order to overcome feelings of personality. inferiority. identification (Freud) A defense mechanism in inferiority complex (Adler) A strong and perva- which individuals take on characteristics of sive belief that one is not as good as other peo- another, often a parent, to reduce their own ple. It is usually an exaggerated sense of anxieties and internal conflicts. By identifying feelings of inadequacy and insecurity that with the successful parent, an individual can may result in being defensive or anxious. feel successful, even though she has done little instinct (Freud) Basic drives such as hunger, that might make her feel productive. thirst, sex, and aggression that must be ful- identification with the aggressor (Anna Freud) filled in order to maintain physical or psycho- A defense mechanism in which the individual logical equilibrium. identifies with an opponent that he or she can- intellectualization (Freud) A defense mecha- not master, taking on characteristics of that nism in which emotional issues are not dealt person. with directly but rather are handled indirectly identified patient (family systems) The person by abstract thought. whom other members of the family identify interpersonal deficits (interpersonal therapy) as having the problem for which treatment is Social isolation or lack of social skills may sought. cause loneliness and related problems. immediacy (Adler, gestalt) Communicating the interpersonal disputes (interpersonal therapy) experience of the therapist to the patient about Ongoing struggles, disagreements, or argu- what is happening in the moment. ments with others can contribute to depres- implosive therapy (behavior) A type of pro- sion. The disputes may occur in the family, longed intense exposure therapy in which the at school, at work, or in other situations. client imagines exaggerated scenes that in- interpretation (Adler) Adlerians express insights clude hypothesized stimuli. to their patients that relate to patients’ goals. in vivo (behavior) Latin for “in life,” referring to Interpretations often focus on the family con- therapeutic procedures that take place in the stellation and social interest. client’s natural environment. interpretation (psychoanalysis) The process by inactive schemas (cognitive) These are cognitive which the psychoanalyst points out the un- schemas that are triggered by special or un- conscious meanings of a situation to a patient. usual events. Analysts assess their patients’ ability to accept incongruence (Rogers) The disharmony that interpretations and bring them to conscious takes place when there is a disagreement be- awareness. tween individuals’ experience and their view interrater reliability The degree of agreement of themselves. between or among raters about their observa- individuation (Jung) The process of integrat- tions of an individual or individuals. ing opposing elements of personality to intersection of multiple identities (feminist) become whole. It involves, in part, bringing Forces that affect the way gender is seen. For Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Glossary 701 example, gender can be seen by examining to get better or worse. In psychotherapy, it re- views of social groups, examining power in fers to the appropriate timing of a therapeutic relationships, and in understanding individ- intervention. ual relationships. karma (Asian) Movement from past incarna- intersubjectivity (psychoanalysis) The view tions that affects the present. that both analyst and patient influence each labeling (cognitive) Creating a negative view of other in therapy. oneself based on errors or mistakes that one intersubjectivity theory (psychoanalysis) An has made. It is a type of overgeneralizing approach developed by self psychologists that affects one’s view of oneself. and other psychoanalysts that is influenced latency (Freud) Following the phallic stage, by constructivism. Emphasis is put on valuing there is a relatively calm period before adoles- the clients’ perceptions and the therapeutic cence. When Oedipal issues are resolved, the relationship. child enters the latency period. intrapsychic processes (psychoanalysis) Im- leagues (narrative) Lists of former clients with pulses, ideas, conflicts, or other psychological similar problems who can give encourage- phenomena that occur within the mind. ment to battle the problem that the client and introjection (gestalt) A contact boundary distur- others have in common through sharing their bance in which individuals accept information stories by letters, email, or a similar means of or values from others without evaluating communicating. Typically, therapists organize them or without assimilating them into one’s and manage leagues. personality. libido (Freud) The basic driving force of person- introversion (Jung) One of the two major atti- ality, which includes sexual energy but is not tudes or orientations of personality. Introver- limited to it. sion represents an orientation toward life tasks (Adler) There are five basic obligations subjective experiencing and focusing on one’s and opportunities occupation, society, love, own perception of the external world. self-development, and spiritual development. intuiting (Jung) A personality function that These are used to help determine therapeutic stresses having a hunch or guess about some- goals. thing, which may arise from the unconscious. lifestyle (Adler) A way of seeking to fulfill par- Its polar opposite is sensing. ticular goals that individuals set in their lives. invariant prescription (Milan group) A single Individuals use their own patterns of beliefs, directive given to parents, designed to create cognitive styles, and behaviors as a way of ex- clear boundaries between parents and chil- pressing their style of life. Often style of life or dren, thus establishing distance between par- lifestyle is a means for overcoming feelings of ents and children. inferiority. irrational belief (REBT) Unreasonable views or logotherapy (Frankl) A type of existential ther- convictions that produce emotional and be- apy that focuses on challenging clients to havioral problems. search for meaning in their lives. It is associ- I-sharing (existential) The concept of “I- ated with the techniques of attitude modula- sharing,” a positive term, is one that produces tion, dereflection, paradoxical intention, and a sense of intimacy In “I-sharing” a sense of socratic dialogue. connection or fondness develops when people low frustration tolerance (REBT) Inability or experience a moment in the same way that difficulty in dealing with events or situations another does. This creates a sense of existential that do not go as planned; for example, get- connectedness that is in contrast to existential ting very angry because someone does not isolation. do as you ask. Jungian analyst A term used for individuals magnification (cognitive) A cognitive distortion trained at institutions certified by the Interna- in which an imperfection is exaggerated into tional Association for Analytic Psychology. something greater than it is. kairos (existential) A Greek word that refers to mandala (Jung) A symbolic representation of the the critical point at which a disease is expected unified wholeness of the Self. Usually, it has Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

702 Glossary four sections representing an effort to achieve after the session and used for the therapist to wholeness in the four sections (such as the focus on organizing the goals and solutions to four directions of the winds). the problems. mania or manic episodes Individuals may dem- minimization (cognitive) Making a positive onstrate unfounded elation as indicated by event much less important than it really is. making grandiose plans, being extremely talk- miracle questions (solution-focused) What ative and easily distracted, and engaging in would be different if a miracle happened? purposeless activity. Questions like this help to further define the marital schism (family systems) A situation in goal. which one parent tries to undermine the mirror technique (psychodrama) A process in worth of another by competing for sympathy which the auxiliary tries to copy the postures, or support from the children. expressions, and words of the protagonist so marital skew (family systems) A situation in that the protagonist can view the perceptions which the psychological disturbance of one of his or her behavior, as held by another parent dominates the family’s interactions. person. An unreal situation for family members is cre- mirroring (Kohut) When the parent shows the ated so that the family can deal with one child that he or she is happy with the child, member’s disturbance. the child’s grandiose self is supported. The maya (Asian) A concept derived from Hindu parent reflects or mirrors the child’s view of and Buddhist philosophy referring to the dis- herself. torted perception of reality and experience. Mitwelt (existential) A way in which indivi- Only by directing attention to one’s aware- duals relate to the world by interacting so- ness, through concentration or meditation, cially with others. The focus is on human can reality and experience be perceived more relationships rather than relationships that accurately. are biological or physical (Umwelt). meditation (Asian) Methods for controlling modeling (behavior) A technique in which a cli- one’s mental processes. In concentration med- ent observes the behavior of another person (a itation, the focus is on a stimulus, such as the model) and then uses the results of that act of breathing. In awareness meditation, the observation. purpose is to examine consciousness and modernism Modernists take a rationalist view, the mind. believing that there is scientific truth, which meta-analysis A method of statistically summa- can be achieved through advances in technol- rizing the results of a large number of studies. ogy and science. methodology A systematic application of proce- monodrama (psychodrama) A dialogue with dures used in research investigations. oneself in which an individual plays both mimesis (Minuchin) A process by which a ther- parts in a scene by alternating between them. apist appears similar to family members by Morita (Asian) A Japanese therapy designed to imitating body language, styles, or other fea- help patients redirect tension away from tures. A way of joining a family system and themselves. getting cooperation from a family. motivational processes (behavior) For observa- mind reading (cognitive) The belief that we tions to be put into action and then continued know the thoughts in another person’s mind. for some time, reinforcement must be present. mindfulness (Asian) A way of experiencing Reinforcement brings about motivation. oneself in the present. In doing so, one is re- motor reproduction processes (behavior) This laxed, open, and alert. refers to translating what one has seen into mindfulness meditation (Asian) Focusing action using motor skills. awareness on breathing. By focusing on multimodal (integrative) A therapeutic appro- breathing, following the inhale and exhale, ach developed by Arnold Lazarus that uses feelings and images are likely to arise. personality theory concepts from social learn- mindmaps (solution-focused) Diagrams or out- ing theory and takes techniques from many lines of the session that are made during or other theories, which it applies in a manner Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Glossary 703 that is consistent with social learning theory. neurosis A large group of disorders character- The seven major modalities are represented in ized by unrealistic anxiety, fears, or obses- the acronym BASIC I.D. sions. They are contrasted with more severe multiple identities (feminist) There are many psychotic disorders. forces that affect the way that gender is seen these include ethnicity, social class, gender ori- neurotic anxiety (existential) Anxiety that is out entation, disabilities, and other characteristics. of proportion to a particular event. It is often muscular armor (body) A protective mechanism an indication that an individual is not living in the individual to deal with the punishment authentically and may fail to make choices that comes from acting on instinctual de- and assume responsibility. mands, such as defecating in public. music therapy Patients may listen to or partici- normal anxiety (existential) Anxiety arising pate in musical experiences through singing or from the nature of being human and using musical instruments to improve emo- dealing with unforeseen forces (the thrown tional expression, reduce stress, or deal non- condition). verbally with other issues. musterbation (REBT) Albert Ellis’s phrase to object A term used in psychoanalytic theory to characterize the behavior of clients who are refer, usually, to an important person in a inflexible and absolutistic in their thinking, child’s life. maintaining that they must not fail or that they must have their way. object cathexis (Freud) The investment of psy- Naikan (Asian) A Japanese therapy in which pa- chic energy or libido in objects outside the tients focus on their mistakes in past relation- self, such as a person or activity. Such invest- ships to improve relationships with others so ment is designed to reduce needs. that they may contribute to society. narcissistic personality disorder A pattern of object relations A study of significant others or self-importance; need for admiration from love objects in a person’s life, focusing on others and lack of empathy for others are com- childhood views of the relationship (usually mon characteristics of individuals with this unconsciously). disorder. Boasting or being pretentious and feeling that one is superior to others and observational learning (behavior) A type of deserves recognition are also prominent learning in which people are influenced by ob- characteristics. serving the behaviors of another. narradrama (narrative) The combination of drama therapy and narrative therapy in which obsessions Pervasive and uncontrollable recur- individuals can act out their stories. ring thoughts that interfere with day-to-day needs (reality) Essential to reality therapy, psy- functioning. chological needs include desires for belonging, power, freedom, and fun. obsessive-compulsive disorder Persistent and negative cognitive shift (cognitive) A state in uncontrollable thoughts or feelings in which which individuals ignore positive information individuals feel compelled to repeat behaviors relevant to themselves and focus on negative again and again. information about themselves. See cognitive shift. Oedipus complex (Freud) The unconscious sex- negative feedback (family systems) Information ual desire of the male child for his mother, that flows back to a system to reduce behavior along with feelings of hostility or fear toward that causes disequilibrium. the father. This conflict occurs in the phallic negative prediction (cognitive) Believing that stage. something bad is going to happen, even though there is no evidence to support this prediction. one-person psychology (psychoanalysis) The view that the patient is influenced by the ana- lyst, but the analyst is not influenced by the patient. operant conditioning (behavior) A type of learn- ing in which behavior is increased or decreased by systematically changing its consequences. operational definition An empirical definition that seeks to specify procedures that are used to measure a variable or to distinguish it from others. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

704 Glossary oral stage (Freud) The initial stage of psychosex- personal unconscious (Jung) Thoughts, feelings, ual development, lasting about 18 months. and perceptions that are not accepted by the Focus is on gratification through eating and ego are stored here. Included are distant mem- sucking that involves the lips, mouth, and ories, as well as personal or unresolved moral throat. conflicts that may be emotionally charged. orgone (body) A physical force that is supposed personality disorders These are characterized by to power all physiological and psychological being inflexible, lasting many years or a life- functions; developed by Wilhelm Reich. time, and including traits that make social or occupational functioning difficult. outcome research A systematic investigation of the effectiveness of a theory of psychotherapy personality theory A system or way of describ- or a technique of psychotherapy or a compar- ing and understanding human behavior. ison of techniques or theories of psychother- apy; in contrast to process research. personalization (cognitive) A cognitive distor- tion in which an individual takes an event overgeneralization (cognitive) An example of and relates it to himself or herself when there distorted thinking that occurs when is no relationship. An example would be, individuals make a rule based on a few nega- “Whenever I want to go skiing, there is no tive or isolated events and then apply it snow.” Wanting to go skiing does not cause broadly. a lack of snow. overt behavior Actions that can be directly ob- phallic stage (Freud) The third stage of psycho- served by others. sexual development, lasting from about the age of 3 until 5 or 6. The major source of sex- paradoxical intention A therapeutic strategy in ual gratification shifts from the anal to the which clients are instructed to engage in and genital region. exaggerate behaviors they seek to change. By prescribing the symptom, therapists make pa- phobia Fear of a situation or object out of pro- tients more aware of their situation and help portion to the danger of the situation or the them achieve distance from the symptoms. threatening qualities of the object. Examples For example, a patient who is afraid of mice include fears of height, rats, or spiders. may be asked to exaggerate his fear of mice, or a patient who hoards paper may be asked to pleasure principle (Freud) The tendency to exaggerate that behavior so that living be- avoid pain and seek pleasure; the principle comes difficult. In this way individuals can by which the id operates. It is particularly im- become more aware of and more distant portant in infancy. from their symptoms. plot (narrative) The plot refers to actions that participant factors (Introduction, Comparison) take place in the story (problem). Plots may In a common factors approach, characteristics have several episodes and/or actions. The of the client or therapist, such as gender, eth- story may be told more than once. Different nicity, attachment style, coping style, resis- plots or views of the plot may develop. tance, and expectations. political awareness (feminist) An important patient-focused research A way of monitoring goal in feminist therapy; to become aware of the progress of clients and then using this in- biases and discriminations in societal formation to develop treatment methods. institutions. penis envy (Freud) A woman’s desire to be like positive addiction (reality) Repeating and prac- a man, or, more specifically, a little girl’s belief ticing positive behaviors such as running or that she has been deprived of a penis and meditating so that individuals develop better wishes to possess one. access to their creativity and the strength to deal with problems in their lives. Discomfort persona (Jung) An archetype representing the develops when individuals stop these roles that people play in response to social de- behaviors. mands of others. It is the mask or disguise that individuals assume when superficially inter- positive feedback (family systems) Information acting with their environment. It may often that leads to deviation from the system’s be at variance with their true identities. norm, bringing about change and a loss of stability. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Glossary 705 positive narratives (narrative) Clients’ stories result of the introduction of a technique. It is about what is going well. Such positive stories used in contrast to outcome research. can give clients a sense of empowerment. projection (Freud) A defense mechanism in which people attribute their own unacceptable positive reinforcement (behavior) Process by desires to others and do not deal with their which the introduction of a stimulus has a own strong sexual or destructive drives. consequence of a behavior that increases the projection (gestalt) A contact boundary distur- likelihood that the behavior will be performed bance in which we may ascribe aspects of our- again. selves to others, such as when we attribute some of our own unacceptable thoughts, feel- postmodernism A philosophical position that ings, or behaviors to friends. does not assume that there is a fixed truth, projective identification (psychoanalysis) Pa- but rather that individuals have their own per- tients take negative aspects of themselves, ception of reality or the truth. project them onto someone else, and then identify with or try unconsciously to control posttraumatic stress disorder (PTSD) Extreme that person. In doing so, a part of oneself is reactions to a highly stressful or traumatic “split” off and attributed to another in order event, such as being raped, robbed, or as- to control that other person. saulted, define PTSD. Resulting behaviors protagonist (psychodrama) The individual who may include being easily startled, having re- presents a problem that will be the focus of a current dreams or nightmares, or feeling es- psychodrama. tranged from or afraid of others. pseudomutuality (family systems) Presenting an appearance of open relationships in a fam- power analysis (feminist) Increasing clients’ ily so as to conceal distant or troubled rela- awareness of the power structure in society tionships within the family. Members and the differences in power between men develop roles that they play rather than relat- and women; a five-step set of therapeutic ing honestly. techniques. pseudoself (Bowen) An expression of values or opinions that other family members may find power intervention (feminist) Empowering cli- acceptable rather than one’s own values or ents can occur in the course of therapeutic opinions. discussion. Often encouragement and rein- psyche (Jung) Jung’s term for personality struc- forcement are ways to help clients become ture, which includes conscious and uncon- more powerful. scious thoughts, feelings, and behaviors. psychic energy (Jung) Energy of the personality preconscious (Freud) Memories of events and or psyche developing from desiring, motivat- experiences that can be retrieved with rela- ing, thinking, looking, and so forth. tively little effort, such as remembering psychoanalysis Based on the work of Freud and what one said to a friend yesterday. Informa- others, psychoanalysis includes free associa- tion is available to awareness, but not tion, dream analysis, and working through immediately. transference issues. The patient usually lies on a couch, and sessions are conducted three pretest-posttest control group design Compar- to five times per week. ing a group given one treatment with another psychoanalytic therapy Free association and ex- group given a different treatment or no treat- ploration of unconscious processes may not be ment, by testing individuals before and after emphasized as strongly as in psychoanalysis. therapy. Meetings are usually one to three times per week, and the patient sits in a chair. pretherapy change (solution-focused) Change psychodrama A type of psychotherapy in which that takes place before the client arrives at patients achieve new insight and alter previ- the therapist’s office. The therapist asks about ously ineffective behaviors by enacting life and comments on this change. primary process (Freud) An action of the id that satisfies a need, thus reducing drive tension, by producing a mental image of an object. process research The study of various aspects of psychotherapy. Examples include comparing two or more psychotherapeutic techniques and monitoring a change in personality as a Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

706 Glossary situations. The therapist serves as director and avoided by acting in an opposite way. Claim- individuals play out their problems while ing that you like your occupational choice other group or audience members take the when you do not can help you avoid dealing role of important individuals in that person’s with problems that result from not liking your life (auxiliaries). work. psychosis A broad term for severe mental disor- reactivity (behavior) Occurs when clients change ders in which thinking and emotion are so im- their behaviors because they know that they paired that individuals have lost contact with are being observed. reality. reality principle (Freud) A guiding principle of puella aeterna (Jung) A woman who may have the ego. It allows postponement of gratifica- difficulty accepting the responsibilities of tion so that environmental demands can be adulthood and is likely to be still attached to met or so that greater pleasure can be ob- her father. tained at a later time. puer aeternus (Jung) A man who may have dif- reattribution (cognitive) Helping clients distrib- ficulty growing out of adolescence and becom- ute responsibility for an event (such as an ar- ing more responsible. gument) so as to place equal responsibility for punctuation (family systems) The concept that the event. each person in a transaction believes what he reframing (family systems; feminist) Giving a or she says is caused by what the other person new or different explanation for an event so says. Basically the individual holds the other that constructive change can occur in the fam- responsible for his or her reactions. ily. In feminist therapy, to help individuals push-button technique (Adler) Designed to show understand how social pressures can affect patients how they can create whatever feeling their problems. they want by thinking about it. The push- regression (Freud) A defense mechanism in button technique asks patients to remember a which an individual retreats to an earlier stage pleasant incident that they have experienced, of development that was both more secure and become aware of feelings connected to it, and more pleasant. A child hurt by a reprimand of then switch to an unpleasant image and those the teacher may suck his thumb and cry, return- feelings. Thus patients learn that they have the ing to a more secure and less mature time. power to change their own feelings. relabeling (family systems; feminist) Attaching questions about the future (narrative) As a new name to a problem so that therapeutic change takes place, therapists can assist the progress can be made. For example, saying client in looking into the future and at poten- that a client is overwhelmed by an issue rather tially positive new stories. For example “If the than “depressed” may allow the client to de- problem were to continue next week, what velop methods to deal with the problem. meaning would it have for you?” relational competence (feminist) This refers to rationality (REBT) Thinking, feeling, and acting being able to be empathic toward self and in ways that will help individuals attain their others. It also includes the ability to partici- goals. This is in contrast with irrationality, in pate in and build a sense of strength in a which thinking, feeling, and acting are self- community. defeating and interfere with goal attainment. relational resilience (feminist) This refers to rationalization (Freud) A defense mechanism in growing in a relationship and being able to which individuals provide a plausible but in- move forward despite setbacks. Resilience accurate explanation for their failures. An in- also concerns recognizing when relationships dividual who blames her roommate for her are not mutual and moving on from them. own poor performance on an examination relational responses (relational psychoanalysis) may be making excuses for her lack of study Comments on issues that arise during the and, thus, rationalizing. therapeutic hour that reflect the therapist– reaction formation (Freud) A defense mecha- patient relationship, rather than transference nism in which an acceptable impulse can be and countertransference interpretations. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Glossary 707 relationship factors (Introduction, Comparison) scaling (cognitive) A technique of turning a di- In a common factors approach, attributes of chotomy into a continuum, so that individuals the therapeutic interaction that include the do not see things as “all or nothing.” It is used therapist’s skills that affect the client’s in challenging all-or-nothing thinking. improvement. scaling questions (solution-focused) Asking repression (Freud) A defense mechanism that family members to rate their progress on a excludes threatening or painful thoughts or goal from 0 to 10 is the basic approach in feelings from awareness. using scaling questions. resistance (existential) Not taking responsibility schemas (cognitive) Ways of thinking that com- for one’s own life, not being aware of feelings, prise a set of core beliefs and assumptions or being alienated; in essence, not being about how the world operates. authentic. schizophrenia Severe disturbances of thought, resistance (psychoanalysis) Patients may resist emotions, or behaviors may be evident by ob- uncovering repressed material in therapy. serving disorganized speech and obtaining re- Most often, through unconscious processes, ports of delusions or hallucinations. patients may show aspects of themselves to the therapist. second-order change (family systems) A change that produces a lasting difference in the fam- responsibility (reality) The process of satisfying ily, as well as fundamental differences in the one’s own needs without interfering with family’s structure and organization. See also others’ fulfillment of their needs. first-order change. retention processes (behavior) This refers to re- secondary process (Freud) A process of the ego membering that which has been observed. that reduces intrapsychic tension by dealing directly with external reality. Logic and retroflection (gestalt) A contact boundary dis- problem-solving skills may be used. It is in turbance in which we do to ourselves what contrast with the primary process of the id. we want to do to someone else, or doing things for ourselves that we want others to selective abstraction (cognitive) Selecting one do for us. idea or fact from an event while ignoring other facts in order to support negative role distance (psychodrama) By playing parts thinking. connected to or associated with an event, in- dividuals become more objective (or more dis- Self (Jung) An archetype that is the center of tant) from their roles. personality that provides organization and in- tegration of the personality through a process role playing Acting the part of someone, some- of individuation. thing else, or oneself under different condi- tions. Used by various therapeutic self-disclosure A process in which therapists or approaches to have the client try out new or counselors discuss aspects of their own lives different behavior. in order to enhance therapeutic progress with the client. role reversal (psychodrama) A technique in which individuals play the part of someone self-efficacy (Bandura) Individuals’ perceptions else in their life to get a better perspective of of their ability to deal with different types of their relationships with others. events. role transitions (interpersonal therapy) Life self-esteem An attitude of self-acceptance and changes such as illness, divorce, marriage, or self-respect; a feeling of being worthy and having children leave home can create stress competent; in feminist therapy, moving away and contribute to depression. from being dependent on others’ view of one- self toward valuing one’s own positive view sandtray (Jung) This is a sandbox with small fig- of oneself. ures and forms to which individuals can as- sign meaning. Jungian therapists may attach self-instructional training (Meichenbaum) A archetypal significance to the play or stories cognitive-behavioral therapy that teaches pa- that individuals develop as they use the fig- tients to instruct themselves verbally so that ures and forms. they may cope with difficult situations. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

708 Glossary self-monitoring (behavior; cognitive) A method lives. It is a sense of being part of society of assessing thoughts, emotions, or behaviors and taking some responsibility to improve it. outside therapy in which clients are asked to sociometry (psychodrama) A method of learn- keep records of events, feelings, and/or ing the nature of relationships between people thoughts. in a group by getting feedback from members about their interpersonal preferences. self-transcendence (existential) Going beyond sociopathy Also called antisocial personality or one’s immediate situation to understand psychopathic, this term refers to behavior that one’s being and to take responsibility for that shows no regard for others, an inability to being. Going beyond one’s own needs to take form meaningful relationships, and a lack of responsibility for others, or to see the world in responsibility for one’s own actions. different ways. Socratic dialogue (cognitive; existential; REBT) A series of questions designed to help the cli- selfobject (Kohut) Patterns or themes of uncon- ent arrive at logical answers to and conclu- scious thoughts, images, or representations of sions about a certain hypothesis; also called another person in an individual. This repre- guided discovery. sentation of the person may affect the indivi- soft techniques (body) A way of asking the pa- dual’s self-esteem. tient to assume a gentle posture or softly touching a patient so that psychological sensing (Jung) A personality function that em- awareness or change may occur. phasizes one’s perception of oneself and somatoform disorders Physical symptoms are one’s world. Its polar opposite is intuiting. known and present, but there is no physiolog- ical cause, and a psychological cause is sus- separation (object relations) The process that pected. Reporting headaches or stomachaches occurs when children gradually distinguish when no physiological cause can be found themselves from their mother and others in constitutes an example of somatoform their world and become independent. disorders. spitting in the client’s soup (Adler) Making setting (narrative) When and where the story comments to the client to make behaviors (problem) takes place. This provides a back- less attractive or desirable. ground for understanding the client’s descrip- splitting (object relations) A process of keeping tion of the problem. incompatible feelings separate from each other. It is an unconscious way of dealing shadow (Jung) The archetype that represents with unwanted parts of the self or threatening unacceptable sexual, animalistic, or aggressive parts of others. Because of problems of early impulses, usually the opposite of the way we development, adults may have difficulty inte- see ourselves. grating feelings of love and anger and “split” their feelings by seeing others as all bad or all shame-attacking exercises (REBT) A strategy to good. encourage people to do things despite a fear of straightforward task (Haley) A task that the feeling foolish. This way individuals can learn family is intended to accept and perform as that they can function well, even though they stated. may be seen as doing something silly or stress inoculation training (Meichenbaum) A foolish. cognitive-behavioral therapy in which clients learn coping skills for dealing with stressful shaping (behavior) Gradually reinforcing cer- situations and then practice the skills while tain parts of a target behavior to more closely being exposed to the situation. approximate the desired target behavior. style of life (Adler) A way of seeking to fulfill particular goals that individuals set in their social action (feminist) An important goal in lives. Individuals use their own patterns of be- feminist therapy, to work toward changing liefs, cognitive styles, and behaviors as a way gender-role stereotyping, sexism, and discrimination. social contructionism A constructivist point of view that focuses on the shared meanings that people in a culture or society develop. social interest (Adler) The caring and concern for the welfare of others that can serve to guide people’s behavior throughout their Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Glossary 709 of expressing their style of life. Often style of relaxation while gradually increasing the life or lifestyle is a means for overcoming feel- imagined exposure to an anxiety-producing ings of inferiority. situation. sublimation (Freud) A defense mechanism in systems theory A study of the relationship of which a sexual or aggressive drive can be mod- parts in their context, emphasizing their unity ified into an acceptable social behavior. For ex- and their relationship to each other. It is ap- ample, anger at others can be sublimated by plied to biology, medicine, and other fields expressing anger or frustration while being an and used as a basis for family systems active spectator at a sports event. therapy. substance abuse Using a drug to such an extent target behavior (behavior) A part of the client’s that individuals have difficulty meeting social problem that can be clearly defined and easily and occupational obligations constitutes sub- assessed. It is the focus of treatment in behav- stance abuse. ior therapy. superego (Freud) That portion of the personality technical eclecticism (integrative) A psycho- that represents parental values and, more therapeutic approach in which one personality broadly, society’s standards. It develops from theory is selected and techniques may be used the ego and is a reflection of early moral train- from any theory, but they are used in a way ing and parental injunctions. that is consistent with the personality theory superior function (Jung) One of the four- that has been selected. functions of personality (thinking, feeling, tele (psychodrama) The energy that is present in sensing, intuiting), which is most highly an interaction between two people in an inter- developed. personal exchange. Moreno frequently used superiority (Adler) The drive to become super- tele to refer to a sense of caring that developed ior allows individuals to become skilled, com- in group members in the process of petent, and creative. psychodrama. superiority complex (Adler) A means of mask- testimony therapy (narrative) An African- ing feelings of inferiority by displaying boast- centered therapy that focuses on stories of ful, self-centered, or arrogant behavior— the African experience in the United States. inflating one’s importance at the expense of thanatos (Freud) An instinct toward self- others. destruction and death; in opposition to the surplus reality (psychodrama) Experiences that life instinct (eros). are not physical reality but rather refer to fan- “The message” (solution-focused) Giving the tasies, dreams, hallucinations, or relationships client a written message with instruc- with imagined people. tions and/or compliments at the end of a symbols (Jung) The content and outward ex- session. pression of archetypes. Symbols represent the themes (narrative) The themes are the meanings wisdom of humanity that can be applied to that the story (problem) has for the client. future issues and are represented differently What does the client find important or mean- in a variety of cultures. ingful in the story? The client may understand symmetrical communication (family systems) the story in one or more of these ways cogni- A type of communication characterized by tively, emotionally, or spiritually. equality among individuals. Such communica- theoretical integration (integrative) A psycho- tion can result in one angry remark following therapeutic approach that combines the per- another, leading to an argument. sonality theory concepts and techniques of synchronicity (Jung) Coincidences that have no two or more theories. causal connection. Dreaming of seeing two theory A group of related laws or relationships snakes and then seeing snakes the next day that are used to provide explanations within a is an example of synchronicity. discipline. systematic desensitization (Wolpe) A specific thinking (Jung) A function of personality in procedure for replacing anxiety with which individuals attempt to understand the Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

710 Glossary world and to solve problems; in contrast to that gradually form a personality structure feeling. for the child. Children learn that they cannot thought sampling (cognitive) A means of always get what they want and that their par- obtaining samples of thoughts outside therapy ents are not perfect. by asking the client to record thoughts on tape transtheoretical approach (integrative) A psy- or in a notebook at different intervals. chotherapeutic approach in which concepts, thrown condition (existential) Unforeseen techniques, and other factors are selected forces or events in the world that one does not from many theories. In this way a new theory cause. is developed. time-limited therapy An approach to therapy treatment manuals Written guidelines for thera- that takes a certain number of sessions (such pists on how to treat patients with a particular as 12) to deal with specific issues. disorder. They describe skills to be used and time tripping (multimodal) A technique in the specific sequencing of these skills. which clients are asked to picture themselves triangulation (family systems) A process in going backward or forward in time to deal which two people who are in conflict involve with events or issues. a third person in order to reduce the tension in total behavior (reality) According to Glasser, to- the relationship between the original two tal behavior includes doing, thinking, feeling, people. and physiology. These represent Glasser’s true self (Winnicott) A sense of being real, view of human behavior. whole, and spontaneous that comes from the tracking (Minuchin) Staying attuned to a fa- caring of a good-enough mother; used in con- mily’s style of relating and understanding trast to the false self. symbols of a family’s life. two-person psychology (psychoanalysis) The tracking (multimodal) Observing and respond- idea that both patient and analyst influence ing to the sequence or firing order of the seven each other during therapy (similar to modalities (BASIC I.D.) of different clients. intersubjectivity). transcendent function (Jung) This function re- Überwelt (existential) Religious or spiritual be- fers to a confrontation of opposites, a con- liefs about the ideal world; the way an indi- scious thought and an unconscious influence. vidual wants the world to be. The transcendent function bridges two oppos- Umwelt (existential) Relating to the environ- ing attitudes or conditions and in the process ment, the objects and living beings within it; becomes a third force usually expressed attending to the biological and physical as- through an emerging symbol. pects of the world. transference (psychoanalysis) The patient’s feel- unconditional positive regard (Rogers) Accept- ings and fantasies, both positive and negative, ing and appreciating clients as they are, re- about the therapist. More specifically, it refers gardless of whether the therapist agrees with to responses by the patient to the therapist as the person. Positive regard is not contingent though the therapist were a significant person on acting or thinking in a specific way. It is in the patient’s past, usually the mother or essentially appreciating clients for being father. themselves. transference psychosis (psychoanalysis) Pa- Unconditional Self-Acceptance (USA) (REBT) tients may act out with the therapist early Individuals have worth. They should accept and destructive relationships that they had that they make mistakes and that some of with their parents. their assets and qualities are stronger than transitional object (object relations) An object others. Individuals’ acts or performances such as a teddy bear that serves as a transition should be criticized, not their personal worth. for infants to shift from experiencing them- unconscious (Freud) The part of the mind selves as the center of the world to a sense of of which people have no knowledge. It in- themselves as a person among others. cludes memories and emotions that are threat- transmuting internalization (Kohut) Views or ening to the conscious mind and are pushed representations of interactions with others away. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Glossary 711 unfinished business (gestalt) Unexpressed feel- this environment by using a joystick, a head- ings from the past that occur in the present band, a glove with physiological sensors, or a and interfere with psychological functioning. similar device. They may include feelings, memories, or fan- word association (Jung) A method developed tasies from earlier life (often childhood) that by Jung and Riklin in which individuals are can be dealt with in the present. asked to respond to a word with another word or phrase. Delayed reaction or other unique outcomes (narrative) Sometimes called physiological response may provide a way of sparkling moments, unique outcomes are locating complexes that may be disturbing to thoughts, feelings, or actions that occur when the individual. the problem starts to dissolve. yoga (Asian) Hindu teachings dealing with ethics, lifestyle, body postures, breath control, virtual reality therapy (behavior) This therapy intellectual study, and meditation. takes place in a computer-generated environ- ment. Typically, the client can interact with Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Name Index Note: First names of authors are used in Ansbacher, R. R., 126, 153 Barlow, D. H., 13, 25, 26, 301, 387 the index either when the author’s Antoinette, Marie, 419 Barnett, L., 171 name is found in the index or the author Antoni, M. H., 195 Barnhofer, T., 399 is well known. Also, a dash between Antony, M. M., 308 Barrett, S. E., 489 page numbers indicates a reference is Arcelus, J., 612 Barry, H., III, 152 continued onto the next page, a comma Arciniega, M., 153, 154 Bartolomucci, C. L., 526 indicates that the reference is contained Arezmendi, T. G., 229 Bassin, A., 425, 428, 447 on that page. If a reference is from a Arlow, Jacob A., 52 Basta, T. B., 683 table, the page number is followed by Arnau, R. C., 99, 112, 118 Bastian, Adolf, 84 a t. If a reference is from a figure, the Arney, L., 471 Bateson, Gregory, 455, 456, 536, 537, 565 page number is followed by a f. Arnkoff, D. B., 684 Batrim, D., 612 Arnow, B. A., 612 Baucom, B. R., 570 A Arntz, A., 401 Baum, S. M., 175 Arthur, King, 91 Baumgardner, Patricia, 243 Aaronson, C. J., 403 Ashby, J. S., 151 Bechtoldt, H., 5, 25 Abbott, W. J., 439 Asheri, S., 600 Beck, A. T., 356 Abraham, Karl, 32 Ashida, S., 628 Beck, Aaron, 8, 356, 370, 370–374, 374, Abramowitz, J. S., 405 Ashton, M. C., 113, 118 Abrams, L. D., 333 Astor, J., 106, 118 376, 377, 379, 382, 384, 389, 390, Abrams, M., 333 Atak, N., 683, 684 392, 393, 396, 397, 399, 400, 401, Ackerman, Nathan, 535, 536, 561 Atkins, D. C., 570 402, 403, 404, 405, 409, 410, Adams, M. V., 111, 118 Audet, L. R., 247 635, 657 Adelman, R., 356, 468, 474 Austin, C., 471 Beck, Judith S., 370, 380, 381, 383, 386, Adler (Epstein), Raissa, 124, 153 Austin, S., 113, 118 387, 402, 406, 410 Adler, Alexandra, 125 Avants, S. K., 686 Becker, S. J., 603, 612 Adler, Alfred, 7, 14, 32, 87, 100, 110, 124, Aveyard, P., 683 Beebe, J., 94, 103, 111, 118, 121 Azarian, K., 69 Beekman, A., 603 125–141, 143, 150, 152, 153, 155, Aziz, R., 118 Beevers, C. G., 403 208, 209, 242, 371, 372, 443, 454, Beisser, A. R., 254 474, 535, 562, 632, 648, 649 B Belmont, L., 151 Adler, G., 99, 104, 118 Bem, S. L., 406, 493 Adler, Kurt, 125, 149 Babacan, H., 501 Benjamin, G. A. H., 24, 27 Agras, W. S., 612 Bacaltchuk, J., 603 Bentilini, J. M., 358 Ainsworth, Mary, 70 Bachelor, A., 230 Berg, I. K., 458, 459, 464, 465, 466 Akinyela, M. M., 477, 573 Bachofen, Johann, 84 Berg, Insoo Kim, 453, 456, 457, 459, 460, Albano, A. M., 403 Bagladi, V., 686 462, 466 Alberti, R. E., 323 Bailey, J. S., 316 Bergin, A. E., 643, 645, 646 Alexander the Great, 85 Bain, D., 83, 118 Berglund, P., 26 Alford, B. A., 373, 377, 389 Baird, M. K., 488 Berliner, P. M., 489 Ali, S. R., 509, 524 Baker, L., 549 Berman, J. S., 403, 476 Alicke, M. D., 231 Baldwin, S. A., 19, 26, 454 Berman, S. L., 170 Allan, J. A. B., 113, 118 Balint, Michael, 41 Bernal, G., 407 Alvarez, J., 404, 511 Ballou, M., 445, 486, 497, 498, 518 Bernard, M. E., 340, 342, 343, 344, 346, Amendt-Lyon, N., 263, 272 Bamks, R., 478 353, 355 Anatchkova, M. D., 684 Bandura, Albert, 281, 283, 284, 287, 288, Bernauer, F., 317 Andersen-Warren, M., 627 Bernays, Martha, 30 Anderson, C. M., 567 289, 297, 321, 323, 675, 682 Bernhardtson, L., 264 Andersson, G., 603 Bankart, C. P., 584, 585 Bernheim, Hippolyte, 30 Andreasen, N. C., 16, 26 Banks, T., 358 Bertolino, B., 462 Angel, E., 165 Barber, Jacques, 69, 74 Beshai, J. A., 178 Angus, L. E., 270, 480 Bard, J., 347 Beskow, M., 115, 121 Ansbacher, H. L., 126, 153 Barenbaum, N. B., 2, 25 Beuhler, H. A., 121 Barkham, M., 229 712 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Name Index 713 Beutler, L. E., 10, 17, 25, 26, 229, 642, 643 Brodley, B. T., 209, 214 Carter, L., 107, 108, 118 Beyebach, M., 475 Brodsky, A. M., 518 Carter, M. M., 407, 497 Bhar, S. S., 403 Brokke, R., 121 Carus, Carl Gustav, 84 Biaggio, M. K., 195 Brooks, G. R., 520, 521 Caspar, F., 686 Bieschke, K. J., 523 Brotons, M., 628 Casson, J., 619 Bike, D. H., 5, 25 Brown, C., 474, 509, 510, 519 Castaldo, D. D., 476 Binswanger, Ludwig, 164, 165, 166, 167, Brown, C. G., 509 Castellana, F., 104, 118 Brown, G., 384, 390, 400 Castonguay, L. G., 10, 25, 642, 643, 663 168, 200 Brown, George, 264 Cecchin, G., 566 Bion, Wilfred, 41 Brown, J. H., 555, 556 Cecero, J. J., 5, 27 Bitter, J. R., 149 Brown, Laura, 196, 477, 486, 487, 489, Chambless, D. L., 18, 25, 319, 404 Black, D. W., 16, 26 Chamoun, M., 73 Blackburn, I., 403 490, 497, 499, 503, 506, 510, 514, Chan, A., 196 Blackledge, J. T., 311 518, 520, 522, 523, 525, 527, 686 Chapin, K., 628 Blanck, Gertrude, 41 Brown, T., 423 Charcot, Jean, 30 Blanck, Rubin, 41 Brown, T. A., 301, 318 Charet, F. X., 118 Blane, H. T., 152 Browne, C. M., 338 Chasseguet-Smirgel, Janine, 71 Blankstein, K. R., 382 Brownell, P., 269 Chen, C. P., 590 Blanton, P. W., 152 Brucke, Ernst, 30 Cheong, J., 358 Blasey, C., 612 Brunstein-Klomek, A., 603, 612 Chesler, P., 486, 487, 646 Blatner, A., 615, 616, 617, 618, 620, 621 Bryant, Herbert, 209 Chessick, Richard D., 66 Bleiberg, K., 612 Buber, Martin, 163, 172, 173, 178, 209, Chevron, E. S., 602 Bleuler, Eugen, 84, 87, 109 245, 253 Childs, E. K., 524 Bloom, D., 245 Buddha, Gautama, 584 Chima, I. M., 444 Bly, R., 114, 118 Buehler, H. A., 98, 112 Chiu, A. W., 404 Bohart, A. C., 25 Bugental, Elizabeth, 198 Chodorow, Nancy J., 71, 487, 508 Bolton, P., 612 Bugental, James, 165, 166, 174, 178, 179, Christ, 91 Bono, G., 589 180, 184, 185, 186, 189, 190, 191, Christensen, A., 570 Book, Howard E., 63, 66 192, 201 Christensen, D. N., 555, 556 Borden, A., 457, 468, 516 Bühler, K., 164 Ciardiello, S., 629 Borgatta, E. F., 616 Bulmer, L., 474 Cilliers, F., 226, 227 Boring, E. G., 246 Bumberry, W., 559 Cimett, E., 572 Borne, Ludwig, 30 Burch, M. R., 316 Cinotti, N., 594 Bornstein, R. F., 194 Burckell, L. A., 683 Claessens, M., 193 Boscolo, L., 566 Burgess, D., 298 Clance, P. R., 600 Boss, Medard, 164, 165, 166, 174, Burness, M. R., 151 Clark, D. A., 373, 377, 389, 394, 396, 600 Burns, D. D., 403 Clarke, K. M., 271 177, 200 Burns, M. K., 423, 516 Clarkson, P., 241, 248, 250, 254, 276 Boswell, J. F., 663 Burstow, B., 505 Clemmens, M. C., 267 Bouchard, T. J., Jr., 113, 118 Burstow, Bonnie, 504, 505, 514, 515 Cohen, J. N., 509 Bouzoukis, C. E., 627 Bussey, K., 321 Cohn, H. W., 169, 177, 180 Bowen, Murray, 534, 539–544, 547, 548, Butler, A. C., 402, 406 Cole, K. L., 519 Butler, G., 404 Coleman, S., 571 564, 569, 570, 575, 576, 659 Collins, A., 114, 115, 119 Bowlby, John, 70, 602 C Comas-Díaz, L., 196, 489, 523, 524 Bowman, C. E., 244 Combs, G., 474 Boy, A. V., 214 Calhoun, G. B., 526 Comtois, K. A., 316 Boyd-Franklin, N., 573 Callaghan, R. C., 683, 685 Conklin, C. A., 406 Bozarth, J. D., 214, 215, 218, 233 Callanan, P., 24, 25 Connell, G., 559 Bozeman, B. N., 475 Cambray, J., 107, 108, 118 Connie, E., 466 Brack, C. J., 513 Campbell, J., 110, 118 Connolly, Mary B., 69 Brack, G., 153 Campbell, L. F., 5, 25 Constantino, M. J., 612 Breshgold, E., 269 Camus, Albert, 161, 163, 171, 173 Cook, D. A., 485, 493 Breuer, Josef, 30, 31 Cann, D. R., 113, 118 Cook-Nobles, R., 511 Brice-Baker, J., 524 Cannon, B., 164, 269 Cooper, M., 166, 168, 176, 177, 184, 401 Brickell, J., 419, 431, 432, 433 Cantin, S., 519 Cooper, S., 535 Bridges, S. K., 466, 468 Capron, E. W., 129 Cord-Udy, N., 115 Bridle, C., 684 Carr, A., 570 Corey, G., 23, 24, 25, 198, 199, 447, Bright, J. A., 390 Carreira, K., 604 Brink, D. C., 228 Carroll, K., 612 618, 619 Brink, S. J., 113, 118 Carroll, K. M., 17, 25 Corey, M., 24, 25 Brochu, S., 683 Carroll, R., 600 Corrington, R. S., 593, 594 Brockmon, C., 272 Carter, D. K., 499 Brodeur, N., 683 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

714 Name Index Corry, M. A., 423, 424, 478 Deutsch, Helene, 71, 242, 487 358, 359, 361, 362, 363, 364, 371, Corsini, R. J., 4, 5, 26, 136, 142, Dewey, John, 334 372, 443, 563, 657 Dexter-Mazza, E. T., 588 Ellison, J. A., 270 617, 679 DeYoung, P. A., 508 Emery, G., 382, 392 Cosman, D., 357, 404 Dickens, Charles, 627 Emmons, M. L., 323 Costa, N. M., 170 Dickerson, V. C., 468 Emmons, R. A., 589 Costantino, G., 476, 478 DiClemente, C. C., 669, 671, 672 Endicott, J., 603 Cottraux, J., 403, 404 Diefenbeck, C.A., 376 Enns, C. Z., 486, 487, 488, 496, 497, 499, Courtney, M., 270, 271 Dierberger, A. E., 17, 26 505, 508, 509, 510, 517, 518, 523, Cowan, E. G., Jr., 172 DiGiuseppe, R. A., 334, 337, 340, 342, 525, 527 Crago, M., 229 Enright, J. B., 262 Craig, M., 174, 176 343, 354, 357, 359 Epictetus, 334, 453 Crandall, J. E., 152 Dinkmeyer, D., Jr., 131, 132, 143, 154 Epp, L. R., 197 Crane, C., 399 Dinter, L. D., 152 Epston, David, 453, 456, 457, 466, 468, Crawford, A., 178 Dixon, L., 572 469, 471, 472, 473, 477, 479, 516 Crawford, M., 490, 490–492, 505 Dobson, K. S., 390 Erbaugh, J. K., 384 Creuzer, George, 84 Dolan, Y., 466 Erickson, Milton, 443, 453, 454, 455, 456, Criswell, E., 196 Dollard, J., 285, 316, 663, 665 553, 565 Crits-Christoph, P., 25, 66, 68, 69 Dombrovski, A. Y., 604 Eriksen, K., 499, 511 Croake, J., 148, 151 Donahue, B., 112, 119 Erikson, Erik, 22, 29, 32, 39, 40, 41, 55, Crowe, B., 628 Donati, R., 317 56, 57, 72, 74, 94, 485, 494, 649, Crumbaugh, J. C., 177, 195 Donderi, D. C., 113, 118 653 Cucherat, M., 403 Donfrancesco, A., 104, 118 Erikson, Joan, 41 Cuijpers, P., 603 Dorta, K. P., 603, 612 Estes, C. P., 110, 119 Cunningham, J. A., 683 Dostoyevski, Fyodor, 161, 163 Eubanks-Carter, C., 683 Currier, J. M., 476 Doubrawa, E., 245 Evans, S., 400, 486 Curry, J. F., 603, 612 Dowd, E. T., 338, 407 Evers, K. E., 683 Cyranowski, J. M., 612 Dowd, T., 407 Eysenck, H. J., 285 Dozois, D. J. A., 390 D Dreikurs, Rudolf, 126, 131, 133, 134, 135, F Dancey, C. P., 358 137, 139, 141, 149, 153 Fabbro, A., 26 D’Andrea, M., 485 Drob, S., 116, 119 Fabry, J. B., 182, 192 D’Ardenne, P., 408 Dryden, W., 333, 334, 335, 336, 337, 338, Fadden, G., 571 Darwin, Charles, 30 Fagan, J., 270 Dattilio, F. M., 387, 410 340, 341, 344, 346, 347, 348, 349, Fairbairn, Ronald, 41 Daugherty, C., 508 350, 356, 358, 361, 362, 363 Fang-Ru, Y., 475 David, D., 343, 355, 356, 357, 361, 404 Du Toit, P.L., 400 Farber, B. A., 228 Davidson, K., 390, 392, 401 Duffy, T. K., 617 Farmer, E., 408 Davis, D., 406 Duivenvoorden, H. J., 195 Farren, C. J., 195 Davis, D. D., 373 Duncan, B. L., 10, 20, 26 Fava, J. L., 684 Davis, Elizabeth, 208 Dunlap, S. J., 406 Fawcett, J., 2, 26 Davis, T., 180 Dunne, P., 478 Feasey, D., 616 Davison, G. C., 358 Dunn-Johnson, L., 526 Fechner, Gustav, 30 Dawson, T., 121 Dunwoody, L., 178 Feder, B., 273, 274 Dayton, T., 616 Durand, V. M., 13, 25 Feder, F., 273, 274 De Jesus Mari, M. J., 603 Durham, Robert C., 69 Feder, J., 521 De Jong, P., 456, 457, 458, 459, 460, 462, Feeny, N. C., 403 E Feldman, R., 571 464, 465, 466, 480 Fenichel, Otto, 242 De Laszlo, V., 118, 119 Edmonds, S., 195 Fennell, M., 404 De Mello, M. F., 603 Edwards, C. P., 490 Ferenczi, Sandor, 32, 73 De Shazer, S., 453, 456, 457, 458, 459, Eichenbaum, L., 487, 508 Fernros, L., 588 Eitingon, Max, 32 Feske, U., 319, 322 460, 462, 475 Ekstrom, S., 90, 97, 119 Few, A. L., 525 De Vega, M. H., 475 Eliason, G. T., 171 Fiedler, F. E., 10, 26 Dean, J., 153, 521 Ellenberger, H. F., 32, 83, 98, 119, 125, Fielding, A., 683 DeBord, K. A., 523 Fields, C. D., 616 DeChant, B., 525 165, 169 Findling, R. L., 403 Dehon, C., 170 Elliot, Helen, 207, 253, 259 Fisch, R., 570 Demler, O., 26 Elliot, R., 194, 231, 268, 271 Fizel, L., 151 Demorest, Amy, 32 Elliot, R. K., 276 Fleming, B., 379 Derlega, V. J., 151 Ellis, A., 443 Dermyer, H. L., 584 Ellis, Albert, 8, 228, 317, 332–340, 341, DeRubeis, R. J., 377, 403, 404 342, 343, 344, 347, 348, 349, 350, 351, 352, 353, 354, 355, 356, 357, Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Name Index 715 Florian, V., 170 Gentile, L., 2, 26 Gregoire, T. K., 683, 685 Foa, E. B., 643 Gergen, M., 517 Gremillion, H., 509 Fodor, I. E., 269 Germer, R. D., 586, 587 Grey, N., 404 Fodor, I. G., 359, 402 Geronilla, L. S., 423, 434, 436, 437, Gron, A., 161 Fordham, M., 95, 111, 119, 121 Grossman, P., 588 Fox, J., 615, 619–620 438, 439 Grote, N.K., 603 Frankl, Viktor, 164, 165, 170, 171, 173, Ghaemi, S. N., 169 Guarnaccia, C. A., 152 Gibbard, I., 231 Guerin, K. B., 544 174, 175, 176, 178, 185, 186, 190, Gilbert, L.A., 497 Guerin, Philip J., Jr., 544 192, 193, 195, 197, 200, 201, 228, Gillette, D., 114, 121 Guevremont, D. C., 321, 399, 400 356, 443, 655, 680 Gilligan, Carol, 489, 494, 495, 496, 526 Gunlicks, M. L., 612 Franklin, C., 457, 458, 466, 474 Ginger, S., 269 Guntrip, Harry, 41 Franklin, M. E., 643 Ginsburg, G. S., 403 Guo, A. H., 98, 121 Fransella, F., 454 Glass, C. R., 684 Guo, B., 683, 684 Franz, R. A., 396 Glass, G. V., 317 Guterman, J. T., 356 Fredericson, I., 251 Glasser, C., 417 Guttmann, D., 185, 190 Free, M. L., 408, 409 Glasser, N., 426, 443 Gyulai, L., 401 Freeman, A., 343, 373, 376, 379, 380, 382, Glasser, W., 8, 417, 418, 419–427, 425, 386, 387, 392, 393, 410 H Freeman, A. S., 338 428, 429, 430, 431, 432, 433, 434, Freeman, J., 457, 468, 469, 473, 474 438, 439, 440, 441, 443, 444, 447, Haaga, D. A. F., 358 Freeston, M. H., 405 448, 563, 647t, 657 Haaramo, P., 475 French, S., 195 Glauser, A. S., 233 Hagedorn, W. B., 477 Fresco, D. M., 400 Glazer, R., 596 Hales, R. E., 26 Fretz, B. R., 26 Gloaguen, V., 403 Haley, Jay, 228, 454, 455, 534, 536, 539, Fretz, Bruce R., 4, 66 Goelitz, A., 95, 119 Freud, Anna, 32, 39, 40, 55, 74 Gold, J. R., 663, 665, 666, 668 553, 554, 564, 565, 566, 567, 570, Freud, Sigmund, 6, 11, 14, 15, 22, 29–33, Goldenberg, H., 556, 573, 574 574, 575, 576 34, 35, 36, 37, 38, 39, 40, 41, 42, 44, Goldenberg, I., 556, 573, 574 Hall, C. S., 91, 96, 97, 100, 119 47, 51, 55, 56, 65, 67, 69, 70, 71, 72, Goldfried, M. R., 683, 687 Hall, G. S., 31 73, 74, 85, 87, 94, 99, 105, 110, 111, Goldman, R., 258, 264, 270 Hall, J. A., 119 117, 124, 125, 126, 127, 164, 208, Goldman, R. N., 270, 276 Hall, R. L., 525 242, 243, 370, 371, 487, 494, 534, Goldstein, Kurt, 209, 242, 243, 244 Halstead, K., 523 593, 594, 648, 649, 653 Gonzalez, J. E., 357 Hamilton, M., 605 Frew, J. E., 259, 272, 273 Goodheart, C. D., 26 Hammer, A. L., 93, 98, 112, 121 Friedlander, Sigmund, 243, 244 Goodman, Paul, 242, 266 Hammond, R. T., 571 Friedman, H., 596 Goodrich, T. J., 518 Han, S. S., 231 Frohne-Hagemann, I., 628 Goodyear, R. K., 5, 26 Handel, M., 511 Fromm, Erich, 32 Gopalkrishnan, N., 501 Handlon, J. H., 251 Fromm-Reichmann, F., 535 Gordon, J., 300, 348 Hanley, T, 231 Frost, R. O., 394 Gordon, K., 570 Hanna, J. L., 626 Fry, P. S., 195 Gordon, L. B., 270 Hannah, B., 83, 104, 119 Fuhr, R., 254 Gore, K. L., 407 Harding, M. E., 89, 119 Fulton, P. R., 587 Gorman, J. M., 18, 25, 26, 403 Hardy, K. V., 573 Furhoff, A., 588 Gorman, L. L., 603 Hare-Mustin, R. T., 489, 490, 495 Götestam, K. G., 405 Haris, A.S., 118 G Gottman, J.M., 490 Harlow, L. L., 683 Gould, R. A., 404 Harper, R. A., 333, 336, 347, 363 Gadol, I., 273 Gould, W. B., 164, 171 Harran, S. M., 358 Gaines, J., 262 Graham, E. T., 407 Harrington, G. L., 417, 418, 443 Gallagher, T., 612 Granger, D. A., 231 Harrington, N., 337, 338, 340 Ganley, A. L., 521 Grant, L., 115 Harris, A. S., 87, 88, 96, 100, 110, 116, Ganzer, C., 664 Grant, P., 401, 406 118, 119 Garcia-Preto, N., 573 Grawe, K., 317 Harris, E. S., 245, 269 Garfield, S. L., 621, 643, 645, 646, 663, 664 Gray, J. S., 27 Hart, D. L., 111, 119 Gauthier, M., 474 Greco, C. M., 588 Hartley, L., 600 Gay, Peter, 32 Greenberg, Jay R., 41, 45 Haucke, C., 111, 119 Gazabon, S. A., 683 Greenberg, L. G., 271 Hayden, M., 508 Gelder, M., 404 Greenberg, L. S., 228, 231, 241, 253, 268, Hayes, P. A., 311, 312 Geller, S. M., 271 270, 271, 276 Hayes, S. C., 321 Gelso, C. J., 4, 26, 66 Greenberg, R. L., 392 Hays, Nicolas, 121 Gelven, M., 163 Greene, B., 72, 508, 524, 525 Hays, P. A., 23, 26, 486, 493, 498 Gendlin, E. T., 178, 241 Greenspan, M., 515, 515–516 Hayword, P., 390 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

716 Name Index Heather, N., 683, 685 Hwang, M. G., 444 K Hedges, Lawrence E., 50 Hycner, R., 253, 263 Hefferline, Ralph F., 242, 266 Hyde, J. S., 490, 494 Kabat-Zinn, J., 399, 587 Hegel, G. F. W., 161 Hyland, M. E., 178 Kafka, Frank, 161, 163 Heidegger, Martin, 161, 162, 163, 164 Kaklauskas, F. J., 196 Heimberg, R. G., 387 I Kallivayalil, D., 524 Heinen, J. R., 2, 26 Kalogerakos, F., 270 Heller, M. C., 593 Iaculo,G., 272 Kant, Immanuel, 84, 125, 126, 334, 453 Helms, J. E., 485, 493 Imes, S., 600 Karpiak, C. P., 5, 26, 663 Henderson, J. L., 97, 113, 114, 119 Isebaert, L., 475 Kaschak, E., 486, 487, 497 Henehan, M. P., 477 Ishak, N. M., 446 Kasila, K., 683 Henle, M., 246 Ishiyama, F. I., 590 Katzman, G. P., 403 Henrion, R., 178, 195 Ivey, A. E., 485 Kaufman, J. A., 140 Hertlein, K. M., 311 Iwakabe, S., 686 Kazdin, A. E., 26, 286 Hester, R. L., 474 Keene-Hagerty, E., 195 Heymsfield, L., 98, 121 J Keith, D. V., 559 Higginbotham, H. N., 321, 322 Kellerman, P. F., 620 Higgins, M. B., 593, 594 Jack the Ripper, 91 Kellogg, S. H., 374, 400 Hill, C. E., 21, 26, 98, 121 Jacka, B., 113, 119 Kelly, F. D., 138 Hill, M., 486 Jackson, D. D., 536 Kelly, George, 371, 372, 453, 454, 456 Hill, M. B., 153 Jackson, Don, 455, 553, 565 Kelly, M. S., 457, 458, 466, 474 Hillman, J., 89, 111, 119 Jackson, Leslie C., 72 Kernberg, Otto, 635 Hillman, M., 165, 173, 185, 190, 192 Jacobs, L., 251, 252, 253, 254, 268 Kendall, P. C., 21, 26 Hinrichsen, G. A., 603, 612 Jacobson, Edith, 41, 43, 292, 300 Kennedy, K., 683, 685 Hirschberger, G., 170 Jaffee, S., 494 Kennedy, S. M., 178 Hitler, Adolf, 91, 335 Jakubowski, 505 Kenny, M. C., 151 Ho, B., 16, 26 James, J., 627 Kenward, R., 161 Ho, M. K., 574 Janet, Pierre, 30, 84 Kepner, E., 274 Hodge, D. R., 407 Jasper, K., 161, 162, 163, 477 Kepner, J., 599, 600 Hoey, B., 621 Javier, Ravael A., 73 Kern, R. M., 148 Hoffman, L., 196 Jennings, S., 626, 627 Kernberg, Otto, 32, 41, 43, 53, 55, 58, 59, Hofmann, S. G., 406 Jimenez, S., 588 Hogarty, B., 567 Jin, R., 26 62, 72, 75 Hogenson, G. B., 109, 119 Johannsen, B. E., 25 Kessler, R. C., 13, 26 Holdstock, L., 227 Johnson, A., 520, 524 Khalsa, S. B. S., 584 Holland, J. M., 476 Johnson, D. R., 627 Kierkegaard, Søren, 161, 162, 174 Hollis, J., 89, 111, 119 Johnson, E. P., 152 Kiesler, B. J., 602 Hollon, S. D., 18, 25, 404, 406 Johnson, J. L., 683 Kim, J. S., 457, 458, 466, 474, 475 Holmbeck, G., 26 Johnson, S., 669, 683 Kim, K. W., 618 Hönekopp, J., 683 Johnson, W. B., 342 Kim, R. I., 444 Hooker, K., 195 Johnson, W. R., 270 Kincade, E. A., 486 Hooker, K. E., 269 Joley, J. M., 26 King, Martin Luther, 127 Hoper, J. H., 476 Jolley, J. M., 21 Kingdon, D. G., 401 Horn, J. M., 113, 118 Jones, Ernest, 32 Kirby, F. D., 286 Hornby, H., 572 Jones, J., 343, 407, 593 Kirsch, J., 120 Horney, K., 32, 52, 70, 242, 487, 508 Jones, Mary Cover, 283, 298 Kirsch, T. B., 86, 120 Hoshmand, L. T., 520 Jones, P., 626, 627 Kirschenbaum, H., 231 Houston, G., 268 Jones, S. H., 390 Kisber, S., 2, 26 Hoyt, M. F., 468 Jones, W. H., 151 Kissane, D. W., 195 Hubble, M. A., 10, 20, 26 Jordan, Judith. V., 489, 495–496, 498, 499, Klein, Melanie, 41, 95, 111 Hudson, g., 407 Kleinjan, M., 683, 684 Hulbeck, Richard, 332 508, 511, 511–513, 518, 525, 527 Klerman, G. L., 407, 602, 604, 608, Hull, C. L., 285 Joseph, S., 195 Hume, David, 162 Joseph, S. M., 116, 119 609, 612 Humphrey, K., 245 Jourdan, A., 231 Klerman, Gerald, 602, 603, 604, 605, Huppert, J. D., 26 Joyce, Marie, 340, 343, 346, 353 Hur, Y. M., 113, 118 Joyce, P., 251, 253, 273 609, 612 Hurtado, A., 488 Jung (Rauschenbach), Emma, 84, 89 Klopfer, Bruno, 98 Husserl, Edmund, 162 Jung, Carl, 6, 14, 22, 32, 83–87, 88, 90, 91, Klotz, M., 231 Hutchinson, G. T., 358 Knaus, W. J., 347 Hutzell, R. R., 185 93, 94, 95, 97, 99, 101, 102, 103, 105, Knekt, P., 475 109, 110, 111, 112, 114, 115, 116, Knoche, L., 490 117, 118, 119, 120, 242, 649, 654 Knox, J., 111, 120 Jung, E., 120 Kobasa, S. C., 174 Jusoh, A. J., 446 Koetting, K., 26 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Name Index 717 Koffka, Kurt, 245 Leslie, Y. M., 358 Mahler, Margaret, 41, 43, 44 Koger, S. M., 628 Levant, R. F., 17, 25, 26, 521 Mahmud, Z., 446 Kohlberg, Lawrence, 494 LeVay, D., 627 Mahrer, Alvin, 241 Kohler, Wolgang, 245 Levine, M. d., 406 Maidenbaum, A., 115, 120 Kohn-Wood, L., 407 Levitsky, A., 253, 256 Maiello, S., 115, 120 Kohut, Heinz, 15, 32, 43, 44, 45, 50, 53, Levy, D., 535 Main, R., 109, 120 Levy Berg, A., 600 Maisel, R., 457, 468, 471, 477, 516 55, 59, 60, 61, 62, 65, 72, 73, 75, Lewin, Kurt, 243, 244, 269 Malan, David M., 62 106, 228, 641 Lewis, E. L., 407 Malchiodi, C. A., 623, 624 Kondas, D., 272 Lewis, T. F., 127 Malcolm, W. M., 271 Koops, M., 474 LichtenBerg, I. K., 475 Malgady, R. G., 476, 478 Koretz, D., 26 Lichtenberg, J. W., 26 Mallinckrodt, B., 475 Korzybiski, Alfred, 244, 454 Lichtenthal, W. G., 195 Malson, H., 516 Kovacs, M., 384 Lidz, T., 536, 537 Manaster, G., 136, 142, 149 Kratochvil, C., 403 Lieberman, M. A., 194 Manber, R., 588 Kravetz, D., 487, 525 Liese, B. S., 375, 390, 396 Manchester, K., 443 Kress, V. E., 499, 511 Lietaer, G., 195 Maniacci, M. P., 135, 136, 143 Krippner, S., 115, 120 Lim, S., 573 Marbley, A. F., 486 Kristeller, J. L., 586 Lincoln, Abraham, 16 Marcel, Gabriel, 163 Krop, H., 298 Lindenboim, N., 316 Marecek, J., 490, 495 Krug, O. T., 165, 166 Lindfors, O., 475 Margolin, A., 686 Kruk, J. C., 663 Lindgren, Annika, 74 Marin, N. W., 407 Krupnick, J. L., 612 Lindsay, J., 683 Marineau, R. F., 616 Kumuru, A., 490 Linehan, M. M., 312, 316, 588 Markowitz, J. C., 602, 605, 608, 610, 611, Kupferer, S., 195 Linnenberg, D. M., 445 Kurtz, R., 663, 664 Lipchik, E., 459 611–612, 612 Kutash, Irwin L, 73 Lister, K. M., 663 Marlatt, G, 300 Kuyken, W., 400 Litaer, G., 231 Marlatt, G. A., 587 Kwee, M. G. T., 685 Litwack, L., 444 Marner, T., 471 Kyrios, M., 394 Lobb, M. S., 242, 263 Marolla, E. A., 151 Lobbestael, J., 401 Martell, C. R., 406 L Lobovits, D, 457, 468 Martin, S. A., 115, 120 LoCicero, K. A., 151 Marx, B. M., 387 Laaksonen, M. A., 475 Lockwood, T. W., 573 Marx, Karl, 125 L’Abate, L., 433, 556 Loewy, J. V., 628 Masatake, Morita, 590 Laidlaw, T., 685 Lofgren, T., 475 Maslow, A. H., 209 Laing, R. D., 165, 166 Loman, S. T., 624 Matlin, M. W., 487, 490, 491–492, Lakhan, R., 361 Long, A. E., 173 Lam, D. H., 390, 401 Longstreth, L. E., 152 492, 516 Lambert, M. J., 21, 25, 26, 643, 645, 646 Loomis, M., 112, 121 Matthews, G., 395 Landau, M. J., 173 Lowen, A., 593, 594, 595, 596, 597, 600 Mattoon, M. A., 87, 95, 96, 97, 100, 103, Landy, R. J., 616, 618, 619, 626, 627 Lowe-Strong, A., 178 Lantz, J., 195 Lowrie, W., 161 104, 112, 120 Larson, M. W., 390 Loy, D., 196 Matzko, H., 267 Lauter, E., 114, 120 Luber, M., 310 Maxfield, L., 311 Lauver, P. J., 151 Luborsky, Lester, 63, 66, 68, 70 May, Rollo, 162, 165, 166, 167, 168, 169, Lazarus, A. A., 10, 675, 676, 677, 677– Lukas, E., 190, 192 Lupu, V., 357, 404 170, 171, 172, 173, 175, 176, 181, 679, 679, 680, 680–682, 681, 682, Lusterman, D. D., 560 183, 194, 198, 209 685, 686, 687 Lynch, C.S., 588 McAleavey, A. A., 663 Leahy, R. L., 387, 401 Lynn, S. J., 364 McAuliffe, G., 499 Lear, King, 627 Lyons, L. C., 357 McBride, O., 178 LeCroy, C. W., 322 McCann, J. T., 195 Ledley, D. R., 387 M McCarthy, M. L., 357 Lee, D., 138 McCaulley, M. H., 93, 98, 112, 121 Lee, H., 361 Macavei, B., 340 McCleery, A., 407 Lee, K., 113, 118 Machal, M., 571 McCullough, M. E., 589 Lee, M. Y., 477 Mackewn, J., 241 McCully, R., 120 Lee, P., 669 Madanes, C., 557 McDaniel, S. H., 560 Lee, R. G., 244, 246 Maddi, S. R., 151, 174 McDermott, S. P., 406, 485 Lees, M., 508 Magnuson, S., 543 McFarlane, W. R., 572 Lega, L. I., 361 Mahalik, J. R., 406, 519 McGinn, L. K., 405 Leibnez, Gottfried, 84 McGoldrick, M., 573 Lerner, G., 488 McGovern, T. E., 357 McGuire, W., 85, 120 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

718 Name Index McInerney, J. E., 354 Morey, J. R., 111, 121 Nnodum, B., 444 McKinney, M. K., 663 Morokoff, P. J., 683 Noda, F., 590 McKnight, A. S., 570 Morone, N. E., 588 Norcross, J. C., 5, 9, 17, 25, 26, 663, 669, McLean, B. A., 526 Morris, M. W., 196 McLean, P. D., 405 Morris, P., 612 670, 671, 673, 673–674, 674, McLeod, J., 480 Morrison, A. P., 401 683, 687 McMahon, J., 340, 358 Morrow, S. L., 523 Nordberg, S. S., 663 McManus, F., 404 Morton, T., 231 Nordby, V. J., 91, 119 McMichen, P. J., 513 Mosak, H. H., 133, 135, 136, 139, 141, Nordstrom, F., 475 McMullen, E. J., 271 Norman, G. J., 684 McMullin, R. E., 387, 397 143, 150 Noronha, D., 521 McNary, S., 572 Mowrer, O. H., 282, 285 Novy, C., 474 McNeely, R. L., 361 Mowrer, W. M., 282 Nuby, J. F., 113, 121 Mcpherson, R., 26 Moyers, B., 118 Nutt, R. L., 520, 521 Meara, Naomi M., 49 Mufson, L., 603, 612 Nylund, D. A., 477 Mearns, D., 227 Muller, F. J., 686 Meichenbaum, Donald, 292, 299, 300, Muran, E., 359 O Murdock, N., 26 301, 324, 356, 672 Murphy-Shigematsu, L., 477 O’Connell, B., 458, 459, 460, 461, 462, Melnick, J., 254 Murray, Henry, 98, 178 463, 466, 474, 476, 478, 480 Mendelson, M., 384 Murrell, A. R., 588 Merikangas, K. R., 26 Mwita, M., 127 Odell-Miller, H., 628 Metcalf, L., 457, 466 Myers, J. B., 93, 98, 112, 121 O’Donnell, D. J., 442 Metcalfe, C., 476 Oedipus, 38 Mettus, C., 98, 121 N O’Hanlon, B., 462 Meyer, Adolf, 602 O’Hara, M., 232 Michan, P., 115, 120 Naboulsi, M. A., 178 O’Hara, M. W., 603 Mickel, E., 423, 446 Nagoshi, C. T., 358 Okonji, J. M. A., 446 Mihalopoulos, C., 603 Naimark, H., 359 Okun, B. F., 518 Mikulincer, M., 170 Najavits, L. M., 17, 26 O’Leary, E., 228, 249 Miller, I. W., 403 Nakamoto, T., 573 O’Leary, T. A., 301 Miller, J. C., 88, 120 Nanda, J., 193 Olendzki, A., 584 Miller, Jean Baker, 496 Naranjo, C., 265, 266 Ollendick, T. H., 319 Miller, M. D., 603, 612 Nasser, M., 516 O’Neill, B., 269 Miller, M. J., 232 Nassif, C., 185 Ong, J. C., 588 Miller, N. E., 285, 316, 663, 665 Nathan, P. E., 18, 25, 26, 643 Opazo, R., 686 Miller, N. J., 357 Navabinejad, S., 361 Orbach, S., 487, 508 Miller, S. D., 10, 20, 26, 456, 475 Needleman, L. D. C., 395 Ornstein, E. D., 664 Minkowski, E., 168, 169 Neenan, M., 335, 337, 340, 348 Osokie, J. N., 446 Minuchin, Salvador, 534, 539, 545, 546, Nefale, M. C., 686 Oswald, R. F., 153 Neimeyer, Greg, 456 Otto, M. W., 404, 406 547, 548, 549, 553, 564, 565, 571, Neimeyer, R. A., 19, 26, 403, 453, 454, Oxford, R. L., 113, 121 575, 576, 681 Ozawa-de Silva, C., 590 Mirkin, M. P., 518 456, 466, 467, 468, 469, 475, 476, Mischel, W., 285 479, 480 P Mitchell, K. M., 229 Nelson, D. L., 663 Mitchell, M. L., 21, 26 Neugebauer, R., 603 Padesky, C. A., 356, 406 Mitchell, S., 665 Nevis, E. C., 244 Page, R. C., 195 Mitchell, Stephen A., 41, 45, 46, 51, 52, Nevis, S. M., 254 Palmatier, L. L., 443 54, 55, 61, 66, 75 Newlon, B. J., 153, 154 Palmer, S., 348, 355 Mittal, M., 520 Newman, C. E., 396, 401 Pandora, 114 Mitten, T., 559 Newman, C. F., 406 Papadopoulos, N., 600 Mjelde-Mossey, L., 477 Nezu, A. M., 18, 21, 25, 26 Papp, P., 556 Mock, J. E., 384 Nezu, C. M., 18, 21, 25, 26 Park, S. M., 523 Moeller, Michael L., 53 Ngazimbi, E. E., 477 Parker, J.G., 490 Mona Lisa, 91 Nguyen, L., 588 Parks, F. M., 477 Montilla, R. E., 573 Nicholas, M., 626 Parlett, M., 244, 246 Moore, E., 612 Nichols, M. P., 455, 469, 470, 571 Partridge, M. R., 178 Moore, R., 114, 121 Nicoll, W. G., 149 Pascual-Leone, A., 271 Moreau, D., 603 Nielsen, S. L., 361 Passons, W. R., 252, 254, 255, 257, 258, Moreno, Jacob L., 154, 615, 616, 617, Niemann, L., 588 619, 621 Nietzsche, Friedrich, 30, 85, 125, 161, 276 Moreno, Z. T., 618 162, 334 Patock-Peckham, J. A., 358 Nishimura, N., 477 Patterson, C. H., 218 Patton, Michael J., 49 Paunonen, S. V., 113, 118 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Name Index 719 Pavlov, Ivan, 281, 282, 323 R Röhricht, F., 600 Payne, H., 624 Rondeau, G., 683 Perez, R. M., 523 Rabin, C. L., 500, 509, 527 Ronen, T., 372 Perez Foster, R. M., 73 Rachman, S., 395 Rorschach, Hermann, 98 Perls, Fritz, 7, 241, 241–243, 243, 244, Rahimi, A., 404 Rose, S. D., 322 Raitasalo, R., 475 Rosello, J., 407 245, 246, 247, 248, 252, 253, 255, Raiz, L., 195 Rosen, D. H., 99, 112, 118 261, 262, 263, 266, 268, 269, 273, Randal, P., 685 Rosenblatt, D., 245 275, 276, 656 Rank, Otto, 32, 208 Rosman, B. L., 549 Perls, Laura Posner, 242, 243, 245, 271 Ransom, D., 612 Rothwell, N., 457 Perry, C., 121 Rapport, Z., 432 Rotter, J. B., 285 Perry, J. W., 105, 110, 121 Rasheed, J. M., 574 Rounsaville, B. J., 17, 25, 602, 612 Person, Ethel, 71 Rasheed, M. N., 574 Rowland, S., 114, 121, 510 Persons, J. B., 390, 392 Raskin, J. D., 466, 468 Ruberu, M., 407 Pessin, H., 612 Rawlings, E. I., 497, 499 Rubin, J., 588 Petchkovsky, L., 115, 121 Rector, N. A., 401, 406 Rubin, J. A., 623, 624, 625f Petersen, S., 443 Reece, M., 683 Ruebelt, S. G., 488 Peterson, K. A., 405 Reich, W., 242, 243, 244, 593, 594, 595, Rupprecht, C. S., 114, 120 Petren, S., 26 Rush, A. J., 382 Peven, D. E., 143, 144, 145 600 Rushton, P., 612 Pfost, K. S., 195 Reilly-Harrington, N., 401 Russell, Bertrand, 334 Phelps, J., 683 Reinares, M., 571 Russell, M., 497, 502, 503, 506, Philip (father of Alexander the Great), 85 Reiss, D., 567 Philippson, P., 268, 269 Remer, P., 497, 500, 501, 503, 506, 507, 507, 510 Philpot, C. L., 561 Russianoff, P., 359 Piaget, Jean, 371, 372, 453, 454 508, 510, 513, 514, 517, 518, 524, Ryan, W. J., 519 Piasecki, J., 406 525, 527 Rygh, J. L., 374 Pierce, P., 519 Rendon, Mario, 70 Pierrakos, John, 593, 594 Renna, B., 446 S Pinderhughes, E., 573 Resnick, R., 264 Pine, Fred, 47, 53 Reuterlov, H., 475 Sachs, Hans, 32 Pine, G. J., 214 Reynolds, A. L., 522, 589, 600 Safren, S. A., 404, 406 Pinel, E. C., 173 Reynolds, D. K., 585, 586, 589, 590 Saiger, G. M., 198, 199 Pokrywa, M. L., 5, 25 Rhoades, D. R., 196 Saley, E., 227 Polster, Erving, 246, 247, 248, 249, 250, Rhodes, R., 524 Salhany, J., 358 251, 258, 263, 275 Ricci, R. J., 311 Salkovskis, P. M., 405 Polster, Miriam, 246, 247, 248, 249, Rice, D. L., 196 Salloway, S., 195 250, 251, 255, 258, 261, 272, Richeport-Haley, M., 574 Salmela, S., 683 275, 648 Riklin, Franz, 84, 97 Salmon, P., 399 Popenoe, Paul, 535 Rinfret-Raynor, M., 519 Saltzburg, S., 477 Popper, Karl, 334 Rio, R., 628 Samuels, A., 99, 111, 115, 121 Portnoy, D., 194 Riso, L. P., 400, 401 San Roque, C., 115 Poskiparta, M., 683 Rittenhouse, J., 526 Sandahl, C., 74, 600 Powers, M. B., 406 Roades, L. A., 513 Sandell, R., 600 Powers, William, 418, 419 Roades, R., 499 Sanders, P., 227, 228, 423 Prata, Giuliana, 566 Roazen, P., 32, 85, 121 Sanderson, W. C., 405 Pretzer, J., 379 Roberts, L. C., 152 Sandner, D. E., 94, 121 Priebe, S., 600 Robertson, M., 612 Sanftner, J. L., 519 Priest, R., 477 Robichaud, M., 405 Santoro, S. O., 5, 26 Prince, S. E., 406 Robins, M., 403, 407 Sapp, M., 361 Prochaska, J. O., 5, 9, 26, 663, 669, 670, Robinson, L. A., 403 Sarlund-Heinrich, P., 519 671, 672, 673–674, 675, 682, 683, Robson, P., 404 Sartre, Jean-Paul, 161, 163, 164, 684, 685, 686, 687 Roesler, C., 90, 121 Proctor, G., 232 Roffman, E., 518 171, 173 Pulos, S., 446 Rogers, Carl, 7, 207–212, 213, 214, 215, Satir, Virginia, 539, 558, 559, 560, 564, Purdon, C., 394 216, 217, 218, 219, 220, 221, 222, Pyszczynski, T., 173 226, 227, 228, 229, 230, 231, 232, 575, 576 233, 234, 235, 241, 253, 335, 356, Sava, F. A., 404 Q 384, 443, 645, 647t, 648, 649, 651t, Savard, M., 269 655, 670, 679, 680 Sbrocco, T., 407 Qalinge, L., 153 Rogers, Donna, 223 Schacht, M., 616, 617 Quenk, N. L., 93, 98, 112, 121 Rogers, P., 628 Schatz, D. M., 5, 25 Quinn, K., 526, 683 Rogina, J. M., 185 Schaverien, J., 89, 104, 121 Rohde, P., 403 Schickling, U., 245 Schlam, T. R., 684 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

720 Name Index Schlosberg, H., 244 Silverman, M. S., 357 Strunk, D. R., 404 Schmidt, S., 588 Silverstein, L. B., 518 Stuart, S., 602, 603 Schneider, B., 471 Sim, T., 573 Sturdivant, S., 497 Schneider, K. J., 180, 182, 194 Simek-Morgan, 485 Sullivan, Harry Stack, 32, 52, 535, 602 Schoenberg, P., 273 Simi, N. L., 519 Sullwold, E., 116, 121 Schopenhauer, Arthur, 84, 334 Simkin, James, 273 Surrey, J. L., 588 Schor, L., 214 Simon, K. M., 379, 392 Sutton, S., 683 Schottenbauer, M. A., 684 Simpson, A. I. F., 685 Suvak, J., 2, 26 Schramski, T. G., 151 Singer, J., 112, 114, 121 Suyemoto, K. L., 518 Schulenberg, S. E., 166, 185, 190 Singh, J., 232 Suzuki, I., 600 Schultz, D. P., 69, 86, 87, 93, 95, 151, Skinner, B. F., 281, 282, 283, 323 Swartz, H. A., 602 Sklare, G. B., 458, 461, 462, 474 Sweeney, M., 407, 525 162, 454 Skodol, A. E., 612 Sweeney, T. J., 131, 133, 154 Schultz, S. E., 69, 86, 87, 93, 95, 121, 151, Slattery, J. M., 486 Swenson, S., 423 Slemenson. M., 273 Swildens, J. C. A. G., 225, 226 162, 454 Smailes, D., 683 Swinson, R. P., 308 Schumann, A., 684 Smalley, K. B., 521 Szadokierski, I., 423 Schwartz-Salant, N., 109, 121 Smit, F., 603 Szentagotai, A., 343, 357, 361, 404 Sciutto, M. J., 358 Smith, E. W. L., 270, 593, 595, 597, 598, Szymanski, D. M., 488 Sedehi, M., 404 Seem, S. R., 486 599, 600 T Seeman, J., 214 Smith, M. L., 317 Segal, L., 566 Smith, R. L., 573 Tafoya, N., 510 Segal, Z. V., 382, 399, 400, 588 Smuts, Jan, 242 Taft, Jessie, 208 Selvini-Palazzoli, M., 566 Snyder, D. K., 570 Tahir, L., 478 Sensky, T., 406 Sodergren, S. C., 178 Tanaka-Matsumi, J., 321, 322, 589 Sequin, C., 178 Sohm, S., 420 Tang, T. Z., 377, 403 Serlin, I., 196 Solomon, H. M., 111, 121 Tantillo, M., 519 Serok, S., 266, 267 Sophocles, 38 Target, Mary, 70 Shafiabadi, A., 361 Sota, S., 571 Tart, C., 585 Shafran, R., 404 Spangler, D. L., 403 Tatsumi, N., 589 Shakespeare, William, 627 Spangler, P., 98, 121 Tausch, R., 228 Shamdasani, S., 83, 85, 89, 90, 121 Spence, J. A., 151 Taylor, L., 683 Shamsaei, F., 404 Sperry, L. M., 131, 132, 143, 148, 154 Taylor, S., 311, 394 Shane, P., 245, 246 Spiegler, M. D., 321, 399, 400 Teasdale, J. D., 399, 404, 588 Shapiro, D., 317 Spinelli, M., 603 Teresa, Mother, 335 Shapiro, D. A., 229, 317 Spinoza, Baruch, 30, 334 Terjesen, M. D., 358 Shapiro, D. H., 588 St. Clair, Michael, 41 Ternstrom, A., 475 Shapiro, Francine, 310, 311 Staemmler, F., 273 Teyber, Edward, 61 Shapiro, S. L., 585, 588 Stam, H. J., 2, 26 Thoma, N. C., 5, 27 Shappel, Sandi, 69 Stampfl, Thomas, 295 Thomas, A., 474 Sharf, R. S., 98, 121, 492 Stathopoulou, G., 406 Thompson, A., 115, 120 Sharifi, H., 361 Steckler, L., 600 Thompson, B., 99, 112, 118 Sharp, D., 95, 99, 116, 121 Steckley, P., 270 Thompson, B. L., 586 Sharp, S. R., 358 Stein, D. J., 373, 400 Thompson, Clara, 72 Shaw, B. F., 382 Stein, M., 86, 121 Thordarson, D. D., 394 Shaw, H. E., 543 SteinBerg, I. K., 471 Thordarson, D. S, 405 Shaw, S. R., 17, 26 Steiner, M., 626 Thorndike, Edward L., 282, 283 Shepherd, I. L., 253, 270 Steketee, G., 394 Threadgall, R. A., 445 Shields, F., 286 Stermac, L., 270 Tillich, Paul, 163, 165, 170, 245 Shillingford, M. A., 477 Sternberg, R. J., 26 Tindle, H. A., 588 Shuang-Luo, Z., 475 Stevens, M. J., 195 Tobin, S., 269 Shub, N., 247 Stewart, A. E., 453, 475, 485, 628 Todd, G., 401 Shulman, B. H., 133, 143, 144, Stewart, R. B., 175 Toeman, Zerka, 615 Stiles, T. C., 405 Toman, W., 541 145, 154 Stockwell, C., 423 Tomer, A., 171 Shultz, D. P., 121 Stolar, N., 401, 406 Tomlinson, T. M., 178 Si, G., 361 Stone, Abraham, 535 Tompkins, M. A., 386, 390, 392 Siegel, P. R., 587 Stone, Hannah, 535 Toneatto, T., 588 Siev, J., 404 Streiner, D., 322 Torres, J. B., 361 Sigal, J., 571 Stricker, G., 663, 668 Trip, S., 358 Sills, C., 251, 253, 273 Strümpfel, U., 258, 264, 270, 271 Truax, C. B., 229 Silverberg, R. A., 445 Silverman, E. G., 358 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.