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Becoming a Marriage and Family Therapist: From Classroom to - download pdf or read online

By Eugene Mead

Content material:
Chapter 1 changing into a reliable Marriage and relations Therapist (pages 1–15):
Chapter 2 uncomplicated Therapist abilities (pages 17–62):
Chapter three The preliminary telephone name and Assessing consumers' proceedings and objectives (pages 63–84):
Chapter four constructing a therapy Plan and offering the deliberate remedy (pages 85–108):
Chapter five comparing Adherence to the remedy Plan and comparing therapy results (pages 109–134):
Chapter 6 Terminating remedy (pages 135–143):
Chapter 7 Protocol for carrying out Gottman procedure Couple remedy (pages 149–193):
Chapter eight Protocol for accomplishing Emotionally?Focused treatment with (pages 195–216):

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Extra info for Becoming a Marriage and Family Therapist: From Classroom to Consulting Room

Sample text

R Do you expect to have a rebirth or reunion? r Do you hope to connect with a significant other? r Have you lost, or do you anticipate losing, a reason for living? r Have you lost, or do you anticipate losing, an important family or personal relationship? r What is your goal? ) r What is the likelihood of rescue? For example, what are the chances that family members will come home and find you and take you to the ER? r Are you experiencing or likely to experience painful emotional states such as loneliness, self- contempt, murderous rage, shame, guilt, or panic?

During this step stay focused on problem solutions and do not return to specifying the problem. To help you generate a complete list of possible solutions use brainstorming techniques such as rapidly tossing out ideas without censuring. Keep a record by recording your ideas for solutions on your MP3 player, smart phone, or other electronic device. Ask friends and colleagues to join you in developing possible solutions. When you feel you have generated a list of all possible solutions write them down.

R Turning the tables. The intern elicits the teacher role from the supervisor by asking numerous questions about what the supervisor would have done in the interns’ previous therapy session. r I’m no good. The intern works to convince the supervisor that she or he is an incompetent therapist by magnifying all the mistakes in the session thus placing the supervisor in the role of reassuring the intern that there is hope. The “I’m no good” defense may appear to be an effort to draw the supervisor into a counseling or therapist mode.

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