Book•
The theory and practice of group psychotherapy
01 Jan 1970-
TL;DR: Yalom as mentioned in this paper described the course of therapy from both the patient's and the therapist's viewpoint in Encounter Groups: First Facts (1973) and Every Day gets a Little Closer: A Twice-Told Therapy (1974).
Abstract: This book first appeared in 1970 and has gone into two further editions, one in 1975 and this one in 1985. Yalom is also the author of Existential Psychotherapy (1980), In-patient Group Psychotherapy (1983), the co-author with Lieberman of Encounter Groups: First Facts (1973) and with Elkin of Every Day Gets a Little Closer: A Twice-Told Therapy (1974) (which recounts the course of therapy from the patient's and the therapist's viewpoint). The present book is the central work of the set and seems to me the most substantial. It is also one of the most readable of his works because of its straightforward style and the liberal use of clinical examples.
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TL;DR: The authors examined instructional strategies for the preparation of group counselors including the Association for Specialists in Group Work (ASGW, 1992) Professional Standards for the Training of Group Workers (PSW).
Abstract: The authors examine instructional strategies for the preparation of group counselors including the Association for Specialists in Group Work (ASGW, 1992) Professional Standards for the Training of Group Workers. Suggestions are made for maximizing instruction at the university level.
34 citations
TL;DR: In this paper, the authors provide an overview of the literature on associations between determinants and social climate, and between social climate and outcomes in residential residential youth care (TRC).
34 citations
TL;DR: In this article, a model for incorporating feature films into a course for training group facilitators using cognitive learning theories is presented, where the authors describe how films may be used as an advanced organizer, as the basis for student learning assessment, or as examples of specific theory in action.
Abstract: This article presents a model for incorporating feature films into a course for training group facilitators Using cognitive learning theories, the authors describe how films may be used as an advanced organizer, as the basis for student learning assessment, or as examples of specific theory in action Specific examples are provided by showing how various films may be used to depict group development, member behavior and counseling theory
34 citations
01 Jan 2009
TL;DR: In this article, the authors defend Szasz's claim that mental illness is a myth by bringing to bear a standard type of thought experiment used in philosophical discussions of the meaning of natural kind concepts.
Abstract: This chapter offers a novel defence of Szasz’s claim that mental illness is a myth by bringing to bear a standard type of thought experiment used in philosophical discussions of the meaning of natural kind concepts. This makes it possible to accept Szasz’s conclusion that mental illness involves problems of living, some of which may be moral in nature, while bypassing the debate about the meaning of the concept of illness. The chapter then considers the nature of schizophrenia and the personality disorders (PDs) within this framework. It argues that neither is likely to constitute a scientifically valid category, but that nonetheless their symptoms can be scientifically explained. It concludes with a discussion of the way in which Cluster B or ‘bad’ PDs involve failures of virtue or character, and argues that this does not preclude them from being appropriately treated within contemporary, multidisciplinary, mental health services.
34 citations
Cites background from "The theory and practice of group ps..."
...There is ample evidence suggesting that a major factor in therapeutic success is the human relationship between patient and therapist (Yalom, 1970)....
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TL;DR: The authors used the Solomon 4-group design to examine the relationship between a mindfulness experiential small group (MESG) and mindfulness skills, empathy, counseling selfefficacy, and perceived stress for counselors in training (CITs).
Abstract: This study used the Solomon 4-group design to examine the relationship between a mindfulness experiential small group (MESG) and mindfulness skills, empathy, counseling self-efficacy, and perceived stress for counselors in training (CITs). Understanding how the MESG affects these characteristics provides essential information to inform the development of targeted interventions and programs in counselor education. Twenty-two 1st-semester 1st-year CITs participated and were randomly assigned to one of 4 groups. The findings suggest the MESG may influence the capacity for students to stay present and empathize with a client with higher counseling self-efficacy.
34 citations