Emotion-Focused Experiential Therapy

Ellison, Jennifer Anne; Greenberg, Leslie S.

doi:10.1007/978-0-387-29681-4_5

Cited by 7 publications

(8 citation statements)

References 5 publications

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“…The findings were consistent with earlier, less extensive surveys (Kazantzis, Busch, Ronan, & Merrick, 2006) and recent discussions in the theoretical integration movement (Kazantzis & Ronan, 2006; Nelson et al, 2007). The study also supported the published case studies of diverse psychotherapies that have emphasized the role of between‐session tasks (Beck & Tompkins, 2007; Ellison & Greenberg, 2007; Neimeyer & Winter, 2007; Twohig, Pierson, & Hayes, 2007; Robbins, Szapocznik, & Perez, 2007; Roth Ledley & Huppert, 2007; Witty, 2007; Young & Mufson, 2007). However, due to the lack of empirical work to support these practices, we offer several suggestions for potentially fruitful avenues of research for a finer‐grained evaluation of homework in psychotherapy.…”

Section: Discussionsupporting

confidence: 80%

Definitions of homework, types of homework, and ratings of the importance of homework among psychologists with cognitive behavior therapy and psychoanalytic theoretical orientations

Kazantzis

Dattilio

2010

J Clin Psychol

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A random sample of 827 psychologists were surveyed to assess their definitions of homework, use of homework tasks, and perceived importance of homework. Theoretical orientation distinguished practitioners' responses. Cognitive-behavioral therapists defined homework as being closer to empirically supported therapy, whereas psychodynamic therapists rated homework as less characteristic of a process that embraces client responsibility and adaptive skills. Cognitive-behavior therapists did not limit their choices to activity-based tasks, and psychodynamic therapists reported using behavioral tasks "sometimes." Monitoring dreams and conscious thought were also used among the entire sample surveyed. Psychodynamic therapists rated homework as "somewhat" or "moderately" important, whereas cognitive-behavior therapists more often rated homework as "very important." Data suggest some homework may be common to different psychotherapeutic approaches. Findings are discussed in the context of recent theoretical work on homework in psychotherapy and recommendations for future research.

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Section: Discussionsupporting

confidence: 80%

Definitions of homework, types of homework, and ratings of the importance of homework among psychologists with cognitive behavior therapy and psychoanalytic theoretical orientations

Kazantzis

Dattilio

2010

J Clin Psychol

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“…If the coach provides psychoeducation that is too far ahead of, or too far behind, where the client is, no development takes place. Teaching that will move the client's experience forward when the client is ready is a key aspect of what the emotion coach is aiming for in EFT (Ellison & Greenberg, 2007;Greenberg & warwar, 2006).…”

Section: Psychoeducative and Developmental Frameworkmentioning

confidence: 99%

“…IN ExPERIENTIAL TEACHING Insession tasks in EFT do not require compliance, just as homework tasks in EFT do not require adherence (Ellison & Greenberg, 2007). Therapeutic progress is not seen as depending on betweensession task completion given that the main therapeutic actions of client mastery and positive growth in EFT are conceptualized and observed as occurring experientially in session, and insession and homework tasks are then offered to promote further growth.…”

Section: Task Collaboration and Completionmentioning

confidence: 99%

“…when homework is offered, it is impor tant to communicate to the client that if for some reason it does not fit to do it between sessions, this is completely okay. Any signs of opposition are validated, explored, and elaborated, and the anxiety about doing or not doing the homework becomes the focus (Ellison & Greenberg, 2007).…”

Section: Task Collaboration and Completionmentioning

confidence: 99%

“…Emotion awareness homework often facilitates this process. Clients are often aware of global negative emotion states, such as feeling upset or overwhelmed, but they may not be aware of differentiated emotions they are experiencing, such as anger, sadness, or fear as well as negative patterns of emotional experience that repeatedly occur (Ellison & Greenberg, 2007).…”

Section: Principle 4: Transformation Of Emotion With Emotionmentioning

confidence: 99%

See 2 more Smart Citations

Emotion coaching in action: Experiential teaching, homework, and consolidating change.

Warwar¹,

Ellison²

2019

Clinical Handbook of Emotion-Focused Therapy.

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How many times have you tried to provide a client with psycho education that has not seemed therapeutic, or tried to teach your client something that you think is very beneficial and he or she loses interest in your seemingly clear and lengthy explanation? Experiential teaching (Goldman, 1991) plays a fundamental role in emotionfocused therapy (EFT) and is a multifaceted skill that needs to be thoughtful, attuned, and well timed. It is guided by relevant process markers and engaged in at various points in therapy. Experiential teaching requires close attunement to the client's momentbymoment insession process and core enduring pain. It means both collaboration and responsiveness to the client's betweensession use of tasks, as well as sensitivity to a client's questions, concerns, difficulties, and style of emotional processing.

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Homework Assignments and Self‐Monitoring

Kazantzis

Dattilio

Cummins

et al. 2013

The Wiley Handbook of Cognitive Behavioral Therapy

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This chapter outlines the evidence base for therapeutic homework assignments in cognitive behavioral therapy and provides a guide for the implementation of that evidence with clinical examples. Self‐monitoring, a central part of many applications of cognitive behavioral therapy for different clinical disorders and populations, is used throughout the chapter as a basis for illustrating the effective use of therapeutic homework. The chapter begins with a practitioner‐friendly review of the various avenues of research, seeking to understand the role of therapeutic homework in cognitive behavioral therapy, and then incorporates some reflection on the theorized determinants of engagement in homework. The main portion of the chapter, however, is reserved for clinical examples and guidance for practice. The chapter also highlights clinical tips and, at various points, encourages the reader to reflect on his or her own beliefs and practices regarding the role of therapeutic homework in cognitive behavioral therapy.

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Emotion-Focused Experiential Therapy

Cited by 7 publications

References 5 publications

Definitions of homework, types of homework, and ratings of the importance of homework among psychologists with cognitive behavior therapy and psychoanalytic theoretical orientations

Definitions of homework, types of homework, and ratings of the importance of homework among psychologists with cognitive behavior therapy and psychoanalytic theoretical orientations

Emotion coaching in action: Experiential teaching, homework, and consolidating change.

Homework Assignments and Self‐Monitoring

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