The client-therapist relationship in rational-emotive therapy

Garfield, Sol L.

doi:10.1007/bf02354456

Cited by 12 publications

(19 citation statements)

References 15 publications

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“…In particular, the favourable conditions for family visits and the high quality of food both contributed to his overall health, self-respect, and receptivity to therapy. The client's comments support Garfield's (1995) observations of Ellis' approach to therapy, which fosters relationship by combining "interest, confidence, and desire to help" with an active, directive approach.…”

Section: Stop Talk and Listen Insight Regarding Therapeutic Factorsupporting

confidence: 59%

The practice of rational emotive and cognitive behavior therapy with offenders

Altrows¹

1995

J Rational-Emot Cognitive-Behav Ther

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ABSTRACT. The case for rational emotive behavior therapy (REBT) and cognitive behavior therapy (CBT) with offenders is reviewed. Philosophical and practical problems in conducting REBT assessment and treatment with this population are identified. Suggestions regarding offender treatment address goals and content of therapy, the therapeutic relationship, overcoming client resistance, and self-care for the practitioner. Therapists of offenders are encouraged to apply REBT to themselves to increase effectiveness and reduce risk. In this regard, clinicians are offered suggestions regarding accepting the offender, maintaining a goal-oriented focus, and taking responsibility for the quality but not the outcome of their work.For several reasons, cognitive therapies may be effective with a wide range of offender groups. Erroneous assumptions and faulty cognitive processes can result in antisocial behavior (Freeman, Pretzer, Fleming, & Simon, 1990) and eventual imprisonment. Comprehensive REBT may be useful in combating irrational beliefs and associated dysfunctional emotional states that give rise to offending. Indeed Ellis (1985a) recommends changing the "basic thinking" of the offender in the direction of diminishing absolutistic thinking, increasing long range hedonism, and increasing self-acceptance. In addition, offender work is likely to elicit irrational beliefs held by therapists, leading them to react to clients with fear, pity, or contempt. Such reactions can Irwin F. Altrows is a psychologist at Kingston Psychiatric Hospital and in private practice. He is an Associate Fellow and Training Faculty Member of the Institute for Rational-Emotive Therapy.

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Section: Stop Talk and Listen Insight Regarding Therapeutic Factorsupporting

confidence: 59%

The practice of rational emotive and cognitive behavior therapy with offenders

Altrows¹

1995

J Rational-Emot Cognitive-Behav Ther

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“…The third facet is identified as "therapeutic bond." Alternately explained as "therapeutic alliance" (Bordin, 1979;Quing, Dotson, & Jordan, 1997), this facet focuses on both the client's and the counselor's interpersonal behaviors within the counseling interaction, and the relationship created and fostered therein (Garfield, 1995;Orlinsky, Grawe, & Parks, 1994). The "therapeutic bond" or "alliance" is posited to explain a significant amount of variance in outcome (Borden, 1979;Quing, Dotson, & Jordan, 1997), and to be present across all types of counseling interactions (Bergen & Garfield, 1994).…”

Section: Discussionmentioning

confidence: 99%

Indicators of Client Satisfaction in Academic, Career, and Personal Counseling in Higher Education

Martin

Sheckley

2000

Journal of College Student Retention: Research, Theory & Pr

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There will be an increasingly older cast to American society during the next twenty to thirty years. Middle-aged and older Americans will face numerous changes in the workplace, including technological change, a global economy, lack of promotional opportunities, and layoffs. As a result of these changes, many adult workers will chose to enter or re-enter college programs to upgrade their employment skills. Personnel within institutions of higher education, including those in the counseling office, may not be fully prepared to serve these older students who will need assistance with their transition to college. Without such aid, these students might drop out of higher education, exacerbating the retention problem faced by many colleges. The retention literature indicates that the identification of and commitment to career goals as well as the development of relationships with the institution are two important contributors to the retention of college students. Additionally, the literature on the adult student has focused on the need for supportive counseling 1) to help adult students establish and navigate their personal relationship to the institution, and 2) assist them to resolve conflicts that may accompany their transition to college. If they are to help adults persist in their college programs, counselors need to know how to best address the problems and issues these older learners face. Counselors need to know the outcome of their counseling sessions with adults, so they can ascertain the best methods and processes to utilize; a common method used to assess outcome is client satisfaction, a form of self-report. This study explored three research questions: Among students who use counseling services, l) To what extent can a combination of 289 © 1999, Baywood Publishing Co., Inc. environmental (i.e., social climate), demographic (i.e., age, individual differences), and process (i.e., number of sessions) variables predict client satisfaction; 2) To what extent does client satisfaction differ between men and women; 3) To what extent can reason for attending counseling sessions (i.e., personal, vocational, educational) predict client satisfaction. Analyses were conducted using hierarchical multiple regression (Question 1), ANOVA (Question 2), and standard multiple regression (Question 3). The research sample consisted of 199 students at a comprehensive state university who attended at least one session of counseling. The results indicated that the relationship (cohesion) between a counselor and client is the most significant factor in a student's satisfaction with counseling, whether the student is an adult student or one of traditional age. For this reason, institutions of higher education should strive to develop a sense of cohesion, in the form of close relationships, with its students. Programmatic strategies, including those for adult students, are discussed. / MARTIN AND SHECKLEY

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“…It has been found to be an effective technique in the treatment of dysfunctional thoughts, feelings, and behaviors among various mentally disordered populations, particularly those suffering from mood disorders, panic disorder, and anxiety disorder (Clark, Salkovskis, Hachmann, & Middleton, 1994;Garfield, 1995;Mahrer, Nordin & Miller, 1995;Persons, 1992;Thompson, 1996). Likewise, this approach has been used with schizophrenic clients in a community-based treatment center (Perris & Skagerlind, 1994).…”

Section: Literature Reviewmentioning

confidence: 98%