Learning Emotion-Focused Therapy: The Process-Experiential Approach to Change

Pages: 366
Item #: 4317035
ISBN: 978-1-59147-080-9
List Price: $49.95
Member/Affiliate Price: $39.95
Copyright: 2004
Format: Hardcover
Availability: In Stock
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In Learning Emotion-Focused Therapy, the originators of Process-Experiential Therapy describe in detail the various tasks and techniques of this theoretically grounded, empirically supported, and integrative humanistic therapy, while emphasizing the importance of the therapeutic relationship. The authors, Robert Elliott, Jeanne C. Watson, Leslie S. Greenberg, and Rhonda N. Goldman, well-respected scholars and leading figures in the field, address each major aspect of theory, case formulation, treatment, and research, as well as the nuances of learning and teaching this complex form of therapy.

This exceptionally informative book has the potential to be of great practical value to therapists and students learning experiential, humanistic, and integrative therapies, as well as to those who teach this mode of psychotherapy.

Table of Contents



  1. Introduction

I. Fundamentals of Process-Experiential Therapy

  1. Process-Experiential Theory Made Simple
  2. Research on the Effectiveness of Process-Experiential Therapy
  3. Client Microprocesses: What Process-Experiential Therapists Listen For
  4. Therapist Processes in Process-Experiential Therapy
  5. An Overview of Therapeutic Tasks

II. Specific Process-Experiential Processes and Tasks

  1. Empathy and Exploration: The Core of Process-Experiential Therapy
  2. The Care and Feeding of Therapeutic Relationships
  3. Accessing and Allowing Experiencing
  4. Reprocessing Problematic Experiences
  5. Two-Chair Work for Conflict Splits
  6. Empty Chair Work for Unfinished Interpersonal Issues

III. Pragmatic Issues in Applying Process-Experiential Therapy

  1. Frequently Asked Questions on Applying Process-Experiential Therapy
  2. Adapting Process-Experiential Therapy to Particular Client Problems
  3. Recommendations for Teaching and Learning Process-Experiential Therapy



About the Authors