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Emotion management is an important source of social capital and synergy for organizations. Managers have a great role in the creation of this synergy. A manager who can cope with their emotions indirectly contributes to organizational effectiveness. This situation is especially important in human-oriented organizations providing services rather than goods, such as educational institutions. Leadership is a process of social influence, which maximizes the efforts of others towards the achievement of a goal. Leadership stems from social influence rather than authority or power. In terms of system approach, the input, output, process, and feedback of educational organizations are always related to human behaviors. Therefore, organizations must address the nature of human beings in all of their managerial processes. Although organizations, in which people are at the foreground, try to continue their functioning on a rational and formal basis throughout the managerial process, they sometimes have to manage emotional and informal phenomena. In this case, there is a need for managers and school leaders who can shape the rationale in line with the requirements of human nature. What is expected from this administrator is that they do not ignore human needs and emotions while providing the management of educational institutions. For this reason, these managers should be "leaders" rather than "executives" who only work in a formal framework of organization management. Moreover, principals and teachers should also be leaders in all educational processes. Emotions are the main catalyst of positive organizational culture. Leaders can create an effective organizational culture with the main source of positive emotions between employers. Positive emotions also motivate employees for organizational purposes. If a leader wishes to create and maintain an effective organizational culture, it is essential to support positive behavior and emotional climate in their institutes and schools. Leaders-school-managers and teachers, therefore, need to develop emotion management abilities. Educational organizations need to shape their organizational culture, climate, and psychology to support their leaders in efficiently managing their employees’ emotions. Up to now, this topic has been usually addressed as the main catalyst and a sub-dimension of emotional intelligence. Moreover, current evidence classifies social and empathy skills as other sub-dimensions of emotional intelligence. For this reason, this collection of peer-reviewed articles will draw attention to the contemporary term "emotional management" and contribute to educational fields by means of exploring the relationship between emotions and leadership.
Extensively updated to include clinical findings over the last two decades, this third edition of A Practitioner's Guide to Rational-Emotive Behavior Therapy reviews the philosophy, theory, and clinical practice of Rational Emotive Behavior Therapy (REBT). This model is based on the work of Albert Ellis, who had an enormous influence on the field of psychotherapy over his 50 years of practice and scholarly writing. Designed for both therapists-in-training and seasoned professionals, this practical treatment manual and guide introduces the basic principles of rational-emotive behavior therapy, explains general therapeutic strategies, and offers many illustrative dialogues between therapist and patient. The volume breaks down each stage of therapy to present the exact procedures and skills therapists need, and numerous case studies illustrate how to use these skills. The authors describe both technical and specific strategic interventions, and they stress taking an integrative approach. The importance of building a therapeutic alliance and the use of cognitive, emotive, evocative, imaginal, and behavioral interventions serves as the unifying theme of the approach. Intervention models are presented for the treatment of anxiety, depression, trauma, anger, personality disorders, and addictions. Psychologists, clinical social workers, mental health counselors, psychotherapists, and students and trainees in these areas will find this book useful in learning to apply rational-emotive behavior therapy in practice.
Edited by high caliber experts, and contributed to by quality researchers and practitioners in psychology and related fields. Includes over 500 topical entries Each entry features suggested readings and extensive cross-referencing Accessible to students and general readers Edited by two outstanding scholars and clinicians
Cognitive Coping Therapy partners coping skills therapy and cognitive behavior therapy. It offers cognitive coping therapy, which essentially develops coping skills therapy, into a comprehensive model of care. It presents a practiced theory and underlying philosophy for the approach, along with methodology and guidelines for implementing it. It refines and further extends cognitive behavioral practice theory and, in doing so, offers case studies to illustrate how to use the model with a variety of disorders. A new coping skills slant for treating a variety of disorders.
A comprehensive reference for psychology research and practice The Corsini Encyclopedia of Psychology and Behavioral Science, Volume 3 provides researchers, practicing psychologists, teachers, and students with an exhaustive reference for the field. Covering psychological and behavioral conditions, treatments, testing, diagnoses, and much more, this invaluable resource provides information on over 1,200 topics across four volumes. This Third Edition features new coverage of biomedical research and neuroscience findings to reflect the growing impact of evidence-based treatment, and includes profiles of influential psychologists and psychological organizations from around the world.
In Rational and Irrational Beliefs: Research, Theory, and Clinical Practice, leading scholars, researchers, and practitioners of rational emotive behavior therapy (REBT) and other cognitive-behavioral therapies (CBTs) share their perspectives and empirical findings on the nature of rational and irrational beliefs, the role of beliefs as mediators of functional and dysfunctional emotions and behaviors, and clinical approaches to modifying irrational beliefs, enhancing rational beliefs, and adaptive coping in the face of stressful life events. Offering a comprehensive and cohesive approach to understanding REBT/CBT and its central constructs of rational and irrational beliefs, contributors review a steadily accumulating empirical literature indicating that irrational beliefs are associated with a wide range of problems in living and that exposure to rational self-statements can decrease anxiety and other psychological symptoms, and play a valuable role in health promotion and disease prevention. Contributors also identify new frontiers of research and theory, including the link between irrational beliefs and other cognitive processes such as memory, psychophysiological responses, and evolutionary and cultural determinants of rational and irrational beliefs.A truly accessible, state-of-the-science summary of REBT/CBT research and clinical applications, Rational and Irrational Beliefs is an invaluable resource for psychotherapy practitioners of all theoretical orientations, as well as instructors, students, and academic psychologists.
The book presents a new theory of personality, referred to as cognitive-experiential theory (CET). Currently there are a variety of personality theories that seem irreconcilable with each other. CET is integrative of all other major personality theories. This integration is accomplished by expanding upon current basic assumptions, including the assumption that all higher-order animals automatically construct an implicit theory of reality that is necessary for adapting to their environments and that is therefore inherently reinforcing. The system that accomplishes this is referred to as the experiential system, as it is an empirical system that adapts by automatically learning from experience. Because it operates without requiring conscious awareness it can be regarded as an adaptive unconscious system, however, this book reveals that the experiential system is not identical with an unconscious adaptive system, and is superior to that construct in several important respects. Humans, of course, also uniquely operate with a conscious, reasoning system, referred to in CET as a rational system. This book demonstrates how these two systems operate in parallel and influence each other in important ways. For example, the influence of the experiential on the rational system can account for why the human species, despite its outstanding intelligence in solving impersonal problems, which are mainly in the domain of the rational system, often think and behave unintelligently and destructively in solving interpersonal problems, which are primarily in the domain of the experiential system. Yet, neither system is generally superior to the other, and the book discusses how each system is superior in uniquely important ways.