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Resource List 04: Reviewed Psychotherapy Books

 

A COLLECTION OF RECENT ENGLISH-LANGUAGE PSYCHOTHERAPY BOOK REVIEWS

Complied under the direction of Jacqueline A. Carleton Ph.D. for the IJP (May 2014).  


Brandt, A. (2014). Mindful Anger: A Pathway to Emotional Freedom.

Chudler, E. (2013). The Little Book of Neuroscience Haikus.

Cornell, A. W. (2013). Focusing in Clinical Practice: The Essence of Change.

Cozolino, L. (2014). The Neuroscience of Human Telationships: Attachment and the developing social brain.

Downing, K. (2008). Sensation Game: A Mindfulness Program for Self-Regulation..

Dryden, W. & Spurling, L. (2014). On Becoming a Psychotherapist.


Brandt, A. (2014). Mindful Anger: A Pathway to Emotional Freedom

              Reviewed by: Mona Zohny, Hunter College

[This book] is a self-help work book designed for clients with anger issues. The purpose of this book is to teach clients how to become more self-aware regarding the expression of anger. Andrea Brandt provides many tools that are designed to allow readers to process and release anger mindfully.
     The book consists of eleven chapters along with an introduction and afterword. In the introduction, Brandt gives an intimate account of her issues with anger and its consequences. She provides a questionnaire for readers to determine if they are struggling with anger issues.
     Chapter One describes the manners in which anger can manifest itself. While Brandt acknowledges that most people associate anger with shouting and tantrums, she points out that “anger is still anger even when it simmers instead of boiling over” (1). She then proceeds to describe different anger styles such as the dumper/venter, the withholder/suppressor, and those caught in between. She describes the sub-styles of each category and provides anecdotes which help the reader distinguish between them. The exercises at the end of the chapter are designed to allow the readers to assess their anger style. Chapter Two discusses the effects of anger on one’s emotional life. Many people are taught that anger is bad but Brandt believes that this is due to the lack of distinction between the “emotion of anger” and the “destructive behavior that follows” (22).
     Chapter Three focuses on defining mindfulness, “the state of mind in which we intentionally focus on ourselves in the present” (37). The exercises provided are designed to teach readers how to be mindful. Chapter Four focuses on mindfulness exercises that specifically involve becoming aware of the sensations and emotions of anger. Chapter Five is about detecting the triggers of anger such as unfair situations or feelings of disrespect or disappointment, and learning to control the impulse that precedes anger (whether it involves burying or discharging it). The exercises in the chapter allow the reader to continue to explore their anger via a question-guided anger journal.
     Chapter Six discusses the way in which one’s beliefs affects how s/he interprets a situation and responds to it. Brandt explores the dangers of unrealistic expectations and making assumptions about a present event “through memories of the past” (84). Brandt outlines different types of faulty thinking and provides an exercise that promotes healthier thoughts. Chapter Seven focuses on the effect of childhood experiences on one’s current anger style. Children learn how to deal with their emotions through observing and modeling the adults in their lives.
     While Chapters One through Seven focus on explaining anger as an emotion and sensation and allowing readers to become self-aware, Chapter Eight explains the five steps involved in releasing anger mindfully. These steps include: “getting [one’s] anger percolating”, “mov[ing one’s] feelings out through writing”, “tell[ing one’s] story to another, “find[ing one’s] new truth” and “perform[ing] a release ceremony”. Each step contains a detailed set of instructions for both anger dumpers and anger withholders.
     Chapters Nine through Eleven focus more on interactions with other people. Chapter Nine is about learning how to forgive and have gratitude. These acts can prevent unnecessary negative thoughts and emotions. Chapter Ten and Eleven are about the effects of anger on relationships and communication. Brandt suggests using mindfulness techniques to connect with others. The afterword serves as a review of the topics discusses and the techniques described throughout the book.
     'Mindful Anger' offers a framework for dealing with anger problems. Brandt uses a warm and friendly tone and speaks from experience. She provides many detailed scenarios in each section which aid in the understanding of various anger problems. The exercises throughout each chapter reinforce concepts that Brandt discusses. The tools provided allow clients to slow down and understand their anger in order to deal with it in a healthy manner. This will lead to improvement in many other aspects of the reader's life.

Brandt, A. (2014). Mindful Anger: A Pathway to Emotional Freedom. New York: W.W. Norton & Co
ISBN: 978-0-393-70894-3
Hardcover, Bibliographical references and index included.
Keywords: acceptance and commitment therapy, bulimia, eating disorders, self-help


Chudler, E. (2013). The Little Book of Neuroscience Haikus.
                    Reviewed by: Mona Zohny, Hunter College

"A few syllables - Tell the brain’s intricacies - Neuropoetry"

Chudler’s The Little Book of Neuroscience Haiku’s is a wonderful pocket-sized book of haiku poems that cover a range of topics in neuroscience. This book takes an unconventional and playful approach to a subject that is usually deemed to be difficult and complex by the average person. It can be enjoyed by professionals in the field and anyone else interested in learning some of the basics in neuroscience. 
   The book consists of three parts. Each part contains poems about places, things and people, respectively. Each poem is followed by a short paragraph that explains the concept described in the haiku. Some poems are accompanied by illustrations by Diana Elisabeth Dube. The places in Part One encompass specific areas in the brain and their functions. For instance, the following poem describes the amygdala:

“Spiders, snakes, oh my - Almond-shaped amygdala - Interpreting fear”

Chudler then goes on to explain in the paragraph below the poem that this structure is “located at the temporal lobe of the brain” and that it is “important for memory of emotional responses, including fear”. On the opposite page is a beautiful illustration of a cobra. 
   The “things” discussed in Part Two include processes of the brain/nervous system, such as neurogenesis, conditions of the brain/nervous system, chemicals that affect the nervous system and tools used to assess the nervous system. The following poem is about the condition known as brain freeze, also known as “sphenopalatine ganglioneuralgia”:

“Roof of mouth, skull base - Ate too fast, ice cream headache - Upsetting brain freeze.”

Chudler then explains that the “rapid cooling may affect blood vessels, which change shape” and how that can activate nerve fibers that cause pain. 
   
The poems in Part Three are about famous people in neuroscience who have made significant contributions to the field. Some of these people are scientists, such as James Parkinson. Others are patients whose conditions revealed new information about the brain, such as Phineas Gage, who survived an accident in which his skull and prefrontal lobe were impaled by a metal rod.
   Chudler’s creative use of poetry as a medium for explaining neuroscience makes The Little Book of Neuroscience Haikus  a pleasure to read. His haikus are clever and informative. The additional explanations that he provides make this book suitable for a broader public audience.

Chudler, E. (2013). The Little Book of Neuroscience Haikus. New York: W.W. Norton & Co
ISBN: 978-0-393-70832-5
Paperback: No bibliographical references or index included.
Keywords: neuroscience, poetry, haikus

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Cornell, A. W. (2013). Focusing in Clinical Practice: The Essence of Change.
                    Reviewed by Dawn Bhat, MA, MS, NCC

After over three decades of teaching Focusing to clinicians, Ann Weiser Cornell has created a new volume, Focusing in Clinical Practice: The Essence of Change. In this book, Cornell describes the Focusing process based on the original work of Eugene Gendlin. Focusing is an experiential process that pays a special kind of attention to the body. Focusing has become foundational in many somatically oriented psychotherapies, including Somatic Experiencing, a trauma treatment method developed by Peter Levine. In particular, it is the Focusing concept of the felt sense that is one of the most important contributions to the field of somatic psychotherapy. The felt sense is a freshly forming, whole, bodily sense of some life situation, which is different from thought or emotion. A theme throughout Cornell’s new work is that the greatest transformative power lies in accessing the felt sense.
   
Felt sensing, as the essence of chance, is the take-home message repeatedly pointed to throughout this volume. Though not a new finding – that accessing the felt sense has great transformative power – Cornell gracefully and eloquently articulates how Focusing works in a fresh, new way. Cornell traces the research back to Gendlin’s early scientific investigations on Focusing in psychotherapy. That research revealed that clients who referred to ongoing felt experiencing in a fresh way during session tended to have more positive therapy outcomes than those who merely talked about their problems and emotions. In addition, Gendlin’s research had found that experiential contact from the initial session was a predictor of successful psychotherapy.       Experiencing is a directly felt, here and now process of felt meaning. Implicit meaning is present along with an interoception, the feeling of the body from the inside, to create the certain kind of quality in experiencing. The key here is that meaning is found in the experience of the felt sense. As this experiencing occurs in the immediate present, it is possible for the newness of things, possibilities and behaviors to happen, unfold and emerge. In clinical practice, Cornell asserts that clients need therapeutic guidance to make contact with this inner experiencing. 

      Cornell’s new book offers clinicians guidance to bring Focusing into the consulting room.  Cornell notes that the Six Steps is only one way to Focus: clearing space, getting a felt sense, finding a handle, resonating then handle, asking and receiving. Pausing to allow the inner intention of asking enables the forming of a felt sense. In this process there is a turning toward and bringing forward “something,” which is unclear murky and vague. The formation brings life forward in a fresh, new, meaningful way.      Along with a basic understanding of the Focusing method, Cornell pays careful attention to subtle differences among various theoretical concepts integral to psychotherapy, including mindfulness, somatically oriented, relational, acceptance and empathy, and insights from attachment theory and self-regulation. Cornell suggests that Focusing encompasses some form of and brings a somewhat difference perspective on these integral aspects of some forms of psychotherapy. For example, Focusing contains mindful awareness, which is cultivated by mindfulness training. Similarly, there is a non-judgmental attitude and attentiveness to felt experiencing. Focusing incorporates mindfulness but goes one step further in forming a felt sense from the same optimal environment that mindfulness cultivates. The process of Focusing is different from mindfulness because of the forming of and attending to a felt sense.
     Focusing supports qualities of secure attachment, which, according to Cornell, involves ‘being with’ a felt sense or emotional experience. As such, the inner relational process supports empathy turned inward. Cornell helps clinicians understand the process of orienting to Focusing moments, such as nurturing the spontaneous forming of felt senses through what she calls the ‘empathic prompt.’ The self-in-presence is a quality of self-attention, a kind of inner environment.      
    In Focusing there is not only the forming of a felt-sense but also a working with and facilitating a further, deeper inner process. Moving forward and starting anew may be inhibited or blocked by defences such as intellectualizing, resistance and the inner critic. Techniques to move past and beyond these blockages are presented so clinicians can work with a wider range of clients. Clinicians will learn how to integrate Focusing into their treatment programs. However, clinicians can also benefit from Focusing as a therapist who Focuses may also be more genuinely available and capable of doing self-care.

Cornell, Ann W. (2013). Focusing in Clinical Practice: The Essence of Change.W.W. Norton & Co.
ISBN: 978-0393707601.
Hardcover. Includes references and index.
Key words: Focusing, somatic, psychotherapy, change process, inner awareness, body

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Cozolino, L. (2014). The neuroscience of human relationships: Attachment and the developing social brain
              Reviewed by: Mona Zohny, Hunter College

In 2006, Louis Cozolino, a therapist and professor of psychology at the Pepperdine University, published the first edition of his book The Neuroscience of Human Relationships. Since then, the field of neuroscience has expanded immensely. As a result, Cozolino has published a second edition, which contains much of the same content and more. It follows the same format as the first edition while integrating contemporary research with existing knowledge of the social brain. This book is designed for psychotherapists, and any other professional interested in applying neuroscience to their practice. In this book, Cozolino “interweave[s] science and experience in an effort to expand our understanding of human relationships”. He does so by focusing on the “flow of information between individuals across the social synapse” (13).
   The introduction begins by pointing out that “humans exist within a paradox: we conceive of ourselves as individuals yet spend our lives embedded in relationships that build, shape, and influence our brains” (xiii). The rest of the book then focuses on explaining in great detail how human interactions affect the brain, and vice versa. Cozolino explains the concept of the “social synapse” which he defines as “the space between us…filled with seen and unseen messages and the medium through which we are combined into larger organisms such as families, tribes, societies, and the human species as a whole” (xv). Each part consists of two to four chapters. At the end of each chapter Cozolino provides a narrative, based on his experience with clients, that serves to illustrate the concepts discussed throughout the chapter.
   Part One consists of Chapters One and Two. These chapters emphasize the importance of viewing the brain as a social organ. Cozolino focuses on the evolution of the social brain as a method of survival. He points out that, unlike many organisms that are born with skills they use directly to survive, human babies “survive based on the abilities of their caretakers to detect the needs and intentions of those around them” (7).
   Part Two is made up of Chapters Three to Five. In these chapters, Cozolino focuses on describing the various structures and functions of the social brain. Labelled diagrams of the brain are provided throughout the text. He discusses the development of the brain over the human lifespan and describes the behaviors associated with the different levels of development. Cozolino also explores the benefits of the lateralization of brain functions across the right and left hemispheres in humans. He points out that this specialization of hemispheres has led to an increase in “neural ‘real estate’ for the development of new skills and abilities” (63).
   Part Three contains Chapters Six through Ten. These chapters focus on the social synapse especially in terms of primal forms of communication such as instincts, reflexes, sights, sounds, and smells. He starts by discussing the relationship between parent and child and how the brains of both a newborn and mother are shaped by their interactions with one another. Cozolino also explores the concept of love as a biochemical and social process. In Chapter Ten, he emphasizes the importance of a healthy attachment or bonding experience with one’s mother as an infant. He describes the “transduction of interpersonal experience into biological structure” (151). He points out that amygdala activation correlates with the level of attachment insecurity in stressful situations. The brains of insecurely attached people, for instance, have immature social engagement systems and as a result, resort to the more primitive fight-or-flight system in relationships. However, Cozolino presents the concept of attachment plasticity. Research suggests that attachment in adults is a “malleable form of implicit memory” which is good news for therapists treating patients with attachment issues (155).
   Part Four, “I See You”, consists of Chapters Eleven to Fourteen. These chapters cover various concepts related to the relationship between social communication and vision such as gaze, facial recognition, mirror neurons, resonance, attunement and empathy. In Chapter Eleven, Cozolino addresses the importance of gaze in an evolutionary context. He discusses the use of other people’s gaze to redirect our attention and gather information from our environments as well as the preference for dilated pupils, which are linked with empathy. Chapter Twelve focuses on the importance of facial recognition and the brain structures and functions involved in this process. He distinguishes between the visual and emotional component of recognizing a familiar face when discussing the conditions of prosopagnosia (the inability to recognize a face, while still getting the feeling of familiarity) and Capgras syndrome (the feeling of unfamiliarity when seeing a face one recognizes). Chapter Thirteen is about mirror neurons. Cozolino focuses on the evolutionary benefits and addresses the brain structures involved in the mirror neuron system. The discussion of mirror neurons continues in Chapter Fourteen, which covers resonance, attunement and empathy and the role that the brain, specifically the insula cortex, plays in these processes.
   In Part Five, Cozolino explores the effects of both positive and negative relationships on physical and mental health. Chapter Fifteen is about the regulation of the brain, as well as physiological health by relationships. Cozolino presents statistics that show that people in positive relationships fare better physically than single people. In addition, the loss of a significant other increases the risk of developing health problems. Negative relationships, specifically bullying, increase cortisol levels, which can affect the functioning of the hippocampus.  Chapter Sixteen is about early trauma. Cozolino begins this discussion at the prenatal stage by addressing the effects of the mother’s psychological state on the fetus. Maternal depression after birth may lead to neglect, which affects the child’s neurological development. Research shows that maternal behaviors may affect gene expression in their offspring. Cozolino then discusses the neurological structures involved in the stress response. Chapter Seventeen is about interpersonal trauma. Cozolino discusses approach-avoidance behavior as a result of an incident that leads to feelings of mistrust in a client. He addresses child abuse, neglect and shame. He talks about the effect of “sustained stress” on the hippocampus. Damage to the hippocampus affects explicit memory, which means that, while the amygdala will store the implicit memory of a stressful event, the hippocampus may not be able to and so the client may not be able to remember why s/he is afraid.
   Part Six explores various disorders of the social brain. Chapters Eighteen through Twenty-One discuss social phobia, borderline personality disorder, psychopathy and autism, respectively. In each chapter, Cozolino defines the features of each disorder and describes the differences in brain structure and development in clients with these disorders.
   Part Seven, “Social Neural Plasticity”, consists of Chapters Twenty-Two to Twenty-Five. Chapter Twenty-Two is about the development of the self and the theory of mind. In Chapter 23, Cozolino describes the three messenger systems of neurons and compares them to the three messenger systems of human interaction—hearing, touching and vision. He discusses the importance of narratives in psychotherapy, since storytelling involves the integration of many neural pathways. Cozolino lists several ways that neuroscience can “advance the practice of psychotherapy”: the brain can be impacted in many ways, a brain-based approach can aid in creating a common rationale amongst professionals in determining a treatment for clients, educating clients about their brains will “’depathologize’ their experience” (396), the optimism and belief in plasticity may have healing benefits, using storytelling as a way to modify memories, and understanding the effect of the therapeutic relationship on positive change.  It is evident in many of the narratives he tells throughout the book that these are views and suggestions that he implements in his practice as a therapist. Chapter Twenty-Four is about the importance of a loving therapeutic relationship since a client enters the room with the expectation that they will be treated as they are by others in their life. In Chapter Twenty-Five, Cozolino addresses the concept of group mind. He discusses the Japanese belief that mental health stems from the idea that a person must be receiving and giving care to others. He suggests that our individualistic values in the West are one of the reasons behind the higher incidence of mental illness in our society.
      The Neuroscience of Human Relationships is a fascinating and readable book that adequately covers the latest research in neuroscience regarding the social brain. The narratives provided are helpful in understanding the application of neuroscience in the clinical setting. The reader will certainly come away with a “deeper appreciation of the complexity and importance of our interactions with others, especially those closest to us” (xv).

Cozolino, L. (2014). The neuroscience of human relationships: Attachment and the developing social brain. New York: W.W. Norton & Co.
ISBN: 978-0-393-70782-3
Hardcover, Bibliographical references and index included.
Keywords: attachment, developmental psychology, neuroscience, interpersonal relations, social brain, social synapse


Downing, K. (2008). The Sensation Game: A Mindfulness Program for Self-Regulation.
                         Reviewed by: Rachel Vitale, New York University

The Sensation Game: A Mindfulness Program for Self-Regulation is the combination of a children’s game, manual, and poster, which together help players strengthen their sustainability for self-regulation. Creator Kris Downing explains that self-regulation, the ability to adjust emotional behavioral responses as needed, can be increased by also increasing mind-body, or somatic awareness. The concept of the game was derived from the work of Dr. Peter Levine and Maggie Kline and their Somatic Experiencing approach to helping children, as described in their book Trauma through a Child’s Eye. Somatic Experiencing is a body-centered approach to emotional healing, which naturally builds greater self-regulation. This method teaches patients that trauma is not in the event, but in the nervous system. The Sensation Game uses this information to help treat children who have suffered from significant trauma.
   
The Sensation Game focuses mainly on making connections so that a player can become more present in his or her own body, more aware of his or her surroundings, and feel safe and more in sync with other people. The game’s activities give players a feel for their own natural rhythms and encourage players to notice what feels comfortable for them. Originally, the game was invented for individual children, but can now be played with small groups of adults as well. Generally, players would gather about a dozen objects from a selection and place them into the given pouch. These objects range in shape, size, and texture. Some include marbles, rocks, and shells. Then, players would begin compiling their sensation word lists by taking turns pulling out a different object from the bag and writing down how it feels, looks, etc. After all of the objects have been removed from the pouch, players would review their sensation word lists and reflect on moments when they may have felt “sharp” or “rough” on the inside. At this point it is up to the instructor to explain the difference between physical and emotional sensations.
   
After this portion of the game, players can also take part in the Play Sensation Card Game. There are a lot more specific rules for this part, but players simply choose a game card from the face down position and have the option to act out whatever situation is written on the card, or if this were between children, tell the adult to perform the activity. Players can then choose a marble. Depending on the color of the marble players may be assigned a different role, which will influence how they think about the situation that was previously performed. At the end of the exercise players are asked to reflect on how acting out the activity felt and how acting as the role they were assigned influence their feelings. There are many other variations to how this game can be played, some of which involve the poster. 
    The Sensation Game is great for therapists to use on small group sessions, individual sessions, or even parents with children who have suffered from a traumatic experience. It is a useful tool to trauma treatment today that is continuing to produce positive results.     

Downing, K. (2008). Sensation Game: A Mindfulness Program for Self-Regulation.
(Retrieved from http://www.sensationgame.com: TXu001664373).
Paperback: Does not include index.
Key words: mindfulness, self-regulation, sensation, somatic, stress, trauma

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Dryden, W. & Spurling, L. (2014). On Becoming a Psychotherapist.
                  Reviewed by: Mona Zohny, Hunter College

In 1987, Dryden and Spurling contacted several psychotherapists in the US and UK from various theoretical backgrounds who were at different stages in their careers to contribute an autobiographical essay to their book, On Becoming a Psychotherapist. The purpose of the book was to provide a space for psychotherapists to shed light on their profession. 25 years later, the editors have released a classic edition that includes the same content along with an introduction in which the original contributors reflect on the chapter that they wrote. This book is ideal for established psychotherapists, those in training or people considering it at a career choice.
   
In the introduction, Dryden and Spurling discuss the sentiments of the original contributors that they were able to interview (four of the contributing therapists--Michael Mahoney, Irene Bloomfield, Hans Strupp and Fay Fransella—have passed away) regarding their essays. Some therapists felt that writing the chapter for this book was a very therapeutic experience for them. Others expressed that writing this helped them with future projects. A few admitted that, while they enjoyed the experience, they haven’t gone back to their chapter since they had written it. One psychotherapist also commented on the lack of racial diversity (all the contributors were white) and the fact that the editors failed to provide contributors from certain theoretical backgrounds, namely the psychoanalytic.
   
Part I of the book consists of a single chapter, Chapter 1, which is written by the editors of the book. It explores the idea, backed up by research, that there is “little differential effectiveness in different approaches to psychotherapy” and so the focus has turned towards trying to understand what makes individual therapists successful. They briefly discuss the history of psychotherapy, the types of characteristics that people suited for this profession have (such as empathy) and the dangers of following a rigid therapeutic technique.
   
Part II is made up of chapters Two through Eleven, which consist of the 10 intimate autobiographical essays written by the contributing therapists. Each chapter follows a similar format mandated by the editors. The authors explore why, how and when they became psychotherapists (in three separate sections), what sustains them as therapists and the implications of their essay for other psychotherapists. Most of the therapists do not have a direct answer regarding why they became therapists and so they begin by exploring their childhood. They discuss their personal conflicts growing up and what they studied in college. Some knew right away they wanted to study psychology and for others it was something they stumbled upon a little later in their academic career. They each express their personal doubts about entering the field and view becoming a therapist to be a continuous journey throughout life.
   
In Michael Mahoney‘s chapter, he explains the doubt he felt about choosing a major in college. When he spoke to a counselor for advice on whether he should become a writer or psychologist, Mahoney, who had struggled with depression and anxiety, asked the counselor “what right do I have to tell other people how to live their lives if I still struggle with my own?” The counselor, Milton Erickson, replied “…some of the best football coaches in this country have never played the game”. Even though therapists are considered healers, they are still humans with their own problems and that’s okay. While Mahoney did not understand Erickson’s “psyche-logic” back then, he took it to mean that he should become a psychologist. Interestingly enough, he eventually realized that he did not have to choose between the two careers; here he was writing a chapter for a book.
   
Part III serves as a commentary. It consists of two chapters. Chapter Thirteen is written by the editors. In this chapter, Dryden and Spurling review the major themes that came up in many of the therapist’s essays. They explore themes such as psychotherapy as a calling, isolation, developing empathy, and the domain of an inner world and self in an attempt to understand why these psychotherapists chose this career. They discover that many of these therapists felt that psychotherapy was a “calling” or that it was somehow predetermined.  For instance, Marcia Karp describes an almost magical instance in college in which she sat at the library studying and noticed books written by psychiatrist, Jacob Levy “perched innocently in front of [her] on a shelf…There were thousands of books and [she] sat in front of those, not knowing that my career lay on the shelf, asking to be discovered.”  Many of the therapists, such as Brian Thorne, discussed the powerful force of empathy and how it played a role in their decision to become a therapist.  Thorne writes that he “simply experienced, with alarming frequency, the powerful sensation of knowing what it felt like to be in someone’s skin”. Chapter Fourteen is written by John C. Norcross and James D. Guy. In this chapter, Norcross and Guy discuss the results of a survey that was distributed to the ten contributors. They also examine prior research related to psychotherapy.
   
On Becoming a Psychotherapist is a wonderful compilation of very intimate autobiographical essays that serves to shed light on the worlds of therapists. It is a fascinating look into the personal lives of psychotherapists. Psychotherapists that read this book may feel inspired to write their own essay using the format provided by the editors in the appendix of this book. This book has inspired more research in this area upon its original publication in 1989.

Dryden, W. & Spurling, L. (2014). On Becoming a Psychotherapist. New York: Routledge. 244 pp.
ISBN: 978-0-415-70384-0
Paperback, Index included.
Keywords: mental health, psychotherapy, psychotherapists

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