Rational Emotive Behavioural Coaching

Windy Dryden, Ph.D., is in part- time clinical and consultative practice and is an international authority on cognitive behaviour therapy (CBT). He is Honorary Vice President of the International Society for Coaching Psychology, was granted honorary membership in the International Association of Cognitive Behavioral Coaching in 2014 and is Emeritus Professor of Psychotherapeutic Studies at Goldsmiths University of London. He has worked in the helping professions for more than 40 years and is the author and editor of over 215 books.

As we expect from Windy Dryden a thoughtful and comprehensive guide to REBT’s distinctive features. The reader is carefully taken through key theory underpinning the approach and some fundamental misunderstandings are addressed along the way. The role of context, often missed, is clearly considered. The practice sections provide a highly accessible account which explores the core features necessary to an effective practice and the value base that provides a foundation. A short, distinctive, helpful book that will meet the needs of many readers seeking to understand the essence of REBT Coaching. (Prof David A. Lane Professional, Development Foundation, Middlesex University, Chair APECS)This is a must-read for anyone who wants to practice coaching based on the Rational Emotive Behavioral approach. Windy Dryden offers in this book a very structured and comprehensive perspective on the unique characteristics and processes of Rational Emotive Behavioral Coaching. All coaching and mental health practitioners, no matter the approach they endorse, will find in this book excellent content to help them improve their life coaching practice!(Oana A. David, Ph.D., Associate professor and Director of the International Coaching Institute at Babes-Bolyai University Cluj-Napoca, and President of the International Association of Cognitive Behavioral Coaching)In this book Dr Windy Dryden provides a comprehensive overview of the theory and practice of rational emotive behavioural coaching (REBC). He skilfully distinguishes between practical problem-focused REBC and emotional problem-focused REBC. This book will provide insights for both experienced and trainee coaches.(Stephen Palmer, President, International Society for Coaching Psychology, and Director of the Centre for Coaching, London)

• IntroductionPART I THEORY1 Rational Emotive Behavioural Coaching and its scope2 The image of the person in REBC 3 The importance of meaning and values in REBC4 Objectives and goals in REBC5 Understanding emotional problems and their healthy alternatives: The 'Situational ABC’ parts of the ‘Situational ABCDEF’ framework6 Understanding emotional problems and their healthy alternatives in tabular form7 The criteria of good mental health and healthy psychological living that can inform REBC8 Characteristics of effective REB coaches 9 Characteristics of good REB coachees10 The coaching alliance in REBCPART II PRACTICE11 Greeting, assessing and contracting in REBC 12 Helping coachees get the most out of REBC before formal coaching starts13 Helping coachees get the most out of REBC during coaching: The negotiation and review of homework tasks14 Development-focused REBC: Setting objectives15 Development-focused REBC: Designing and implementing an action plan16 Practical problem-focused REBC: Identifying the problem and setting goals17 Practical problem-focused REBC: Implementing problem-solving methods18 Emotional problem-focused REBC: Understanding the emotional problem and setting goals using the ‘Situational ABC’ parts of the ‘Situational ABCDEF’ framework19 Emotional problem-focused REBC: Changing attitudes using the ‘DEF’ parts of the ‘Situational ABCDEF’ framework20 Identifying, understanding and dealing with obstacles in REBC 21 Dealing with common coachee problems in coaching: Guilt22 Dealing with common coachee problems in coaching: Anxiety23 Dealing with common coachee problems in coaching: Procrastination 24 Helping coachees to develop a flexible mindset: 1. Attitudinal flexibility25 Helping coachees to develop a flexible mindset: 2. Other features 26 Helping coachees to develop a non-awfulising perspective27 Helping coachees to develop greater discomfort tolerance28 Helping coachees to develop greater unconditional acceptance 29 Helping coachees to gneralise their learning and become their own coaches30 Ending and Follow-up NotesReferencesIndex