As you further pursue the conceptual and applied aspects of CEFT, the following books, chapters, and articles should prove helpful. I am not aware of any one resource, however, that ties together the various pieces of information just discussed (see What Is CEFT?) and goes on to describe the interventions that naturally follow. (Currently I am writing a book for Haworth Press wherein I take a stab at this, but it’s publication is still more than a year in the future as of June 2005). Nevertheless, the following articles and books, taken as a whole, should answer many of your questions. In particular the works of Seymour Epstein, and the literature on interpersonal patterns of behavior, will very nicely build a solid foundation for the conceptual basis of CEFT. The remaining references offer either an interesting perspective on some aspect of this work, or provide examples of interventions that may be helpful.
Keep in mind, when guided by the principles of CEFT you will find a use for almost every standard intervention that has been invented, no matter the school of thought from which it arose. This does not mean that for specific problems some interventions are not to be preferred over others - of course, just as when building a house many tools may be employed for a given task but some are better than others. But what tool is employed must always be dictated by the goal one is striving toward, the patient's abilities, and the therapist's skills. Additionally, when all things are equal, the empirically supported intervention is to be supported over the non-empirically supported intervention.
The references below contain a variety of materials but the list must in no way be considered exhaustive. Think of it as a sampler. Some of the works focus on the conceptual issues that underlie the CEFT approach (e.g., Epstein, Dodge, and to a lesser extent Polyani), others take aim at the applied aspects of therapy (e.g., Schaefer, Frankel, and Goldstein), and still others examine both conceptual and applied concerns (e.g., Benjamin, Epstein, Strupp, et. al., Talley). Again, no one source will thoroughly integrate all of the components articulated in 'What Is CEFT?', although the Epstein articles surely are the most comprehensive, and an understanding of his work is absolutely essential for understanding CEFT. If you study these references, however, and apply them to what you've already learned in this website, you will find it relatively easy to make the application to practice. Be sure to look at this page when you revisit the website as the list is periodically updated.
References
Benjamin, L. (1996). Interpersonal diagnosis and treatment of personality disorders, (second edition). New York, NY: Guildford Press.
Catlin, G. and Epstein, S. (1992). Unforgettable experiences: the relation of life events to basic beliefs about self and world. Social Cognition, Vol. 10, No. 2, pp. 189-209.
Cohen, J., Deblinger, E., Mannarino, A. and Steer, R. (2004). A multisite, randomized controlled trial for children with sexual abuse - related PTSD symptoms. American Academy of Child and Adolescent Psychiatry, 43:4, pp. 393 - 402.
Dodge, K. and Price, J. (1994). On the relation between social information processing and socially competent behavior in early school-aged children. Child Development, 65, pp. 1385 – 1397.
Dodge, K., Laird, R., Lochman, J. and Zelli, A. (2002). Multidimensional latent-construct analysis of children’s social information processing patterns: correlations with aggressive behavior problems. Psychological Assessment, 14, pp. 60 – 73.
Epstein, S. (1973). The unconscious, the preconscious and the self-concept. In J. Suls and A. Greenwal (Eds.), Psychological perspectives on the self. (Vol. 2, pp. 219 – 247).Hillsdale, NJ: Erlbaum.
Epstein, S. (1992). Coping ability, negative self-evaluation, and overgeneralization: experiment and theory. Journal of Personality and Social Psychology, Vol. 62, No. 5, pp. 826 – 836.
Epstein, S. (2003). Cognitive-experiential self-theory of personality.In Millon, T., & Lerner, M. J. (Eds), Comprehensive Handbook of Psychology, Vol. 5: Personality and Social Psychology.(pp. 159 -184).Hoboken, NJ: Wiley & Sons.
Frankel, F. (1996). Good friends are hard to find: help your child find, make and keep friends. Glendale, CA: Perspective Publishing, Inc.
Gil, Eliana, (1991). The healing power of play: working with abused children. New York, NY: Guilford Press.
Goldfried, M. (1995). From cognitive-behavior therapy to psychotherapy integration. New York, NY: Springer Publishing Company.
Goldstein, A. & McGinnis (1997). Skillstreaming the elementary school child. Champaign, IL: Research Press.
Goldstein, A. & McGinnis, E. (1997). Skillstreaming the adolescent. Champaign, IL: Research Press.
Goldstein, A. & McGinnis (2003). Skillstreaming in early childhood. Champaign, IL: Research Press.
Greenspan, S. (1991). The clinical interview of the child, (second edition). Washington, DC: American Psychiatric Press, Inc.
Greenspan, S. (1993). Playground politics: understanding the emotional life of your school-age child. Cambridge, MA: Perseus Books.
Greenspan, S. (1995). The challenging child. New York, NY: Perseus Books.
Hembree-Kigin, T. & McNeil, C (1995). Parent Child Interaction Therapy (PCIT). New York, NY: Plenum Press.
Hughes, D. (1997). Facilitating developmental attachment. Northvale, NJ: Jason Aronson, Inc.
James, B. (1994). Handbook for the treatment of attachment-trauma problems in children. New York, NY: Lexington Books.
Polanyi, M. (1983). The tacit dimension. Gloucester, MA: Double Day.
Schaefer, C. (Ed.) (1993). The therapeutic powers of play. Northvale, NJ: Jason Aronson Inc.
Schaefer, C. and Millman, H. (1994). How to help children with common problems. Northvale, NJ: Jason Aronson, Inc.
Strupp, H. H. & Binder, J.(1984). Psychotherapy in a new key. New York: Basic Books.
Talley, P. F.(2005). Handbook for treatment of abused and neglected children. Binghampton, NY: Haworth Press.
Weiss, J. (1993). How psychotherapy works. New York, NY: Guilford Press.
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