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The Oxford Guide to Metaphors in CBT: Building Cognitive Bridges: Building Cognitive Bridges
Stott, R., Mansell, W., Salkovskis, P. M., Lavender, A., & Cartwright-Hatton, S
Oxford University Press; 2010.
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Abstract
The business of cognitive therapy is to transform meanings. What better way to achieve this than through a metaphor? It straddles two different domains at once, providing a conceptual bridge from a problematic interpretation to a fresh new perspective that can cast one???s experiences in a new light. The use of metaphors is considered by some to be an essential Rosetta Stone that links different areas of thought and which is essential for the development of culture. Metaphors are found across different languages and peppered throughout most texts. We have squeezed at least six into the paragraph so far. In this book, Chapter 2 describes the historical roots, theory and scientific background behind the use of metaphors in therapy. Chapter 3 is devoted to an overview of the clinical use of metaphors in CBT, including how to adapt client-generated metaphors. In Chapter 4, we start with the use of metaphors in explaining the principles and format of CBT, followed by a full chapter (Chapter 5) on metaphors that illustrate cognitive and metacognitive processes. While these early chapters utilize metaphors for any kind of presenting problem or population, Chapters 6 to 10 illustrate metaphors for specific presenting problems: depression, anxiety, bipolar disorders, psychosis and eating disorders. Chapter 11 is devoted to understanding interpersonal difficulties and lifespan development using metaphor and Chapter 12 explains the colourful use of metaphor in CBT that may be used for parents of anxious or depressed children. Finally, in Chapter 13, we offer some suggestions for future directions in clinical practice and research in the area of metaphor in CBT. A comprehensive index should also assist in navigating to the most relevant sections. We hope that the book can either be read from start to finish (if you really have that much time in your busy clinical schedule), or alternatively can be dipped into, as and when relevant.
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