1 Coping Skills Training and Cognitive Behavior Therapy -- 2 The Screening Procedure -- 3 The Relaxation Module -- Session 1 -- Session 2 -- 4 The Cognitive Restructuring Module -- Session 3 -- 5 Enhancing Cognitive Restructuring Skills -- Session 4 -- Session 5 -- Session 6 -- 6 Individual Session/Midway Evaluation -- Session 7 -- 7 The Assertion-Training Module -- Session 8 -- Session 9 -- Session 10 -- Session 11 -- 8 The Problem-Solving Module -- Session 12 -- Session 13 -- 9 Closing Sessions -- Session 14 -- Session 15 -- 10 Booster Sessions -- References -- Appendixes -- 1. Pretreatment Questionnaire (PTQ) -- 2. Pregroup Screening Description of the Coping Skills Group -- 3. List of Symptoms Common to Patients Referred to the Coping Skills Group -- 4. Potential Goals for Each Module -- 5. Coping Skills Group Screening Form — Individual Goal Sheet -- 6. Coping Skills Group Attendance/Performance Record and Contract -- 7. Example of Completed Coping Skills Group Screening Form — Individual Goal Sheet -- 8. Relaxation Practice Log -- 9. List of Required and Suggested Readings -- 10. Personal Reminder Form -- 11. Example of Completed Personal Reminder Form -- 12. Relaxation Sequence -- 13. Cognitive Distortions -- 14. Dispute Handles -- 15. Homework Sheet for Cognitive Restructuring -- 16. Advanced Homework Sheet for Cognitive Restructuring -- 17. Therapist’s Example -- 18. Basic Irrational Ideas -- 19. Homework Sheet for Cognitive Restructuring -- 20. CBT Homework Sheet: Example Originally Prepared for Nondisclosure to Group -- 21. CBT Homework Sheet: Example Done at Home That Prompted Self-Disclosure in the Group -- 22. Components of Assertive Behavior -- 23. Scripted Assertive Scenes -- 24. Vignettes for Assertiveness Training -- 25. Assertive Behavior Log -- 26. Problem-Solving Homework Sheet -- 27. CompletedProblem-Solving Homework Sheet -- 28. Example of Completed Goal Sheet for Final Interview -- 29. Worksheet for Remaining Problems -- 30. Individual Goal Sheet for Final Interview -- 31. Log of Problem Situations and Skills Employed.

One of the great advantages of rational-emotive therapy (RET) and cog­ nitive behavior therapy (CBT) is that they frequently employ psycho­ educational methods-including bibliotherapy, workshops, lectures, courses, recordings, and films. I created RET at the beginning of 1955 after I had abandoned the practice of psychoanalysis because I found it to be highly inefficient and philosophically superficial. Being almost addicted to one-to-one therapy as a result of my analytic training and experience, I at first did RET only with individual clients and found this pioneering form of CBT considerably more effective than the other ther­ apies with which I had experimented. By 1957, however, I realized that RET could be taught to large num­ bers of persons through self-help books and articles and that RET -ori­ ented writings could not only prove valuable to the general public but that they could also be successfully employed to hasten and intensify the therapy of my individual clients. I therefore wrote a number of RET self­ help books-especially How to Live with a Neurotic (1957), Sex without Guilt (1958), A New Guide to Rational Living (with Robert A. Harper; original edition, 1961), and A Guide to Successful Marriage (with Robert A. Harper, 1961).

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