Introducing Cognitive Analytic Therapy. Anthony Ryle

Introducing Cognitive Analytic Therapy

The right of Anthony Ryle and Ian B. Kerr to be identified as the author of the editorial material in this work has been asserted in accordance with law.

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Library of Congress Cataloging‐in‐Publication Data

Names: Ryle, Anthony, author. | Kerr, Ian B., author.

Title: Introducing cognitive analytic therapy : principles and practice of a relational approach to mental health / Anthony Ryle and Ian B. Kerr.

Description: Second edition. | Hoboken, NJ : Wiley, 2020. | Includes bibliographical references and index.

Identifiers: LCCN 2019058760 (print) | LCCN 2019058761 (ebook) | ISBN 9780470972434 (paperback) | ISBN 9781119695165 (adobe pdf) | ISBN 9781119695134 (epub)

Subjects: LCSH: Cognitive therapy.

Classification: LCC RC489.C63 R955 2020 (print) | LCC RC489.C63 (ebook) | DDC 616.89/1425–dc23

LC record available at https://lccn.loc.gov/2019058760 LC ebook record available at https://lccn.loc.gov/2019058761

Cover Design: Wiley

List of Figures

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2.1a	Key formative RR for Bobby.
2.1b	Key RRP enactments.
2.2	Rating sheet for target problem procedure 1 for Bobby.
3.1a	CAT‐based sketch of normal development of the Self through healthy early infant‐caregiver interactions (RRs) shown here in a ‘nuclear’ family type setting and in a particular sociocultural context.
3.1b	Their subsequent internalisation as formative RRs within the growing child (by permission Bevan Fidler).
4.1	CAT‐based diagrammatic sketch of damaging and abnormal development of the Self.
6.1	Part diagrams: sequences illustrating traps, dilemmas, and snags.
6.2	Types of cores in sequential diagrams.
6.3	(a–c) Beatrice—Self states sequential diagram. (a) Initial depiction of formative reciprocal roles. (b) Mapping of key reciprocal role procedures leading to a similar state of “deep sadness.” One of these involves enactment of a situational RR of ideally loved to ideally loving (c) mapping the outcome of key reciprocal role procedures which reinforce original formative RRs and depicting also two Self states (SS 1 and SS 2) and highlighting a key dialogic voice using an asterisk.
6.4	(a) Depicts formative reciprocal roles; (b) mapping of most common coping procedure (effectively a “trap”); (c) further mapping of a “dilemma” leading to a briefly enacted RRP (effectively a “snag”) undermined by a critical voice; (d) depicting possible further RRP enactments (from the parental/culturally‐derived pole of his formative RR) toward Self and/or others.
7.1	Self states sequential diagram for Rita showing reciprocal roles. B, D, and F represent childhood‐derived roles which, when activated by experiences, perceptions, or memories of A, C, or E, lead to flashpoint X followed by either rage or the dissociated alternative coping zombie state. The consequences of these would be typically “rejection” and having “needs unmet” which in turn would reinforce underlying formative RRs.
8.1	Sequential diagram for Grace.
9.1	Simplified SDR/map for Susan showing key formative RR and key RRPs.
9.2	SDR or “map” for Tamara.
9.3	SDR/map for Alan.
9.4	(a) Key formative RRs for Sarah. (b) SDR/map for Sarah.
9.5	The client in the sessions.
9.6	The therapist in the sessions.
9.7	A problematic sequence (RRP) of thoughts, emotions, and behaviors (a “trap”).
10.1