Theory and practice of focusing-oriented psychotherapy : beyond the talking cure
Bibliographic record
Abstract
Acknowledgements. Foreword. Eugene Gendlin, Focusing Institute, New York University of Chicago, Illinois, USA, and Greg Madison City University, London, UK, Psychotherapy and Psychology, Senior Lecturer, International. Preface. Greg Madison. Introduction. Greg Madison. Section 1: Understanding the Focusing-Oriented Approach. 1. A Theory of Focusing-Oriented Psychotherapy. Akira Ikemi, Kansai University, Osaka, Japan. 2. The FOT View of Change: What is Therapeutic about Therapy? Anna Karali and Pavlos Zarogiannis, both at the Hellenic Focusing Center, Athens, Greece. 3. Thinking and Practicing FOT in the 21st Century: Challenges, Critiques, and Opportunities. Kevin Krycka, Seattle University, Washington, USA. Section 2: Integrating with Other Orientations. 4. Focusing with Solutions: How to do Brief Therapy Deeply. Bala Jaison, Focusing for Creative Living, Toronto, Canada. 5. Applying Attachment Theory and Interventions to Focusing Therapy. Larry Letich, Individual and Marital Therapist, Maryland, USA, and Helene Brenner, Focusing-Oriented Psychologist, Maryland, USA. 6. The Relational Heart of Focusing-Oriented Psychotherapy. Lynn Preston, The Focusing-Oriented Relational Psychotherapy Study Centre, New York, USA. 7. Exhilarating Pessimism: Focusing-Oriented Existential Therapy. Greg Madison. Section 3: Modes of Clinical Practice: The FOT Way. 8. New Ways of Processing Experience: How to Work with Structure-bound Processes. Christiane Geiser, Ausbildungsinstitut GFK, Zurich, Switzerland, and Judy Moore, University of East Anglia, Norwich, UK. 9. 'I can see you, you can't see me'. Focusing-Oriented Therapy with Children: A Fresh Approach. Rene Veugelers, Art Therapist, The Netherlands. 10. Principles and Practice of Focusing-Oriented Parent-Infant Consultation and Therapy. Zack Boukydis, Semmelweis Medical School and Eotvos Lorand University, Budapest, Hungary. 11. Integrating Focusing into Couples Therapy. John Amodeo, Meridian University, California, USA and Annmarie Early, Eastern Mennonite University, Virginia, USA. 12. A Focusing Orientation in Group Psychotherapy. Calliope Callias, Adelphi University in New York, The Focusing Institute of NY and The Experiential Psychotherapy Project of NY, USA, and Charlotte Howorth, The Focusing Institute and The Experiential Psychotherapy project, New York, USA. 13. Focusing-Oriented Expressive Arts Therapy: Working on the Avenues. Laury Rappaport, Lesley University, Massachusetts, USA. Section 4: Topics from the Focusing-Oriented Context. 14. The Myth of the Bodily Felt Sense. Campbell Purton, University of East Anglia, Norwich, UK. 15. Two Things Therapists Should Know about Philosophy. Rob Parker, Private Practice, New York, USA. 16. Neuroscience and Psychological Change in Focusing Therapy. Peter Afford, Counsellor and Psychotherapist, London, UK. 17. Focusing-Oriented Therapy: The Message from Research. Rob Parker. 18. Cross-cultural Focusing-Oriented Therapies: An Approach for a Globalized World. Kevin Krycka, Sergio Lara, Instituto de Formacion y Desarrollo Transpersonal Integral (IFDI), Santiago, Chile, and Atsmaout Perlstein, Israeli Focusing Center, Tel Aviv, Israel. Conclusion. Greg Madison.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".