Abstract
“Self-help”1 behavior therapies that are totally self-administered and require at most a minimal amount of professional time are currently quite popular. The advantages of such an approach in terms of cost effectiveness and self-control are inestimable. However, Rosen (1976, 1977a, 1978b) has emphasized the importance of adequate empirical validation of these self-help programs if they are to be of true value to either the behavior therapist or the client. Psychology as a profession is also becoming more cognizant of such a need, as indicated by the recent formation of an APA Task Force on Self-Help Psychotherapies to provide an overview of the current status of this area, delineate possible ethical concerns, and tentatively explore possible action in these areas (Rosen, 1978a). In a review of the several areas in which behavioral written materials have been employed as self-help aides, Glasgow and Rosen (1978) concluded that the empirical status of these self-help therapies was extremely variable.
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McMahon, R.J., Forehand, R. (1980). Self-Help Behavior Therapies in Parent Training. In: Lahey, B.B., Kazdin, A.E. (eds) Advances in Clinical Child Psychology. Advances in Clinical Child Psychology, vol 3. Springer, Boston, MA. https://doi.org/10.1007/978-1-4613-9805-9_4
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