iance between the client and the therapist accounts for more variance in treatment outcome studies than does any other set of variables (except client characteristics). It is essential that the first task of therapy be to develop a therapeutic alliance and encourage clients to tell their stories (Meichenbaum, 1996). The development of a therapeutic alliance and a working collaborative client-therapist relationship is critical in all forms of psychotherapy. A genuine, compassionate, empathic, emotionally-attuned, nonjudgmental, stance by the therapist facilitates a healthy therapeutic alliance and encourages the clients to tell their story at their own pace. Meichenbaum (1977) believes that a therapeutic relationship is the glue that makes the therapeutic procedures work. Following the client restating his/her story, the therapist highlights what exactly the client did to cope, survive, and even thrive despite the ongoing stress resulting from the experience. The second task of cognitive-behavioral treatment is to educate clients about the presented clinical problem (Meichenbaum, 1996). For example, if a client seeks therapy because of anxiety, the therapist would explain to the client what anxiety behaviorally looks like and would inform the client of the cycles of anxiety. The client must then become an observer of his/her own behavior. Through heightened awareness and attention, the client may monitor his/her thoughts, feelings, physiological reactions, and interpersonal behaviors (Meichenbaum 1977). The tests that are administered and reviewed with the clients, the self-monitoring procedures used by clients, the information provided to the clients about their presenting problem, and the information conveyed about relapse prevention (coping techniques and warning signs) are all elements of the educational process (see Appendix A). Although this is only the second task of CBT, it is revisited throughout the therapeutic process as the c...
