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Addiction Treatment Homework Planner 4th Edition
James R. Finley Digital Instant Download
Author(s): James R. Finley, Brenda S. Lenz
ISBN(s): 9780470402740, 0470402741
Edition: 4
File Details: PDF, 2.68 MB
Year: 2009
Language: english
Addiction Treatment
Homework Planner
PracticePlanners®
Addiction Treatment
Homework Planner
_________________________________________________
Fourth Edition
James R. Finley
Brenda S. Lenz
John Wiley & Sons, Inc.

Disclaimer: This eBook does not include ancillary media that was packaged with the
printed version of the book.
This book is printed on acid-free paper.
Copyright © 2009 by James R. Finley and Brenda S. Lenz. All rights reserved.
Published by John Wiley & Sons, Inc., Hoboken, New Jersey.
Published simultaneously in Canada.
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Library of Congress Cataloging-in-Publication Data:

Finley, James R., 1948-
Addiction treatment homework planner / James R. Finley, Brenda S. Lenz.—4th ed.
p. cm. — (Practice planners series)
Includes bibliographical references.
ISBN 978-0-470-40274-0 (paper/CD-Rom)
1. Substance abuse—Treatment—Handbooks, manuals, etc. 2. Substance abuse—Treatment—Planning.
I. Lenz, Brenda S. II. Title.
RC564.15.F555 2009
616.89—dc22
2009000842
Printed in the United States of America
10 9 8 7 6 5 4 3 2 1
This book is dedicated to our loved ones, who’ve given us so
much encouragement and been so unselfish in the face of
our work’s demands, and to all the clients and colleagues
who’ve taught us and inspired us over the years. Without
you all this would be impossible. Thank you.
CONTENTS
®
Practice Planner Series Preface xix
Preface xxi
SECTION I—Adult-Child-of-an-Alcoholic (ACOA) Traits 1

Exercise I.A Understanding Codependent Behaviors 2
Exercise I.B Understanding Family History 5
SECTION II—Anger 7
Exercise II.A Is My Anger Due to Feeling Threatened? 8
Exercise II.B Is My Anger Due to Unmet Expectations? 11
SECTION III—Antisocial Behavior 14

Exercise III.A Alternatives to Addictive Behavior 15
Exercise III.B Taking Daily Inventory 19
SECTION IV—Anxiety 21
Exercise IV.A Coping with Stress 22
Exercise IV.B My Anxiety Profile 26
SECTION V—Attention Deficit Disorder, Inattentive Type (ADD) 29

Exercise V.A Getting Organized 30
Exercise V.B Negotiating Skills for Success 34
SECTION VI—Attention Deficit/Hyperactivity Disorder (ADHD) 37

Exercise VI.A From Recklessness to Calculated Risks 38
Exercise VI.B Learning to Self-Soothe 41
SECTION VII—Borderline Traits 43

Exercise VII.A Forming Stable Relationships 44
Exercise VII.B Seeing That We’re All Just Human 49
xi
xii CONTENTS
SECTION VIII—Childhood Trauma 52

Exercise VIII.A Corresponding with My Childhood Self 53
Exercise VIII.B Setting and Maintaining Boundaries 56
SECTION IX—Chronic Pain 58

Exercise IX.A Alternative Methods for Managing Pain 59
Exercise IX.B Coping with Addiction and Chronic Pain 63
SECTION X—Dangerousness/Lethality 66
Exercise X.A Anger as a Drug 67
Exercise X.B Respect or Fear? 70
SECTION XI—Dependent Traits 74

Exercise XI.A Building My Support Network 75
Exercise XI.B How Independent Am I? 79
SECTION XII—Depression 81
Exercise XII.A Correcting Distorted Thinking 82
Exercise XII.B What’s Happening in My Early Recovery? 86
SECTION XIII—Eating Disorders 88

Exercise XIII.A Creating a Preliminary Health Plan 89
Exercise XIII.B Eating Patterns Self-Assessment 93
SECTION XIV—Family Conflicts 96

Exercise XIV.A Creating a Family Ritual 97
Exercise XIV.B Identifying Conflict Themes 100
SECTION XV—Gambling 103

Exercise XV.A Understanding Nonchemical Addictions 104
Exercise XV.B What Price Am I Willing to Pay? 108
SECTION XVI—Grief/Loss Unresolved 112

Exercise XVI.A Am I Having Difficulty Letting Go? 113
Exercise XVI.B Moving on with My Life 117
SECTION XVII—Impulsivity 120

Exercise XVII.A A Different Approach 121
Exercise XVII.B Handling Crisis 124
CONTENTS xiii
SECTION XVIII—Legal Problems 127

Exercise XVIII.A Handling Tough Situations in a Healthy Way 128
Exercise XVIII.B What’s Addiction Got to Do with My Problems? 132
SECTION XIX—Living Environment Deficiency 135

Exercise XIX.A Assessing My Needs 136
Exercise XIX.B What Would My Ideal Life Look Like? 139
SECTION XX—Mania/Hypomania 142

Exercise XX.A Coping with Addiction and Mood
Disorders or Bereavement 143
Exercise XX.B Early Warning Signs of Mania/Hypomania 147
SECTION XXI—Medical Issues 149

Exercise XXI.A Coping with Addiction and Other Medical Problems 150
Exercise XXI.B Physical and Emotional Self-Care 154
SECTION XXII—Narcissistic Traits 156

Exercise XXII.A Being Genuinely Unselfish 157
Exercise XXII.B Getting Out of Myself 160
SECTION XXIII—Nicotine Dependence 162

Exercise XXIII.A Avoiding Nicotine Relapse Triggers 163
Exercise XXIII.B Use of Affirmations for Change 168
SECTION XXIV—Occupational Problems 171

Exercise XXIV.A Barriers and Solutions 172
Exercise XXIV.B Interest and Skill Self-Assessment 176
SECTION XXV—Opioid Dependence 179

Exercise XXV.A Making Change Happen 180
Exercise XXV.B A Working Recovery Plan 184
SECTION XXVI—Oppositional Defiant Behavior 187

Exercise XXVI.A Analyzing Acting-Out Behavior 188
Exercise XXVI.B Learning to Ask Instead of Demand 192
xiv CONTENTS
SECTION XXVII—Parent–Child Relational Problem 194

Exercise XXVII.A Am I Teaching My Children Addictive Patterns? 195
Exercise XXVII.B What Do I Want for My Children? 199
SECTION XXVIII—Partner Relational Conflicts 202

Exercise XXVIII.A Communication Skills 203
Exercise XXVIII.B Identifying Proven Problem-Solving Skills 209
SECTION XXIX—Peer Group Negativity 212

Exercise XXIX.A What Do I Need and How Do I Get It? 213
Exercise XXIX.B What Do Others See Changing? 217
SECTION XXX—Posttraumatic Stress Disorder (PTSD) 219

Exercise XXX.A Coping with Addiction and PTSD or Other
Anxiety Disorders 220
Exercise XXX.B Safe and Peaceful Place Meditation 224
SECTION XXXI—Psychosis 227

Exercise XXXI.A Coping with Addiction and Thought Disorders 228
Exercise XXXI.B Planning for Stability 231
SECTION XXXII—Relapse Proneness 233

Exercise XXXII.A Early Warning Signs of Relapse 234
Exercise XXXII.B Identifying Relapse Triggers and Cues 238
Exercise XXXII.C Relapse Prevention Planning 242
SECTION XXXIII—Self-Care Deficit as a Primary Problem 245

Exercise XXXIII.A Assessing Self-Care Deficits 246
Exercise XXXIII.B Relating Self-Care Deficits to My Addiction 249
SECTION XXXIV—Self-Care Deficit as a Secondary Problem 251

Exercise XXXIV.A Filling in the Gaps 252
Exercise XXXIV.B Working toward Independence 255
SECTION XXXV—Sexual Promiscuity 257

Exercise XXXV.A Is It Romance or Is It Fear? 258
Exercise XXXV.B Working through Shame 262
CONTENTS xv
SECTION XXXVI—Social Anxiety 264

Exercise XXXVI.A Understanding My Defense Mechanisms 265
Exercise XXXVI.B Using My Support Network 269
SECTION XXXVII—Spiritual Confusion 271

Exercise XXXVII.A Understanding Spirituality 272
Exercise XXXVII.B What Do I Believe In? 276
SECTION XXXVIII—Substance Abuse/Dependence 279

Exercise XXXVIII.A Balancing Recovery, Family, and Work 280
Exercise XXXVIII.B Consequences of Continuing Addictive Lifestyles 284
Exercise XXXVIII.C Personal Recovery Planning 288
Exercise XXXVIII.D Problem Identification 295
Exercise XXXVIII.E What Does Addiction Mean to Me? 298
SECTION XXXIX—Substance-Induced Disorders 301

Exercise XXXIX.A Identifying and Using Community Resources 302
Exercise XXXIX.B Planning Aftercare 307
SECTION XL—Substance Intoxication/Withdrawal 310

Exercise XL.A Coping with Post-Acute Withdrawal 311
Exercise XL.B Using Books and Other Media Resources 314
SECTION XLI—Suicidal Ideation 316

Exercise XLI.A What Did I Want to Be When I Grew Up? 317
Exercise XLI.B Why Do I Matter and Who Cares? 321
SECTION XLII—Treatment Resistance 324

Exercise XLII.A How Far Have I Come? 325
Exercise XLII.B Setting and Pursuing Goals in Recovery 329
Appendix A: Additional Assignments for Presenting Problems 332

Appendix B: Stages of Change 344
Appendix C: ASAM Adult Patient Placement Criteria Dimensions 349
Appendix D: Suggested Addiction Homework Treatment Plan Exercises,
ASAM Dimensions, and ASAM Levels of Care 352
About the CD-ROM 356

PRACTICEPLANNERS® SERIES PREFACE
Accountability is an important dimension of the practice of psychotherapy. Treatment

programs, public agencies, clinics, and practitioners must justify and document their
treatment plans to outside review entities in order to be reimbursed for services. The
books and software in the PracticePlanners® series are designed to help practitioners
fulfill these documentation requirements efficiently and professionally.
The PracticePlanners® series includes a wide array of treatment-planning books, in-
cluding not only the original Complete Adult Psychotherapy Treatment Planner, Child
Psychotherapy Treatment Planner, and Adolescent Psychotherapy Treatment Planner,
all now in their fourth editions, but also Treatment Planners targeted to a wide range of
specialty areas of practice, including:
• Addictions
• Behavioral medicine
• College students
• Co-occurring disorders
• Couples therapy
• Crisis counseling
• Early childhood education
• Employee assistance
• Family therapy
• Gays and lesbians
• Group therapy
• Juvenile justice and residential care
• Mental retardation and developmental disability
• Neuropsychology
• Older adults
• Parenting skills
• Pastoral counseling
• Personality disorders
• Probation and parole
• Psychopharmacology
• School counseling
• Severe and persistent mental illness
• Sexual abuse victims and offenders
• Special education
• Suicide and homicide risk assessment
xvii
®
xviii PRACTICEPLANNERS SERIES PREFACE
• Veterans and active duty military

• Women’s issues
In addition, there are three branches of companion books that can be used in conjunc-
tion with the Treatment Planners, or on their own:
• Progress Notes Planners provide a menu of progress statements that elaborate

on the client’s symptom presentation and the provider’s therapeutic intervention.
Each Progress Notes Planner statement is directly integrated with the behavioral
definitions and therapeutic interventions from its companion Treatment Planner.
• Homework Planners include homework assignments designed around each pre-

senting problem (e.g., anxiety, depression, chemical dependence, anger manage-
ment, eating disorders, or panic disorder) that is the focus of a chapter in its corre-
sponding Treatment Planner.
• Client Education Handout Planners provide brochures and handouts to help

educate and inform clients on presenting problems and mental health issues, as
well as life skills techniques. The handouts are included on CD-ROMs for easy
printing from your computer and are ideal for use in waiting rooms, at presenta-
tions, as newsletters, or as information for clients struggling with mental illness
issues. The topics covered by these handouts correspond to the presenting prob-
lems in the Treatment Planners.
The series also includes:
•
®
TheraScribe , the best-selling treatment-planning and clinical record-keeping
®
software system for mental health professionals. TheraScribe allows the user to
import the data from any of the Treatment Planner, Progress Notes Planner, or
Homework Planner books into the software’s expandable database to simply point
and click to create a detailed, organized, individualized, and customized treatment
plan along with optional integrated progress notes and homework assignments.
Adjunctive books, such as The Psychotherapy Documentation Primer and The Clinical
Documentation Sourcebook contain forms and resources to aid the clinician in mental
health practice management.
The goal of our series is to provide practitioners with the resources they need in or-
der to provide high-quality care in the era of accountability. To put it simply: We seek
to help you spend more time on patients and less time on paperwork.
ARTHUR E. JONGSMA JR.

Grand Rapids, Michigan
PREFACE
CHANGES IN THIS EDITION OF THE HOMEWORK PLANNER

The field of psychotherapy in general, and addiction treatment in particular, continues
to evolve. Since completing the third edition we have seen ongoing movement from
fixed, program-driven interventions toward more flexible, individualized, assessment-
based, clinically driven treatment. Providers and consumers seek approaches recogniz-
ing the impact of client readiness and motivation in the treatment process. People enter
treatment at all stages of readiness, and clinicians need to help some increase motiva-
tion for change and others move from one stage of readiness to the next. We have re-
vised assignments with stages of readiness and change in mind and added appendices
to help select exercises based on American Society of Addiction Medicine (ASAM) crite-
ria. At the same time, there is more demand for treatment strategies and interventions
to be evidence-based, and we have sought to reflect this trend.
While we have updated and retained the 88 exercises in 42 problem areas in the
third edition, in response to feedback from colleagues and clients we have condensed
some content. We have reduced the overviews to one page or less apiece. Most exercises
are one or two pages in length, and none are longer than three pages. Our hope is that
these changes will make this book even more useful than the previous edition. We be-
lieve it is more important than ever to include therapeutic homework in treatment for
several reasons:
• The process of working on these exercises between therapy sessions helps clients
integrate their treatment into their daily life and all the environments in which
they live.
• When newly recovering people encounter problems and challenges, it seldom hap-
pens in session—in a way, these homework assignments enable us to extend the
reach of the process from individual or group sessions into the client’s home, work,
and social life.
• As we noted in the preface to the third edition, homework makes effective use of
the time between sessions, empowers the client and leads him/her into a more ac-
tive role in treatment, gives the therapist documentation of progress and a vehicle
for giving the client feedback, and provides the client a reference to keep and use
long after treatment ends.
xix
xx PREFACE
USING THIS BOOK

This revision is a companion to the fourth edition of the Addiction Treatment Planner.
®
It is compatible with the fourth edition of the Therascribe treatment-planning soft-
ware. As before, you can look assignments up by issue or assignment title in the table
of contents; use the appendices to cross-reference assignments with treatment issues;
and use the enclosed CD-ROM to install the assignments on your computer as Micro-
Soft Word documents and print them as they are or customize them by rewording
items, adding a logo or other art, or however else you choose. For further instructions
please see “About the CD-ROM” at the back of this book.
®
You may also use the companion CD-ROM add-on module with the TheraScribe
treatment-planning software to import goals and exercises directly into treatment
plans.
As always, if you have suggestions, or want to tell us which features you find espe-
cially useful, please contact us via John Wiley & Sons, Inc. We are always grateful for
feedback and have found it helpful in bringing you the best resource we can. Thanks for
making the world a better place.
SECTION I: ADULT-CHILD-OF-AN-ALCOHOLIC (ACOA) TRAITS
Therapist’s Overview
UNDERSTANDING CODEPENDENT BEHAVIORS
GOALS OF THE EXERCISE

1. Implement a plan for recovery from addiction that reduces the impact of adult-
child-of-an-alcoholic (ACOA) traits on sobriety.
2. Decrease dependence on relationships while beginning to meet one’s own needs.
3. Reduce the frequency of behaviors that are exclusively designed to please others.
4. Choose partners and friends who are responsible, respectful, and reliable.
5. Overcome fears of abandonment, loss, and neglect.
6. Understand the feelings that resulted from being raised in an addictive environ-
ment and reduce feelings of alienation by seeing similarities to others raised in
nonaddictive homes.
ADDITIONAL PROBLEMS FOR WHICH THIS EXERCISE MAY BE USEFUL

• Borderline Traits
• Dependent Traits
• Partner Relationship Conflict
• Sexual Promiscuity
SUGGESTIONS FOR PROCESSING THIS EXERCISE WITH THE CLIENT

The “Understanding Codependent Behaviors” activity is for clients with patterns of co-
dependent relationships, enmeshment, and boundary issues. It teaches clients about
addictive relationship dynamics, then heightens motivation by focusing on the threat
this poses to recovery, ending by directing clients to further exploration of issues of co-
dependency. Follow-up may include discussing the issue with the therapist, group, and
sponsor; support group referrals; bibliotherapy; and videotherapy (e.g., Rent Two Films
and Let’s Talk in the Morning by John W. Hesley and Jan G. Hesley, also published by
John Wiley & Sons).
ADULT-CHILD-OF-AN-ALCOHOLIC (ACOA) TRAITS 1

EXERCISE I.A
UNDERSTANDING CODEPENDENT BEHAVIORS
Codependency is addiction to a relationship. A codependent tries so hard to “fix” or

“save” someone else that his/her own life is left in turmoil. No one can control anyone
else—other people’s troubles are mostly due to patterns only they can change, so trying
to change them leads to one painful disappointment after another.
1. There are reasons we’re drawn to relationships in which we try harder to solve our
partners’ problems than they do. These patterns are often related to having grown
up with parents or other adults who suffered from alcoholism, other drug addic-
tion, or other addictive disorders, and may echo our childhood relationships with
those adults. Have you been in painful relationships for any of these reasons?
You felt needed.
It was intense and exciting from the start.
You felt intensely and “magnetically” drawn to them.
They made you feel strong, smart, and capable.
The sex was incredible.
You identified with the hardships they’d suffered—your heart ached for
them.
You felt that you could help them and change their lives.
2. Here are signs of codependent relationships. Again, please check off any you’ve
experienced:
Manipulation and mind games take up a lot of time and energy.
You’re often worried that the relationship will fall apart, so you walk on egg-
shells.
You keep your partner away from your other friends and family because
they don’t get along, or you don’t think they would.
One of you spends a lot of time rescuing the other from problems, again
and again.
You try hard to impress your partner and keep secrets; you fear your
partner would reject you if he/she knew about parts of your life or past.
You get in heated arguments that don’t make sense to either of you.
2 ADULT-CHILD-OF-AN-ALCOHOLIC (ACOA) TRAITS

EXERCISE I.A
The relationship became very intense very fast when you first got to-
gether.
One or both of you feel a lot of jealousy and insecurity about the relation-
ship.
The relationship is never boring, but it’s usually stressful.
You go back and forth between feeling abandoned and feeling smothered.
3. There’s a strong connection between stress and relapse. Looking at the items you
checked for question 2, how could a stressful relationship lead you to relapse and
how do you feel about that risk?
4. Most people who get into codependent relationships don’t just do so once. Each of
us has a type we’re most likely to be drawn to. What unhealthy patterns do you see
in the people you find attractive?
Be sure to bring this handout back to your next session with your therapist, and be
prepared to talk about your thoughts and feelings about the exercise.

UNDERSTANDING FAMILY HISTORY

1. Implement a plan for recovery from addiction that reduces the impact of adult-
child-of-an-alcoholic (ACOA) traits on sobriety.
2. Decrease dependence on relationships while beginning to meet one’s own needs.
3. Reduce the frequency of behaviors that are exclusively designed to please others.
4. Eliminate behaviors that are dangerous to self or others.
5. Eliminate self-defeating interpersonal patterns in occupational and social settings.
6. Choose partners and friends who are responsible, respectful, and reliable.
7. Overcome fears of abandonment, loss, and neglect.
8. Understand the feelings that resulted from being raised in an addictive environ-
ment and reduce feelings of alienation by seeing similarities to others raised in
nonaddictive homes.
9. Learn new ways to interact with the family in adult life.
10. Obtain emotional support for recovery from family members.

• Childhood Trauma
• Family Conflicts
• Parent-Child Relational Problem

The “Understanding Family History” activity may be used effectively with clients ex-
periencing shame, confusion, or anxiety as a result of seeing themselves repeat negative
behaviors seen in childhood caretakers. It may be useful in couples therapy, since many
ACOA individuals form relationships with partners with similar backgrounds. For cli-
ents struggling with acceptance and forgiveness of their parents or of themselves, this
activity may help in understanding the roles of addiction and powerlessness in distort-
ing values and behaviors. It may also be useful for clients who have parenting issues in
recovery to understand the roots of their children’s behaviors.

EXERCISE I.B
UNDERSTANDING FAMILY HISTORY
It’s important to understand the role of family history in addictions, not to assess blame
but for your own recovery and your family’s future. This exercise looks at how family
history affects us.
1. As a child, what did you learn about drinking, drug use, or other addictions in your
family?
2. What problems, if any, did your family have because of these behaviors (e.g., vio-
lence, divorce, financial problems, dangerous or illegal activities, or other worries)?
3. Please describe the typical atmosphere in your family when someone was drinking,
using drugs, or engaging in other addictive patterns, and its effects on you then
and now.
4. Here are some common patterns in families struggling with addictions, related to
the unspoken rule “Don’t talk, don’t trust, don’t feel” that develops as other family
members, especially children, try to avoid confrontations or disappointment due to
the inability of addicted adults to be nurturing and dependable, or to cope with the
emotional pain that is the result of that inability. For each pattern, give an example
from your childhood and an example of how you can make healthy changes now.
a. Dishonesty/denial
(1) Childhood example:

EXERCISE I.B
(2) Working for healthy change:
b. Breaking promises
c. Isolating/withdrawing
d. Emotional/physical/sexual abuse and neglect

e. Influencing others to act in self-destructive ways

f. Confused roles and responsibilities (e.g., children taking caring of adults, people
blaming others for their own actions, etc.)
5. What good relationship patterns from your childhood do you want to continue and
pass on?

SECTION II: ANGER
IS MY ANGER DUE TO FEELING THREATENED?

1. Develop a program of recovery that is free from substance abuse and dangerous/
lethal behaviors.
2. Terminate all behaviors that are dangerous to self or others.
3. Decrease the frequency of occurrence of angry thoughts, feelings, and behaviors.
4. Verbalize core conflicts that lead to dangerous/lethal behaviors.
5. Recognize the first signs of anger and use behavioral techniques to control it.
6. Think positively and realistically in anger-producing situations.
7. Come to see that anger is a secondary emotion responding to fear or anxiety in
response to a perceived threat.
8. Learn to self-monitor and shift into an introspective and cognitive problem-solving
mode rather than an emotional reactive mode when anger is triggered.
9. Shift from a self-image as a helpless or passive victim of angry impulses to one of
mastery and ability to choose responses to feelings.

• Dangerousness/Lethality
• Oppositional Defiant Behavior
• Posttraumatic Stress Disorder (PTSD)
SUGGESTIONS FOR PROCESSING THIS EXERCISE WITH CLIENT

The “Is My Anger Due to Feeling Threatened?” activity is suited for clients who are ca-
pable of introspection and who desire to change reactive patterns of anger. It may be
useful when clients describe perceptions of being unable to control their anger, have
patterns of impulsive anger disproportionate to the triggering event or situation, or ex-
press regrets over their actions when angry. Follow-up can include keeping a journal
documenting angry impulses and the client’s use of this process to manage his/her reac-
tions.
ANGER 7
EXERCISE II.A
IS MY ANGER DUE TO FEELING THREATENED?
A wise person once said that every problem starts as a solution to another problem.
When anger becomes a problem it is often this kind of failing solution to another prob-
lem. Once we see this, it’s easier to let go of the anger and find another solution that
works better.
What kind of problem makes anger look like a solution? When is anger useful? It’s
good for one thing: energizing and preparing us to fight. It’s the “fight” part of the “fight
or flight” instinct that is any creature’s response to perceived (whether real or not) dan-
ger. When we feel angry, chances are that we feel threatened.
This instinct developed in prehistoric people over thousands of generations. Nearly
all the threats they faced were physical (e.g., wild animals or hostile strangers). In
those situations anger served them well.
Some dangers are still physical, but more often we face threats we can’t fight physi-
cally, like bills we can’t pay. There are threats to our self-images and our beliefs about
the world, which can feel just as dangerous as threats to our careers or health.
In this exercise, you’ll think about a situation that has triggered your anger and
identify both the threat that the anger wants to fight and another solution that will
work better.
1. First, it’s important to recognize anger as soon as it starts to develop. To do this,

you need to watch for the early warning signs of anger, physical and mental.
a. Here are some common physical effects of anger. Please check any you experi-
ence.
Muscle tension or shaking Rapid heartbeat
Rapid, shallow breathing “Butterflies in the stomach”
Reddening of the face Agitation and restlessness
b. Our thinking changes with anger, often in these ways. Again, check any you
experience.
Impulsiveness and impa- Feelings of power and cer-
tience tainty
“All or nothing” thinking Taking things personally
Inability to see others’ per- A sense of having been
spectives wronged
8 ANGER
EXERCISE II.A
2. Now think of a situation that has been an anger trigger for you—one that comes up
over and over or has led to serious consequences because of your angry actions.
Briefly describe the situation.
3. Study the situation, and identify the threat that triggered your anger. What was
threatening to happen? Were you at risk of not getting something you wanted, or of
losing something you already had and valued? The item under threat could be
physical well-being, a relationship, a career or life goal, your self-image, or even
your values and beliefs about the way the world works. Explain how this situation
threatens you.
4. Think of a solution that will give you better results and cause fewer problems than
acting in anger. Describe the solution and how you’d put it into action.
5. After you’ve thought about triggers and solutions, what are your thoughts and feel-
ings about the situation? Do you feel more in control?
6. When you feel your anger building, pause to ask yourself, “Where’s the threat, and
what else can I do about it?” This way, you can take control of your feelings and
actions. This is hard at first, but if you keep doing it, the pause and the question
become automatic, just as the flash into rage was automatic. When you pause auto-
matically and think this way, you control your anger, rather than it controlling
you. At first, reminders help; think of someone you trust to help you with this. Ex-
plain what you’re doing, and ask him/her to watch your mood and if you start look-
ing angry, remind you to pause and find the threat. Who is that person, and when
will you talk with him/her about this?
Be sure to bring this handout back to your next therapy session, and be prepared to
talk about your thoughts and feelings about the exercise.
ANGER 9
IS MY ANGER DUE TO UNMET EXPECTATIONS?

1. Develop a program of recovery that is free from substance abuse and dangerous/
lethal behaviors.
2. Terminate all behaviors that are dangerous to self or others.
3. Decrease the frequency of occurrence of angry thoughts, feelings, and behaviors.
4. Verbalize the core conflicts that lead to dangerous/lethal behaviors.
5. Recognize the first signs of anger and use behavioral techniques to control it.
6. Think positively and realistically in anger-producing situations.
7. Learn and implement stress-management skills to reduce the level of stress and
the irritability that accompanies it.
8. Learn to self-monitor and shift into a thinking and problem-solving mode rather
than a reactive mode when anger is triggered.
9. Increase self-esteem, purpose for living, and learn how to help others in recovery.

• Dangerousness/Lethality
• Family Conflicts
• Oppositional Defiant Behavior
• Parent-Child Relational Problems
• Partner Relational Conflict

The “Is My Anger Due to Unmet Expectations?” activity is suited for clients who are
capable of introspection and who desire to change reactive patterns of anger. It may be
useful when clients report feeling unable to control their anger, have patterns of impul-
sive anger disproportionate to triggering events or situations, or express regrets over
their actions when angry. Follow-up can include keeping a journal documenting angry
impulses and use of this process to identify trigger expectations and manage his/her re-
actions.
10 ANGER
EXERCISE II.B
IS MY ANGER DUE TO UNMET EXPECTATIONS?
People in treatment and recovery programs often say that anger always boils down to
fear—fear that we will lose something we want to keep, or that we won’t get something
we want. Usually, though, the things that we think we will lose or won’t get aren’t life-
and-death matters, and we often react as if they were. A good example is the road rage
we’ve all seen or felt. People have killed each other over who was going to get to the
next traffic light three seconds sooner. This seems to make no sense.
When we look more closely at what’s going on, though, we’ll usually find that when
possible losses or disappointments trigger intense anger in us, it’s because we expected
something different and are disappointed. Sometimes our expectations are based on
what we feel is right and fair. These are what some people call the “shoulda-woulda-
couldas” (e.g., that the person in the next lane should let us merge instead of speeding
up to crowd us out, or that people should be honest and considerate with us). Also,
sometimes we expect something just because we want it badly and convince ourselves it
should happen the way we want it to.
However, our expectations are often not realistic. That’s what leads many old-timers
in Alcoholics Anonymous and other recovery programs to say, “An expectation is noth-
ing but a premeditated resentment.” By that they mean that when we form expecta-
tions, we are often setting ourselves up for disappointment and the anger that follows.
Do you want to avoid getting angry unnecessarily? It’s a good idea to do so; anger in-
terferes with a person’s judgment, making him/her more likely to act impulsively and
do things that damage relationships; undermines recovery; and even weakens the im-
mune system and leaves him/her more vulnerable to cancer, heart disease, stroke, and
other life-threatening illnesses.
This exercise will help you get into the habit of avoiding unrealistic expectations, and
thereby becoming able to be calm and at peace more of the time and angry less often.
1. Please think back to the most recent time you got angry. What happened?
ANGER 11
EXERCISE II.B
2. Was the event that triggered your anger something you felt should not have hap-
pened the way it did—if so, what was your expectation, and why did you have that
expectation?
3. Often we expect things that experience tells us are unlikely (e.g., expecting some-
one who is usually late to show up on time, expecting people to be polite in rush-
hour traffic, expecting that police officer not to pull us over even though we were
speeding). If experience told you that what you expected was unlikely, what would
have been a more reasonable expectation?
4. As you may be seeing, our expectations are often just plain mistakes in our think-
ing. If we learn not to make that kind of mistake, we won’t be unpleasantly sur-
prised. Acceptance is more comfortable than resentment. Remember, to accept
something doesn’t mean that we like it, or that we believe it’s right—acceptance
just means admitting that things are the way they are, and deciding to deal with
reality rather than with our fantasies. If you find yourself facing the same situa-
tion again, and base your expectations on reality—on what experience tells you is
likely to happen—rather than on what you hope for or what you feel should hap-
pen, what will your reaction be if events match that different expectation?
5. Here are some of the basic mistaken expectations we form and then get angry over.
Please give an example of each from your own experience.
a. Expecting someone to behave differently than the way he/she usually behaves
(e.g., expecting love and warmth from a person who is normally cold and sar-
castic, expecting consideration from someone who is usually thoughtless and
selfish).
Example:
b. Taking things personally (e.g., expecting others to be thinking about us rather

than about themselves) or expecting to be the center of someone else’s world.
Example:
12 ANGER
EXERCISE II.B
c. Perfectionism (e.g., expecting ourselves or others to do something perfectly the

first time, or the twentieth time, rather than recognizing that we are human
and make mistakes).
Example:
d. Over-optimism (e.g., expecting everything to go the way we want, though it

seldom does).
Example:
6. Some other emotions that arise when we form expectations and they aren’t met are
self-pity, anxiety, and discouragement. In your experience, how have anger, re-
sentment, self-pity, anxiety, and/or discouragement been triggers for your past ad-
dictive behaviors?
7. Because these emotions can be relapse triggers, success in recovery depends on

managing them as much as possible. The best way to do this is to avoid setting
yourself up for them. The fewer expectations you have, especially unrealistic ones,
the less often you’ll find yourself feeling miserable, and the easier it will be to stay
in recovery and avoid relapse. Please briefly describe a plan to monitor your think-
ing and emotions, avoid unreasonable expectations or detect and correct them as
soon as possible if they come up, and regain your serenity.
Be sure to bring this handout back to your next therapy session, and be prepared to
talk about your thoughts and feelings about the exercise.
ANGER 13
SECTION III: ANTISOCIAL BEHAVIOR
ALTERNATIVES TO ADDICTIVE BEHAVIOR

1. Develop a program of recovery that is free of addiction and the negative influences
of antisocial behavior.
2. Learn how antisocial behavior and addiction are self-defeating.
3. Learn to participate in enjoyable activities as constructive and healthy alternatives
to addictive behaviors.

• Chronic Pain
• Eating Disorders
• Gambling
• Substance Abuse/Dependence

The “Alternatives to Addictive Behavior” activity is useful for clients with a generalized
pattern of self-medicating uncomfortable feelings with activities that offer instant gratifi-
cation or mood alteration, who are at risk for switching from one addictive behavior to
another and may benefit from insight into their self-medication and awareness of more
benign options. The exercise includes a cost/benefit analysis of addictive behavior, ex-
amination of underlying needs, and brainstorming other ways to meet those needs. Fol-
low-up may include assignments to investigate groups dedicated to alternative activities
(e.g., a hiking club) and a report to the therapist and/or a treatment group on positive
experiences.
14 ANTISOCIAL BEHAVIOR
EXERCISE III.A
ALTERNATIVES TO ADDICTIVE BEHAVIOR
For many addicted people, most things they do for fun or relaxation involve drinking,
using other drugs, or other addictive behaviors, with destructive consequences. Fun is a
vital and necessary part of life. Learning to have a good time and get your needs met in
nonaddictive ways is a key part of recovery and is largely a matter of re-education. This
exercise will help you identify positive ways to get your personal needs met and find
enjoyment.
1. List the major benefits which you got from drinking, other drug use, or other addic-
tive behaviors.
Physical Social Mental or Emotional
2. Now list the main drawbacks connected with these behaviors.

ANTISOCIAL BEHAVIOR 15
EXERCISE III.A
3. List the benefits you can think of connected with abstinence from addictive behaviors.
4. List the drawbacks you see connected with abstinence from these behavior patterns.
5. List as many alternative ways as you can think of to get the benefits you listed for
drinking, other drug use, or other addictive behaviors, but without such negative
consequences.
EXERCISE III.A
6. How will you respond to yearnings for the thrill or rush that you got from sub-
stance use or other addictive behaviors?
7. List three activities that:

a. You enjoy:
b. You think you would enjoy, but haven’t tried:
c. You’ve heard others talk about and are interested in:
d. You could enjoy doing alone:
e. You could enjoy doing with others:
8. Describe a plan to take action within the next week to start practicing an alterna-
tive activity.
TAKING DAILY INVENTORY

1. Develop a program of recovery that is free of addiction and antisocial behavior.
2. Take responsibility for one’s own behavior.
3. Identify patterns of thought, emotion, and behavior that pose a threat to sobriety
and develop a plan of action for improvement.
4. Clarify the importance of taking inventory as part of preventing relapse.
5. Provide a method for taking inventory to continue using in the future.

• Relapse Proneness
• Substance Abuse/Dependence
• Treatment Resistance

The “Taking Daily Inventory” activity is designed for clients who are not inclined to
introspection and need prompting to self-monitor for addictive patterns of thought,
emotions, and behaviors. It highlights any drift toward addictive patterns before actual
relapse occurs, and is a good sequel to “Early Warning Signs of Relapse.” Follow-up can
include reporting to the therapist or treatment group trends that were noted by the
client in daily inventories, feedback from the therapist or group about discrepancies
between what the client reports and what they observe, and journaling assignments on
any consistent challenges identified.
EXERCISE III.B
TAKING DAILY INVENTORY
Your daily emotions, attitudes, and actions move you either further into recovery or
back toward addictive behavior. Checking your progress frequently is an important part
of staying sober.
1. Using a scale in which 1 = low and 5 = high, score yourself daily on these items:
Moving Further into Recovery: Moving toward Relapse:
Honest with self Dishonest
Honest with others Resentful
Living for today Depressed
Hopeful Self-pitying
Active Critical of self/others
Prompt Procrastinating
Relaxed Impatient
Responsible Angry
Confident Indifferent
Realistic Guilty
Reasonable Anxious
Forgiving Ashamed
Trusting of others Fearful
Content with self Withdrawn
Helpful to others Demanding
2. How did you improve today?
EXERCISE III.B
3. What roadblock(s) to recovery/progress can you identify today?
4. What, if anything, do you wish you had done differently today?
5. On a scale of 1 to 5, what is your level of commitment to recovery today?
6. What did you learn about yourself today that you can use to assist continued prog-
ress?
7. If you began working on any new change today, what was that change?
8. Please look at your Moving toward Relapse scores from question 1 and describe one
concrete strategy to decrease your risk of relapse and increase your chances of
staying in recovery.
SECTION IV: ANXIETY
COPING WITH STRESS

1. Maintain a program of recovery free from addiction and excessive anxiety.
2. End the use of addictive behavior as a way of escaping anxiety and practice con-
structive coping behaviors.
3. Decrease anxious thoughts and increase positive self-enhancing self-talk.
4. Learn to relax and think accurately and logically about events.
5. Identify effective stress-management methods that are already working.
6. Incorporate stress management as part of a lifestyle change and identify areas in
which to begin modifying stress responses.

• Medical Issues
• Relapse Proneness

The “Coping with Stress” activity examines the client’s existing stressors and habitual
responses with the aim of increasing insight and helping him/her reduce stress and im-
prove coping skills. It includes an imagination exercise aimed at motivating the client
to work for improvement and bolstering his/her confidence in doing so. Follow-up can
include homework assignments to practice new stress-management methods; seeking
feedback from family, friends, and others on perceived changes in the client’s degree of
tension; and reporting back on outcomes.
ANXIETY 21
EXERCISE IV.A
COPING WITH STRESS
Relapses in recovery from addictions are often triggered by stressful situations, because
we have used addictive behaviors as our main tools for handling stress. To stay sober
we must find healthy ways to cope with stressors. This exercise will guide you in learn-
ing about your stress-management style, your sources of stress, and how you can han-
dle it more effectively.
1. Please list three situations that most commonly trigger great stress for you.
2. Please describe a situation in which you used alcohol, another drug, or another ad-
dictive behavior to cope with stress.
3. How can you tell when you are experiencing stress in your life? Please list your re-
actions to stress, both physical and emotional.
4. What are your usual ways of handling stress? Include both positive and negative
strategies.
5. Please talk with some people who know you well and whom you feel have good
judgement, people you trust to give you straight answers. Ask them to describe
what they have seen as your usual reactions to stress in a phrase or short sentence.
Describe their answers here.
22 ANXIETY
EXERCISE IV.A
6. Many times, we walk straight into stressful situations we could have bypassed, or
we fail to use effective ways to cope that we know we could use. List causes of
stress you can control in the first column, and things you can do to avoid or cope
with them in the second column.
7. At other times, a situation may be unavoidable, but we increase the stress we ex-
perience because of the ways we think about that situation (e.g., predicting terrible
outcomes to ourselves and worrying about things we can’t change). List causes of
stress you cannot control in the first column, and ways you can change your think-
ing about them in the second column.
Example: Conflicts with spouse Example: Work on communication
and children skills
8. Please describe a stressful situation you handled well and how you did it.
Example: Overloaded at work—Talked with supervisor and asked him/her
to prioritize tasks.
9. You can reduce stress by avoiding overdoing things in any area of your life. This
will allow you to more effectively handle the stress that is unavoidable. Please list
at least one thing you can do today to create more balance in each area listed here.
a. Relationships with family or friends:
b. Leisure time/activities:
c. Work/school:
d. Community involvement:
e. Spiritual activities:
ANXIETY 23
Exploring the Variety of Random
Documents with Different Content
Lábjegyzetek.
1) Tudtomra eddig két ilyen Pseudo-Vámbéry szerepelt. Az egyik
(Mr. Walker) Angliában, ki csekélységeimet oly hiven utánozta,
hogy ép termete daczára is több ideig a ballábával sántikált. A
másik (Professor William Davis[?]) egy nem közönséges
bátorságu gazember, ki a mívelt Németország több városában
felolvasásokat tartott, mig végtére Berlinbe került, a hol prof.
Kiepert, a hires geograph és Dr. Bastian a jeles kambodsiai utazó,
kikkel személyes barátságban állok, egy 1868. január 22-én az
arnimi teremben tartott előadása alkalmával ráismertek és a
szemtelen arczáról az álczát letépték.
2) A Szofi Iszlam-féle szerzet még csak 30 évvel ezelőtt
keletkezett. Alapitója, egy Belkhbe való Tadzsik, a Nakisbendik
folytonosan gyarapodó hatalma ellen akart gondoskodni gátról. E
szerzet tagjai közt a közösség és a testvériség elve uralkodik.
Perémmel szegélyezett nemez kalpag által szokták magokat
kitüntetni, s leginkább az Oxuson innen Heratig, valamint a
turkománok közt is találhatók.
3) Igen ő az! ő az igaz! Nincs isten kivüle! a legszokottabb igék,
melyeket a Zikrnél használnak.
4) Kalenter nem más mint az ó persa kelanter elferditése, mi
annyit tesz mint „a nagyobb“. Keleti Persiában még ma is a falu
birájának czimét képezi.
5) Keskulnak neveztetik a dervisek vademecumja, vagyis a
kokusdióhéj feléből készitett tojásdad alaku edény, melybe az
összekoldult ételek, folyékony és száraz, meleg és hideg, savanyu
és édes egyaránt összetöltetnek. Egy ilyen Tutti-frutti olla potrida-
féle ebéd tudom, nem igen volna gastronomjaink inyére, de mily
felségesnek tetszett az nekem egy hosszu napi zarándokolás
után!
6) Hidzsu ala beiti min isztitaatun szebila.
7) Zem-zemnek neveztetik egy kút a Káaba közelében, mely nagy
becsben tartatik. Vize, melynek csoda erejéről annyit regélnek, kis
edényekben az iszlamvilág minden partjaira vitetik egy-egy
csepje, melyet valaki haldokoltában nyel, 500 évet ró le a tisztitó
tűz kínjaiból. Eredete a forrásnak az, hogy a Hágár által magára
hagyott Izmael fakasztotta azt az égető homokból, picziny lábaival
rugdalózva.
8) A kancsóalaku réz thea-edény (Csajddsus) az utazó tatárnak a
Korán mellett nélkülözhetlen vademecumja. A legszegényebb
koldus is bir egy ily edényt fogantyujánál fogva övéhez erősítve.
9) Hirkai dervisannak (dervisöltöny) nevezik ezt, s még a
legvagyonosabb derviseknek is viselni kell különben jó öltönyeik
felett. Jelképe ez a szegénységnek és gyakran a legkülönbözőbb
darabkákból állitják össze; eleje egyenetlen és mindig czik-
czakkos, s mig külseje durva szálakkal nagy öltésekben van
varrva, bélése selyemből vagy egyéb értékes kelméből készül. A
képmutatás netovábbja ez; azonban mundus vult decipi, ergo
decipiatur, mondták már a rómaiak előtt a keleti bölcsek.
10) Ez Magyarországon ma is divatos; azon szokás, hogy a
nászünnep alkalmával a lovak kantáraira tarka kendőket kötnek,
valószinüleg még Ázsiából veszi eredetét.
11) Oveisz Karajne Mohamed egyik hű párthivének a neve, ki a
proféta iránti vonzalmából minden fogát kiverette, mivel az utóbbi
az ohudi csatában egy ellenséges fegyver által két előfogát
elveszté; és mikor Mohamed meghalt, egy rendet akart alapitani,
melynél ezen öncsonkitás főszabály lett volna, hanem az neki
természetesen nem sikerült. Azon állitás, hogy ő Khivába jött és
ott halt volna meg, ugy látszik, hogy a mesék országába tartozik.
12) Khodsa-ili (a Khodsa népe vagy a proféta utódai), kiknek
meglehetős nagy száma lakja e vidéket. Épen olyan tisztán özbeg
arczkifejezésök van, mint a Persiában lakó számtalan szeidnek
iráni jellegök, de több előjogot élveznek, mint az utóbbiak.
13) A „Középázsiai utazásaim“-hoz mellékelt földabroszon Nöksz
vétségből fel van cserélve Khodsa-ili-vel s az előbbi egy órával
távolabbra is van Kungráttól, mint a hogy ott ki van jelölve.
14) Nem Taldyk, mint Butakow tengernagy a londoni földrajzi
társulat előtt 1867. márcz. 10-ikén felolvasott értekezésében
mondja. Abban sem egyezhetem meg vele, amit a Delta két
szélső karjáról felhoz, melyek közül a keletit Janghi-nak, a
nyugotit Laudan-nak nevezi. Lehet, hogy a folyamágyak gyakori
változása következtében ez hajdan ugy volt; de ma már nem áll
többé az az eset, mert a Laudan elnevezés alatt a legjobb és
leghitelesebb forrásokból mindig ugy hallottam, hogy az Oxusnak
azt az üres ágyát értik, mely Kipcsaknál kezdődve nyugoti
irányban Köhne-Ürgends felé tart. A mi a Butakow Ulkun-ját illeti,
melylyel ő a közép ágat jelöli meg, meg kell jegyeznünk, hogy ez
a szó özbeg nyelven „Nagy“-ot jelent s mindig a főfolyam neve
mellé függesztik. Ulkun, jobban mondva Ülkü, ennélfogva az én
Azun-Derjámmal ugyanazonos.
15) Lásd „Vándorlásaim és élményeim Persiában“ 382. lapon.
16) Bazár közepében berendezett iskolákat Persiában is lehet
találni; ezek a legjobb gyermekiskolák, de mégis megfoghatatlan
előttem az, hogy a keletiek miként tudnak tűrni egy ily
természetellenes dolgot és hogy ezen nevelőintézeteket miért
nem helyezik inkább valamely csendes utczába.
17) A keletiek szemében csak a kutyák és európaiak tartatnak
falravizelőknek. Ezen actusnál egész Keleten le szoktak kuporodni,
mivel félnek, hogy álló helyzetökben ruháikat egy csepp el találja
ronditani.
18) Egy Khanezad eladatását kárhoztatandó ténynek tekintik s a
ki azt elköveti, rablónak vagy tolvajnak hiresztelik el.
19) A szogdi sikság, v. i. a Zerefsan völgye, Bokhara és
Szamarkand közt, ugy iratik le, mint földi paradicsom s Hafiz,
Bokhara és Szamarkand városokat a legnagyobb kincseknek
tartja, de melyeknél mégis többet ér szeretője.
20) A szövegben mondottakat legjobban megvilágositja az aratási
idő különbözése Turkesztánban. Igy például Belkhben és Andkhui
környékén junius elején, Hezareszp, Khiva és Karakölben már
junius végén, a pusztákon juliusban, Kungrátban és Khokand
északi részén augusztusban aratnak.
21) Burnes (Travels in Bochara II. 188.) nem hiszi hogy az Oxus
régebben más irányt követett, s e tekintetben a benlakók
állitásaira támaszkodik. Nem bámulandó-e, hogy én tőlök épen
annak ellenkezőjét hallottam? A turkománok közt az Oxus régi
irányára vonatkozólag még sok mese létezik.
22) A mint nevük is mutatja, ezek régenten a nyereség felére
voltak szerződtetve.
23) Mitchell „The Russians in Central Asia.“ 462. lap.
24) Örömmel veszem észre, hogy a Közép-Ázsiából hozott magból
néhány faj hazánkban jól sikerült. Kétségkivül Európában ezek
lesznek a legjobb dinnyék.
25) Bokhara, its Emir and its people.
26) „Relations politiques et commerciales de l’empire romain avec
l’Asie orientale.“ 197. l.
27) Tarikhi Narsakhi.
28) „The Russians in Central-Asia.“ 462. l.
29) Egy másik példányon, mely Khanikoff ur birtokában van, 322.
hedsra utáni év áll. („Journal Asiatique“. VI. folyam, VII. rész,
284. l.)
30) Igen jellemző azon főhivatalnokok sorjegyzéke, kik akkor a
kormányzatot, vagyis a bokharai miniszteriumot alkották. Ezek a
következők voltak: 1) Vezir, 2) Musztofi (pénzügyminiszter), 3)
Amid-ul-Mulk (országnagy [valószinüleg csak czim]), 4) Szahibi-
Sart (államügyész), 5) Szahibi muejjid (az ország megsegitője
[czim?]), 6) Musrif (udvarmester), 7) Memlekei khász (titkos
tanácsos), 8) Muhteszib (rendőrfőnök), 9) Arkaf (a kegyes
alapitványok kezelője), 10) Kaza (igazságügyminiszter).
Középázsiában ezeknek már árnyékára sem akadunk s csak Persia
s Afghanisztánban van még belőlök egy-kettő.
31) A mandola és cseresznye Bokhara mostani termékei közt nem
fordul elő.
32) Kuruk, török szó, mely kertet s bekeritett helyeket jelent,
Középázsiában állatkertet még jelenleg is igy hivják.
33) Az iszlamot megelőző korban Bokhara csak cserekereskedést
üzött. Kenenkhor volt a legelső uralkodó, ki ezüstpénzt veretett. A
pénz tiszta ezüsttartalommal birt s egyik oldalán az uralkodó
képét viselte. Ez igy tartott Abubekerig. A régi veretü pénz
mindinkább ritkult s a kharezmi roszabb minőségüvel
helyettesittetett. Harun-al-Rasid idejében az akkori helytartó Atrif
hatféle érczkeverékből álló pénzt veretett, mely Atrifi vagy Azrifi
nevet nyert. (Ugy látszik, hogy a Persiában használt Esrefi [arany]
szó nem az arabból, hanem a föntebbi Azrifiból ered.)
34) Khatun törökül asszonyt jelent s mi ezt a valódi szó helyett
használjuk, épen ugy, mint a kézirat.
35) Rigisztán az ó persában közhelyet jelent, azaz olyan helyet,
mely füzénynyel (rig) be van hintve s üresen áll.
36) Azt mondják, hogy Szaid-bin-Oszmán Khatunba, ki hires
szépség volt, belé szeretett s hogy Bokharában még sok évek
multán is szép dalokban dicsőitették e viszonyt.
37) Klaproth „Tableaux historiques“-jaiban és Remusat Ábel
„Recherches sur les langues tartares“-jaiban e törzset a hindu-
góth népcsaládhoz számitják, mely állitást ma már mindenki
tévedésnek fog tekinteni. Castrénnek, a finn tudósnak,
kétségkivül igaza lehet, ha vizsgálódásai közben Dél-Sziberiában
egy szőkeszinü török törzsben törzsrokonaira talált; de ezek nem
burutok és én azt hiszem, hogy maga a tudós Schott W. is téved,
mikor ő, khinai kutforrásokat követve, értekezésében „A valódi
kirgizekről“ (Berlin, 1865.) e véleménynek helyet ád. Nekem ugy
tetszik, hogy a burutokat a nizunokkal vétik össze, kik északabbra
laknak, szőkék s valószinüleg finn törzs maradványai. (Lásd
Mitchell: „The Russians in Central-Asia“ 64. l.)
38) Hogy nem egy nomád ócsárolta rajtam a kiálló pofacsontok
hiányát, mint elrutitó bajt, már emlitettem. De hisz ezen nem
szabad csodálkoznunk s valóban feltünő előttem, hogy
Livingstone „The Zambesi and its Tributaries“ czimű művében azt
állithatja, hogy oly afrikai nőket látott a makololo-törzsből, kik a
tükör előtt állva, a nagy széles szájat, mely ott általános,
kisebbiteni igyekeztek, azon szándékból, hogy magokat
szebbekké tehessék.
39) Lewschine Elek „Description des Khirghiz-kazaks“ (Páris,
1840), 317. l.
40) Lásd előbbi munka II. fej. 300. l.
41) Az Iszlamot, Fischer szerint („Histoire de Siberie“, 86. l. és
másutt) a 16. század közepe táján vitte be oda bizonyos Kucsum
nevü ember. Ezt az adatot ugyan elfogadhatjuk az északon, azaz
déli Szibériában lakókra nézve, de Turkesztán közelében az
áttérés már sokkal korábban megtörtént.
42) Lewschine ugyanazt mondja a kirgizekről irt emlitett
munkájában, a 358. lapon.
43) Dr. Bastian A. a vállcsonttali jóslatot a burätoknál is föltalálta,
kik pedig a Szamanizmus hivei s az a kirgizeknél is az emlitett
vallás maradványának tekintendő. Lásd: „Das Ausland“, 1866.
évfolyam. 23. sz.
44) Gibbon „Roman Empire, ed. by Dr. W. Smith“ (London, 1862.
296. l.) nem ok nélkül jegyzi meg: „The Uzbegs are the most
altered from their primitiv manners: 1) by the profession of the
Mohametan religion and 2) by the posessions of cities and
harvests of the Great Bucharia.“
45) Abulgazinak ezen állitása, hogy az özbegek a Dsudsi népből
valók lettek volna, kik magokat az Iszlam felvétele után nevezték
ugy, egészen tévesnek látszik.
46) Seikh Khudabad, ki egy tudós és asketa vala a Seibanik
föllépése idejében, az utóbbiak egy párthivének ezt mondja:
„Szana Oezbegin mu kirek?“ (Özbeget [saját bég-et] akarsz-é?), a
timurida Baber helyett, ki ennélfogva nem volt határozottan
Özbeg. („Tarikhi-Szeid-Rakim“ kéziratomban, melyet Bokharából
hoztam.)
47) Ugyanezt bizonyitja Radloff is a tudományok császári
akadémiájához Sz.-Pétervárra küldött tudósitásaiban. Lásd a
nevezett társaság „Bulletin“-jét XII. köt. 918. l.
48) Ritter: „Westasien“ II. 86.
49) „Az iráni nép ethnographiai helyzete.“ (Lásd „Das Ausland.“
1866. évfolyam, 36. sz. 853. l.
50) Lásd: Khanikoff „Memoire sur l’ethnographie de la Persa“
(Paris, 1866.) 45. l.
51) Lásd fentebbi munka 47. l.
52) Ajmak mongol szó és néptörzset jelent.
53) Khanikoff nagyon téved, ha ő a hezareh-ket hajdani, s még
pedig a Birlasz törzshöz tartozott, özbegeknek tartja. Lásd:
„Memoire sur la partie meridionale de l’Asie centrale“ (Paris,
1862.) 112, 138. l. Ez ellen a következő bizonyitványokat
hozhatom fel: 1) Saját állitásukat, miszerént ők a Dsengiz khán
hadsergének maradványai s még pedig Abul-Fazl szavai szerént
Mangu-Khannak egy csapatából; 2) az a rész, melyet Gobi-
Hezareh-eknek hivnak, és a mely a Herat környékén fekvő
hegyekbe vonta magát s a persa elemektől megkimélve maradott,
még ma is mongol dialektust beszél, miként azt Gabelentz a
„Zeitschrift der deutschen morgenländischen Gesellschaft“-ban
XX, 326. a leechi szógyűjteményből bebizonyitja. Sőt Baber azt
állitja, hogy az ő idejében sok h e z a r e h beszélt mongolul. 3) Az
özbegeknél sehol sem található oly határozottan mongol jelleg,
mint a hezareh-knél, mi annál feltünőbb volna, mivel az előbbiek
tömörebb tömegekben s közelebb maradtak a régi honhoz, mig
az utóbbiak mindig idegen ég alatt és idegen elemek között
laktak.
54) Lásd Khanikoff, 104. l.
55) Vah-ból (a Vah folyója), miként az Oxust Bendehesben
nevezik, az uj neveket is, mint pl. Vakhan, Vakhsz-dsird és
Vakhsab, le lehet származtatni.
56) Kerkiben létem alatt valami tiz feizabadival (Feizabad
Bedakhsán főhelye) egy és ugyanazon házban laktam. Az egy
küldöttség vala, mely Bokharából tért vissza, hol az emirt nem rég
elüzött fejedelmök helyére akarta emelni.
57) A rabszolgák örömestebb töltenek egy özbeg házában tiz
évet, mint egy tadsiknál ötöt, mivel az utóbbiak hirhedett
lelkiismeretlenséggel szokták őket használni minden kitelhető
módon.
58) Ez legjobban bebizonyult a legutóbbi eseményeknél
Taskendben. Egy irományból, mely Kryschanowsky tábornoktól az
emlitett városban kelt (lásd „Das Ausland“ decz. 4. 1866. 1159.
l.), arról értesültünk, hogy e helység tarka népessége között a
szártok valának az elsők, a kik a hóditókhoz barátságosan
közeledtek, sőt nekik a békekötés terhes művében jelentékeny
segélyt nyujtottak – hihetőleg minden özbeg nagy bosszuságára,
kik az orosz uralomért való állitólagos
k é r e l e m n é l bizonyára nem voltak részesek.
59) Khanikoff ur téved, ha azt hiszi, hogy ez csakis Khivában
történik, mert bizonyára nem ismeretlen előtte, hogy az orosz
fegyverek által nem rég elfoglalt Taskendben a persa lakosságot
„szárt“ név alatt lajstromozták be és egész Khokandban is ugy
hivják őket. A fent emlitett Kryschanowsky tábornok is ugy beszél
a tadsikról és szártokról, mint két külön törzsről.
60) Ezen meséket különösen Arany László barátomnak figyelmébe
ajánlom, ki is már annyi érdemet szerzett a magyar népmese
gyüjtésében.
61) Bisbarmak egy kirgizi nemzeti étel.
62) A beszélők, mint itt Murzakay, tréfás megjegyzéssel szokták
befejezni elbeszélésüket.
63) Az egész szárazföldi sajtó közül maig csak a „Revue des deux
Mondes“ hozott két czikket Középázsiáról. Az első, a nélkül hogy
színt vallana, csupán a közeli összeütközés válságos viszonyait
fejtegeti; a másik orosz szellemtől van áthatva, s egy követ fú az
angol optimistákkal, a mit épen nem vennék rosz néven az irótól,
ha nem hozott volna több idézetet föl középázsiai utazásomból,
mint sajátját.
64) E nevet az oroszok hibásan mindig Iszetnek olvassák. Ised
szokásba vett megröviditése az Eis Mehemmednek, és annyit
jelent, hogy: „Mohamed gyönyöre.“
65) Derbarnak hivják az anglo-indiai alkirály nyilvános
fogadtatásait.
Nyomatott Bécsben, Holzhausen Adolfnál.

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Addiction Treatment Homework Planner 4th

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Cognitive Behavioural Therapy in the Treatment of

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SECTION I—Adult-Child-of-an-Alcoholic (ACOA) Traits 1

SECTION III—Antisocial Behavior 14

SECTION V—Attention Deficit Disorder, Inattentive Type (ADD) 29

SECTION VI—Attention Deficit/Hyperactivity Disorder (ADHD) 37

SECTION VII—Borderline Traits 43

SECTION VIII—Childhood Trauma 52

SECTION IX—Chronic Pain 58

SECTION XI—Dependent Traits 74

SECTION XIII—Eating Disorders 88

SECTION XIV—Family Conflicts 96

SECTION XV—Gambling 103

SECTION XVI—Grief/Loss Unresolved 112

SECTION XVII—Impulsivity 120

SECTION XVIII—Legal Problems 127

SECTION XIX—Living Environment Deficiency 135

SECTION XX—Mania/Hypomania 142

SECTION XXI—Medical Issues 149

SECTION XXII—Narcissistic Traits 156

SECTION XXIII—Nicotine Dependence 162

SECTION XXIV—Occupational Problems 171

SECTION XXV—Opioid Dependence 179

SECTION XXVI—Oppositional Defiant Behavior 187

SECTION XXVII—Parent–Child Relational Problem 194

SECTION XXVIII—Partner Relational Conflicts 202

SECTION XXIX—Peer Group Negativity 212

SECTION XXX—Posttraumatic Stress Disorder (PTSD) 219

SECTION XXXI—Psychosis 227

SECTION XXXII—Relapse Proneness 233

SECTION XXXIII—Self-Care Deficit as a Primary Problem 245

SECTION XXXIV—Self-Care Deficit as a Secondary Problem 251

SECTION XXXV—Sexual Promiscuity 257

SECTION XXXVI—Social Anxiety 264

SECTION XXXVII—Spiritual Confusion 271

SECTION XXXVIII—Substance Abuse/Dependence 279

SECTION XXXIX—Substance-Induced Disorders 301

SECTION XL—Substance Intoxication/Withdrawal 310

SECTION XLI—Suicidal Ideation 316

SECTION XLII—Treatment Resistance 324

Appendix A: Additional Assignments for Presenting Problems 332

About the CD-ROM 356

Accountability is an important dimension of the practice of psychotherapy. Treatment

• Veterans and active duty military

• Progress Notes Planners provide a menu of progress statements that elaborate