5 comments about Study Guide for Medical-Surgical Nursing: Assessment and Management of Clinical Problems.

1. Item received in excellent condition and as described. This is a great item to have to go with the book. It helps you prepare for tests and understand logic to the questions.



2. I have a hard time understanding stuff when I read this textbook for class. It's not very straight forward or clear and you have no idea what's going on. It also seems like there's a lot of extra information that doesn't need to be there. The only thing I like is that it comes in 2 separate books so it's easier to carry around and flip through without breaking the spine of the book.



3. Some of the questions in here are outrageous compared to what I read in the textbook. Stuff that was stated in only a sentence or two in the textbook would have really in depth questions in this study guide. I only use the multiple choice questions. The rest is kind of useless for me because we don't have anything other than multiple choice on our tests in class. A lot of times I don't even bother using this.



4. This a great reference book that I used througout nursing school. This was a great book for writing care plans or the random papers that we had to write. This is another one of the few books that I kept from college.



5. "the service was extremely fast; i would buy from amazon anytime i need another book!"

3 comments about Chemistry: A Molecular Approach (MasteringChemistry Series).

1. This is a new textbook for general chemistry. Yes, there a quite a number of general chemistry texts and they all cover roughly the same general material. They differ more in how they organize the material, illustrate it, and their method of helping the student develop a solid understanding and command of this basic material. The student not only needs to learn the basic facts of chemistry, she needs to learn how to think about it so when she looks at the world, she can see and understand the issues as they relate to this vital science.
   
   Dr. Tro begins this book by explaining how the text was developed and provides instructions for the student on how to make the most of the book. I liked this a great deal. He starts the book by providing what he thinks is the most important scientific idea in all of human knowledge: "the properties of matter are determined by the properties of molecules and atoms". From there he builds all the principles taught in general chemistry. He also define chemistry as: "the science that seeks to understand the behavior of matter by studying the behavior of atoms and molecules".
   
   Each chapter is organized in a similar fashion and a great deal of emphasis is placed on making the illustrations demonstrate a principle - a process - rather than an isolated picture. Tro also has interesting articles of chemistry in various fields in different chapters and he often introduces ideas with practical issues that will likely matter to the student.
   
   For review, at the end of each chapter he goes over the key concepts taught, the key equations and relationships discussed, and the key skills that the student is expected to have learned. He provides exercises to test one's mastery of the material that the student can answer for himself. The problems are organized by chapter topic. Those listed with blue numbers have answers provided in the back of the book. There are also cumulative problems that build on skills learned previously, challenge problems, and conceptual problems that go a bit further than the minimum requirements of chapter mastery.
   
   Besides Appendix III with selected answers, there are others with key equations, useful data, and a glossary. And there is a good index, as well.
   
   I think it is a handsome and very useful text for teaching and learning general chemistry. A general reader could benefit from studying from it because it is clear and engaging enough that one can work through what is being taught.



2. They were out of stock so my order was cancelled. I did received my refund in a timely manner.



3. My whole class did not like the book. I deeeply regret paying so much for it. It's pretty confusing and it has little examples on how to solve the problems.

No comments about Human Anatomy.

3 comments about Vector Mechanics for Engineers: Statics w/CD-ROM.

1. I used this book in my Statics class in 1977 when it was in its third edition, and now my stepson is using the eighth edition in his statics class. The book was excellent almost to the point of self-teaching the subject then, and it looks like little has changed. There are still plenty of example problems, plenty of end of chapter exercises, and solutions to the vast majority of problems are in the back of the book. In the case of computer exercises, the solutions are at a special website provided by the authors. The figures are very clear and well-labeled and help illustrate the points the author is trying to make in the book. You could probably teach yourself statics using this book if you had some prior exposure to mechanics in a first semester college Physics class and with a little help from a Schaum's outline on the subject, which is always a good idea.
   
   So why am I only giving this book three stars? I give five stars for the quality of the text and I deliver one star for the unnecessary eighth edition, thus averaging to three stars. The seventh edition was only published less than two years ago, and the new price of this book, which all current students are going to have to pay, is outrageous. Of course, this is getting to be the same old song with all successful textbook series. Rearrange a few words here and a few problems there, issue a new edition, and take all the reasonably priced used books out of circulation. This might be warranted with books on computer technology where there is rapid constant change. However, ask yourself, how much has the physics of loads on physical systems in static equilibrium changed since 2005? If you want a good statics book for self-study, get an older edition of this same book and save yourself some money. If you are a student I guess you are stuck. By the way, my third edition (I still have it and use it) cost seventeen dollars in 1977. Compared to the new edition, which is no better and no worse, the price has gone up eight times. I'm no economist but my guess is this far outpaces the rate of inflation for the last thirty years.



2. shipping was done fast and delivered in expected condition. Book has all the necessary textual and visual components that make learning the material easy.



3. This book is great for self learning!, most of the theorems are explained in a very good way (a little too good and normally a little to hard to understand the first time) the examples are clear and the exercises are neither easy nor difficult (well some of them are difficult, but not all of them).
   I already had 2 teachers that told me they learned from this book... it's true that almost all the material is the same, but nevertheless it's a great book to get yourself started in Statics... way better than Hibbeler.
   The contents of this book are worth every penny, it's almost like having a private tutor.
   And remember it's engineering you'll have to do some WORK to master all the subjects.

5 comments about Delivering Health Care in America: A Systems Approach.

1. This is one of the worst text books I have ever used for a course. The content is dense and difficult.
   Chapters are not well outlined and don't follow sequence provided in text.
   
   Too many inconsistencies in the data and materials. Chapter 12, page 524 says that the HEDIS quality review has 56 measures, the glossary says 71. This is only one of many I identified. I spotted far too many grammatical errors, incomplete sentences and more for a 3rd Edition book.
   
   It is more than obvious that some updates have occured in certain sections but have not been rolled throughout the entire text. This textbook is in dire need of an overhaul and condensing. Major points are diluted with it's over-complicated verbiage, poor flow and lack of comprehensive outline.



2. Delivering Health Care in America: A Systems Approach with Resource Guide (Purchased on 08/22/2007) was purchased. It was recieved in excellent condition and was a brand new book as stated in the original description. I am very satisfied with the service, especially after saving over $30 by ordering through this buyer versus my campus bookstore. The order was received timely.



3. This book was used as text material for a course I took. I found it to be incredibly biased against the current American "system" of health care. We all know health care needs fixing around here, but I rather expect a more balanced view from a textbook.



4. Poorly written and highly un-edited. The authors make strong and slanted statements throughout the book, stating things as factual rather than the opinions they truly are. There is little citation of research references when there certainly should be. Poor, poor quality text book.



5. I took a summer class which used this book. It was interesting and very easy reading. If one works in the health field like I do, it reminded me of some issues and gave me other issues to think about. I would recommend it to a person who wanted a good overview of healthcare in the US, compared to other countries. The charts were easy to understand and the book was not full of charts and graphs that were unnecessary.

1 comments about Human Physiology.

1. I got the book pretty quickly and it was in excellent condition glad could find it a lot cheaper here then my school's book store

5 comments about Current Medical Diagnosis and Treatment 2008 (Current Medical Diagnosis and Treatment).

1. I purchased the new edition to replace my 2005, which had been destroyed through constant use and my backpack. I was very disappointed to find that the background information in the beginning of most chapters was deleted so that each chapter starts immediately talking about disease. For instance, the nutrition chapter (which is called nutritional disorders in the new edition) cut out 9 pages of background information on nutritional requirements, dietary recommendations, etc. I thought new editions were supposed to improve upon and update previous editions, not cut out crucial information. I would recommend buying an older edition instead of wasting your money on this incomplete one!



2. Having owned many previous editions of this book, I have to say that I am somewhat disappointed by the amount of material that is available only online for a substantial fee (relatively, compared to previous free online content, or even the street price of the print edition). Some of the online information surely could have been incorporated into this edition. Most of the algorithms that appeared in previous editions have been left out, and let's face it folks, most of those haven't changed at all since the 2007, or even the 1997 editions. I am not inclined, however, to grab a bunch of older editions off my bookshelf to find them. A lot of very important basic pharmacology that appeared in older editions has been left out of the 2008 print edition. I don't keep old texts and references on the shelves anyway. I am a D.D.S., M.D. with an undergraduate background in pharmacology, so I picked up on much of the missing stuff right away, just leafing through. Even with the negatives associated with this edition, I will likely buy future editions because there just isn't another reference with this much in a single volume that is as concise and easy to find. I am used to grabbing this book for a quick summary of dx and tx that I don't treat a lot. I do head and neck surgery, and I just don't see patients with Cushing's or Tetralogy of Fallot for cripe's sake! Wading through Harrison's Int. Medicine or a two volume cardiology text is something I am not going to do while a patient is sitting in an exam room waiting for me to reappear. I'll use my CMDT though. One can nitpick on virtually anything that is "new" or "different". So let's be honest, most of us who really use this thing can easily afford the $79 for online access, and most of us who have used a number of previous editions will continue to use CMDT unless it evolves into something totally worthless, and that's just not going to happen.



3. Didn't like the idea of going back and forth online to book and book to online. Use to be a great book I will not recommend this book to anyone anymore, I am a foreigne medical graduate and use to tell all the graduates coming from abroad to read this book not anymore. I hope the authors are listening.



4. Enough said....... quote "However, this current (2008) edition of CMDT has several chapters (more than the 2007 edition) available only online, AND for the very first time, the online access is $79 extra. "



5. I thought this book was very interesting and informative to a pre-med student. I'm not in med schools yet, but love to read about medical related things.

5 comments about Chemistry: The Molecular Nature of Matter and Change.

1. This book is in very good shape. It is a paper back version but the contents are exactly the same as a hardback version. The pages and chapters are the same. The cover of the book has slightly curled edges due to it being used. Other than that, the book is in good condition.



2. It is a very good text book and it was cheaper than the bookstores at the university.



3. along with chemistry the central science by brown, this is a great book. i think using both books in tandem is well worth it.



4. Although this book essentially starts from scratch, I'd recommend it to people who have already had high school chemistry. If you haven't had that, you should still do okay, but you may have to spend some extra time and effort since some of the most basic concepts are only skimmed over. They spend much more time on the material that you probably didn't cover in depth in high school chemistry.
   
   First off, I would say that the book's content is excellent. It is an introductory (sort of) textbook, but it covers most of its topics in plenty of depth (at least as much as you would expect from an introductory general chemistry textbook). Also, the book does a great job at explaining the material in a clear fashion and it provides tons of illustrations. It is a very visual text and the author is obviously aware of the fact that visualizing chemical structures is extremely useful in understanding many of the concepts. This is especially useful in the section on covalent bonding.
   
   The book also provides tons of useful exercises at the end of each chapter. The exercises range from very easy to fairly challenging, but they never seem too frustrating. Generally, I'd say that the exercises leaned more towards "easy" and are mostly just straight-forward applications of the material. Note: If you're having trouble, check out the ChemSkill Builder site. The exercises help a lot and it gives you useful feedback.
   
   Whether it's for a class or for self-study, I would pick this book over any other.



5. DO NOT BUY THIS BOOK IF YOU'RE SELF TEACHING!
   
   This is book is required for my general chemistry for science majors class. What a terrible book, I hope that there is a better chemistry text out there.
   
   My first complaint is the large number of mistakes I've found in the book, usually a missing division sign or unit. Without searching I've found at least five in the two months I've been using this book. This is a fourth edition, for the price of the book and this many reprintings I expect a better editing job.
   
   Secondly it is written from the stance that the reader has a science background and often I find myself puzzling over a single problem for up to an hour trying to figure out how the author arrived at the conclusion (And I have a science background). The writers make too many assumptions when writing out an example problem and don't adequately explain their reasoning. Each concept has two example problems, the first has the solution written out. IF you want to know the solution for the other "example" you're going to have to buy the solutions manual for an additional $65.
   
   Third, the solutions manual has mistakes as well, even comparing the answer from the back of the text to the solutions manual the authors are not consistent.
   
   There are not very many simple problems to drill a student with a concept, the authors approach is the exact opposite. Assume the reader "gets it" after a single example problem and then at the end of the chapter increase the difficulty level of the problem ten fold. The problems are good if you want a challenge and want to develop problem solving abilities, but are useless for developing the fundamental concepts that the book is supposed to teach.
   
   I would recommend the Silberberg text to someone who wants a refresher, but if you're new to chemistry, avoid at all costs!

5 comments about Algebra and Trigonometry.

1. With the sixth edition of this textbook, Sullivan has made significant strides since the fifth edition of the College Algebra portion. The interval notations used to indicate the regions where the value of a function is increasing or decreasing is so much more clear and concise. In contrast to the former use of frequently displaying number lines with pluses and minuses underneath, in which the readings of them were perhaps more of an exercise for the eyes than for the mind, Sullivan revised this mess using parentheses and brackets to indicate test intervals.

   As a teacher, I say that this is not the most user-friendly book for an instructor who teaches one hour college algebra classes three times a week. Oftentimes, for me to quickly get the fundamentals across, I have to paraphrase what Sullivan lays out in many of the sections. The language is often too theoretical for several of my students (Many are in non-technical majors but have to complete college algebra as a last mathematics course requirement), and I have to put the symbolic logic sequences into terms that can cross over to applied mathematics. This is not meant to be a criticism, however.

   Perhaps the main weaknesses lie in the shortcomings of applied problems, particularly in the sections concerning maxima and minima, and especially in the inequality segments. On a very positive note, however, I will grant that the sixth chapter, which involves logarithms and exponents is quite fascinating. For instance, you have applied problems involving the amount of interest that can be gained after so many years if, say, [money amount]is deposited into an account and accumulates interest at 6% compounded quarterly. Physics problems are also well presented. One interesting tidbit: if you wondered how long it would take for a 300-degree dish to cool down to 100 degrees in an environment that is at room temperature, the formula that can be used, namely Newton's Law of Cooling, is provided. As another example: suppose that a dead animal was discovered in a barn at midnight and its temperature was 80°F° ; the temperature of the barn is kept constant at 60°F; two hours later the temperature of the corpse dropped to 75°F; find the time of death. The formula for this type of problem is also shown.

   As added kudos, I especially like the intermittent TI-83 calculator tips. The use of technology in mathematics classes is notably increasing in the community colleges. All in all, this is a finer, more updated version, and it is especially recommended for those who want to go beyond the call of duty and discover new ways of applying mathematics to their daily lives.




2. The information listed in the "Product Details" section for this book is very misleading. As noted in the other comments, this book is the paperback Student Solutions Manual. It is NOT a hardcover book and the ISBN number is not ISBN: 0130914657 (as listed in the product detail section). This book may prove to be helpful but it was not the book I thought I ordered.



3. This book has the solutions for the material presented in the book. The book has helped me alot. The only think I don't like about it, is that the book has to many practice exercises and too many pages.



4. I am 55 years old and promised myself that when I became financially able I would relearn Algebra, Trigonometry, Geometry, Calculus I, II,III & IV and ODE skills from start to finish. I am now finished with Sullivan's book I have found the book easy to read and understand. The presenation of the material is well thought out and the abundance of practice problems invaluable. If you are serious about math then this is a great book.
   
   A retired hedge fund manager.



5. The product was never delivered. Vendor never responded to e-mail inquiry. I have filed a claim with Amazon.

5 comments about The Feeling Good Handbook.

1. Cognitive therapy is a tested, effective treatment for depression. It can be used instead of medication, or to add to the effects of antidepressants. This book is clear and well written. It has helpful worksheets and exercises to reinforce the information. This book can help you break the negative habits that cause and maintain depression.



2. Abstract
   
   The following study investigates the text, The Feeling Good Handbook, by David Burns. Specifically addressed are issues regarding the cognitive-behavioral model of twisted thinking, moral relativism, and the denial of objective truth. It was found that the text provides an inadequate definition and application regarding moral and objective truth issues. Recommendations for revision of the model are included.
   
   
   A Critical Analysis of the Feeling Good
   Handbook: Its Usefulness in Counseling Practice
   
   In addition to the popular text Feeling Good, which became a national bestseller, and The Therapists Toolkit, a resource developed for mental health practitioners, David Burns released The Feeling Good Handbook, a 729-page (including index) guide to cognitive-behavioral therapy techniques. Semantically speaking, the text is well written, in simple (approximately 8th grade level) English, and is specifically marketed as a self-help text, though its usefulness for counselors is evident in that throughout the text the reader is often asked to assume the roll of the counselor, and after Burns describes a therapeutic technique, the reader is asked in a presented milieu, to implement that technique (for example, responding to a hypothetical client in a vignette empathetically).
   
   In beginning to review this text, it is noticed a review can be accomplished in two ways. One, the text can be analyzed in respect to how it communicates the points it attempts to make (presentation), how it facilitates the ability in the reader to implement what is learned into his/her life or practice (application), and it can be reviewed in regards to how accurately the book delivers the ideas of cognitive therapy, mood therapy, empathetic response, etc. In all these aspects the book veers well--quite well--for even Albert Ellis (who holds a reputation of not being impressed with others' therapeutic approaches) critiques the text as "Clear, systematic, forceful."
   
   The second approach to analyzing the text, the approach that will be taken, involves an investigation of one can trust as a suitable methodology the tenets from which the text is written, the tenets of cognitive therapy. It will address where the tactics disclosed by Burns are believed to be useful, and when it is hypothesized they would falter in a counseling practice.
   Understanding Your Moods
   
   Burns begins discussing moods by stating the fallacy clients often share, which is "I just can't help the way I feel" (Burns, 1999, p. 3). He then states a grounding premise of cognitive behavioral theory, which is that one's thoughts create moods. Quoting Ellis, the acronym A + B = C is stated. In this formula, A is the presenting event, B is the thoughts of the client, and C is the way the client feels. This formula is to show As do not create Cs--that is, what happens to a person does not effect that person's mood. The thoughts the person maintains affect the person's mood.
   
   However, in reading the text, it is found that the true formula used in the text is not A + B = C, it is B = C, A = 0. The point being, the book extremely minimizes the effect of A. A, in essence, is described as a force that is prone to trying to manipulate one's B to produce unpleasant C's, but is in itself generally insignificant. More clearly, the situations, trials, relationships, and anything else external a person confronts merely challenges a person's thoughts. If the thoughts can be changed, or maintained as healthy thoughts, the person will always report a pleasant mood (C).
   
   According to Burns, "sadness and depression result from thoughts of loss," "Anxiety and panic result from thoughts of danger," and "Guilt results from the thought that you are bad" (Burns, 1999, p. 5). To Dr. David Burns' credit he does state the following, which he titles a disclaimer: that there are times when negative feelings are appropriate and healthy, and that "learning when to accept these feelings and how to cope with a realistically negative situation is just as important as learning how to rid yourself of distorted thoughts and feelings" (p. 7). The reader must ask him/herself at this point, if Dr. Burns believes this amazingly astute point (i.e. equal importance), why then is only one line spent addressing that As are relevant, while 728.5 pages are spent denying their relevance?
   False Sincerity of the Empathetic Response
   
   A rebuttal to the statement that Burns' methodology denies all relevance of coping with a negative situation would probably include the premise that such is accomplished with the use of the empathetic response. The problem with this premise however, is the use of the empathetic response validates nothing. The therapist agrees to none of the truth that the client speaks. The empathetic response simply makes the client aware that the counselor is aware of his/her hurtful thinking.
   
   Reading the text a reader might be perplexed with the question, when is there objective truth in thinking? More specifically, can not hurtful thinking (i.e. I have been a terrible father) be accurate? And if it is accurate, who is to say disposing of this accurate--though hurtful thought--is in essence better for the client than allowing the client to maintain this thought until the client changes his/her behavior so that the client can display another more healthy, and accurate, thought, (i.e. I am no longer a terrible father). However, by Burns' model, the man who states he is a terrible father, even if it is true (by all ability to quantify what a terrible father is), will be handled in the following way.
   
   One, the client would be empathized with: "You are telling me that you are not a very good father, and you are clearly upset with that." Two, the counselor might disclose an "I feel" statement: "I would definitely not want to feel like I was a terrible father. That must be a horrible feeling." Three, it would be suggested to the client that he has twisted thinking which include "Should Statements" (You are wrongly telling yourself you should not be a terrible father), "Labeling" (there is no such thing as a terrible father, just persons who act the roll sometimes), "All-or-Nothing thinking" (surely you have done something that was not terrible--for example you are in therapy), "Overgeneralization" (Being a terrible father is a general simplification. Burns states "there are no Jerks in America" only persons who act like jerks from time to time), "Mental Filter" (you are pretty upset over this whole fatherhood thing. Lets think on things you're not terrible at), and the list goes on.
   
   Burns' model provides no basis for determining what is "twisted thinking" and what is thinking that is the downright painful truth. He states, there are no Jerks in America--just those that act like Jerks. But if a "jerk" does not exist, then from what basis can one state an action as jerk-like? Furthermore, in the 700 plus pages of text on how to handle clients, not once does Burns confront a client because his/her thinking was pleasant but skewed. Therefore, it is a safe conclusion that--though Burns may briefly claim otherwise--to Burns pleasant thinking is correct thinking.
   
   This is further evidenced in text when Burns addresses confrontation. Choices of words include "it was unpleasant when" or "I felt uncomfortable when" (Burns, 1999, p. 156). Both are notoriously relative remarks. There is no claim to objective truth; there is no "what you did was wrong," or "I was treated unjustly." Such relativism can be no more apparent than in the following excerpt:
   You may have difficulty with this idea [that there is not use for shoulds]. You may insist that there's nothing wrong with using the word "should." You may think that it's your duty to clean your desk or to study hard. You may feel it is something you should do!
   
   There are actually [only] three valid uses of the word "should" in the English language. One is the "moral should." You "should" not intentionally take advantage of someone, because this violates your moral code. The second is the "legal should." You should not drive at 90mph because it is dangerous and you'll probably get a ticket. The third is the "laws of the universe should." Things "should" happen because the forces of nature make them happen. For example, if you drop a pen, it "should" fall because of the force of gravity (p. 179).
   
   The enormity of the errors in the thinking above is staggering. First, the only two claims of truth presented above are (one) that it is wrong believe one ought to believe there are moral shoulds or shoulds caused by one's duty, and (two) that the English dictionary agrees with David Burns. Both claims are false.
   
   It is very possible that someone could have a duty to study. A physician being paid to study the effects of a rare disease infecting his/her patient, for example, is an explicit instance when there is a definite "should" due to duty. One would concur that the situation would not have to be so dire (matter of life and death) to still constitute a legitimate should. Though Burns--in the quote above--states that one "feels" shoulds, and does not know them or objectively understand them (lines 3-4).
   
   Next, Burns' first definition of a true should is logically meaningless, in that he states it is truth that one should not take advantage of someone (a valid should) because it violates the person's moral code. Therefore, Burns is saying, as long as one is not violating their own relative moral code, he/she can take advantage of anyone and not be violating a "should." Burns' second definition, regarding the legal should, is quite depraved in that he states speeding violates a legal should (true) because one could hurt him/herself or get a ticket. In reality, Burns is not addressing a legal should at all for legally the should would remain constant whether on not the violator injures him/herself, or receives a ticket for the violation. What Burns is really stating in his example is the claim that one should not partake of behavior that may cause As that could instigate unpleasant Bs.
   
   Lastly, Burns demotes the laws of physics, to the shoulds of physics! If one drops a pen according to Burns, it should hit the floor. According to the law of gravity however, if one drops a pen, it will hit the floor.
   Discussion
   
   Cognitive-behavioral therapy is effective. Burns does a fantastic job of describing how to implement cognitive principles into one's personal life, even into one's counseling practice. The ideas are useful for healing. However, the theory is weak in that it does not provide the practitioner, nor the client, correct direction regarding what is twisted thinking, and what is true--though painful--thinking.
   
   Final Note: Telephone and Online Counseling may be a good way to provide quick and effective care to clients. Learn to provide Telephone and Online Counseling with this very well done book: The Therapist's Clinical Guide to Online Counseling and Telephone Counseling: The Definitive Training Guide for Clinical Practice



3. If you just want to read "Feeling Good", do not buy this handbook version of the book.
   
   The author uses imperative statements and not so subtle naratives to coerce the reader into doing the exercises. The objective... teach in simple practical terms Cognitive Behavioral Therapy methods for reprogramming out thinking.
   
   Plan to read a few pages and then work on some exercises and ponder over your beliefs and values.
   
   This is not a book for speed reader rabbits. It is more for the the thoughtful, consistent tortoise.
   
   Michael P



4. I bought this for myself over a year ago and cannot say enough good things about it (this purchase was for a dear family member). This book has opened up my eyes and the dark clouds that surrounded me for years...



5. I had read this book years ago in a different version. At the time, I found it a very helpful point of view. Now cognitive therapy is not so new and I am accustomed to realizing that my attitude toward unfortunate situations are in my control, whether the situation is or not. The exercises are helpful to put your events in perspective. Even if you think you know the things that are suggested, putting your own problems on paper and practicing the steps, is more enlightening than you might expect. If you have not encountered cognitive therapy before, this book, the ideas that are outlined, and the exercises, if you will do them, are essential for your well-being. You may not feel "good," but I bet you will feel "better."