Ch. 14 Rational Emotive Behavior Therapy – Flashcards

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Founder
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Albert Ellis (1950's)
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Albert Ellis is the
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father of REBT and the grandfather of CBT
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Ellis believed
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We are not disturbed solely by our environments but that we have strong inclinations to disturb ourselves
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We take our goals and values (learned mostly by family and culture) and change them into
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absolute "shoulds", "oughts", and "musts"
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Ellis stressed
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taking action on one's insights gained in therapy
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Premise of REBT:
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the way to bring about lasting emotional and behavioral change is for members to change their thinking
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Basic Assumptions of REBT:
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- we are born with a potential for rational and irrational thinking - we have the tendency to needlessly disturb ourselves cognitively, emotionally, and behaviorally - we invent disturbing beliefs characterized by dogmatic and absolutist thinking and keep ourselves disturbed through our self-talk - we need to acknowledge that WE ARE MAINLY RESPONSIBLE FOR OUR OWN DISTURBED THOUGHTS, EMOTIONS, AND ACTIONS - we have the capacity to change by using a combination of cognitive, emotive, and behavioral methods
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Emotional Disturbance
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parents and society may play a role in contributing to our emotional disturbance, but we do not need to be victims of this indoctrination that takes place in our early ears
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3 forms of "musturbation"
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"I MUST have love or approval from all the significant people in my life." "I MUST perform important tasks competently and perfectly." "If I don't get what I want, it's terrible, and I can't stand it."
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ABC Theory
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A (activating event) B (belief) C (consequence - emotional and behavioral)
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Extension of ABC includes DEF
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D (disputing intervention) E (effect - an effective philosophy is developed) F (new feeling)
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ABC theory, in summary, proves that
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we are largely responsible for creating our own emotional disturbances through the beliefs we associate with the events of our lives
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Confronting our Irrational Beliefs
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- Cognitive restructuring is a central technique - Group members learn how to identify and dispute their faulty ways of thinking - The process of disputing faulty thinking involves the 3 D's (detecting, debating, and discriminating)
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Goals of a REBT Group
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- To help clients replace rigid demands with flexible preferences (achieving unconditional self-acceptance and unconditional other acceptance) - Help members differentiate between realistic and unrealistic goals and self-defeating and self-enhancing goals - Provide members with tools for experiencing healthy emotions about negative activating events rather than unhealthy emotions - Teach members that they are largely responsible for their own emotional reactions
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Group Leader:
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- Challenges members' faulty thinking and teaches them how to apply realistic and constructive thinking to cope with problems - Uses a variety of cognitive, behavioral, and emotive methods to assist members in modifying their dysfunctional patterns - Employs a directive role in getting members to commit themselves to practicing in daily life what they learn in group
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Group Leader is seen as
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Psychological Educator
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Cognitive Methods in REBT
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- Demonstrates to members that their beliefs and self-talk keep them disturbed - There is an emphasis on thinking, disputing, debating, persuading, interpreting, explaining, and teaching
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Techniques:
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Teaching the ABC's of REBT Active disputation of faulty beliefs Teaching coping self-statements Psychoeducational Methods Cognitive Homework
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Emotive Methods include:
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unconditonal acceptance rational-emotive imagery use of humor shame-attacking exercises
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Behavioral Methods:
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work best when they are combined with emotive and cognitive methods: - behavioral role playing and role rehearsal - homework assignments - reinforcement and penalties - skills training
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Schools:
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- Can be aimed at the prevention of emotional and behavioral problems - Members who take the blame for family problems can learn new self-talk in REBT groups and acquire practical coping skills - Ideal place for teenagers to work on self-acceptance and the acceptance of others - Applied to children with lots of problems, including anxiety, anger, depression, school phobia, acting out, perfectionism, and underachievement
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Multicultural Perspective:
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- Sensitive leader can challenge members to examine self-defeating cultural messages and understand their consequences - Members can learn new ways of thinking and behaving
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Multicultural Limitations:
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- Leader needs to use caution when confronting members too forcefully about their beliefs and behaviors - Leaders must understand and respect cultural differences and not judge these differences - Leaders need to be careful to avoid imposing their beliefs and values on clients
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Contributions:
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- Effective with a wide range of problems in groups - Helps members learn about their self-defeating beliefs and how this influences their current way of acting and feeling - Encourages putting newly acquired insights into action - Useful as a basis for psychoeducational groups
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Limitations:
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- Dangers related to the leader being inappropriately confrontational - Leader may decide for members what is "faulty thinking" - Misuse of the leader's power to pressure members and persuade them to adopt his or her views and values
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