Re:Views

Workshops and Roadshows: Values Clarification. Sidney Simon, leader. Cost: $30.00 for two days per person, $45.00 per couple. For additional information, contact: National Humanistic Education Center, Springfield Road, Upper Jay, New York 12987, or Sid Simon, Box 846, Leverett, Massachusetts 01054. Discipline: Ideas That Work. William Glasser and staff, leaders. Cost: $35.00 for two days. For additional information, contact: Educator Training Center, 2140 West Olympic Blvd., Los Angeles, California 90006. Parent Effectiveness Training. Thomas Gordon's staff, leaders. Cost: $300.00 for one evening and five days. For additional information, contact: Effectiveness Training, Inc., 531 Stevens Avenue, Solana Beach, California 92075. Five-Day Intensive Practicum in Rational Emotive Psychotherapy. Albert Ellis and staff, leaders. Cost: $250.00 for five days. For additional information, contact: The Institute for Rational Living, 45 East 65th Street, New York, New York 10021     

Albert Ellis and Rational Emotive Behavior Therapy: A Personal Reflection

This article provides an overview of the contributions to this special issue celebrating Dr. Albert Ellis and Rational Emotive Behavior Therapy. Members of The Albert Ellis Institute’s International Training Standards and Policy Review Committeee (ITS-PRC) were invited to reflect on the personal and professional influences Dr. Ellis had on each of them. In addition, several of the contributors offer their praise as well as critiques of both Albert Ellis and his theory, as well as recommendations for future directions.     

Post‐September 11th Perspectives on Religion,Spirituality, and Philosophy in the Personal and Professional Lives of Selected REBT Cognoscenti

The purpose of this article was for selected Rational Emotive Behavior Therapy (REBT) cognoscenti to examine the impact of the events of September 11th, 2001, on their beliefs about religion, spirituality, and their personal philosophy—including the role of evil in the universe and the implications of these issues on their use of REBT. The degree of consistency of the authors' views with classical REBT theory and philosophy was examined. The authors are current or former members of the Albert Ellis Institute's International Training Standards and Policy Review Committee, of which Albert Ellis, REBT's founder, is also a member.     

Re: Views

Interviewing Strategies for Helpers: A Guide to Assessment, Treatment, and Evaluation: William H. Cormier and L. Sherilyn Cormier ; Barron's Guide to the Two-Year Colleges. Volume II: Occupational Program Selector Woodbury, N.Y.: Rational Emotive Therapy in Practice: James A. Bard ; Champaign, Ill: Getting into Medical School: The Premedical Student's Guidebook (4th ed.); Sanford J. Brown; Woodbury, N.Y.: Handbook for Job Placement for Mentally Retarded Workers: Training, Opportunities, and Career Areas (3rd ed.); Angeline M. Jacobs , Judith K. Larson , and Claudette A. Smith; Palo Alto, Calif.: Counseling the Elderly: For Professional Helpers Who Work with the Aged; Edited by Garry L. Landreth and Robert C. Berg; Assertion Training: A Facilitator's Guide; Colleen Kelley; La Jolla, Calif.:     

Changing rational-emotive therapy (RET) to rational emotive behavior therapy (REBT)

Reasons are given for changing the name of Rational-Emotive Therapy (RET) to Rational Emotive Behavior Therapy (REBT) and for bringing its behavioral aspects into more prominence. Excerpted from “Changing Rational-Emotive Therapy (RET) to Rational Emotive Behavior Therapy (REBT).Behavior Therapist, 1994,16(10), 1–2, and fromReason and Emotion in Psychotherapy, Rev ed. updated. New York Carol Publishing, 1994. Reprinted with permission.     

Frustration Intolerance as a Multidimensional Concept

The Rational Emotive Behavior Therapy (REBT) concept of frustration intolerance is briefly reviewed and placed in historical context. It is argued that this concept includes a wide range of belief content, and is best considered as a multidimensional construct. A multidimensional model is presented, and the implications for theory and practice discussed.     

Exploring the Effects of Rational Emotive Behavior Therapy on the Irrational Beliefs and Self-Determined Motivation of Triathletes

The present study addresses proposals that Rational Emotive Behavior Therapy (REBT) can influence self-determined motivation. Triathletes received REBT education, followed by either Rational Emotive Personal-Disclosure Mutual-Sharing (REPDMS) or Personal-Disclosure Mutual-Sharing. Measurements of irrational beliefs and self-determined motivation were collected prior to REBT (baseline), during the REBT education period, and after the REPDMS session (postintervention). An ABC single-case design was adopted, allowing for statistical and visual analysis of data over time and between groups. Findings indicate that REBT led to decreased irrational beliefs and increased self-determined motivation. REPDMS appeared to have no influence on irrational beliefs over and above REBT education.     

Social phobia: individual response patterns and the long-term effects of behavioral and cognitive interventions. A follow-up study

In this study the long-term effectiveness of Social Skills Training (SST) and Rational Emotive Therapy (RET), on social phobia was studied, as well as the differential influence of patient characteristics on treatment effectiveness. Fifty-seven patients were assessed 14 months after the post-test. Results showed that long-term effectiveness was independent of the response-pattern of the patients. Comparisons between methods, irrespective of the response-pattern of the patients, showed no differences in effectiveness in favor of either SST or RET. Explorative analysis indicated the potential predictive power for treatment-outcome of confederate ratings of overt behavior on the SSIT. Patients who needed additional treatment appeared to perform significantly worse on this measure at the pretest. No factors could be traced that predict relapse after a relatively successful treatment.     

Re: Views

Book reviewed in this article: Adventures in Therapy Part 2 Biofeedback Applications in Counseling and Education. David G. Danskin and Timothy J. Lowenstein Adventures in Therapy Part 2 Behavioral Interviewing With Couples. Phil Stockton and John Gottman Adventures in Therapy Part 2 Self-Control: Learning to C.A.R.E. for Yourself. Educational film written by Carl E. Thoresen; produced and directed by Don L. Sorensen Adventures in Therapy Part 2 Control Yourself. David R. Wheeler Adventures in Therapy Part 2 Positive Addiction. William Glasser Adventures in Therapy Part 2 Counseling Methods. John D. Krumboltz and Carl E. Thoresen Adventures in Therapy Part 2 Self-Directed Systematic Desensitization. Wes W. Wenrich, Harold H. Dawley, and Dale A. General Adventures in Therapy Part 2 The Growing Edge of Gestalt Therapy. Edward W. L. Smith, Editor Adventures in Therapy Part 2 The Passions: The Myth and Nature of Human Emotion. Robert C. Solomon Adventures in Therapy Part 2 Rational Emotional Therapy: Clinicians Guide and Rational Emotive Self-Help Techniques. Albert Ellis Adventures in Therapy Part 2 Rational Emotive Psychotherapy: An Interview. (#77517) Albert Ellis Adventures in Therapy Part 2 Rational Emotive Psychotherapy Applied to Groups. (#75518) Albert Ellis. Adventures in Therapy Part 2 A Demonstration With a Young Divorced Woman. (#77520) Adventures in Therapy Part 2 A Demonstration With an Elementary School Age Child. (#77519) Albert Ellis     

Alleviating the distress of caregivers of Alzheimer's disease patients: A rational-emotive therapy model

Caring for a person with senile dementia of the Alzheimer type places an enormous emotional burden upon the caregiver. Common responses of caregivers include denial, anger, guilt, self-pity and depression. These negative emotions exacerbate the difficulties of caring for the patient, as well as constrict the caregiver's ability to develop appropriate coping skills for his/ her own life. Rational-emotive therapy (RET) specifies the maladaptive cognitions which elicit and sustain maladaptive emotions and behaviors, and provides a model for cognitive, affective and behavioral change. Excerpts from therapy sessions are presented to illustrate the process.Rose Oliver, private practice; Graduate Fellow and Supervisory Faculty, Institute for Rational Emotive Therapy, 45 East 65th Street, New York, NY 10021. Frances A. Bock, private practice; Adjunct Associate Professor, Psychology Department, Hofstra University, Hempstead, NY 11550; Graduate Fellow and Supervisory Faculty, Institute for Rational Emotive Therapy, 45 East 65th Street, New York, NY 10021.     

REBT in a Therapeutic Community: REBTC

Long-term residential treatment--therapeutic communities--have some empirical support for efficacy but historically have been viewed as insulated and alien to the world of research. A therapeutic community with Rational Emotive Behavior Therapy as the core of its philosophy and practice is described, and follow-up results are presented. The argument is made that therapeutic communities may be particularly well suited to treatment of people with dual diagnoses.     

Irrational Beliefs and Socio-Political Extremism

This paper discusses the role of irrational beliefs and socio-political extremism. A central feature of extremist ideology involves utopian beliefs regarding the perfectability of individuals or society. The relationship between these ideas and the absolute beliefs described in Rational Emotive Behaviour Therapy is considered.     

Rational Emotive Behavior Therapy Compared to Client-Centered Therapy for Outpatients: A Randomized Clinical Trial with a Three Months Follow up

Journal of Rational-Emotive & Cognitive-Behavior Therapy - This study evaluated the effectiveness of Rational Emotive Behavior Therapy (REBT) for outpatients with GAD and mild depression and...     

Frustration and Discomfort Intolerance: Introduction to the Special Issue

This article aims to provide an overview of the Rational Emotive Behavior Therapy (REBT) concept of frustration intolerance. Therapeutic issues regarding these beliefs are discussed, including engagement, the use of disputation, and behavioral techniques.     

Frustration Intolerance: Therapy Issues and Strategies

This article aims to provide an overview of the Rational Emotive Behavior Therapy (REBT) concept of frustration intolerance. Therapeutic issues regarding these beliefs are discussed, including engagement, the use of disputation, and behavioral techniques.     

RATIONAL EMOTIVE BEHAVIOR THERAPY AFTER ELLIS: PREDICTIONS FOR THE FUTURE

The 9 members of the Institute for Rational-Emotive Therapy’s International Training Standards and Review Committee (of which Albert Ellis is currently one) predict the status of Rational Emotive Behavior Therapy (REBT) after the death of Albert Ellis, its progenitor. Most respondents addressed whether REBT will exist in its own right or be subsumed under the broad umbrella of Cognitive Behavior Therapy. Reprinted from Journal of Mental Health Counseling, 17, 413–427, 1995. AMHCA. Reprinted with permission. No further reproduction authorized without written permission from the American Mental Health Counselors Association. Stephen G. Weinrach was a professor of counseling and human relations at Villanova University, Villanova, Pennsylvania. He died in 2004. The authors expressed their appreciation to Martin Gerstein and Allen Ivey for their generous contributions to a draft version of this article. Colleen Deeter provided valuable editorial assistance in the preparation and coordination of this project.     

An existential-phenomenological perspective on the concept of ‘resistance’ in counselling and psychotherapy

The various phenomena that are categrised under the label of ‘Resistance’ are of central concern to most models of counselling and psychotherapy. The manner in which resistance is conceptualised has vital implications for therapists approach to the therapeutic relationship. The theory of resistance in classical Psychoanalysis and Cognitive Behavioural Therapy (and particularly Rational Emotive Behaviour Therapy) is examined and then compared to the radical reinterpretation possible in an Existential-Phenomenoogical perspective which promotes the rejection of the role of ‘therapist as expert change agent’.     

Efficacy of Rational Emotive Behavior Therapy on Depression Among Children with Learning Disabilities: Implications for Evaluation in Science Teaching

Journal of Rational-Emotive & Cognitive-Behavior Therapy - Owing to the prevalence of mental health issues among Nigerian in-school children, the effect of Rational Emotive Behavior...     

The nature of irrational and rational beliefs: Progress in rational emotive behavior theory

This paper discusses some limitations of Ellis's Rational Emotive Behavior Therapy. It is suggested that the present definition of irrational and rational beliefs is inadequate. The present theory is unclear whether irrational beliefs are exaggerated negative evaluations or empirical distortions of reality. It is proposed that irrational beliefs are core schemes, and that the concept of schema replace the present definition of beliefs. Ellis's position that demandingness is at the center of irrational thinking and emotional disturbance is examined. Research has failed to support this theory. It is proposed that demandingness and self-downing may be separate types of core irrational schemes. Research strategies are suggested that could test Ellis's position on the centrality of demandingness and on the nature of irrational beliefs in general.It is also suggested that irrational beliefs differ on their level of abstraction. The present REBT theory fails to identify which level of abstraction is necessary to cause disturbance, at which level of abstraction therapists should seek change, and whether a therapist should intervene first at higher or lower levels of abstract beliefs. It is suggested that a therapist only seek change to the level of abstraction that matches the client's concerns and that therapists begin to intervene at lower levels of abstraction and move up to more abstract cognitions as therapy progresses.The Institute for Rational Emotive Therapy     

School Counselor Consultation: Teachers’ Experiences with Rational Emotive Behavior Therapy

Professional development in schools is often conducted to assist teachers in curriculum, instruction, and general pedagogy. Little emphasis is placed on social-emotional issues experienced by teachers, although high levels of stress and burnout are common. School counselors are in an ideal position to support teachers by providing consultation focused on social-emotional health. This qualitative investigation explored teachers’ experiences with Rational Emotive Behavior Therapy. Teachers participated in Rational Emotive Behavior-Group Consultation conducted by a school counselor for six sessions across 7 weeks. Data were collected with questionnaires administered at the conclusion of the group consultation. Consensual Qualitative Research was utilized to analyze the data and identify categories, domains, and core ideas. Emergent themes included increased well-being and improved relationships. Implications for teachers, students, and school counselors along with recommendations for future research are discussed.