The use of the Core Conflictual Relationship Theme method in describing and comparing gestalt and rational emotive behavior therapy with adolescents

The Core Conflitual Relationship Theme (CCRT) method (Luborsky, 1977) is used to study recurrent relationship patterns in therapy and may be employed as a measure of transference as well. We found only one article in the literature in which it was applied to a mode of psychotherapy, other than psychodynamic (Turner, 1992). In addition, there are only a few articles in the literature that refer to the CCRT method with children and adolescents. In this paper, we applied the CCRT method to two videotaped individual sessions of young adolescent boys, one in gestalt therapy and the other in rational emotive behavior therapy. Results showed that both boys revealed similar core relational theme profiles, but that their respective therapists each dealt differently with these relationship conflicts. In this pilot use of the CCRT with adolescent therapy, we were able to describe relationship patterns and delineate key differences between the two treatment modalities.Stacey Agin, a gradduate student in School Psychology at New York University, submitted this paper for partial fulfillment of the requirements for the Doctorate of Psychology. Iris E. Fodor is a professor of Applied Psychology at New York University and is director of the School Psychology program. She is known for her work on integrating cognitive and gestalt therapies. We gratefully acknowledge the cooperation of Raymond DiGiuseppe, Ph.D. Violet Oaklander, Ph.D. and Michael Bernard, Ph.D. in allowing us to utilize their videotaped psychotherapy sessions for the purposes of this study.     

In defense of the rationality of traditions

Alasdair MacIntyre has developed a theory of the rationality of traditions that is designed to show how we can maintain both the tradition-bound nature of rationality, on the one hand, and non-relativism, on the other. However, his theory has been widely criticized. A number of recent commentators have argued that the theory is either inconsistent with his own conception of rationality or else is dependent on the standards of his particular tradition and therefore fails to defuse the threat of relativism. In the present essay, I argue that this objection is mistaken.     

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     

A test of the ABC model underlying rational emotive behavior therapy

The ABC model underlying Ellis's Rational Emotive Behavior Therapy predicts that people who think more irrationally should respond to daily stressors or hassles differently than do people who think less irrationally. This study tested this aspect of the ABC model. 192 college students were administered the Survey of Personal Beliefs and the Hassles Scale to measure irrational thinking and daily hassles, respectively. Students who scored higher on overall irrational thinking reported a significantly higher frequency of hassles than did those who scored lower on overall irrational thinking, while students who scored higher on awfulizing and low frustration tolerance reported a significantly greater intensity of hassles than did those who scored lower on awfulizing and low frustration tolerance. This indicates support for the ABC model, especially Ellis's construct of irrational beliefs central to this model.     

The practice of rational emotive and cognitive behavior therapy with offenders

The case for rational emotive behavior therapy (REBT) and cognitive behavior therapy (CBT) with offenders is reviewed. Philosophical and practical problems in conducting REBT assessment and treatment with this population are identified. Suggestions regarding offender treatment address goals and content of therapy, the therapeutic relationship, overcoming client resistance, and self-care for the practitioner. Therapists of offenders are encouraged to apply REBT to themselves to increase effectiveness and reduce risk. In this regard, clinicians are offered suggestions regarding accepting the offender, maintaining a goal-oriented focus, and taking responsibility for the quality but not the outcome of their work.     

The rationality of science,critical thinking,and science education

This paper considers two philosophical problems and their relation to science education. The first involves the rationality of science; it is argued here that the traditional view, according to which science is rational because of its adherence to (a non-standard conception of) scientific method, successfully answers one central question concerning science's rationality. The second involves the aims of education; here it is argued that a fundamental educational aim is the fostering of rationality, or its educational cognate, critical thinking. The ramifications of these two philosophical theses for science education are then considered, and a science education which takes reasons in science as its fundamental feature is sketched.It is notwhat the man of science believes that distinguishes him, buthow andwhy he believes it. His beliefs are tentative, not dogmatic; they are based on evidence, not on authority or intuition (Russell 1945, p. 527).I believe ... that all teaching [in science] on the University level (and if possible below) should be training and encouragement in critical thinking (Popper 1970, pp. 52–53).This paper is mainly drawn from other publications. The first section is taken from my (1985); the second from (1988), Chapter 2; and the third from (1988), Chapter 6. Since what appears here are truncated versions of those discussions, I urge interested readers to look to those other works for fuller treatments of the issues here discussed.     

It's prime time for rational emotive behavior therapy: Current theory and practice,research recommendations,and predictions

This article identifies the current rational emotive behavior therapy (REBT) playing field as we head towards the 21st century. Some of the important refinements, embellishments and clarifications of REBT theory and practice as described in the Ellis' 1994 revision ofReason and Emotion in Psychotherapy are reviewed. The second section of the paper presents a variety of recommendations concerning ways in which future REBT research can help bolster its scientific status. Finally, predictions by REBT experts concerning the longevity of REBT and whether it can maintain its distinctive identity within the cognitive behavior therapy movement are revealed.     

The effects of rational emotive behavior therapy and motivational interviewing on emotions,automatic thoughts,and perceived performance of elite female volleyball players

ObjectivesThe aim of this study was to examine the effect of Rational Emotive Behavior Therapy intervention alone (REBT-A) or with motivational interviewing (REBT + MI) on the emotions, automatic thoughts, and perceived performance of elite female volleyball players.Designand method: Single-case, staggered multiple-baseline AB and ABC designs were adapted in the study. Five female volleyball players participated in the study, of which three players participated in the REBT-A and two players participated in the REBT + MI. The athletes were competing in the national volleyball league (M_age = 28, SD = 5.52). All participants were elite athletes with at least ten years of sports experience. Three scores (T1, T2, T3) were calculated for the athletes' perceived performance, emotion, and automatic thoughts. T1 was the baseline score calculated before the sessions. T2 was calculated after the first two sessions (the first three sessions for REBT + MI) and T3 was calculated after the last three sessions. In the data analysis, percentage changes, effect size, and visual analyzes were used in the T1, T2, and T3 scores.ResultsREBT-A and REBT + MI interventions increased perceived performance, positive emotions, and positive automatic thoughts, and decreased negative emotions and negative automatic thoughts. REBT + MI was more advantageous than REBT-A in increasing positive emotion, positive automatic thought, and perceived performance.ConclusionsAs a result, REBT alone or with motivational interviewing has a positive effect on perceived performance, emotions, and automatic thoughts, but REBT + MI has greater potential to increase positive constructs.     

Coping mediates between social support,neuroticism, and depression after earthquake and examination stress among adolescents

Abstract

The objective of this study was to investigate the mediating role of coping strategies in the relationships between neuroticism, social support, and depression in two groups of adolescents: earthquake group and examination group. Adolescents facing earthquake stress (earthquake group, N=219) completed measures of neuroticism, perceived social support, coping strategies, and self-rating depression. Similarly, adolescents facing examination stress (examination group, N=241) completed the same measures. Results indicated that the earthquake group reported more use of secondary control engagement coping, whereas the examination group reported more use of primary control engagement coping. In addition, neuroticism was more strongly associated with coping in earthquake group and coping strategies explained significantly larger part of the relationship between neuroticism and depression. In contrary, perceived social support was more strongly associated with coping in examination group, and coping strategies explained significantly larger part of the relationship between perceived social support and depression.     

Character and defense: Relationships between Oral, Obsessive and Hysterical character traits and defense mechanisms

The relationship between the Basic Character inventory (BCI) and Kragh's Defense Mechanism Test (DMT) was investigated. BCI is an inventory, measuring Oral, Obsessive and Hysterical character patterns, while DMT is a projective technique, measuring defense mechanisms by means of tachistoscopic exposures of pictures. Thirty-three pregnant women participated in the study. The results showed that the Obsessive character pattern was significantly related to the defense mechanism of isolation, the Hysterical character pattern was significantly related to introjection of the opposite-self role, and marginally to repression. The Oral character pattern was significantly related to sensitivity to oral stimulus themes in the DMT. The relevance of the findings for the psychoanalytic theory of phase specificity in charcter development is discussed.     

The effects of the Let's Get Rational board game on rational thinking,depression, and self-acceptance in adolescents

The present study investigated the effects of the Let's Get Rational board game on rational thinking, depression, and self-acceptance in high school students. A sample of 80 subjects (40 male, 40 female) was selected for participation in this study. Four experimental groups of 10 students played the board game Let's Get Rational for one 52 minute class period once a week for seven weeks. Three dependent measures were used. These included a measure of rational thinking (Child and Adolescent Scale of Irrationality), a measure of depression (Beck Depression Inventory), and a measure of self-acceptance (Adjective Generation Technique). Cell means were calculated for the following independent variables: 1) treatment vs. no treatment, 2) gender—male vs. female, and 3) grade level—9th, 10th, 11th, and 12th. Results indicated that the subjects in the experimental group agreed with fewer irrational beliefs than subjects who received no treatment. Ninth grade experimental subjects reported less irrational thinking than did 9th-grade control group subjects. Finally, 10th-grade experimental subjects were significantly less depressed than 10th-grade control subjects.     

Traditional morality, moral reasoning and the moral education of adolescents

While many groups agree that there is a need for schools to give some value training, particularly to adolescents, there is much disagreement as to how this should be done. Two positions on value training seem to be most prevalent today. One has often been identified with Kohlberg--teaching moral reasoning. The other position, supported by most conservative groups in this country today, calls for the teaching of traditional values. Proponents of these two positions have strongly criticized each other's methods and philosophies. This paper examines both positions and attempts to establish a significant common ground. In doing so, it is hoped that educators will be encouraged to incorporate elements of both ideas in the moral education process.     

Hope and dysphoria: the moderating role of defense mechanisms

It was hypothesized that the adaptive value of hope cognitions would be dependent upon the quality of an individual's defense style. Undergraduate students completed measures of hope, defense mechanisms, and dysphoria in two studies. As predicted, defense mechanisms significantly moderated the relation between hope and dysphoria. In addition, both hope and defense mechanisms predicted dysphoria as main effects. Individuals who had low hope and an immature defense style had particularly high levels of dysphoria. Low hope was not maladaptive for individuals with a mature defense style, suggesting that a subtype of low hope ("defensive hopelessness") may exist that is analogous to defensive pessimism. Individuals with high hope had low levels of dysphoria regardless of defense style. Overall, the present study suggests that an integration of psychodynamic and cognitive perspectives on hope may be productive.