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1.
Stephen G. Weinrach Albert Ellis Raymond DiGiuseppe Michael E. Bernard Windy Dryden Howard Kassinove G. Barry Morris Ann Vernon Janet Wolfe 《Journal of Rational-Emotive & Cognitive-Behavior Therapy》2006,24(4):199-215
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. 相似文献
2.
Stephen G. Weinrach 《Journal of counseling and development : JCD》1995,73(3):296-300
Objections to Rational-Emotive Behavior Therapy (REBT) seem to exceed the mere rational preference for one approach over another. Ziegler suggested that James's dichotomy between Tough- and Tender-Mindedness might explain REBT's appeal to some and its failure to attract others. REBT is a predominantly Tough-Minded therapy, but the counseling profession is largely Tender Minded. In this article, the author examines why Tender-Minded counselors may not accept REBT, what common misperceptions of REBT may contribute to this rejection, and how the two might be reconciled. Intervention strategies for Tender-Minded counselors are suggested. 相似文献
3.
The purpose of this study was to determine the extent of agreement among a panel of rational-emotive therapy (RET) experts
about the essence of RET. The panel of experts consisted of the 9 members of The International Training Standards and Review
Committee of the Institute for Rational-Emotive Therapy in New York. The question that the experts were asked was an adaptation
of a Talmudic story known in Jewish lore as “While Standing on One Foot.” Responses were assigned to either of 2 categories:
general cognitive behavior therapy (CBT) or RET-specific. There seems to be a range of responses that capture the essence
of RET. A strong case can be made for subsuming many aspects of CBT under RET because much of what is associated with CBT
has its origins in RET. The confusion about where RET ends and general CBT begins goes to the very heart of RET’s status today.
Reprinted from Journal of Counseling & Development, March/April 1996, Volume 74. ACA. Reprinted with permission. No further reproduction authorized without written permission
from the American Counseling Association.
Stephen G. Weinrach, who maintained a private practice in Havertown, Pennsylvania, was a professor of counseling and human
relations at Villanova University, Villanova, Pennsylvania, and a Fellow of the Institute for Rational-Emotive Therapy in
New York. The author was grateful to Michael Bernard, Raymond DiGiuseppe, Windy Dryden, Albert Ellis, Howard Kassinove, G.
Barry Morris, Ann Vernon, and Janet Wolfe for their responses on which this article was based. The author expressed particular
appreciation to Martin Gerstein, Jeffrey K. Messing, Ellen Finkelstein, Joanne Christopher, and Colleen Deeter, who provided
valuable editorial assistance. Raymond DiGiuseppe and Windy Dryden made the publication of this study possible through their
generous assistance and incisive knowledge of rational-emotive therapy. 相似文献
4.
The author discusses three aspects of rational emotive behavior therapy (REBT) that occasionally make him wince. They are:
REBT does not adequately address issues relating to diversity-sensitive counseling; there is a tendency for some REBT adherents
to display poor interpersonel skills, and lack a philosophical commitment to the interdependence of humans on one another;
and, there is a tendency for REBT to promise more than it can deliver. A list of 15 recommendations and wishes for a “new
and improved” version of REBT are included.
Reprinted from Journal of Rational-Emotive & Cognitive-Behavior Therapy, 14(1), 63–78, 1996.
The author expressed his appreciation to Dominic DiMattia and Ellen Finkelstein who provided valuable suggestion to a draft
version of this article and to Windy Dryden who initiated this dialog and saw it through to its publication.
Stephen G. Weinrach was a professor of counseling and human relations at Villanova, PA and a Fellow of the Institute for Rational-Emotive
Therapy in New York. He maintained a private practice in Havertown, PA. He died in 2004. 相似文献
5.
Stephen G. Weinrach Windy Dryden Dominic J. DiMattia Kristene A. Doyle Catharine MacLaren Monica O’Kelly Ruth Malkinson 《Journal of Rational-Emotive & Cognitive-Behavior Therapy》2006,24(4):257-288
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
author’s 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.
Reprinted from Journal of Counseling & Development, Fall 2004, Volume 82. ACA. Reprinted with permission. No further reproduction authorized without written permission from
the American Counseling Association.
We regret to inform readers that Stephen G. Weinrach died in April 2004. Stephen G. Weinrach expressed gratitude to Jacqueline
Mirabile, Laura Hutelmyer, and Phylis Wright of Villanova University’s Falvey Memorial Library for valuable research assistance.
Jesse Clancy and Bethany Coover provided deeply appreciated and important editorial support. 相似文献
6.
Stephen G. Weinrach Albert Ellis Catharine MacLaren Raymond DiGiuseppe Ann Vernon Janet Wolfe Ruth Malkinson Wouter Backx 《Journal of Rational-Emotive & Cognitive-Behavior Therapy》2006,24(4):233-255
Eight experts in Rational Emotive Behavior Therapy (REBT) provided personal examples of their own successes and failures in
applying REBT to themselves. The experts actively talked to themselves both rationally and irrationally. Understandably, there
were far more shoulds, oughts, musts, and have to’s in the narratives in which the experts described when they failed to use
REBT than when they succeeded in using REBT. Rational self-talk was more prevalent in the examples of how REBT was successfully
used by the experts.
Reprinted from Journal of Counseling & Development, Summer 2001, Volume 79. ACA. Reprinted with permission. No further reproduction authorized without written permission from
the American Counseling Association. 相似文献
7.
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. 相似文献
8.
Albert Ellis 《Journal of Rational-Emotive & Cognitive-Behavior Therapy》2006,24(4):289-297
This is a discussion and evaluation of the views of the authors of the article “Post-september 11th perspectives on religion,
spirituality, and philosophy in the personal and professional lives of selected REBT cognoscenti.” Several of the authors
are shown to endorse most of the main principles and practices of Rational Emotive Behavior Therapy (REBT) but also to hold
some of its important views on unconditional self-acceptance and unconditional other-acceptance lightly and inconsistently.
Reprinted from Journal of Counseling and Development, Fall 2004, Volume 82. ACA. Reprinted with permission. No further reproduction authorized without written permission from
the American Counseling Association. 相似文献
9.
The author discusses three aspects of rational emotive behavior therapy (REBT) that occasionally make him wince. They are: REBT does not adequately address issues relating to diversity-sensitive counseling; there is a tendency for some REBT adherents to display poor interpersonal skills, and lack a philosophical commitment to the interdependence of humans on one another; and, there is a tendency for REBT to promise more than it can deliver. A list of 15 recommendations and wishes for a new and improved version of REBT are included.The author wishes to express his appreciation to Dominic DiMattia and Ellen Finkelstein who provided valuable suggestions to a draft version of this article and to Windy Dryden who initiated this dialog and saw it through to its publication.Stephen. G. Weinrach id a professor of counseling and human relations a,t Villanova University Villanova, PA and a Fellow of the Institute for Rational-Emotive Therapy in New York. He maintains a private practice in Havertown, PA. 相似文献
10.
Hank Robb Joseph Ciarrochi 《Journal of Rational-Emotive & Cognitive-Behavior Therapy》2005,23(2):169-173
After reviewing the target articles of this issue, Hayes and Ellis respectively see less and more possibilities for integration.
This concluding article attempts to better elucidate possibilities for integration between second and third wave CBT’s, as
exemplified by Rational-Emotive & Cognitive-Behavior Therapy (REBT) and Acceptance and Commitment Therapy (ACT). We suggest
that if ACT is going to err, it will be in the direction of being too afraid of talk. If REBT is going to err, it will be
in the direction of not being afraid enough.
Address correspondence to Hank Robb, 4550 SW Kruse Way, Suite 225 Lake Oswego, OR 97035, USA. 相似文献
11.
Rational-Emotive Behavior Therapy (REBT) is a pioneering form of Cognitive Behavior Therapy (CBT). Acceptance and Commitment
Therapy (ACT) is part of the new wave of CBTs. In this article, I discuss the papers of Ciarrochi, Robb, and Godsell, and
of Ciarrochi and Robb, who propose that REBT and ACT can be quite suitably integrated, and the paper of Steven Hayes, the
originator of ACT and of Relational Frame Theory, who is skeptical about the feasibility of Ciarrochi, Robb, and Godsell’s
proposals. My own view is that ACT and REBT significantly overlap in their theory and practice and that they can be successfully
integrated if both therapies make some changes. 相似文献
12.
Acceptance and Commitment Therapy (ACT) and Rational-Emotive Behavior Therapy (REBT) seem to have much in common. For example,
they both seek to increase client’s willingness to accept inevitable, unpleasant experience. However, the techniques the therapies
use to increase acceptance are often quite different. Building on the philosophical and theoretical framework presented in
the previous paper, we discuss the major practical differences between ACT and REBT. We then suggest some concrete ways that
the two approaches can be integrated. Such integration may greatly expand the sorts of techniques that a therapist can effectively
use in the therapy room.
Address correspondence to Joseph Ciarrochi, Department of Psychology, University of Wollongong, Wollongong, NSW 2522, Australia 相似文献
13.
Artiran Murat DiGiuseppe Raymond 《Journal of Rational-Emotive & Cognitive-Behavior Therapy》2022,40(2):206-233
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... 相似文献
14.
Ph. D. Paul J. Woods Albert Ellis 《Journal of Rational-Emotive & Cognitive-Behavior Therapy》1996,14(2):135-152
This paper deals with the general process of supervision of therapists learning to understand and practice rational emotive behavior therapy. The endeavor of supervision is viewed as one of education, training, and practive with critical and constructive feedback. Major sections discuss and describe Educational Aspects of Supervision, Training Aspects of Supervision, Evaluation of Supervisees Performance, and Preferable Characteristics and Traits for REBT Practitioners.This paper is based on a chapter prepared for a forthcoming book,Handbook of Psychotherapy Supervision, edited by C. Edward Watkins, Jr.Paul J. Woods, Ph.D. is a Fellow of the Institute for Rational-Emotive Therapy, and a former Co-Editor of thisJournal. He is in private practice in Roanoke, VA. Albert Ellis, Ph.D. is the founder of REBT and the President of the Institute for Rational-Emotive Therapy in New York. 相似文献
15.
A theoretical integration of rational emotive behavior therapy (REBT) and solution-focused therapy is described. It is suggested
that the integrative conceptualization underscores these models’ complementary aspects by addressing the limitations of each
and enhancing their respective strengths. The clinical theory and process of the integrative model is explicated along with
a case example. Directions for future theory building, research, and practice are considered.
Address correspondence to Jeffrey T. Guterman, Barry University, 11300 NE 2 Avenue, Adrian Dominican School of Education,
Counseling Program, Powers Building, Miami Shores, FL 33161–6695, USA; e-mail: jguterman@mail.barry.edu 相似文献
16.
Rational Emotive Behavior Therapy: The Past,Present, and Future 总被引:1,自引:0,他引:1
Ann Vernon 《Journal of Rational-Emotive & Cognitive-Behavior Therapy》2011,29(4):239-247
The intent of this article is to describe the significant contributions Albert Ellis made to rational emotive education and
to a preventative approach to psychotherapy, which represents a major shift from many other counseling theories. The author
notes that REBT as a preventative mental health approach was very important to Albert Ellis because he believed that it would
extend the influence of REBT, but unfortunately he and other REBT practitioners have not put enough systematic emphasis on
training teachers to implement rational concepts into the curriculum. Given the number of children and adolescents needing
mental health services, this is an area that should be emphasized and would extend Al’s legacy. The article also addresses
Dr. Ellis’ contributions in the area of parenting, where once again he was a pioneer in teaching parents how to deal with
their irrational beliefs that interfere with effective parenting. The author concludes with a discussion about “where we go
from here,” focusing on training at the university level, developing a standardized REE program that includes a train the
trainer component, becoming more of a presence in the field of health care, and putting more emphasis on the therapeutic relationship
which may attract more people to the theory. 相似文献
17.
James C. Overholser 《Journal of Contemporary Psychotherapy》2003,33(3):187-204
Over the past 50~years, Rational-Emotive Behavior Therapy (REBT) has been developed and refined by Albert Ellis. REBT provides a framework for therapy that appears useful for many therapists and most clients. This paper includes a recent interview with Dr. Ellis, examining issues related to the development, application, and ongoing refinement of REBT as a useful and effective approach to psychotherapy. 相似文献
18.
Rosemary Flanagan Korrie Allen Donna J. Henry 《Journal of Rational-Emotive & Cognitive-Behavior Therapy》2010,28(2):87-99
Public school students participated in a group to enhance and improve anger management. The study used a pre-post design with
a comparison group. Students were assigned to either Anger Management Treatment or Anger Management plus Rational Emotive
Behavior Therapy (REBT). Each child served as his or her own control and received an empirically validated intervention. Pretest–posttest
data were evaluated using the Social Skills Rating System, the Children’s Depression Inventory and the Children’s Inventory
of Anger. Results indicate that the addition of the REBT component to Anger Management reduced anger as well as depression,
while improving social skills, suggesting the addition of a specialized cognitive behavioral component increased the effectiveness
of the intervention. 相似文献
19.
R. Scott Sullender 《Pastoral Psychology》2011,60(5):751-754
The author, representing the second generation of pastoral counselors, reviews and responds to Susan E. Myers-Shirk’s book
on the early history of the pastoral counseling movement, entitled, Helping the Good Shepherd: Pastoral Counselors in a Psychotherapeutic Culture 1925–1975. Among other observations, the author comments on the importance and lasting influence of Howard Clinebell and the relationship
between pastoral counseling and Christian counseling. 相似文献
20.
Naomi McCormick William Tooke Shaloni Winston M.G. Carole Kjellander M.A. 《Journal of Rational-Emotive & Cognitive-Behavior Therapy》1991,9(2):95-111
Thirty-five undergraduates participated in an outcome study which compared the results of enrollment in an RET seminar with enrollment in a seminar on another psychotherapy topic, Humanistic Psychology, and two seminars which lacked a psychotherapeutic orientation: Social Development and Extra Sensory Perception. RET instruction failed to decrease irrationality significantly. However, students who received RET instruction had significantly higher perceived self-efficacy than did those in the two nontherapy oriented seminars. There was a significant, inverse relationship between academic achievement (grade point average) and irrational beliefs about need for comfort, need for approval, awfulizing, and low frustration tolerance. Perceived self-efficacy was significantly and positively associated with high academic achievement. Superior students were significantly less likely than their peers to awfulize or exhibit low frustration tolerance; the poorest students were the least likely group to perceive themselves as effective. The implications of these findings for educators and counselors were addressed.A fellow in Rational-Emotive Therapy, Naomi McCormick, Ph.D. is a professor and William Tooke, Ph.D. is an assistant professor at the State University of New York-Plattsburgh. An earlier version of this article was presented at the World Congress on Mental Health Counseling: A 35th Anniversary Celebration of Rational-Emotive Therapy, Keystone, Colorado: June 13–16, 1990. The authors are grateful to H. Morlock for his methodological insights and thank G. Brannigan, N. Smith, and P. Jarvis for assisting in data collection. Special thanks go to H. Rock for providing information on students from the college's Office of Institutional Research. 相似文献