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- Herausgeber: John Wiley & Sons
- Kategorie: Fachliteratur
- Sprache: Englisch
Fundamentals of Rational Emotive Behaviour Therapy Understand the basics of the essential approach to cognitive-behavioural psychotherapy Rational Emotive Behaviour Therapy (REBT) is a cognitive-behavioural approach to psychotherapy in which patients are taught to identify and reject irrational and damaging thought patterns and emotional responses. By emphasizing patients' control over their mental and emotional lives, it cultivates honest self-assessment and healthy emotional responses. Since its development in the 1950s, it has stood as one of the most widely used and successful forms of cognitive- behavioural therapy. Fundamentals of Rational Emotive Behaviour Therapy looks to cultivate a robust foundational understanding of this essential mode of treatment. Seeking to replicate the conditions and learning patterns of an introductory seminar, it emphasizes concrete clinical applications and a continuous connection between theory and practice. The third edition of this pathbreaking guide offers expanded coverage and fully up-to-date research. Readers of the third edition of Fundamentals of Rational Emotive Behaviour Therapy will also find: * Detailed treatment of subjects including meta-emotional problem assessment, client misconceptions, and more * Appendices including a homework skills monitoring form, training in REBT, and more * An author with decades of experience in REBT and related forms of cognitive- behavioural therapy Fundamentals of Rational Emotive Behaviour Therapy is ideal for students and researchers looking to develop a working understanding of REBT.
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Table of Contents
Cover
Table of Contents
Title Page
Copyright Page
About the author
Introduction
CHAPTER ONE: What you need to know about the theory of REBT to get started
The situational
ABC
model of REBT
Situations
A
s
B
s
Flexible and non‐extreme attitudes
Rigid and extreme attitudes
C
s
ABC
s interact in complex ways: the principle of psychological interactionism
Summary
CHAPTER TWO: What you need to know about the practice of REBT to get started
The ‘core conditions’
Therapeutic style
The goals of REBT
Tasks in REBT
CHAPTER THREE: Teaching the
ABC
s of REBT
The money model
Failure to clarify vague emotional statements, thus not distinguishing between HNEs and UNEs
Failure to emphasise the rigid and extreme components of the client's rigid and extreme attitude in part two
Failure to summarise accurately all the points
Summary
The lateness example
Simpler ways of teaching the
ABC
s
CHAPTER FOUR: Distinguishing between healthy and unhealthy negative emotions
HNEs and UNEs: a diagrammatic summary
Five approaches to teaching clients the distinction between HNEs and UNEs
Teaching your client to distinguish between a UNE (unhealthy anger) and an HNE (healthy anger): an illustrative dialogue
CHAPTER FIVE: Being specific in the assessment process
Select a nominated problem
CHAPTER SIX: Assessing
C
Avoid
A
→
C
language in assessing
C
When your client believes that an HNE is unhealthy
When your client's
C
is vague
When your client's
C
is really an
A
When your client's
C
is an extended statement
CHAPTER SEVEN: Assessing
A
Identify the theme and its embodiment
The ‘magic question’
CHAPTER EIGHT: Assessing
B
The two‐step approach to assessing attitudes
Windy's review assessment procedure (WRAP)
CHAPTER NINE: Assessing meta‐emotional problems
The
ABC
s of meta‐emotional problems
When the meta‐emotional problem is the major focus
CHAPTER TEN: Goal‐setting
Setting a goal with respect to a specific example of your client's nominated problem
Setting a goal with respect to your client's broad problem
Moving from overcoming disturbance to promoting personal development
CHAPTER ELEVEN: Eliciting your client's commitment to change
Introduction
The cost–benefit analysis form (CBAF)
CHAPTER TWELVE: Preparing your client and yourself to examine their attitudes
Helping your client to see the relevance of examining their attitudes as a primary means of achieving their goal
Helping your client to understand what examining attitudes involves
How many of the four rigid/extreme attitudes and their flexible/non‐extreme attitudes should you and your client examine?
CHAPTER THIRTEEN: Helping your clients to examine their attitudes
The three main arguments
The choice‐based examination method
Use persuasive arguments in the examination process
Dealing with clients' doubts, reservations and objections to developing flexible and non‐extreme attitudes and letting go of rigid and extreme attitudes
CHAPTER FOURTEEN: Helping your clients to strengthen their conviction in their flexible/non‐extreme attitudes
Using zigzag techniques with clients
Using rational‐emotive imagery with clients
Suggest that your clients teach flexible/non‐extreme attitudes to others
1
Taking action
CHAPTER FIFTEEN: Negotiating homework assignments
What's in a name?
Discussing the purpose of homework assignments
Different types of homework assignments
The importance of negotiating homework assignments
The ‘challenging, but not overwhelming’ principle of homework negotiation
How to increase the chances that your client will do homework
Monitor your skills at negotiating homework assignments
CHAPTER SIXTEEN: Reviewing homeworkassignments
Put reviewing your client's homework assignment on the session agenda
When is it best to review homework assignments?
Important issues to consider when reviewing homework assignments
CHAPTER SEVENTEEN: Dealing with your clients' misconceptions of REBT theory and practice
CHAPTER EIGHTEEN: Using REBT in a single‐session therapy format
Introduction
Many clients want immediate help
Albert Ellis's approach to the first session
Key principles of the SST mindset
The importance of informed consent
The practice of REBT in a single‐session format
Bring the session to a close and agree access for further help if requested
CHAPTER NINETEEN: An example of an REBT‐based single session
Commentary
APPENDIX I: Homework skills monitoring form
APPENDIX II: Possible reasons for not completing self‐helpassignments
(To be completed by client)
APPENDIX III: Training in REBT
References
Index
End User License Agreement
List of Tables
Introduction
Table 1 Terminology employed in this book
Chapter 1
Table 1.1 Defining Characteristics of Flexible and Non‐extreme Attitudes
Table 1.2 Four Types of Flexible and Non‐extreme Attitudes
Table 1.3 Defining Characteristics of Rigid and Extreme Attitudes
Table 1.4 Four Types of Rigid and Extreme Attitudes
Table 1.5 Types of Healthy and Unhealthy Negative Emotions
Table 1.6 Negative Emotion and Meta‐emotion Matrix
Table 1.7 Flexible/Non‐extreme Attitudes vs Rigid/Extreme Attitudes: Exampl...
Chapter 2
Table 2.1 Your Tasks as an REBT Therapist
Table 2.2 The Client's Tasks in REBT
Chapter 4
Table 4.1 Eight Unhealthy and Healthy Negative Emotions with Adversities, B...
Table 4.2 Healthy and Unhealthy Negative Emotions: REBT Terminology
Table 4.3 Quantitative and Qualitative Models of Negative Emotions
Table 4.4 Five Approaches to Distinguishing Between Healthy and Unhealthy N...
Chapter 10
Table 10.1 Examples of Mental Health Criteria from an REBT Perspective
Chapter 13
Table 13.1 Arguments to Use When You Help Your Clients to Examine Their Rig...
List of Illustrations
Chapter 9
Figure 9.1 A diagrammatic representation of Larry's primary and meta‐emotion...
Chapter 11
Figure 11.1 The cost–benefit analysis form (CBAF).
Figure 11.2 Sandra’s completed cost–benefit analysis form (CBAF).
Figure 11.3 Responding to Sandra's misconceptions about the ‘advantages’ of ...
Chapter 13
Figure 13.1 ‘Big I–little i’ technique.
Chapter 14
Figure 14.1 Using the written zigzag form.
Guide
Cover Page
Title Page
Copyright Page
About the author
Introduction
Table of Contents
Begin Reading
APPENDIX I Homework skills monitoring form
APPENDIX II Possible reasons for not completing self‐helpassignments
APPENDIX III Training in REBT
References
Index
WILEY END USER LICENSE AGREEMENT
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Fundamentals of Rational Emotive Behaviour Therapy
A Training Handbook
Third Edition
Windy Dryden
This edition first published 2024© 2024 John Wiley & Sons Ltd
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About the author
Windy Dryden is Emeritus Professor of Psychotherapeutic Studies, Goldsmiths University of London. He is a Fellow of the British Psychological Society (BPS) and of the British Association for Counselling and Psychotherapy (BACP). He began his training in REBT in 1977 and became the first Briton to be accredited as an REBT therapist by the Albert Ellis Institute. In 1981, Windy spent a six‐month sabbatical at the Center for Cognitive Therapy, University of Pennsylvania, one of the first British psychologists to do an extended training in cognitive therapy. He is a Fellow of the Albert Ellis Institute and a Founding Fellow of the Academy of Cognitive Therapy.
While his primary therapeutic orientation is REBT, Professor Dryden has been very much influenced by his cognitive therapy colleagues, by the working alliance theory of Ed Bordin and by the work by Mick Cooper and John McCleod on pluralism in counselling and psychotherapy. His current interests are in REBT and single‐session therapy.
Professor Dryden is perhaps best known for his voluminous writings in REBT/CBT and the wider field of counselling and psychotherapy. He has authored or edited over 265 books, making him one of the most prolific book writers and editors in the field today. He has also edited over 20 book series, including the best‐selling CBT: Distinctive Features series.
Professor Dryden was the founding editor in 1982 of the British Journal of Cognitive Psychotherapy, which later merged with the Cognitive Behaviorist to become the Journal of Cognitive Psychotherapy: An International Quarterly. He was co‐founding editor of this journal with E. Thomas Dowd. From 2003 until 2012, he served as editor of the Journal of Rational‐Emotive & Cognitive‐Behavior Therapy.
Professor Dryden's current interests are in providing very brief therapy and coaching for people who need help quickly. In particular, he advocates the use of single‐session therapy as a way of providing help at the point of need.
Introduction
Having given numerous introductory training courses in rational emotive behaviour therapy (REBT) in Britain and throughout the world, it seemed to me a number of years ago that it would be valuable to write a training handbook on the fundamentals of REBT in which an attempt is made to recreate the atmosphere of these training courses. In particular, because REBT is a simple approach that is difficult to practise well, I wanted to alert trainees to areas of difficulty that they are likely to experience while attempting to use the approach and show them how they can deal constructively with the problems that they will doubtless encounter along the way.
To do this, I have used constructed verbatim transcript material between trainees and myself as trainer. What this means is that to highlight trainee difficulty and trainer response, I have constructed dialogues that approximate those that have occurred between myself and trainees over the years. None of these dialogues has actually taken place, however. As I do not record my training sessions, I do not have access to actual trainer–trainee dialogues that have occurred. Nevertheless, the constructed dialogues illustrate the typical errors that trainees make in the practice of REBT. In addition, I will make extensive use of constructed dialogue between myself as therapist and my clients.
Please note that on introductory training programmes in REBT, peer counselling is used extensively as a training vehicle. This means that trainees form a pair and take turns counselling one another on real emotional problems and concerns using REBT. In my experience this is a far more effective way of learning how to use REBT and what it feels like to be an REBT client than the use of role‐play. To preserve confidentiality, any dialogue that appears in this book between trainees in peer counselling has also been constructed. However, these dialogues are typical of the emotional problems that are raised in this part of the course by trainees in the client role. The performance of REBT trainees in these interchanges approximates the level of skill beginning trainees tend to demonstrate on introductory training courses.
It is important to stress that no book on REBT, however practical, can be a substitute for proper training and supervision in the approach. Thus, this book is best used as an adjunct to these educational activities. I have provided information on where to get training and supervision in REBT in Appendix III, should you be interested in pursuing your interest in this therapeutic approach. Indeed, I hope that this handbook might encourage you to attend initial and more advanced training courses in REBT so that you can learn for yourself what it has to offer you and your clients.
As I said earlier, this training handbook deals with the fundamentals of REBT practice. As such, I have omitted issues of greater complexity, which may distract you from learning the basics. Let me briefly summarise what I will cover in this volume. In the first two chapters, I outline the basic theoretical and practical information that you need to begin to practise REBT. In the third chapter, I present material on how to teach your clients the ABCs of REBT, while in the fourth chapter, I deal with the important issue of helping your clients to distinguish between healthy and unhealthy negative emotions. In Chapter 5, I stress that when you come to assess your clients' problems, at the outset it is important to be specific. In Chapters 6, 7 and 8, I show you how to assess C, A and rigid and extreme basic attitudes at B (previously known as irrational beliefs) respectively. Then, in Chapter 9, I discuss how you can assess your clients' meta‐emotional problems and when to work with them in therapy. In Chapter 10, I go on to deal with the important issue of helping your clients to set goals, while in Chapter 11, I show you how to build on goal‐setting by encouraging your clients to make a commitment to change. At the heart of REBT is the key task of helping clients to examine their rigid and extreme attitudes, and I devote the next three chapters (Chapters 12–14) to this task. In the next two chapters, I discuss how to negotiate homework assignments with your clients (Chapter 15) and how to review them (Chapter 16). In Chapter 17, I discuss how you can deal with your clients' misconceptions of REBT theory and practice. In Chapters 18 and 19, I discuss how REBT can inform the practice of single‐session therapy given the fact that the modal number of therapy sessions clients have is ‘1’.
Throughout this book I will address you directly as if you are on one of my training courses. Please note that I will use they/them when referring to the gender of the client.
A guide to terminology
The terminology that I have used in this book to describe salient aspects of REBT theory is a significant departure from the traditional ways that these concepts are described in the REBT literature and I will explain the changes that I have made to traditional REBT language and why I have made them.
In Chapter 1 of this book, I will outline REBT's ABC framework. Traditionally, A has stood for ‘activating event’, B for ‘beliefs’ and C for the ‘consequences’ of B. This framework outlines the REBT view of psychological disturbance and health.
From activating event to adversity
In my view, the term ‘activating event’ is problematic because it is not clear what the event activates. REBT theory states that it should activate B, but some people consider that it activates C. Also, the term ‘activating event’ can be taken to mean the event itself or the aspect of the event that the person is most disturbed about. REBT states that it should be the latter, but some people consider it to be the former. In this book, I will generally use the term ‘adversity’ to represent the aspect of the situation about which the person is most disturbed, which is what the A in the ABC framework represents. So, the adversity activates B that accounts for C.
From beliefs to attitudes
Traditionally in REBT B has stood for ‘beliefs’, which can either be ‘irrational’ or ‘rational’. I have always been unhappy with these terms and decided formally to change them several years ago (Dryden, 2016).
A few years before I took the above decisions, I carried out research on how REBT's ABC framework is understood by different professional and lay groups.1 This research revealed a range of confusions and errors made by these groups about each element in the framework (Dryden, 2013a), but particularly about B. For example, the term ‘belief’ was often used to describe adversities at A rather than evaluations at B (e.g., ‘I believe that you don't like me’). I concluded that such confusions and errors about B could be rectified by using the term ‘attitude’ rather than ‘belief’ since the term ‘belief’ is often used by people in a way that is very different from the way it is used in REBT.
Thus, the term ‘belief’ has been defined by the Oxford Dictionary of Psychology, fourth edition (Colman, 2015) as ‘any proposition that is accepted as true on the basis of inconclusive evidence’. Thus, as we have seen, a client may say something like: ‘I believe my boss criticised me’, and while they think that they have articulated a belief, this is not actually a ‘belief’ as the term has been used in REBT, but rather an inference. It is very important to distinguish between an inference at A and an attitude (or belief in the REBT sense) at B, and anything that helps this distinction to be made routinely is to be welcomed. Using the term ‘attitude’ rather than ‘belief’ in REBT is one way of doing so.
Definitions of the term ‘attitude’ are closer to the meaning that REBT theorists ascribe to the term ‘belief’. Here are three such definitions of the term ‘attitude’:
‘an enduring pattern of evaluative responses towards a person, object, or issue’ (Colman,
2015
);
‘a relatively enduring organization of beliefs, feelings, and behavioral tendencies towards socially significant objects, groups, events or symbols’ (Hogg & Vaughan,
2005
, p. 150);
‘a psychological tendency that is expressed by evaluating a particular entity with some degree of favor or disfavor’ (Eagly & Chaiken,
1993
, p. 1).
Before deciding to change the term ‘belief’ to the term ‘attitude’ in my writings and clinical work, I used the term ‘attitude’ rather than ‘belief’ with my clients and found that it was easier for me to convey the meaning of B when I used ‘attitude’ than when I used ‘belief’, and they, in general, found ‘attitude’ easier to understand in this context than ‘belief’.
Consequently, I decided to use the term ‘attitude’2 instead of the term ‘belief’ to denote an evaluative stance taken by a person towards an adversity at A which has emotional, behavioural and thinking consequences (Dryden, 2016). In deciding to use the term ‘attitude’ rather than the term ‘belief’, I recognise that when it comes to explaining what the B stands for in the ABC framework, the term ‘attitude’ is problematic because it begins with the letter ‘A’. Rather than use an AAC framework, which is not nearly as catchy or as memorable as the ABC framework, I suggested using the phrase ‘basic attitudes’3 when formally describing B in the ABC framework. While not ideal, this term includes ‘attitudes’ and indicates that they are central or basic and that they lie at the base of a person's responses to an adversity.
In using the term ‘basic’, I have thus preserved the letter B so that the well‐known ABC framework can be used. However, when not formally describing the ABC framework I will employ the word ‘attitude’ rather than the phrase ‘basic attitude’ to refer to the particular kind of cognitive processing that REBT argues mediates between an adversity and the person's responses to that negative event.
From ‘irrational’/‘rational’ beliefs to rigid and extreme/flexible and non‐extreme attitudes
Another change that I initiated is the movement away from the terms ‘irrational’ and ‘rational’ to the terms ‘rigid and extreme’ and ‘flexible and non‐extreme’ when describing the attitudes that underpin psychological disturbance and psychological health. The reason that I made that change is that the terms ‘irrational’ and ‘rational’ tend to be a turn off to both clients and non‐REBT therapists. Towards the end of his career, Albert Ellis himself regretted that he chose the name ‘rational therapy’ to describe his therapy. He said that he wished that he had called it ‘cognitive therapy’, but he did not do so because the term ‘cognitive’ was not in vogue in the mid‐1950s.4
Clients can see readily that the attitudes that underpin their psychologically disturbed responses to adversities are rigid and extreme. These terms are less pejorative than the term ‘irrational’, which tends to be equated in many clients' minds with the term ‘crazy’ or the term ‘bizarre’. Far from being seen as something to strive for, the term ‘rational’ is seen by clients as being robot‐like and unemotional. On the other hand, the terms ‘flexible’ and ‘non‐extreme’ when describing the attitudes that underpin psychologically healthy responses to adversities at A are more acceptable to clients.
From disputing beliefs to examining attitudes
As I mentioned earlier, the ABC framework is used in REBT as an assessment tool to help clients understand the factors involved in their psychologically disturbed responses to adversities and what would constitute psychologically healthy responses to the same adversities. When moving from assessment to therapy, the REBT therapist adds D and E to the ABC framework. Traditionally, D stands for ‘disputing’ beliefs (both irrational and rational) and E stands for the ‘effects’ of the disputing process. I have never cared for the term ‘disputing’. It has an adversarial ‘feel’ about it. It can mean ‘debating’, but it can also mean arguing vehemently. What it does not conjure up is a process where two people stand back and examine the attitudes of one of them. For this reason, I prefer to use the term ‘examining’ when it comes to the therapist and client considering the client's attitudes (both rigid and extreme and flexible and non‐extreme). To examine something means to inspect it thoroughly in order to determine its nature or condition. In my opinion, this best approximates what the therapist and client do in what was previously called ‘disputing’. In order to preserve the letter D, I formally use the term ‘dialectically examining attitudes’. The term ‘dialectical’ is particularly apt here since it means trying to resolve a conflict between opposing views, and rigid/extreme and flexible/non‐extreme are opposing ways of evaluating adversities. In general, when not concerned with formalities I will use the term ‘examining attitudes’ to describe the activity more traditionally known as disputing beliefs.
See Table 1 for a summary of these changes.
Table 1 Terminology employed in this book
Traditional REBT language
Language employed in this book
Activating event (at
A
)
Belief (at
B
)
Irrational (to describe beliefs)
Rational (to describe beliefs)
Disputing beliefs (at
D
)
Adversity (at
A
)
(Basic) Attitude (at
B
)
Rigid/extreme (to describe attitudes)
Flexible/non‐extreme (to describe attitudes)
(Dialectically) Examining attitudes (at
D
)
I hope that you find this training handbook of use and that it stimulates your interest to develop your skills in REBT.
Windy Dryden PhD
February, 2023
London and Eastbourne
Notes
1
The four groups were: (a) authors of textbooks on counselling and psychotherapy, (b) REBT therapists, (c) Albert Ellis (when he was in the twilight of his career) and his wife (Ellis & Joffe Ellis, 2011) and (d) patients in a psychiatric hospital who were taught the REBT framework.
2
As this is still a relatively new development, please note that other REBT therapists (including myself in my previous work) still employ the word ‘belief'.
3
This phrase was suggested by my friend and colleague Walter Matweychuk.
4
Interestingly enough, when Ellis changed the name of his therapy from ‘rational therapy' to ‘rational‐emotive therapy' in 1962 and to ‘rational emotive behaviour therapy' in 1993, he had the opportunity to change the ‘rational' part of the name to ‘cognitive' but did not do so.
