`Albert Ellis and REBT

Imagine a young man who is afraid to talk to women he doesn't

know. He would really like to meet someone special, and he
realizes that this fear is limiting his opportunities. Then, the young
man had an idea! He went to a botanical garden near his
apartment every day for the next month and forced himself to talk
to 100 different women during this time.

The young man was turned down for a date by all 100
women, but he did accomplish something. His fear of rejection by
women was not as strong as it had been, and he no longer had a great fear of talking to them. He
had overcome one of his strongest emotional struggles.

This young man's name was Albert Ellis. He went on to become a well-known therapist
who developed similar c(K. Meichenbaum, 1973, 1972)ognitive behavioral techniques used in
his rational emotive behavior therapy.

Rational emotive behavior therapy was one of the first cognitive behavior therapies. It is also
known as REBT. It is a form of cognitive behavior therapy that emphasizes reorganizing
cognitive and emotional functions, redefining problems, and changing attitudes in order to
develop more acceptable patterns(Claudia, 2008).

Rational emotive behavior therapy (REBT) is a type of therapy introduced by Albert Ellis in the
1950s. It’s an approach that helps you identify irrational beliefs and negative thought patterns
that may lead to emotional or behavioral issues.

Once you’ve identified these patterns, a therapist will help you develop strategies to replace them
with more rational thought patterns(Company, 2005)

With whom REBT works

REBT can be particularly helpful for people living with a variety of issues, including:

 depression  procrastination
  anxiety  disordered eating habits

 addictive behaviors  aggression

 phobias  sleep problems

 overwhelming feelings of anger, guilt, or rage. (Maultsby, (1971))

ABC-DE Model of REBT

A = Activating Event (something happens to or around

someone)

B = Belief (the event causes someone to have a belief,

either rational or irrational)

C = Consequence (the belief has led to a consequence,

with rational beliefs leading to healthy consequences
and irrational beliefs leading to unhealthy
consequences) (Joaquín Selva)

Then

D = Disputation (if one has held an irrational belief which has caused unhealthy.(if one has held
an irrational belief which has caused unhealthy consequences, they must dispute that belief and
turn it into a rational belief)

E = New Effect (the disputation has turned the irrational belief into a rational belief, and the
person now has healthier consequences of their belief as a result)

Rational Behavioral Therapy Techniques

REBT focus on the personal cognition, emotion and behavior components. Each have specific
techniques. List of techniques are respective as follow

Disputing irrational beliefs is the primary method of REBT. There are different kinds of
disputations:
 1. Functional disputes – questioning whether the belief helps accomplish desired goals.
2. Empirical disputes – questioning whether the “facts” are accurate.
3. Logical disputes – questioning the logic of thinking processes.
4. Philosophical disputes – (Which is not philosophical I the technical sense)
questioning whether despite dissatisfactions if some pleasure can be derived from life
anyway.
Making rational coping statements is the next step after disputing the irrational beliefs. The
deeper and more profound the statements, the more helpful they are likely to be. 67

Other techniques include:

1. Modeling - asking a client to emulate someone who demonstrates the desired

behavior.
2. Referenting – cost benefit analysis of the behavior
3. Cognitive homework – e.g. identifying and disputing irrational beliefs
4. Bibliotherapy and psych educational assignments – books, lectures, groups
5. Proselytizing – sharing the approach with others
6. Recording sessions – allows clients to review ideas they may have missed and to
reinforce other ideas.
7. Reframing – viewing a problem from a different perspective, which gives it a
different meaning.
8. Stop and monitor – establish cues to stop and notice thought processes throughout the
day.

REBT includes behavioral techniques:

1. reinforcements
2. penalties
3. shame-attacking exercises
4. skill training
5. paradoxical homework
6. relapse prevention
7. in vivo desensitization
 8. staying in difficult situations
9. acting on rational beliefs

REBT also includes emotional techniques:

1. Rational emotive imagery

2. Forceful coping statements
3. Forceful taped disputing
4. Role playing
5. Reverse role playing
6. Humor (includes Ellis’s songs)
7. Unconditional acceptance by the therapist
8. Teaching unconditional self-acceptance and unconditional other acceptance
9. Encouragement
10. Encounter exercises (Kendra Cherry, 2019)

Rational Emotive Imagery

Rational Emotive Imagery (REI) is one of the
core emotive techniques used in the REBT
approach. The first purpose of REI is to help
your client to identify the more appropriates and
situations.(Warren, (1979)) The second is to
allow your client to explore experientially the
self –statements and coping mechanisms which
are most compelling and natural for her and then to practice them with REI until they occur more
easily and readily in stressful situations. (H. J. DAVIS, 1976, 1976)

Rational Emotive Imagery (REI), a technique devised by Dr. Albert Ellis. This technique
is used to better understand how we were thinking, feeling, and behaving in a situation, as well
as to practice how we would rather think, feel, and behave. Imagery not only allows us to
practice utilizing new skills before putting ourselves into situations, but also helps us to practice
new emotional and behavioral reactions when we do not have access to certain situations. Thus,
imagery provides a context for practicing behavioral and cognitive techniques when in vivo
options are not available. Cognitive, behavioral, and emotional changes may not happen in a day
but the more time we spend identifying and disputing our irrational beliefs, as well as practice
our new rational alternatives; the more natural it will feel.(Kazdin, (1973))

Study

(Davis, (1976))found rational-emotive imagery and behavior rehearsal equally effective as

components of rational-emotive therapy in the reduction of college students' test anxiety Though
a trend in favor of the treatment including imagery was noted, there were no significant
differences between rational-emotive therapy with and without imagery. The purpose of the
present study was to assess further the effectiveness of rational-emotive imagery as a component
of rational-emotive therapy in the reduction of college students' test anxiety. If proven effective,
the inclusion of rational-emotive imagery within rational-emotive therapy meatment sessions
would be warranted, while between sessions rational-emotive imagery practice would serve as an
appropriate homework assignment. The value of the rational-emotive imagery procedure is
suggested by the effectiveness of similar procedures in reducing anxiety (K. Meichenbaum,
1973, 1972)

The rational-emotive imagery procedure consisted of an initial rationale that mental

practice could be as effective as actual practice and that, by engaging in rational-emotive
imagery, one was providing oneself with an appropriate model for future rational behaving,
thinking, and feeling. During rational-emotive imagery, subjects first took a few deep breaths to
obtain some degree of relaxation. They were then instructed to imagine themselves vividly in a
specific testing situation. After becoming aware of anxiety and specific irrational self-
verbalizations, they were to dispute these and substitute more rational, facilitative self-talk. Thus
rational-emotive.(D. H. Meichenbaum, (1972))

Forceful coping statements

REBT theorizes that people disturb themselves not only by ideas, thoughts, attitudes, and
philosophies but also by holding onto their masturbatory beliefs strongly, forcefully, and
vehemently. Statements that combat irrational beliefs in strong and forceful manner can helpful
in replacing irrational beliefs in rational beliefs. If a client has told himself that it is awful and
terrible to get a C on examination, this self-statement can be replaced by a forceful statement
such as " I want to get A."

Forceful taped disputing

Role playing
Role playing is a technique, most often utilized in psychotherapy
and skills training, whereby the child\client is instructed to reenact
a response encountered in a specified situation.

”It is an excellent way to gain valuable insight into all

parties and sides of a given situation .It allows participants to gain
more confidence in themselves while simultaneously becoming more aware of the feelings and
thoughts of those around them”(Bob, 2016)

There are both emotional and behavioral components in role playing .Clients can rehearse
certain behaviors to bring out what they feel in a situation with the therapist in a presumed
environment. The focus is on working through the underlying irrational beliefs that are related to
unpleasant feelings. (Michele)

In a therapy session, a client who is dreading an interview, the therapist takes on the role
of the interviewer. By analyzing his\her responses after enacting the most-scene, the client can
see what she\he tends to do.

Here, the psychotherapist help the client by playing a role of interviewer in this way the
psychotherapist is trying to calm down the client and help him\her by taking him\her out of the
fear of interview just by performing and activity of interview session.

Benefits of role playing

Role-playing takes place between two or more people, who act out roles to explore a particular
scenario.
 It's most useful to help you or your team prepare for unfamiliar or difficult situations. For
example, you can use it to practice sales meetings, interviews, presentations , or emotionally
difficult conversations, such as when you're resolving conflict .
By acting scenarios like these out, you can explore how other people are likely to respond to
different approaches; and you can get a feel for approaches that are likely to work, and for those
that might be counter-productive. You can also get a sense of what other people are likely to be
thinking and feeling in the situation.

Also, by preparing for a situation using role-play, you build up experience and self-
confidence with handling the situation in real life, and you can develop quick and instinctively
correct reactions to situations. This means that you'll react effectively as situations evolve, rather
than making mistakes or becoming overwhelmed by events.

You can also use role-play to spark brainstorming sessions, to improve communication
between team members, and to see problems or situations from different perspectives.

Steps to use Role play

Step 1: Identify the Situation

Step 2: Add Details

Step 3: Assign Roles

Step 4: Act Out the Scenario

Step 5: Discuss What You Have Learned

Role-Play Example
In an effort to improve customer support, John, Customer Service Manager for Mythco
Technologies, sets up a team role-playing session. Acting as the leader/trainer, John brings
together a group of software developers and customer support representatives.

He divides the 12 people into two groups: Group A represents the customer support
representatives; Group B represents the customer.

John tells Group A that the customer in this situation is one of Mythco's longest-standing
customers. This customer accounts for nearly 15 percent of the company's overall annual
revenue. In short, the company cannot afford to lose her business!

John tells Group B that the customer has recently received a software product that did not
live up to expectations. While the customer has a long-standing relationship with Mythco, this
time she's growing weary because Mythco has previously sold her faulty software on two
separate occasions. Clearly, her relationship with Mythco is in jeopardy.

John now allows the groups to brainstorm for a few minutes.

Next – with this particular approach to role-play – each group sends forth an "actor" to
take part in the role-play. The actor receives support and coaching from members of the team
throughout the role-playing process. Each team is able to take time-outs and regroup quickly as
needed.

John runs through the scenario several times, starting with the "customer" behaving
gently and ending with the customer behaving aggressively. Each time, a best solution is found.
Of course, John can always ask for additional role-playing and suggestions if he feels that the
process needs to continue, or that the team has yet to uncover the very best solutions.

Once it's clear that they cannot identify any more solutions, John brings the two groups
together and discusses the session. During this, they discuss the strategies and the solutions that
the actors implemented, and how they could apply them to a real-life situation.
 John also asks each team to write a short summary of what they learned from the
exercise. He then combines the summaries and provides a copy of everything learned to all
participants.

Reverse role playing

Reverse role playing is different from role playing in several ways.
First you take on the role of your client second, your client
becomes therapist or the other person with whom she would like to
communicate more effectively. Third, although the exercise can
sometimes be used for you to model the client role for him in the
identified scenario.

More often reverse role playing is used to help the client

specifically dispute her irrational beliefs.

“Strictly speaking, role reversal means precisely what it says: a reversal of roles: a
daughter reversing roles with her mother, a husband with his wife, a student with his teacher or a
persecutor with his victim”.(Kellerman, 1994)

To ‘reverse’ means to convert something to an opposite character or position. What is

converted or transposed, however, is not entirely clear.

Scenario based example

Let’s consider the following interchange between two group members, Philip and Pamela.

It started out by Philip coming late to a psychodrama session. Pamela told Philip that she
resented him for not coming in time and that she felt Philip was not serious about the group.

'I don't understand what you are angry about', Philip responded. 'I was in an important
meeting and it was impossible for me to come here earlier.' 'Well, then I'll explain', Pamela
snapped. 'I expect you to come on time to our sessions, but you always have good excuses for
coming late and you don't consider what it does to the group.' 'I'm sorry you are upset', Philip
said, 'but you are such a nuisance when you don't get what you want.' 'I didn't come here to be
insulted', Pamela yelled, now red in the face and apparently upset. 'You are such an idiot. . .'. 'Oh
really', Philip said with thinly disguised irritation. 'You're not precisely a genius yourself.' 'Don't
"Oh really" me!' Pamela answered, leaning forwards in her chair. 'I'm warning you, Philip, if you
don't come in time next week, we will lock the door and leave you outside!' Philip looked at
Pamela with wrathful indignation. 'If you want me out of the group, just say so!'

The friction between Pamela and Philip gradually escalated until it reached a point of
mutual resentment. What had started out as a personal disappointment rapidly developed into an
open confrontation with mutual misunderstandings, insults and a search for revenge. The
interaction surprised the group who had no idea what had hit it. The group leader, himself
startled by the rapid eruption of tensions, tried to remain calm while reflecting on something
suitable to say or to do. In an attempt to work out the differences between them, he suggested
that Philip and Pamela reverse roles with one another. After some initial resistance, Philip and
Pamela agreed to reverse roles and, as they

slowly warmed up to the role of the other, they repeated the earlier exchange of
accusations. Before long, however, they started to argue as vehemently as before, but from their
opposite positions. When they had finally ventilated their anger and expressed their fantasies
about what was going on within the other person, they became silent, looking seriously at one
another. It became clear that something else was going on between them besides the apparent
fight; a kind of appreciation and attraction of differences, Suddenly they started to smile and
Philip (still in the role of Pamela) said: 'You're a bastard Philip! You don't care about anyone
except yourself.' 'Well, I'm glad you care about me', Pamela answered in the role of Philip. 'I
wish more people would care as much as you do.' 'I'm sorry I hurt your feelings', Philip
responded as himself, now falling out of role. 'I didn't know you cared so much!' 'Well, I do',
Pamela said, 'that's why I get so offended when you come late. If you want me to continue to
care, please come on time next week.(john.D, 2004)

Humor
“Comply with the wishes of (someone) in order to keep them content, however
unreasonable such wishes might be.” (Norrick, 1993.)

The capacity to express or perceive what's funny, humor, is both a source of

entertainment and a means of coping with difficult or awkward situations and stressful events.
Although it provokes laughter, humor can be serious business. From its most lighthearted forms
to its more absurd ones, humor can play an instrumental role in forming social bonds, releasing
tension, or attracting a mate. Most important, humor is largely subjective.

A universal theory is that good humor should be unexpected and incongruent; things that
don’t belong together should appear funny when put together. However, not everything
surprising can be deemed funny. Tripping over a friend’s foot is surprising but decidedly not
funny. Another quirk about humor is that the very funny among us are more open to experience,
more curious in general, and may even enjoy a higher than average IQ.

There is a dark side to humor, however. When it is hostile, antagonistic, degrading, or

displays a sense of superiority, an attempt at humor can divide people rather than bring them
closer together. Of course, the shortcomings and imperfections of others—and oneself—have
long been fodder for comedians. When exactly a joke "goes too far" and ceases to be funny, and
why, is one of many lingering questions about the psychology of humor.

Being a therapist one should know that when the situation becomes boring, dull, hostile
or any other then pleasant situation. Psychologist should use appropriate and good humor. To
cheer up the client. It’s necessary to maintain pleasant atmosphere of session.

Unconditional acceptance by the therapist

Unconditional positive regard (UPR) is a term
credited to humanistic psychologist Carl
Rogers and is used in client-centered therapy.
Practicing unconditional positive regard means
accepting and respecting others as they are
without judgment or evaluation. This is different
from unconditional love; unconditional positive
regard does not require love or affection - it simply refers to acceptance of others whether
therapist like them or not. Unconditional positive regard can be misunderstood as being nice,
pleasant, or agreeable with others; however, unconditional positive regard is not an action
towards others. Rather, it's more like a feeling or mindset. (Catherine S, 2019)
 This attitude is a powerful one—it can have a huge impact on how our clients and
children feel about themselves and others, and set them up for success. Read on to learn about
what unconditional positive regard is, how it works, and what it can do for your clients and your
children.(M. C. R. B. T. Courtney E. Ackerman, 2019)
Examples of Unconditional Positive Regard in Counseling
For another example, therapists have the opportunity to display unconditional positive regard
when a client shares a habit or behavior with the therapist that is self-detrimental or self-harmful,
such as abusing drugs or alcohol, cutting, or binge-eating.(M.
Courtney E. Ackerman, Paulo Coelho, Sushil Singh:, Rapunzel
from the movie Tangled:, 2016)

Teaching Unconditional Self-Acceptance (USA) and

Unconditional other Acceptance (UOA)
In addition to modeling unconditional acceptance for your client,
it is a vital that you also actively teach the theory and practice of USA and UOS. The crucial
element to teaching this concept is reinforcing the philosophy that humans cannot be rated
entirely by any one or group of behaviors or characteristics which comprise their existence.
“Stop damning yourself and others by fully accepting the view that wrong, unethical, and
foolish acts never can make you or them into bad or rotten people.”(Ellis, 1993).
Explanation.
To begin working on yourself, the first step is not just self-acceptance, but unconditional self-
acceptance. It’s relatively easy to accept ourselves when we just did something great—won an
award, fell in love, or started a fantastic new job—but accepting ourselves at our lowest and with
our faults and flaws in stark relief is the real mark of unconditional self-acceptance. Lack of self-
acceptance is related to lower levels of well-being, and mental illness (Vasile, 2013). Low self-
acceptance results mental illness and higher self-acceptance can act as a protective factor or a
buffer against these negative experiences.

According to therapist Russell Griege (2013), unconditional self-acceptance is

understanding that you are separate from your actions and your qualities. You accept that you
have made mistakes and that you have flaws, but you do not let them define you. When you
practice unconditional self-acceptance, you can begin to love yourself, embrace your authentic
self, and work on improving your less-than-desirable traits and qualities.

Unconditional Other Acceptance means I accept (acknowledge). The reality of other

people and their behavior. I strive to accept that reality, no matter how unfair, rude, obnoxious,
immoral, cruel, or evil their behavior is. That doesn’t mean I like it or approve of it. It does mean
I stop making myself EXTRA MISERABLE about by demanding it not be so. It also means I
refrain from damning them as people and damn only the behavior.

Encouragement
As highly interactive therapists, we often tend to think that
providing encouragement for our clients is a natural part of
the therapeutic relationship. After all, encouragement is
generally supposed to come naturally to those of us who
choose a helping profession. However, we may sometimes
forget that encouragement is important not only in
promoting change but in acknowledging it also.

Example

If the client is completing all the homework assignments on time, Psychologist must encourage
him/her.

Used for:

Encouragement can be used for phobias, anxiety, depression, and other related disorders.

Encounter Exercises
Encounter exercises are experiential processes which are often used to elicit and address
cognitive, emotive, and behavioral issues during a session. These types of exercises are usually
used in group and workshop settings because they require more than just one person.

Example

For example, in the Improving Interpersonal Skills workshop at the Institute, we often have
group members move around the room interacting with each other based on an emotion or trait
that others' have taped to their backs. Members are not aware of what is written on the card
affixed to their back. One card may read "angry," others may say "shy" or "funny" or
"depressed."

After several minutes of interacting with each other, group members return to their seats
and are asked to try to identify what the cards on their backs say. Once they have correctly
identified their "traits" or "emotions," they are asked to process the experience of being treated as
they were during the exercise. The purpose of this encounter exercise is to explore social cues
and interpersonal communications.

Beneficial for:

The encounter exercises are used for OCD, anxiety, and phobias.

Suggested Exercises for Group Settings

LEARNING FROM MISTAKES: Think of a situation which you did not handle well. Close
your eyes and bring up the feelings and thoughts you had at the time. Open your eyes and jot
them down. Share them with the group and let them help to identify any thought distortions.
What would you like to have happened? Develop a list of rational beliefs and coping statements
which might have been helpful.

COMPREHENSIVE SELF-INVENTORY: Have each person use paper and pencil to assess
their strengths and weaknesses, have them star the weaknesses which they think might be
remediable.

INTRODUCTION EXERCISE: Have individuals finish each sentence, "One thing I'm hoping
to gain personally from this meeting.." "One thing I'm hoping to gain professionally from this
meeting.."

ROUND OF APPLAUSE: (K. Davis & Newstrom, 1981)Have participants applaud something
or someone they are grateful for. Leader continues to lead standing ovations, whistles, cheering
for positive things/people.
HOTSEAT: One at a time, members take the "seat" and as many other participants as want to
give feedback. Person remains silent. (Variation: Each participant gives positive feedback and
constructive criticism to each hotseat person.).

POSITIVE TALK Each member is asked to talk positively about himself for a full 2 minutes.
(If he qualifies or modifies what he says, he gets a penalty of an additional 30
seconds.)(Willium.T.P & Suzzan)

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