Contents

No.

Topic

Slides

1.

Main concepts of REBT

3-8

2.

View of Human Nature

9 - 10

3.

Problematic behaviors according to REBT

11 -19

4.

4 Case Study

Main concepts
Psychological problems come from how
people interpret their events and situations.
Cognitions, emotions and behaviors interact
significantly and have a reciprocal cause-andeffect relationship.

(Corey, 2009)

 The postmodern ideas that became the

foundation of REBT:
There is no absolute reality
Human constructs their own views
Human personality has large relational and
social influences
Human is culturally influenced, and there is no
better culture.
We have no absolute way of knowing which
goals and purposes are better or worse.
(Ellis & MacLaren, 2005)

A-B-C framework
A Adversity
B Beliefs
C Consequences

(Dryden, 2006)

Low Frustration Tolerance (LFT)

Perceived inability to tolerate frustration
Will act impulsively or take avoidant steps to
rid himself from frustration.

(Dryden and David, 2008)

Unconditional Acceptance
Unconditional self acceptance
Unconditional other acceptance
Unconditional life acceptance

(Dryden and David, 2008)

Discomfort Anxiety (DA)

Emotional tension that results when people

feel:
That their comfort of life is threatened
That they should or must get what they want
That is awful or catastrophic when they dont get
what they supposedly must.

(Ellis & MacLaren, 2005)

Human nature
Born with both rational and irrational thinking
Human are fallible
There is no need to be accepted and loved,
although this may be highly desirable
Have strong tendency to make ourselves
emotionally disturbed.

(Corey, 2009)

 9 basic assumptions concerning human

nature:

(Dryden and David, 2008)

 Irrational beliefs
Evaluative beliefs with no logical, empirical or
pragmatic support, meaning they are illogical,
not grounded with reality, and not serving
purposes of the individual
Rational beliefs
Beliefs that is logical, have empirical support,
and/or pragmatic
(Mogoase, Stefan & David, 2013)

Rational Belief
Associated with functional emotions (both positive and
negative)
Flexibility is the core of psychological health
Irrational Belief
Associated with dysfunctional emotions (both positive
and negative)
Dysfunctional emotions express themselves as clinical
or subclinical problems.
Rigid belief are the core of psychological disturbance
(Mogoase, Stefan & David, 2013)(Dryden, W., & David, D., 2008)

Irrational Formulation of Our Desires

Demandingness
I must succeed
Motivation Relevance
I do my best to succeed
Non-Acceptance
I cannot conceive not succeeding
If activating events fit our irrationally formulated desires (motivational congruence),
we will experience dysfunctional positive feelings: they are dysfunctional because
they reinforce their underlying irrational beliefs.
(David, 2014)

 What Happen It Does Not Fit Irrationally Formulated Desires

(motivational incongruence)?

Frustration
Intolerence

I cannot
stand it

Awfulizing/
It is
Catastrophi awful
zing

Global
Evaluation

I am bad,
you are bad,
and/or life is
bad
(David, 2014)

Rational Formulation of Our

Desires
Flexible
Preferences

Motivational
Relevance

Acceptance

I would prefer to succeed and I will do my best to

succeed, but I can accept that sometimes things
do not happen the way I want them to happen
If activating events fit rationally formulated desires (motivational
congruence), we experience functional positive feelings.
(David, 2014)

 What Happen It Does Not Fit Irrationally Formulated Desires

(motivational incongruence)?

Frustration
Tolerence

means that one assumes the tolerance of not having

ones flexible preferences met, even if it is unpleasant
positive aspects can be found in other life events

Badness
Nonawfulizing

to a nuanced negative evaluation of not having your

flexible preferences met

Unconditional
Acceptance

we do not globally evaluate ourselves (positively or

negatively), but we accept ourselves unconditionally
and evaluate only specific and discrete aspects of the
self
(David, 2014)

4 Core Main Processes of Irrational

Belief
Demandingness
Awfulizing
Low Frustration Tolerance
Global Evaluation of Self and/or Others

(Mogoase, Stefan & David, 2013)

Rational counterpart of Irrational Belief is

Rational Belief which consist of Adaptive/
Flexible Process
Preference
Non-awfulizing
Frustration Tolerance
Contextual evaluation of self, others and the
world
(Mogoase, Stefan & David, 2013)

Rational and Irrational Appraisals

Processes Can Involve Various Contents
Refer to
Own (e.g., I must succeed)
Others (e.g., You must succeed)
Life (e.g., Life must be fair)
Can be
General (e.g., People must appreciate me)
Domain (e.g., affiliation, academic, comfort)
Situation bounded (e.g., My wife must appreciate me)
Profile can be

Homogenous (e.g., a general level of rationality and/or irrationality)

Heterogeneous (e.g., rational in some domains, irrational in others)

(David, 2014)

Case 1: background of the client

Lela
16 years-old
Third child in the family
Having a brother who is hard to tolerate in
many things
Her sister is studying in an IPTA

Case 1: background of the issue

Discipline issues: truancy, rebellion

Her brother is using violence on her
Jealous of her sister (parents always fulfill her sisters demands)
Believe that she is not being loved and is hatred by her parents.
Believe that she has health problem, i.e. aches on bones and
feeling not well on her chest.
Not sleeping well, always feel disturbed, lost interest in studying
Having suicidal thought and isolated herself

Case 1: Main issues

Lack of self-acceptance
Have tendency to avoid for thinking and
change, repeating mistakes, self-doubt and
avoid to develop to self-actualization.
Low Frustration Tolerance
Discomfort anxiety

Case 1: Irrational beliefs

Want all the good things happen to her

Desire to be loved by everyone
High demandingness
Avoiding is better than confronting

Case 2 Background of Client

Mei
17 years old
Female
Chinese
Form 5 (in town) studied in primary Chinese
School
Social : always mix around with Chinese friends
only
Goal: wants to improve her academic
achievement

Case 2 Background of Issues

Issues:
Client emotion will be disturbed due to other people. She could not
concentrate during class. She also felt disgusted when she saw
dating couple. She felt that her anger is uncontrollable.
After building rapport and further exploration, client share that she
had a boyfriend where they used to be dating. However, after a few
months, the boyfriend break up with her because he has another
girlfriend who is also same class with her. In addition, client and her
ex stay in the same housing area where they would bump into each
other often. Client would feel uncomfortable when saw them
dating. This feeling would make her unable to concentrate on her
study. Client also express that she feel scare to meet with him, in
school or out of school. Her mind will turn blank, face become hot
when she met him. Client felt shame because he dump her.
When client needs are not fulfill, she has a tendency to blame other
people.

Case 2 Main Issues

Awfulizing
Low Frustration Tolerance
Lack of self-acceptance
Lack of others acceptance
Global evaluation towards others

Case 2 Irrational Belief

Demandingness boy shouldnt couple with
other girls if it is not her
Awfulizing
People rating (Global Evaluation of Self and/or
Others)

Case 3 Background of Client

Nida
13 years old
Malay
Female
Youngest out of 5 siblings
Introvert
Stay in boarding school
Issues : client have trauma from a bad experience
where her brother tried to kill her and she could
forget this event.

Case 3 Background of Issues

Issues background: client could not accept that her own brother
tried to kill her because for her, no matter what happen, due to her
love toward her siblings, she could not kill them. (life principle)
She felt couldnt talk to anyone because no one could understand
her feeling including her parents due to her brother also show no
respect to them (will kick, punch and strangle without reasons)
Due to that, client decide to stay in boarding school. Although far
away from brother, but whenever she remember/ think of the
event, she would break down and cry (anywhere, anytime)
Brother is posses by other creature. Lost memory without any
reason and behave that way since then. Used to be a good brother.

Case 3 Main issues

Discomfort Anxiety
Have strong tendency to make ourselves
emotionally disturbed.
Low Flexibility

Case 3 Irrational Belief

Demandingness Everyone significant to her
must love her and must not harm or hurt her
Awfulizing Low Frustration Tolerance

Case 4 Background of Client

Ahmad
16 years old
Malay
Male
Eldest out of 2 siblings
Single Parent stay with mom who is working in JPA
Have to manage himself (daily routine) since young
(parents divorce at the age of 5)
Issues : Discipline case (fighting using dangerous weapon)
used to have discipline case where client will disturbed the
class, didnt do his homework, and etc.

Case 4 Background of Issues

Issues background:
Refer case where client involve in fight with classmate using
dangerous weapon (bicycle chain, knife and sharp tools)
After meeting up with parents to settle discipline case,
client is refer to counsellor.
After exploration, client is found that he felt lonely, no self
identity, and receive less attention from parents.
All his actions is due to his dissatisfaction toward life,
influence and also curiosity. Client is sensitive when ask
about personal issues.
Client felt that he is under-appreciated, not respected and
have to protect himself.

Case 4 Background of Issues

Client thinking :
- I needed to be appreciated and loved by
significant people.
- I am in dangerous situation always and
therefore, I must be alert all the time and
protect myself
- I need to care about others if they have
problems, I also need or will feel sad if others
feel so.

Case 4 Main issues

Lack of self acceptance
Human constructs their own views

Discomfort Anxiety his comfort life is

threaten

Case 4 Irrational Belief

Demandingness Low Frustration Tolerance get angry easily
and feeling sensitive
Awfulizing He felt he in danger all the time
and needed to protect himself

Reference

Corey, G. (2009). Theory and Practice of Counseling and

Psychotherapy (8th ed.). USA:
Brooks/Cole, Cengage Learning.
David, D. (2014). Rational Emotive Behavior Therapy in the Context of Modern
Psychological
Research. Retrieved from The Albert Ellis Institute:
http://www.springerreference.com/docs/html/chapterdbid/345822.html
Dryden, W. (2006). Getting Started with REBT. New York: Routledge.
Dryden, W., & David, D. (2008). Rational Emotive Behavior Therapy:
Current Status.
Journal of Cognitive Psychotherapy: An
International Quaterly 22(3), 195-209.
Ellis, A., & MacLaren, C. (2005). Rational Emotive Behavior Therapy:
A
Therapist's
Guide (2nd ed.). USA: Impact Publishers.
Malkinson, R. (2011). REBT: Past, Present and Future. Journal of RationalEmotive & Cognitive-Behavior Therapy, 29, 257-262.
Robb, H. (2010). Two REBT Therapists and One Client: Overview. Journal of
Rational-Emotive & Cognitive-Behavior Therapy, 28,
115-117.