Académique Documents
Professionnel Documents
Culture Documents
■ Albert Ellis
■ Divorce family
■ First born child, with one brother and sister
■ Poor physical health during his younger childhood
■ Anxiety problems at his 19 years old (authority figure, females)
■ Selfhelped skills (positive thinking, experiments)
■ 1930, economic recession
■ 1943:master in clinical psychology
■ 1947:PHD in clinical psychology
Transparency 1
Development of REBT
■ RT (19511961)
Men are disturbed not by things, but by the views which they take
of them (Epictetus)
Stress irrational thinking, but pay attention to human emotions
■ RET (19611993)
Relationship between thinking and emotions
Behavior changing techniques
■ REBT (1993~)
Transparency 2
Theoretical background (1)
■ Philosophy
Men are disturbed not by things, but by the views which they take
of them (Epictetus)
■ Theory of knowledge
Base on Scientific methods (problems, assumptions, testing by
observations and measurements, conclusions)
■ Dialectic
我應讓 是完 美的
剛剛我 犯了 一個可 怕的 錯誤
Transparency 3
這樣證 明我 是不完 美的 而且因 此是 無價值 的
Focus on conclusions, rather than the thinking process, lead to
emotional problems
Theoretical background (2)
■ Value
Survival and happy
■ Ethics
No strict right or wrong: lead to guilty, shame, anxiety, depression
only social responsibility
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View of Human Nature
■ We are born with a potential and characteristics for both rational
and irrational thinking
■ Disturbance comes from irrational thinking, rather than the event
itself
■ Rational thinking, positive emotion, irrational thinking, negative
emotions
■ Positive emotions, positive behavior, negative emotions, negative
behavior
■ Thinking and imaginary can lead to forming conceptions and
beliefs
■ We have the capacity to change our cognitive, emotive, and
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behavioral processes
■ We are born with the characteristics of self –taking, selfevaluating
and selfsustaining
Personality
■ Biological aspects
rational and selfhurting potentials
■ Social aspects
Too concern others perceptions on us
■ ABC theory
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Rational Emotive Behavioral Therapy
(REBT)
■ Stresses thinking, judging, deciding, analyzing, and doing
■ Assumes that cognitions, emotions, and behaviors interact and
have a reciprocal causeandeffect relationship
■ Is highly didactic, very directive, and concerned as much with
thinking as with feeling
■ Teaches that our emotions stem mainly from our beliefs,
evaluations, interpretations, and reactions to life situations
Transparency 7
The Therapeutic Process
■ Educational process
■ identify and dispute irrational beliefs that are maintained by self
indoctrination
■ To replace ineffective ways of thinking with effective and rational
cognitions, to stop absolutistic thinking, blaming, and repeating
false beliefs
■ Reconstructing
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Therapeutic process
■ Educational process
Problems due to irrational thinking
■ Proofing
■ Giving up irrational thinking
■ Reconstructing
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The A-B-C theory
Transparency 10
Irrational Ideas
■ Irrational ideas lead to selfdefeating behavior
■ Some examples:
◆ “I must have love or approval from all the significant people in my life.”
◆ “I must perform important tasks competently and perfectly.”
◆ “If I don’t get what I want, it’s terrible, and I can’t stand it.”
Transparency 11
Irrational Ideas
■ 1. 在自己 生活環 境中 ,每 個人都 需要 得到每 一位重 要他 人
( significant other person )的 愛和讚 許。
■ 2. 一個人 必須能 力十 足, 在各方 面都 有成就 ,這樣 子才 是有價 值的
。
■ 3. 有些 人是 壞的、 卑劣 的、惡 意的 ,為了 他們的 惡行 ,那 些人應 該
受到嚴 厲的 責備與 懲罰 。
■ 4. 假如 發生 的事情 不是 自己所 喜歡 的,或 自己所 期待 的, 那是很 糟
糕可怕 的。
■ 5. 人的 不快 樂是外 在因 素引起 的, 一個人 很少有 (或 根本 沒有) 能
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力控制 憂傷 和煩惱 。
■ 6. 對於危 險或可 怕的 事情 ,一個 人應 該非常 掛心, 而且 應該隨 時顧
慮到它 會發 生的可 能性 。
Irrational Ideas
■ 7. 逃避困 難、挑 戰與 責任 要比面 對他 們容易 。
■ 8. 一個 人應 該依靠 別人 ,而且 需要 一個比 自己強 的人 做依 靠。
■ 9. 一個 人過 去的歷 史對 他目前 的行 為是極 重要的 決定 因素 ;因為 某
事過去 曾影 響一個 人, 它應該 繼續 會(甚 至永遠 )具 有同樣 影響 效
果。
■ 10. 一個人 碰到 的種 種問題 應該 都有一 個正確 、妥 當、完 善的 解決途
徑;如 果無 法找到 此一 完善的 解決 ,那是 遭透的 事。
■ 11. 人可以 從不 活動 和消極 的自 我享樂 中,獲 得最 大的幸 福。
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Three irrationals thinking style
■ ( 1 ) Awfulizing 糟糕 透頂
■
■ 如 :「 我沒做 得像 我必須 做到 得那樣 好,這 真是 遭透了 !」
■
■ ( 2 ) I Can‘t Stand It! 我簡 直無法 忍受
■
■ 如 :「 我受不 了這 個,沒 法忍 受這種 事發生 在我 頭上, 這是 根
本就不 應該 發生的 !」
■
■ ( 3 ) Worthlessness 一錢 不值
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■
■ 如 :「 如果我 沒能 做得像 我必 須做的 那麼好 ;沒 贏得我 必須 贏
得的讚 賞, 那我就 是毫 無價值 的人 !」
REBT Goals
■ 1. selfinterest
■ 2. social interest
■ 3. selfdirection
■ 4.tolerance
■ 5. flexibility
■ 6. acceptance of uncertainty
■ 7. scientific thinking
■ 8. selfacceptance
■ 9. risk taking
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■ 10. nonutopianism
■ 11selfresponsibility
REBT Techniques
■ Cognitive aspects
■ Disputing irrational thinking, homework, changing selftaking
content, humor
■ Emotional aspects
Imaginary, role play, assertive training
■ Behavior
Desensitization, relaxation, modeling
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Aaron Beck’s Cognitive Therapy (CT)
■ Therapeutic collaborations
■ Identifying own rules/premises/beliefs
■ Overcome cognitive traps
■ Insightfocused therapy
■ Emphasizes changing negative thoughts and maladaptive beliefs
■ Theoretical Assumptions
◆ People’s internal communication is accessible to introspection
◆ Clients’ beliefs have highly personal meanings
◆ These meanings can be discovered by the client rather than being taught
Transparency 17
or interpreted by the therapist
Aaron Beck’s Cognitive Therapy (CT)
■ Insightfocused therapy
■ Emphasizes changing negative thoughts and maladaptive beliefs
■ Theoretical Assumptions
◆ People’s internal communication is accessible to introspection
◆ Clients’ beliefs have highly personal meanings
◆ These meanings can be discovered by the client rather than being taught
or interpreted by the therapist
Transparency 18
Theory, Goals & Principles of CT
■ Basic theory:
◆ To understand the nature of an emotional episode or disturbance it is
essential to focus on the cognitive content of an individual’s reaction to the
upsetting event or stream of thoughts
■ Goals:
◆ To change the way clients think by using their automatic thoughts to reach
the core schemata and begin to introduce the idea of schema restructuring
■ Principles:
◆ Automatic thoughts: personalized notions that are triggered by particular
stimuli that lead to emotional responses
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CT’s Cognitive Distortions
■ Arbitrary inferences 指沒 有充 足而相關 的證 據便 驟下結 論
■ Selective abstraction 指以整個 事件中的單 一細節下結 論,而失去 整個內容
的重要性 。這個假定 是「真正重 要的事件是 那些與失敗 與損失有關 的事
■ Overgeneralization 指把某件 意外 事件產 生的 極端信 念不 恰當地 應用 在不 相似的事
件或環境 中
■ Magnification and minimization 指過度 強調 負向事 件的 重要 性
■ Personalization 是一種使 外在 事件與 自己發 生關 聯的傾 向, 即使沒 有任 何理由 作這
種聯結
■ Labeling and mislabeling
Polarized thinking 指思考或 解釋事 情時 用全有 或全 無的方 式, 或用「 不是 … . 就是
Transparency 20
■
… . 」( either/or )極端 地將經 驗分 類,這 種二 分法 的思考 把事 情都分 為「 好或壞 」。
CT’s Cognitive Triad
■ Pattern that triggers depression:
1. Client holds negative view of themselves
2. Selective abstraction: Client has tendency to interpret
experiences in a negative manner
3. Client has a gloomy vision and projections about the
future
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CT’s Technques
■ Identifying automatic thoughts
■ Identifying cognitive errors
■ Reality testing
■ Decentering
■ Monitoring distress or anxiety level
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CT’s Therapeutic process
■ Relationship between thinking and emotions, automatic thoughts
■ Learning
■ Reconstructing
Transparency 23
Donald Meichenbaum’s Cognitive
Behavior Modification (CBM)
■ Focus:
◆ Client’s selfverbalizations or selfstatements
■ Premise:
◆ As a prerequisite to behavior change, clients must notice how they think,
feel, and behave, and what impact they have on others
■ Basic assumption:
◆ Distressing emotions are typically the result of maladaptive thoughts
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Meichenbaum’s CBM
■ Selfinstructional therapy focus:
◆ Trains clients to modify the instructions they give to themselves so that
they can cope
◆ Emphasis is on acquiring practical coping skills
■ Cognitive structure:
◆ The organizing aspect of thinking, which seems to monitor and direct the
choice of thoughts
◆ The “executive processor,” which “holds the blueprints of thinking” that
determine when to continue, interrupt, or change thinking
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Behavior Change & Coping (CBM)
■ 3 Phases of Behavior Change
1. Selfobservation
2. Starting a new internal dialogue
3. Learning new skills
■ Coping skills programs – Stress inoculation training
(3 phase model)
1. The conceptual phase
2. Skills acquisition and rehearsal phase
3. Application and followthrough phase
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■ There is nothing either good or bad, but thinking makes its so (Wm.
Shakespeare)
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