Dispute Irrational Beliefs and Teach Rational Beliefs: An Interview with Albert Ellis

Bernard, Michael E.

doi:10.1007/s10942-009-0089-x

Cited by 16 publications

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“…The first supporters of the ABC model, such as Ellis (1962), believed that human disturbances, including arbitrary inference, overgeneralization, magnification/minimization, and dichotomous thinking, are generated by logic or misinterpretations about each individual's experience and formed cognitive schemata. Recent studies on cognitive behavioral model emphasized on the role of emotions in the ABC model (e.g., Bernard, 2009;Ellis, 2006), positing that emotions are intertwined and have an influence on perceiving, judging, reasoning, verifying the logical inferences, deciding, and performing certain behaviors (Li and Lee, 2011;Pham, 2007). Thus, many studies agree that both cognitive understanding and emotions are important in understanding human attitudes toward concepts, things, and events in our society.…”

Section: Attitudes Toward Disabilities and Inclusive Educationmentioning

confidence: 99%

Korean College Students’ Attitudes toward Disability and Inclusive Education: Latent Profile Analysis

Shin

Park

2022

Curr Psychol

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The purpose of this study was to explore the differences in cognitive-behavioral attitudes and emotional connectedness toward people with disabilities (PWDs) and the attitudes toward inclusive education. In total, 309 college students from various universities in South Korea aged from 18 to 29 years (177 male and 130 female) voluntarily participated in this study. The participants were completed a set of questionnaires: Social Distance Toward Disabilities scale, Interaction with Disabled Person Scale, and Teachers’ Attitudes toward Inclusive Education Scale. Latent profile analysis (LPA) was used to model four distinct types: distant (3.56%), lukewarm (73.91%), rationalizing (8.41%), and potential proactive (14.12%). The majority of participants were lukewarm type who had a slightly cognitive-behavioral distance with mediocre empathy toward PWDs, which links to vague stands toward inclusive education. Potential proactive type, the second largest group, showed a positive attitude toward inclusive education with a high level of empathy but still had ambivalent perceptions toward PWDs. The rationalizing and distant groups had one thing in common that they had a relatively low level of empathy toward PWDs, but showed a markedly opposite position in inclusive education. The findings indicate that interventions should be tailored based on the type-specific attitudes and experiences with PWDs in public and educational settings.

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Section: Attitudes Toward Disabilities and Inclusive Educationmentioning

confidence: 99%

Korean College Students’ Attitudes toward Disability and Inclusive Education: Latent Profile Analysis

Shin

Park

2022

Curr Psychol

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“…In an interview conducted with Ellis in 2005, Ellis suggested F which forces people to obey new rational beliefs in order to strengthen E, which has an influence on dispute (Bernard, 2009). It can be seen that F has been used to denote different concepts in different sources (Zhaleh, Zarbakhsh and Faramarzi, 2014;David et al, 2014).…”

Section: A-b-c-d-e Therapeutic Approachmentioning

confidence: 99%

Rational emotive behavior therapy from a new perspective

Acar¹,

Şahin²

2019

HumanSciences

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The aim of this study is to give a different dimension to the Rational Emotional Behavioral Therapy (REBT) Approach. For this purpose, by using the induction method; Growth has been reached. By adding G to the ABCDEF process at the end of the study; a final dimension. Theory and applications of REBT relies on the A-B-C model. According to this model, A (Activating Event) is a phenomenon or the existence of an event or a person’s behavior. In other words, A is the activating event. According to the A-B-C model, C (emotive or behavioral consequence) is the individual’s emotive or behavioral reaction or consequence that follows it. A (the actual event) does not cause C. what plays the primary role in the formation of C is the persons belief about A, and that is B. A-B and C comes D (disputing). D is the questioning of irrational and dysfunctional beliefs. Although REBT makes use of some other cognitive, emotive, and behavioral components in order to help reduce irrational beliefs of clients to a minimum, it emphasizes this disputing process (D) both during therapy and in daily life. Clients eventually reach E, namely, effective behavior or life philosophy, which has a practical side. E (effects) provides the effects of cognitively re-thinking in a more rational behavior mode. In an interview conducted with Ellis in 2005, Ellis suggested F which forces people to obey new rational beliefs in order to strengthen E, which has an influence on dispute. It can be said that F is basically Functional Feeling and Behavior which ensures the continuity of rational beliefs that come out as a result of E (effect) and which makes it easier to evaluate events within their own reality by following these rational beliefs. When REBT is considered with a new perspective, G (growth) can be added to the process after F (functional feeling and behavior), because it takes some time for the rational beliefs formed with the influence of F to set in for the individual. In a psychological counseling which applies a rational emotive behavior approach, the aim is to break this negative spiral. Irrational beliefs (B) of the individual are refuted by disputing them (D). In the new case which came about with the effect (E) of this dispute, functional emotions and behaviors (F) occur. One of the aims in REBT-based psychological counseling is for the client to realize his or her irrational beliefs, distinguish them from rational ones, and to learn to overcome irrational beliefs. The client learning this process and using rational beliefs in the face of new events can be called growth (G). In this respect, the main aim of REBT-based psychological counseling can be said to be enabling growth.

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“…Conversely, positive self-evaluation assists with goal setting, as well as motivational and performance improvement, and is closely annexed to selfknowledge and self-consciousness [5]. Accordingly, Albert Ellis argues self-evaluation's importance in the acceptance of self and others [6].…”

Section: Introductionmentioning

confidence: 99%

College Students’ Self-Acceptance: A Paint Therapy Group Counseling Intervention

Zheng

Wen-Jun

Wan-Yi

et al. 2021

Scientific Programming

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This research highlights the effect of paint therapy group counseling on college students’ achievement in the field of education. For this purpose, we have used a quasiexperimental design with pretest/posttest of control group and experimental group. The sample used in our experiment consists of 18 students at a university in Guangdong Province. Participants were randomly assigned to two groups, i.e., experimental group and control group, and completed pretest and posttest measures of self-acceptance and self-evaluation over 2 months. The difference between the two groups before and after the intervention was determined using an independent-samples t-test. We have also used a paired-sample t-test to compare the effects of the intervention on the experimental achievement scores of the groups. The results showed that the self-acceptance score in the experimental group’s posttest was 40.78 ± 6.91 (t = 3.66, p < 0.01 ), while the scores of self-acceptance factor and self-evaluation factor were 20.67 ± 4.12 (t = 3.19, p < 0.05 ) and 20.11 ± 3.59 (t = 3.71, p < 0.01 ), respectively. Besides, the two months, posttest follow-up showed that the self-acceptance score was 43.67 ± 4.64 (t = 1.0, p < 0.05 ), and the scores of self-acceptance factor and self-evaluation factor were 22.11 ± 2.85 (t = 4.06, p < 0.01 ) and 21.56 ± 2.65 (t = 2.86, p < 0.05 ), respectively.

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Dispute Irrational Beliefs and Teach Rational Beliefs: An Interview with Albert Ellis

Cited by 16 publications

References 0 publications

Korean College Students’ Attitudes toward Disability and Inclusive Education: Latent Profile Analysis

Korean College Students’ Attitudes toward Disability and Inclusive Education: Latent Profile Analysis

Rational emotive behavior therapy from a new perspective

College Students’ Self-Acceptance: A Paint Therapy Group Counseling Intervention

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