REBT in Italy: Dissemination and Integration with Constructivism and Metacognition

Ruggiero, Giovanni Maria; Ammendola, Ennio; Caselli, Gabriele; Sassaroli, Sandra

doi:10.1007/s10942-013-0177-9

Cited by 5 publications

(4 citation statements)

References 6 publications

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“…The counselor helps the counselee to realize his negative thoughts and replace them with positive thoughts. These positive thoughts can bridge the counselee to also behave positively according to the goals to be achieved by the counselee (Corey, 2018;Ivey et al, 1987;Ruggiero et al, 2014). The process of changing negative thought patterns into more positive ones requires active counselee participation to be able to change according to the counseling goals.…”

Section: Discussionmentioning

confidence: 99%

The Development of Creative Cognitive-Behavior Counseling Model as a Strategy to Improve Self-Regulated Learning of Student

Saputra¹,

Alhadi²,

Supriyanto³

et al. 2021

INT J INSTRUCTION

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Students in schools need the ability to self-regulated learning (SRL) to support academic achievement. This study aims to identify the acceptance of the Creative Cognitive-Behavior Counseling Model (CCBCM) based on expert guidance and counseling and product effectiveness testing. CCBCM is an integration of Cognitive Behavior Counseling (CBC) with creative art. The type of research used is research and development (RnD) by adapting the Borg and Gall formula which is limited to stages (1) problem identification; (2) formulation of a hypothetical draft model; (3) product feasibility testing by experts in guidance and counseling;(4) product revision; (5) test product effectiveness. The instrument used in this study was a self-regulated learning scale (SRLS) and expert assessment sheets about product viability. The results from the study concluded that CCBCM was categorized as feasible to be applied by school counselors to develop students' SRL based on assessments by expert guidance and counseling. CCBCM can also effectively improve students' SRL. Counselors can use CCBCM as a counseling strategy to enhance students' SRL at school.

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Section: Discussionmentioning

confidence: 99%

The Development of Creative Cognitive-Behavior Counseling Model as a Strategy to Improve Self-Regulated Learning of Student

Saputra¹,

Alhadi²,

Supriyanto³

et al. 2021

INT J INSTRUCTION

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“…In summary, REBT is a confrontational intervention for some individuals. However, overall, it is an intervention method that helps individuals reduce negative thoughts, challenge irrational beliefs, restructure and enhance cognition about behavior, thoughts, and emotions (Ruggiero et al, 2014). Hence, it is valuable in developing rational beliefs, constructing appropriate coping strategies, and is considered a method to enhance personal psychological resilience (Schinke & Jerome 2002;Deen et al, 2017).…”

Section: Recommendations For Practical Applicationmentioning

confidence: 99%

The Correlation Between Resilience And The Level Of Distress, Rumination, And Sleep Disturbances Of Post-Breakup University Students

Thi Khanh Minh,

Vu Thanh Truc,

Thien Hoan My

et al. 2023

IJAHSS

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Engaging in romantic relationships is common among university students. Romantic relationships encourage the students to develop their personal identity, provide opportunities for intimacy, and foster autonomy and independence. Contradicting the values mentioned is the distress the students undergo when breakup occurs, leading to ruminative behaviors and affecting sleep in general. However, breakup distress, rumination, and difficulties in sleep are diverse in accord with each individual inner-self psychological resilience. Therefore, we conducted this study with the aim of understanding the impact of resilience on distress, rumination, and sleep disturbances among post-breakup university students. A total of 164 samples were collected from different universities in Ho Chi Minh City through paper-based and online surveys (Google Forms). In addition, we conducted 5 individual interviews to obtain the most objective perspective. Research results indicate that: (a) resilience is negatively correlated with post-breakup distress in students, (b) resilience is negatively correlated with post-breakup rumination, and (c) resilience has a negative correlation with sleep disturbances after breaking up. Our findings highlight the importance of psychological resilience as a protective factor against the negative effects of romantic breakups. By enhancing their resilience, college students may better cope with the emotional distress and sleep disturbances that often follow the end of a romantic relationship.

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“…These psychotherapies do not challenge beliefs as do other forms of CT. Constructivists prefer a style of constructivist restructuring that totally skips the direct challenging of patients' thoughts. This technique corresponds to some extent to a vision of an alternative construction of reality without challenging cognitive distortions (Ruggiero et al, 2014).…”

Section: Epistemological Therapiesmentioning

confidence: 99%

“…The hermeneutic paradigm devalues any conception of shared truth and any possibility of real rational or empirical challenge. Constructivists deny the possibility of formalizing any therapeutic technique, recommend a type of therapeutic restructuring without challenging or disputing of biased beliefs, and reduce psychotherapy to a question of individual talent and accumulation of experiential training (Ruggiero et al, 2014). For them, psychotherapy is an art that, at the end of the day, cannot be systematically taught.…”

Section: Epistemological Therapiesmentioning

confidence: 99%

Cognitive theories.

DiGiuseppe¹,

David²,

Venezia³

2016

APA Handbook of Clinical Psychology: Theory and Research (Vol. 2).

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Cognitive theories are characterized by their focus on the idea that how and what people think leads to the arousal of emotions and that certain thoughts and beliefs lead to disturbed emotions and behaviors and others lead to healthy emotions and adaptive behavior. In this chapter, we review cognitive theories (CTs): their definition, historical evolution, theory of personality and psychopathology, clinical assessment, and treatment process, including the psychotherapy relationship. The chapter concludes with the research evidence for, major accomplishments of, and future directions for CTs, especially in clinical psychology. DEFINITIONCTs of psychotherapy, commonly known as cognitive-behavioral therapy (CBT), focus on changing the content and the process of what and how people think that arouses emotions and maladaptive behaviors to reduce psychopathology and promote human growth. A person's present conscious thoughts, images, perceptions, schema, predictions, and appraisals mediate or arouse emotions and behaviors. CTs focus on directly changing these cognitions to change corresponding emotions and behavior. CTs are informational rather than motivational. They focus on how people extract and process information from their environment to create a scheme of the world that encourages coping and survival. Cognitive content and process can be learned, but regardless of how people originally learned their dysfunctional beliefs, CTs focus on the cognitive structures and behaviors that maintain the disturbance.Despite the popularity of CBTs, they do not represent a monolithic paradigm. There are at least a dozen schools or variants of CBT. Some examples include cognitive therapy (A. T. Beck & Haigh, 2014), cognitive-behavioral modifications (Meichenbaum, 1977), epistemological therapies (Kelly, 1955), attributional therapies (Seligman, 1991), meta-cognitive therapy (Wells, 2008), problemsolving therapy (PST; Nezu, Nezu, & D'Zurilla, 2013), rational emotive behavior therapy (REBT; Ellis, 1962), and schema-focused therapy (Young, Klosko, & Weishaar, 2003). Although these models have more similarities than differences, they hypothesize different cognitions as mediating the relationship between environmental stressors and disturbance and focus on different psychotherapy techniques. HISTORICAL EVOLUTIONThe notion that thinking leads to emotions and emotional disturbance has a long history in Western civilization in both philosophy and literature. The Stoic philosopher Epictetus (55-135 AD) noted that "people are not disturbed by things, but by the view they take of them" (Epictetus, 1996). The Roman philosopher-emperor Marcus Aurelius (121-180 AD) wrote, "Very little is needed to make a happy life; it is all within yourself, in your way of thinking" (Rutherford, 1989, p. 168). Michel de Montaigne (1533-1592), an influential French Renaissance thinker and the father of modern skepticism,

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REBT in Italy: Dissemination and Integration with Constructivism and Metacognition

Cited by 5 publications

References 6 publications

The Development of Creative Cognitive-Behavior Counseling Model as a Strategy to Improve Self-Regulated Learning of Student

The Development of Creative Cognitive-Behavior Counseling Model as a Strategy to Improve Self-Regulated Learning of Student

The Correlation Between Resilience And The Level Of Distress, Rumination, And Sleep Disturbances Of Post-Breakup University Students

Cognitive theories.

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