Abstract
Given the high rates of reported emotional stress among parents and teachers, the Rational Emotive Behavior Therapy approach appears to be a useful strategy to promote more effective parent and teacher emotional functioning and increase child positive behaviors and learning. The Rational Emotive Behavior Therapy model may be helpful for clinicians who work with the parents and the family by identifying and subsequently changing their unhealthy ideas, enhancing emotional functioning, and increasing their ability to make effective behavior management decisions. In addition, those who work with educators in a school-based setting may wish to consider implementing Rational Emotive Behavior Therapy methodology in their consultative and therapeutic interventions. Given the data that links stress to unhealthy beliefs among educators, Rational Emotive Behavior Therapy may be an effective tool that warrants further application.
Highlights
Given the high rates of reported emotional stress among parents and teachers, the Rational Emotive Behavior Therapy approach appears to be a useful strategy to promote more effective parent and teacher emotional functioning and increase child positive behaviors and learning
Rational Emotive Behavior Therapy (REBT) is a pragmatic, present-oriented technique that centers on present beliefs, dysfunctional emotions, and maladaptive behaviors and the relationship among them
REBT was previously known as Rational Emotive Therapy (RET) and was developed by Albert Ellis in the 1950’s
Summary
Rational Emotive Behavior Therapy (REBT) is a pragmatic, present-oriented technique that centers on present beliefs, dysfunctional emotions, and maladaptive behaviors and the relationship among them. REBT proposes that collaboratively, the clinician and client can work towards reducing undesirable emotions and behaviors by changing the thoughts and beliefs associated with a trigger or activating event (Nucci, 2002) This model implies that emotions are not caused by the actual events in people’s lives, but rather emanate from how an individual perceives, interprets, and evaluates these events (Ellis, Gordon, Neenan & Palmer, 1997). The C stands for the consequences that one experiences as a function of their beliefs (B’s) about the activating events (A) (Ellis et al, 1997) Ellis posits that these emotional or behavioral Cs that follow from rigidly held irrational beliefs are unhealthy, while those that stem from more flexible Rational Beliefs are more healthy for the individual (Ellis et al, (1997). It is at this point that the goal of therapy becomes replacing these Irrational Beliefs with healthy Rational Beliefs (Ellis et al, 1997) that will lead to more appropriate and productive emotions and behaviors
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