American History

Rational Emotive Behavior Therapy REBT, which was founded by Albert Ellis in 1955, refers to a form of cognitive behavior therapy that provides an integrative approach in the analysis of a persons cognitive, emotive, and behavioral actions (Corey, 2009 Ellis  Dryden, 2007). It assumes that cognitions, emotions, and behaviors interact significantly and have a reciprocal cause-and-effect relationship (Corey, 2009, p.275).  The respective manifestations of this reciprocal causal relationship are based on a persons adherence to a particular set of beliefs. REBT thereby opts to enable a person to positively change his beliefs in order to help him adapt to his life situation. The necessity of changing a persons beliefs to change his behavior is further based on the assumption that a persons emotions merely serve as manifestations of his thinking patterns and as such a change in an individuals cognitive behavior will enable a change in his emotional reactions. The founder of REBT himself claims that its goal is to enable an individual to change his or her behavior to effect inferential andD  or philosophic change (Ellis Dryden, 2007, p.26). A treatment based on REBT thereby emphasizes the following (1) psychological problems are caused by irrational beliefs, (2) the length of a person s psychological problem is determined by the length of his self-indoctrination of irrational beliefs, and (3) psychological problems may only be addressed if a person adopts healthy rational beliefs (Corey, 2009).

Strategies and Techniques of REBT
In the process of treating a patient using REBT, different strategies which target the cognitive, emotive, and behavioral aspects of the persons psychological problems are used (Corey, 2009). The cognitive strategy involves the use of several techniques, these being (1) disputing irrational beliefs, (2) doing cognitive homework, (3) changing ones languageand (4) psychoeducational methods (Corey, 2009, p.282-283). The emotive strategy, on the other hand, utilizes the following techniques (1) rational emotive imagery, (2) role-playing, (3) shame-attacking exercise, and (4) use of force and vigor (Corey, 2009, p.283-284). Finally, the behavioral strategy makes use of the following techniques (1) exposure techniques, (2) stay-in-there activities, (3) anti-procrastination exercises and (4) skills training methods (Ellis  Dryden, 2007, p.63-64).

Amongst the three strategies utilized in REBT, one of the factors that make it distinct from other forms of psychotherapy is the steps it implements in its cognitive strategy. The different techniques used in its cognitive strategy are interrelated as they aim to reinforce one another. What follows is a specification of the steps involved in the cognitive strategy in REBT. The procedure of the strategy begins with the ABC framework of emotional and behavioral problems (Corey, 2009 Ellis  Dryden, 2007). Within the framework, A represents the activating event, B represents the persons beliefs, and C represents the cognitive, emotive, and behavioral consequences related to A and B (Corey, 2009 Ellis  Dryden, 2007). In most instances, the relationship between A and C is established before assessing B. In the assessment of B, several basic steps are followed (1) the person is made to detect his irrational beliefs, (2) the person is made to determine the distinction between his rational and irrational beliefs, and (3) the person is made to determine the effects of recognizing the distinction between his rational and irrational beliefs (Corey, 2009 Ellis  Dryden, 2007). After implementing the ABC framework, the psychological disturbed individual is given tasks that aim to strengthen his newly acquired cognitive beliefs in specific contexts that require him to address the activating events that previously triggered a negative emotional and behavioral response on the person (Corey, 2009 Ellis  Dryden, 2007). It is important note that REBT allows deviations in the procedures used within it as long as these procedures follow the ABC framework specified above (Corey, 2009 Ellis  Dryden, 2007).

Application of REBT to Janes Case
Given the structural framework for implementing REBT, what follows is an application of the treatment to Janes case in the study. For the sake of brevity, the focus will be on the cognitive strategies of REBT to be implemented in Janes case. Such a focus will show the primary role of beliefs in changing the emotional and behavioral reactions of individuals. In addition, such a focus will also highlight the role of foundational changes in a persons belief system in ensuring Janes mental health.

The Emotive and Behavioral Effects of the Dynamics of Janes Life
The dynamics of Janes life led her to adopt irrational beliefs regarding her capacities and capabilities. Evidence of this is apparent in her emotional and behavioral response towards the individuals as well as the situations in her surroundings. Following the ABC framework, it is apparent that the Jane displays several negative emotions as well as self-defeating behaviors. Her self-defeating behaviors are as follows (1) display of relatively poor hygiene, (2) anti-social behavior, (3) irresponsibility, and (4) tardiness. Her negative emotions, on the other hand involve her feelings of (1) guilt and (2) depression.

The Counseling Session
As a school counselor dealing with Janes case, it is initially important to specify the parameters of the patient and client relationship. Within the context of REBT, the therapist takes the role of directing the patient to determine the soundness as well as the rationality of his beliefs.  Ellis  Dryden claim that an REBT therapist takes the role of an authoritative and encouraging teacher who strives to teach his or her client how to be their own therapist (2007, p.27). In this active-directive style adopted by the counselor, he is encouraged to show empathy and support towards Jane while at the same time continually expressing his belief in Janes capacity to overcome her psychologically induced problems (Corey, 2009 Ellis  Dryden, 2007). The counselor thereby takes the role of actively directing Jane to help herself recognize the effects of her irrational beliefs on her emotions and behavior. In order to do this, it is necessary for the counselor to introduce Jane to the methods and strategies within the ABC framework. Introducing her to the framework will also enable her to define and set the necessary steps in achieving her goals and objectives.

Following the framework, the initial counseling session ought to enable Jane to determine and realize the relationship between her negative emotions and self-defeating behaviors to the conditions in her surroundings. This should allow Jane to recognize that her emotions and behaviors are negative ways of coping with her self-conceived inability to meet her familys standards. After Jane realizes the relationship between these factors, the counselor should help Jane to recognize her irrational beliefs, these being (1) she must adhere to her familys expectations (2) her inability to actualize (1) makes her a failure (3) her inability to actualize (1) is tantamount to failing her family and (4) she is incapable of changing her actions and behavior. After recognizing these irrational beliefs, the counselor should then help Jane to distinguish between her rational and irrational beliefs. The counselor, for example, may posit whether it is really the case that Jane believes that her worth as a person is determined by her familys views of her achievements. When Jane has realized the distinction between these beliefs, the counselor will then help her to consider the implications of this newfound discovery in her attitude towards herself and towards her surroundings. In order to gauge the extent in which Janes new convictions have affected her actions, the counselor may implement the role-playing technique to determine Janes emotive changes when she is faced with a conversation about her identity with her mother. In addition, the counselor may also perform anti-procrastination exercises to test the effects of her new beliefs in her behavior.

In Janes case, the period of her counseling session is dependent on her ability to show the coherence of her beliefs with her actions. The therapy may thereby last for a number of weeks, months, or even years depending on the changes in Janes beliefs, emotions, and behavior. Ultimately, Janes case will end once she has shown her recognition of her self-worth. Once she has shown this recognition, the counselor may then expand the period in between their meetings in order to check on Janes status. Checking on her status entails determining her progress in achieving her goals, the immediate ones being getting higher grades as well as learning to interact with other individuals.

Conclusion
Based on the discussion above as well as the application of REBT on Janes case, the strength of the therapy lies in its emphasis on how the thinking patterns of an individual affects his emotions as well as his behavior. It also emphasizes the importance of continually assessing ones beliefs in order to gain a more coherent and healthy perspective not only of ones self but also of reality.