Albert Ellis

Rational-emotive therapy

I MUST confess to being here today somewhat under false pretenses: since I am technically no longer in private practice. The ,Institute for Advanced Study in Rational Psychotherapy, vchich I direct, has recently organized a fullfledged psychological service center; and consequently I now see all my clients, for beth individual and group therapy, under the sponsorship of this center. However, although no longer a strictly private practitioner, my heart is still very much with the private practice of psychotherapy. For one thing, I see all my present clients on an outpatient basis; and although I have associates who occasionally take over my groups when I am out of town, I am largely an independent practitioner who takes full responsibility for all the people I see and who has a unique relationship with each of them. So I have as yet discovered no essential difference between the way I have operated at the center for the last year and the way I operated as a pure private practitioner for more than two decades before that ~ne. Rational-emotive therapy, moreover, is one of the many kinds of psychological treatment tha0t was devised in the course of a busy private practice. In fact, one of the main reasons for my developing it was the faot that I was beseiged with more clients than I could possibly care for when I practiced classical psychoanalysis and psychoanalytically-oriented psychotherapy, and I was virtually forced to look for more efficient and less time-consuming methods of seeing them. Moreover, even the most modem kind of analytic methods, as everyone knows, tend to be longer and more expensive than most middle-class clients and practically all less economically favored clients can afford; and I discovered many years ago that ff I were to engage in the private practice of psychotherapy with secretaries, students, clerical workers, bus drivers,

Rational-Emotive Therapy: Research Data That Supports the Clinical and Personality Hypotheses of Ret and Other Modes of Cognitive-Behavior Therapy.

This article examines 32 important clinical and personality hypotheses of rational-emotive therapy (RET) and other modes of cognitive-behavior therapy and lists a large number of research studies that provide empirical confirmation of these hypotheses. It concludes that (1) a vast amount of research data exists, most of which tends to confirm the major clinical and personality hypotheses of RET; (2) this data keeps increasing by leaps and bounds; (3) RET hypotheses nicely lend themselves to experimental investigation and therefore encourage a considerable amount of research; (4) researchers have not yet tested some of the major RET formulations and could do so with profit to the field of psychotherapy and personality theory.

Changing rational-emotive therapy (RET) to rational emotive behavior therapy (REBT)

Reasons are given for changing the name of Rational-Emotive Therapy (RET) to Rational Emotive Behavior Therapy (REBT) and for bringing its behavioral aspects into more prominence.

A sadly neglected cognitive element in depression

The models of depression hypothesized by leading cognitive-behavioral theorists—especially those of Beck, Lewinsohn, Rehm, and Seligman—are analyzed and it is shown that they probably explain how people make themselves appropriately sad, regretful, disappointed, and annoyed when they suffer major losses and inconveniences. These models, however, do not explain why many people with similar losses and inconveniences also make themselves inappropriately depressed and self-hating. It is hypothesized that the rational-emotive therapy (RET) model of depression has a crucial cognitive and philosophic element—the inclusion of absolutistic, dogmatic shoulds, oughts, and musts—that differentiates peoples appropriate feelings of sadness from their inappropriate feelings of depression, and that therefore appreciably adds to our understanding of the causative factors in depression. This neglected theory of depression is examined and discussed.

What Is Rational-Emotive Therapy (RET)?

To set the stage for the chapters on applications of rational-emotive therapy (RET) that comprise this book, we shall try to outline, in this introductory chapter, an up-to-date version of the origins and history of RET, its values and goals and its theory of personality and personality change. RET constantly changes and develops (as many chapters in this book will show). Here, in an introductory overview, is what it is like thirty years after Albert Ellis (1957a,b,c, 1958, 1962) first started to practice it in 1955.

Rational-Emotive Behavioral Approaches to Childhood Disorders: History, Theory, Practice and Research

Section I. Introduction, Rationale, and Basic Issues: Chapter 1. Rational Emotive Behavioral Approaches to Childhood Disorders: History, Theory, Practice and Research, Michael E. Bernard, Albert Ellis and Mark Terjesen. Chapter 2. REBT Assessment and Treatment with Children, Raymond DiGiuseppe and Michael E. Bernard. Chapter 3. REBT Assessment and Treatment with Adolescents, Howard Young. Chapter 4. Frustration Tolerance Training for Children and Adolescents, William J. Knaus. Chapter 5. Emotional Resilience Training for Children and Adolescents, Michael E. Bernard and Daniela Pires. Section II. Disorders Of Childhood: Chapter 6. A Developmental, Rational Emotive Behavioral Approach for Working with Parents, Marie Joyce. Chapter 7. Depression in Children and Adolescents: REBT Approaches to Assessment and Treatment, Ann Vernon. Chapter 8. Childhood Anxieties, Fears, and Phobias: A Cognitive-Behavioral, Psychosituational Approach, Russell Grieger and John Boyd. Chapter 9. Treating Aggressive Children: A Rational-Emotive Behavior Systems Approach, Raymond DiGiuseppe and Jill Kelter. Chapter 10. Rational Emotive Behavior Therapy and Attention Deficit Disorders, Kristene Doyle and Mark Terjesen. Chapter 11. Working with the Educational Underachiever: A Social and Emotional Developmental Approach, Michael E. Bernard. Section III. Applications: Chapter 12. Working with the Parents and Teachers of Exceptional Children, John McInerney and Bridget McInerney. Chapter 13. Rational Emotive Behavior Group Therapy with Children and Adolescents, MarkTerjesen and Maria A. Esposito. Chapter 14. Applications of REBT in Schools: Prevention, Promotion, Intervention, Ann Vernon and Michael Bernard.

Rational-emotive therapy in the 1990s and beyond: Current status, recent revisions, and research questions

Abstract Rational-emotive therapy (RET) is an evolving theory of psychopathology and form of psychotherapy. In three main areas — theory of psychopathology, assessment, and practice of therapy — we present initial RET assumptions, a statement regarding current scientific status, recent developments and revisions, and recommendations for future research priorities.

Better, deeper, and more enduring brief therapy : the rational emotive behavior therapy approach

Originally published in Contemporary Psychology: APA Review of Books, 1996, Vol 41(11), 1146–1147. Review of Better, Deeper, and More Enduring Brief Therapy: The Rational Emotive Behavior Therapy Approach by Albert Ellis (see record 1995-99068-000). This text represents Elliss efforts to take brief

Early Theories and Practices of Rational Emotive Behavior Therapy and How They Have Been Augmented and Revised During the Last Three Decades

A large number of Rational-Emotive Therapy theories and practices that I wrote about in the mid-1950s and early-1960s and that I largely summarized in my book, Reason and Emotion in Psychotherapy (Ellis, 1962), are still central tenets of REBT. These include the following:

Are inappropriate or dysfunctional feelings in rational-emotive therapy qualitative or quantitative?

A reply is made to Cramer and Fongs (1991) findings that inappropriate or dysfunctional feelings, as hypothesized in rational—emotive theory, are quantitatively rather than qualitatively different from appropriate or functional feelings.