Ann Vernon

Applications of REBT in Schools: Prevention, Promotion, Intervention

In the ideal world, approaches such as rational-emotive education and You can Do It! Education would be routinely implemented in schools throughout the world in a systematic effort to enhance the emotional health of children. The major assumption of emotional education programs is that prevention is more effective than remediation, and that if we can teach children how to think rationally, they will approach both developmental and situational challenges in a healthier manner, which in turn will decrease the proliferation of self-defeating behaviors that far too many young people succumb to.

Self-Acceptance in the Education and Counseling of Young People

The contributors to this chapter all share a common view that central to an understanding of the emotional difficulties of young people as well as their happiness and life satisfaction is “self-acceptance.” We all believe that as a strength of character, self-acceptance provides young people with a way of looking at the world and, in particular, how they consider their own value and self-worth and leads to their emotional regulation, resilience (e.g., Bernard, 2004a; Bernard & Pires, 2006) as well as their willingness to experience life and grow. We recognize the central importance that schools and homes play in supporting the development of children’s self-acceptance. This chapter will focus on the different ways that self-acceptance can be communicated and taught in schools to young people of all ages who may or may not be experiencing problems of adjustment.

Depression in Children and Adolescents: REBT Approaches to Assessment and Treatment

From a REBT perspective, “individuals who can accept events and attributes, no matter now negative, will experience natural feelings of disappointment and frustration, but will rarely manifest clinical depression” (DiGiuseppe et al., 2002, p. 224). Given the increasing prevalence of depression in the child and adolescent population, practitioners would be well advised to consider this approach in the prevention and treatment of depression in young clients. Obviously more effort and research is needed to determine particular strategies that work best with this population, but a concerted effort to promote school-based prevention programs that teach the connection between thoughts, feelings, and behaviors, combined with a comprehensive intervention approach will hopefully empower young people to deal with this serious mental health problem.

Helping Couples Deal with Relationship Ambivalence

To be or not to be in this relationship … that is the question. This chapter discusses relationship ambivalence and provides suggestions and strategies to help couples work through this issue. Given that the adult life cycle has been lengthening in recent years, and consequently, the time spent in relationships, the clinical issue of ambivalence presents itself with more frequency in therapy. Individuals are often asking themselves “Should I stay or should I go?” and struggling to find an answer to this question. This chapter discusses the subjective experience of ambivalence and the development of five main skills therapists can employ to help the couple or the individual work through the ambivalence. A case study illustrates the dilemmas associated with ambivalence as well as the application of therapeutic techniques.

Helping Couples Deal with Parenting and Grandparenting

This chapter is directed toward therapists and other mental health professionals to reinforce the importance of not neglecting emotional management when working with parents and grandparents. It discusses the need for emotional management, an often-neglected area in many parenting books, and specifically focuses on depression, guilt, anger, and anxiety as troublesome emotions. The authors emphasize the relationship between irrational beliefs and disturbing emotions and how they impact effective parenting and grand parenting. A major focus of the chapter is on practical strategies for challenging irrational beliefs and other cognitive distortions, as well as suggestions for the effective management of children once the parents and grandparents have learned to manage their own emotions. A case study illustrates application of concepts presented in the chapter.

Helping Couples Dispel Myths and Self-Defeating Beliefs and Behaviors that Sabotage Relationships and Marriage

This chapter addresses myths and misconceptions that can negatively impact couple relationships. Examples of myths include the following: communicating expectations is unnecessary, marriage should not be a lot of work, love conquers all, marriage is a constant that never changes, and conflict should be avoided. In addition, four typical games that couples engage in that sabotage relationships are discussed and illustrated through case studies. Irrational beliefs and cognitive distortions that have a negative influence on couple relationships will also be identified and discussed. The chapter concludes with specific examples of effective cognitive, emotive, and behavioral interventions that practitioners can apply with their clients in couple counseling.