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Rationalemotivebehaviortherapy
FromWikipedia,thefreeencyclopedia

(RedirectedfromRationalEmotiveBehaviorTherapy)
Rationalemotivebehaviortherapy(REBT),
Rationalemotivebehaviortherapy
previouslycalledrationaltherapyandrational
emotivetherapy,isacomprehensive,active
Intervention
directive,philosophicallyandempiricallybased
MeSH
D011617
psychotherapywhichfocusesonresolvingemotional
andbehavioralproblemsanddisturbancesand
enablingpeopletoleadhappierandmorefulfillinglives.[1]REBTwascreatedanddevelopedbythe
AmericanpsychotherapistandpsychologistAlbertElliswhowasinspiredbymanyoftheteachingsof
Asian,Greek,Romanandmodernphilosophers.[2][3]REBTisoneformofcognitivebehaviortherapy
(CBT)andwasfirstexpoundedbyEllisinthemid1950sdevelopmentcontinueduntilhisdeathin
2007.[4][5][6]

Contents
1History
2Theoreticalassumptions
3Psychologicaldysfunction
4Mentalwellness
5REBTIntervention
6Efficacy
7Limitationsandcritique
8Applicationsandinterfaces
9Seealso
10References
11Furtherreading
12Externallinks
12.1Generalsources
12.2REBTapplications

History
RationalEmotiveBehaviorTherapy(REBT)isbothapsychotherapeuticsystemoftheoryandpractices
andaschoolofthoughtestablishedbyAlbertEllis.Originallycalledrationaltherapy,itsappellation
wasrevisedtorationalemotivetherapyin1959,thentoitscurrentappellationin1992.REBTwasone
ofthefirstofthecognitivebehaviortherapies,asitwaspredicatedinarticlesEllisfirstpublishedin
1956,[7]nearlyadecadebeforeAaronBeckfirstsetforthhiscognitivetherapy.[8]

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PrecursorsofcertainfundamentalaspectsofREBThavebeenidentifiedinvariousancientphilosophical
traditions,particularlyStoicism.[9]Forexample,Ellis'firstmajorpublicationonrationaltherapy
describesthephilosophicalbasisofREBTastheprinciplethatapersonisrarelyaffectedemotionallyby
outsidethingsbutratherbyhisperceptions,attitudes,orinternalizedsentencesaboutoutsidethingsand
events.'Headds,
Thisprinciple,whichIhaveinductedfrommanypsychotherapeuticsessionswithscoresof
patientsduringthelastseveralyears,wasoriginallydiscoveredandstatedbytheancient
Stoicphilosophers,especiallyZenoofCitium(thefounderoftheschool),Chrysippus[his
mostinfluentialdisciple],PanaetiusofRhodes(whointroducedStoicismintoRome),
Cicero,Seneca,Epictetus,andMarcusAurelius.ThetruthsofStoicismwereperhapsbest
setforthbyEpictetus,whointhefirstcenturyA.D.wroteintheEnchiridion:Menare
disturbednotbythings,butbytheviewswhichtheytakeofthem.Shakespeare,many
centurieslater,rephrasedthisthoughtinHamlet:Theresnothinggoodorbadbutthinking
makesitso.[10]

Theoreticalassumptions
OneofthefundamentalpremisesofREBTisthathumans,inmostcases,donotmerelygetupsetby
unfortunateadversities,butalsobyhowtheyconstructtheirviewsofrealitythroughtheirlanguage,
evaluativebeliefs,meaningsandphilosophiesabouttheworld,themselvesandothers.[11]Thisconcept
hasbeenattributedasfarbackastheGreekPhilosopherEpictetus,whoisoftencitedasutilizingsimilar
ideasinantiquity.[12]InREBT,clientsusuallylearnandbegintoapplythispremisebylearningtheAB
Cmodelofpsychologicaldisturbanceandchange.TheABCmodelstatesthatitnormallyisnot
merelyanA,adversity(oractivatingevent)thatcontributestodisturbedanddysfunctionalemotional
andbehavioralCs,consequences,butalsowhatpeopleB,believeabouttheA,adversity.A,adversity
canbeeitheranexternalsituationorathoughtorotherkindofinternalevent,anditcanrefertoanevent
inthepast,present,orfuture.[13]
TheBs,beliefsthataremostimportantintheABCmodelareexplicitandimplicitphilosophical
meaningsandassumptionsaboutevents,personaldesires,andpreferences.TheBs,beliefsthataremost
significantarehighlyevaluativeandconsistofinterrelatedandintegratedcognitive,emotionaland
behavioralaspectsanddimensions.AccordingtoREBT,ifaperson'sevaluativeB,beliefabouttheA,
activatingeventisrigid,absolutisticanddysfunctional,theC,theemotionalandbehavioral
consequence,islikelytobeselfdefeatinganddestructive.Alternatively,ifaperson'sevaluativeB,
beliefispreferential,flexibleandconstructive,theC,theemotionalandbehavioralconsequenceislikely
tobeselfhelpingandconstructive.
ThroughREBT,byunderstandingtheroleoftheirmediating,evaluativeandphilosophicallybased
illogical,unrealisticandselfdefeatingmeanings,interpretationsandassumptionsinupset,peopleoften
canlearntoidentifythem,begintoD,dispute,refute,challengeandquestionthem,distinguishthem
fromhealthyconstructs,andsubscribetomoreconstructiveandselfhelpingconstructs.[14]
TheREBTframeworkassumesthathumanshavebothinnaterational(meaningselfhelping,socially
helping,andconstructive)andirrational(meaningselfdefeating,sociallydefeating,andunhelpful)
tendenciesandleanings.REBTclaimsthatpeopletoalargedegreeconsciouslyandunconsciously
constructemotionaldifficultiessuchasselfblame,selfpity,clinicalanger,hurt,guilt,shame,
depressionandanxiety,andbehaviorsandbehaviortendencieslikeprocrastination,over
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compulsiveness,avoidance,addictionandwithdrawalbythemeansoftheirirrationalandselfdefeating
thinking,emotingandbehaving.[15]REBTisthenappliedasaneducationalprocessinwhichthe
therapistoftenactivedirectivelyteachestheclienthowtoidentifyirrationalandselfdefeatingbeliefs
andphilosophieswhichinnaturearerigid,extreme,unrealistic,illogicalandabsolutist,andthento
forcefullyandactivelyquestionanddisputethemandreplacethemwithmorerationalandselfhelping
ones.Byusingdifferentcognitive,emotiveandbehavioralmethodsandactivities,theclient,together
withhelpfromthetherapistandinhomeworkexercises,cangainamorerational,selfhelpingand
constructiverationalwayofthinking,emotingandbehaving.OneofthemainobjectivesinREBTisto
showtheclientthatwheneverunpleasantandunfortunateactivatingeventsoccurinpeople'slives,they
haveachoiceofmakingthemselvesfeelhealthilyandselfhelpinglysorry,disappointed,frustrated,and
annoyed,ormakingthemselvesfeelunhealthilyandselfdefeatinglyhorrified,terrified,panicked,
depressed,selfhating,andselfpitying.[16]Byattainingandingrainingamorerationalandself
constructivephilosophyofthemselves,othersandtheworld,peopleoftenaremorelikelytobehaveand
emoteinmorelifeservingandadaptiveways.
AlbertEllis[16]positsthreemajorinsightsofREBT:
Insight1Peopleseeingandacceptingtherealitythattheiremotionaldisturbancesatpoint
CareonlypartiallycausedbytheactivatingeventsoradversitiesatpointAthatprecedeC.
AlthoughAcontributestoC,andalthoughdisturbedCs(suchasfeelingsofpanicand
depression)aremuchmorelikelytofollowstrongnegativeAs(suchasbeingassaultedor
raped),thantheyaretofollowweakAs(suchasbeingdislikedbyastranger),themainor
moredirectcoresofextremeanddysfunctionalemotionaldisturbances(Cs)arepeoples
irrationalbeliefsthe"absolutistic"(inflexible)"musts"andtheiraccompanying
inferencesandattributionsthatpeoplestronglybelieveabouttheactivatingevent.

Insight2Nomatterhow,when,andwhypeopleacquireselfdefeatingorirrational
beliefs(i.e.beliefsthatarethemaincauseoftheirdysfunctionalemotionalbehavioral
consequences),iftheyaredisturbedinthepresent,theytendtokeepholdingtheseirrational
beliefsandcontinueupsettingthemselveswiththesethoughts.Theydosonotbecausethey
heldtheminthepast,butbecausetheystillactivelyholdtheminthepresent(often
unconsciously),whilecontinuingtoreaffirmtheirbeliefsandactasiftheyarestillvalid.In
theirmindsandhearts,thetroubledpeoplestillfollowthecore"musturbatory"philosophies
theyadoptedorinventedlongago,oronestheyrecentlyacceptedorconstructed.

Insight3Nomatterhowwelltheyhavegainedinsights1and2,insightalonerarely
enablespeopletoundotheiremotionaldisturbances.Theymayfeelbetterwhentheyknow,
orthinktheyknow,howtheybecamedisturbed,becauseinsightscanfeelusefuland
curative.Butitisunlikelythatpeoplewillactuallygetbetterandstaybetterunlessthey
haveandapplyinsight3,whichisthatthereisusuallynowaytogetbetterandstaybetter
exceptbycontinualworkandpracticeinlookingforandfindingonescoreirrational
beliefsactively,energetically,andscientificallydisputingthemreplacingonesabsolute
"musts"(rigidrequirementsabouthowthingsshouldbe)withmoreflexiblepreferences
changingone'sunhealthyfeelingstohealthy,selfhelpingemotionsandfirmlyacting
againstonesdysfunctionalfearsandcompulsions.Onlybyacombinedcognitive,emotive,
andbehavioral,aswellasaquitepersistentandforcefulattackonone'sseriousemotional
problems,isonelikelytosignificantlyameliorateorremovethem,andkeepthemremoved.
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Regardingcognitiveaffectivebehavioralprocessesinmentalfunctioninganddysfunctioning,originator
AlbertEllisexplains:[16]
"REBTassumesthathumanthinking,emotion,andactionarenotreallyseparateor
disparateprocesses,butthattheyallsignificantlyoverlapandarerarelyexperiencedina
purestate.Muchofwhatwecallemotionisnothingmorenorlessthanacertainkinda
biased,prejudiced,orstronglyevaluativekindofthought.Butemotionsandbehaviors
significantlyinfluenceandaffectthinking,justasthinkinginfluencesemotionsand
behaviors.Evaluatingisafundamentalcharacteristicofhumanorganismsandseemsto
workinakindofclosedcircuitwithafeedbackmechanism:First,perceptionbiases
response,andthenresponsetendstobiassubsequentperception.Also,priorperceptions
appeartobiassubsequentperceptions,andpriorresponsesappeartobiassubsequent
responses.Whatwecallfeelingsalmostalwayshaveapronouncedevaluatingorappraisal
element."
REBTthengenerallyproposesthatmanyoftheseselfdefeatingcognitive,emotiveandbehavioral
tendenciesarebothinnatelybiologicalandindoctrinatedearlyinandduringlife,andfurthergrow
strongerasapersoncontinuallyrevisits,clingsandactsonthem.Ellisalludestosimilaritiesbetween
REBTandthegeneralsemanticswhenexplainingtheroleofirrationalbeliefsinselfdefeating
tendencies,citingAlfredKorzybskiasasignificantmoderninfluenceonthisthinking.[17]
REBTdiffersfromotherclinicalapproacheslikepsychoanalysisinthatitplaceslittleemphasison
exploringthepast,butinsteadfocusesonchangingthecurrentevaluationsandphilosophicalthinking
emotingandbehavinginrelationtothemselves,othersandtheconditionsunderwhichpeoplelive.

Psychologicaldysfunction
OneofthemainpillarsofREBTisthatirrationalanddysfunctionalwaysandpatternsofthinking,
feelingandbehavingarecontributingtomuch,thoughhardlyall,humandisturbanceandemotionaland
behavioralselfdefeatismandsocialdefeatism.REBTgenerallyteachesthatwhenpeopleturnflexible
preferences,desiresandwishesintograndiose,absolutisticandfatalisticdictates,thistendstocontribute
todisturbanceandupsetness.
AlbertEllishassuggestedthreecorebeliefsorphilosophiesthathumanstendtodisturbthemselves
through:[16]

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"IabsolutelyMUST,under
practicallyallconditionsandat
alltimes,performwell(or
outstandinglywell)andwinthe
approval(orcompletelove)of
significantothers.IfIfailinthese
importantandsacredrespects,
thatisawfulandIamabad,
incompetent,unworthyperson,
whowillprobablyalwaysfailand
deservestosuffer."

"OtherpeoplewithwhomIrelateor
associate,absolutelyMUST,under
practicallyallconditionsandatall
times,treatmenicely,considerately
andfairly.Otherwise,itisterrible
andtheyarerotten,bad,unworthy
peoplewhowillalwaystreatme
badlyanddonotdeserveagoodlife
andshouldbeseverelypunishedfor
actingsoabominablytome."

"Theconditionsunderwhich
IliveabsolutelyMUST,at
practicallyalltimes,be
favorable,safe,hasslefree,
andquicklyandeasily
enjoyable,andiftheyarenot
thatwayit'sawfuland
horribleandIcan'tbearit.I
can'teverenjoymyselfatall.
Mylifeisimpossibleand
hardlyworthliving."

Holdingthisbeliefwhen
facedwithadversitytendsto
Holdingthisbeliefwhenfaced
Holdingthisbeliefwhenfacedwith contributetofrustrationand
withadversitytendstocontribute
adversitytendstocontributeto
discomfort,intolerance,self
tofeelingsofanxiety,panic,
feelingsofanger,rage,fury,and
pity,anger,depression,andto
depression,despair,and
vindictiveness.
behaviorssuchas
worthlessness.
procrastination,avoidance,
andinaction.
REBTcommonlypositsthatatthecoreofirrationalbeliefsthereoftenareexplicitorimplicitrigid
demandsandcommands,andthatextremederivativeslikeawfulizing,frustrationintolerance,people
deprecationandovergeneralizationsareaccompaniedbythese.[13]AccordingtoREBTthecore
dysfunctionalphilosophiesinaperson'sevaluativeemotionalandbehavioralbeliefsystem,arealsovery
likelytocontributetounrealistic,arbitraryandcrookedinferencesanddistortionsinthinking.REBT
thereforefirstteachesthatwhenpeopleinaninsensibleanddevoutwayoveruseabsolutistic,dogmatic
andrigid"shoulds","musts",and"oughts",theytendtodisturbandupsetthemselves.
FurtherREBTgenerallypositsthatdisturbedevaluationstoalargedegreeoccurthroughover
generalization,whereinpeopleexaggerateandglobalizeeventsortraits,usuallyunwantedeventsor
traitsorbehavior,outofcontext,whilealmostalwaysignoringthepositiveeventsortraitsorbehaviors.
Forexample,awfulizingispartlymentalmagnificationoftheimportanceofanunwantedsituationtoa
catastropheorhorror,elevatingtheratingofsomethingfrombadtoworsethanitshouldbe,tobeyond
totallybad,worsethanbadtotheintolerableandtoa"holocaust".Thesameexaggerationand
overgeneralizingoccurswithhumanrating,whereinhumanscometobearbitrarilyandaxiomatically
definedbytheirperceivedflawsormisdeeds.Frustrationintolerancethenoccurswhenaperson
perceivessomethingtobetoodifficult,painfulortedious,andbydoingsoexaggeratesthesequalities
beyondone'sabilitytocopewiththem.
EssentialtoREBTtheoryisalsotheconceptofsecondarydisturbanceswhichpeoplesometimes
constructontopoftheirprimarydisturbance.AsEllisemphasizes:[16]
"Becauseoftheirselfconsciousnessandtheirabilitytothinkabouttheirthinking,theycan
veryeasilydisturbthemselvesabouttheirdisturbancesandcanalsodisturbthemselves
abouttheirineffectiveattemptstoovercometheiremotionaldisturbances."

Mentalwellness

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Aswouldbeexpected,REBTarguesthatmentalwellnessandmentalhealthtoalargedegreeresults
fromanadequateamountofselfhelping,flexible,logicoempiricalwaysofthinking,emotingand
behaving.[15]Whenaperceivedundesiredandstressfulactivatingeventoccurs,andtheindividualis
interpreting,evaluatingandreactingtothesituationrationallyandselfhelpingly,thentheresulting
consequenceis,accordingtoREBT,likelytobemorehealthy,constructiveandfunctional.Thisdoes
notbyanymeansmeanthatarelativelyundisturbedpersonneverexperiencesnegativefeelings,but
REBTdoeshopetokeepdebilitatingandunhealthyemotionsandsubsequentselfdefeatingbehaviorto
aminimum.TodothisREBTgenerallypromotesaflexible,undogmatic,selfhelpingandefficient
beliefsystemandconstructivelifephilosophyaboutadversitiesandhumandesiresandpreferences.
REBTclearlyacknowledgesthatpeople,inadditiontodisturbingthemselves,alsoareinnately
constructivists.Becausetheylargelyupsetthemselveswiththeirbeliefs,emotionsandbehaviors,they
canbehelpedto,inamultimodalmanner,disputeandquestiontheseanddevelopamoreworkable,
moreselfhelpingsetofconstructs.
REBTgenerallyteachesandpromotes:
Thattheconceptsandphilosophiesoflifeofunconditionalselfacceptance,otheracceptance,and
lifeacceptanceareeffectivephilosophiesoflifeinachievingmentalwellnessandmentalhealth.
Thathumanbeingsareinherentlyfallibleandimperfectandthattheyhadbetteraccepttheirand
otherhumanbeing'stotalityandhumanity,whileatthesametimenotlikesomeoftheirbehaviors
andcharacteristics.Thattheyarebetteroffnotmeasuringtheirentireselfortheir"being"andgive
upthenarrow,grandioseandultimatelydestructivenotiontogivethemselvesanyglobalratingor
reportcard.Thisispartlybecauseallhumansarecontinuallyevolvingandarefartoocomplexto
accuratelyrateallhumansdobothselfdefeating/sociallydefeatingandselfhelping/socially
helpingdeeds,andhavebothbeneficialandunbeneficialattributesandtraitsatcertaintimesand
incertainconditions.REBTholdsthatideasandfeelingsaboutselfwortharelargelydefinitional
andarenotempiricallyconfirmableorfalsifiable.
Thatpeoplehadbetteracceptlifewithitshasslesanddifficultiesnotalwaysinaccordancewith
theirwants,whiletryingtochangewhattheycanchangeandliveaselegantlyaspossiblewith
whattheycannotchange.

REBTIntervention
Asexplained,REBTisatherapeuticsystemofboththeoryandpracticesgenerallyoneofthegoalsof
REBTistohelpclientsseethewaysinwhichtheyhavelearnedhowtheyoftenneedlesslyupset
themselves,teachthemhowto"unupset"themselvesandthenhowtoempowerthemselvestolead
happierandmorefulfillinglives.[11]Theemphasisintherapyisgenerallytoestablishasuccessful
collaborativetherapeuticworkingalliancebasedontheREBTeducationalmodel.AlthoughREBT
teachesthatthetherapistorcounsellorhadbetterdemonstrateunconditionalotheracceptanceor
unconditionalpositiveregard,thetherapistisnotnecessarilyalwaysencouragedtobuildawarmand
caringrelationshipwiththeclient.Thetasksofthetherapistorcounselorincludeunderstandingthe
clientsconcernsfromhispointofreferenceandworkasafacilitator,teacherandencourager.

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IntraditionalREBT,theclienttogetherwiththetherapist,inastructuredactivedirectivemanner,often
workthroughasetoftargetproblemsandestablishasetoftherapeuticgoals.Inthesetargetproblems,
situationaldysfunctionalemotions,behaviorsandbeliefsareassessedinregardstotheclient'svalues
andgoals.Afterworkingthroughtheseproblems,theclientlearnstogeneralizeinsightstootherrelevant
situations.Inmanycasesaftergoingthroughaclient'sdifferenttargetproblems,thetherapistis
interestedinexaminingpossiblecorebeliefsandmoredeeprootedphilosophicalevaluationsand
schemasthatmightaccountforawiderarrayofproblematicemotionsandbehaviors.[13]Although
REBTmuchofthetimeisusedasabrieftherapy,indeeperandmorecomplexproblems,longertherapy
ispromoted.
Intherapy,thefirststepoftenisthattheclientacknowledgestheproblems,acceptsemotional
responsibilityfortheseandhaswillingnessanddeterminationtochange.Thisnormallyrequiresa
considerableamountofinsight,butasoriginatorAlbertEllis[16]explains:
"Humans,unlikejustaboutalltheotheranimalsonearth,createfairlysophisticated
languageswhichnotonlyenablethemtothinkabouttheirfeeling,theiractions,andthe
resultstheygetfromdoingandnotdoingcertainthings,buttheyalsoareabletothinkabout
theirthinkingandeventhinkaboutthinkingabouttheirthinking."
Throughthetherapeuticprocess,REBTemploysawidearrayofforcefulandactive,meaning
multimodalanddisputing,methodologies.Centralthroughthesemethodsandtechniquesistheintentto
helptheclientchallenge,disputeandquestiontheirdestructiveandselfdefeatingcognitions,emotions
andbehaviors.Themethodsandtechniquesincorporatecognitivephilosophic,emotiveevocative
dramatic,andbehavioralmethodsfordisputationoftheclient'sirrationalandselfdefeatingconstructs
andhelpstheclientcomeupwithmorerationalandselfconstructiveones.REBTseekstoacknowledge
thatunderstandingandinsightarenotenoughinorderforclientstosignificantlychange,theyhadbetter
pinpointtheirirrationalandselfdefeatingconstructsandworkforcefullyandactivelyatchangingthem
tomorefunctionalandselfhelpingones.
REBTpositsthattheclientmustworkhardtogetbetter,andintherapythisnormallyincludesawide
arrayofhomeworkexercisesindaytodaylifeassignedbythetherapist.Theassignmentsmayfor
exampleincludedesensitizationtasks,i.e.,byhavingtheclientconfronttheverythingheorsheisafraid
of.Bydoingso,theclientisactivelyactingagainstthebeliefthatofteniscontributingsignificantlyto
thedisturbance.
AnotherfactorcontributingtothebrevityofREBTisthatthetherapistseekstoempowertheclientto
helphimselfthroughfutureadversities.REBTonlypromotestemporarysolutionsifmorefundamental
solutionsarenotfound.AnidealsuccessfulcollaborationbetweentheREBTtherapistandaclient
resultsinchangestotheclient'sphilosophicalwayofevaluatinghimselforherself,others,andhisorher
life,whichwilllikelyyieldeffectiveresults.Theclientthenmovestowardunconditionalself
acceptance,otheracceptanceandlifeacceptancewhilestrivingtoliveamoreselffulfillingandhappier
life.

Efficacy
REBTandCBTingeneralhaveasubstantialandstrongresearchbasetoverifyandsupportboththeir
psychotherapeuticefficiencyandtheirtheoreticalunderpinnings.Agreatquantityofscientificempirical
studieshasprovenREBTtobeaneffectiveandefficienttreatmentformanykindsofpsychopathology,
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conditionsandproblems.[16][18][19][20]Avastamountofoutcomeandexperimentalstudiessupportthe
effectivenessofREBTandCBT.[21][22]Recently,REBTrandomizedclinicaltrialshaveoffereda
positiveviewontheefficacyofREBT.[23]
IngeneralREBTisarguablyoneofthemostinvestigatedtheoriesinthefieldofpsychotherapyanda
largeamountofclinicalexperienceandasubstantialbodyofmodernpsychologicalresearchhave
validatedandsubstantiatedmanyofREBTstheoreticalassumptionsonpersonalityand
psychotherapy.[19][23][24]

Limitationsandcritique
SomecritiqueshavebeengivenonsomeoftheclinicalresearchthathasbeendoneonREBTbothfrom
withinandbyothers.ForinstanceoriginatorAlbertEllishasonoccasionsemphasizedthedifficultyand
complexityofmeasuringpsychotherapeuticeffectiveness,sincemanystudiesonlytendtomeasure
whetherclientsmerelyfeelbetteraftertherapyinsteadofthemgettingbetterandstayingbetter.[15]Ellis
hasalsocriticizedstudiesforhavinglimitedfocusprimarilytocognitiverestructuringaspects,as
opposedtothecombinationofcognitive,emotiveandbehavioralaspectsofREBT.[19]AsREBThas
beensubjecttocriticismsduringitsexistence,especiallyinitsearlyyears,REBTtheoristshavealong
historyofpublishingandaddressingthoseconcerns.IthasalsobeenarguedbyEllisandbyother
cliniciansthatREBTtheoryonnumerousoccasionshasbeenmisunderstoodandmisconstruedbothin
researchandingeneral.[23]
SomehavecriticizedREBTforbeingharsh,formulaicandfailingtoaddressdeepunderlying
problems.[24]ThishasbeencogentlyrefutedbyREBTtheoristswhohavepointedoutthatacareful
studyofREBTshowsthatitisbothphilosophicallydeep,humanisticandindividualizedcollaboratively
workingonthebasisoftheclientspointofreference.[11][24]TheyhavefurtherpointedoutthatREBT
utilizesanintegratedandinterrelatedmethodologyofcognitive,emotiveexperientialandbehavioral
interventions.[11][19]OthershavequestionedREBTsviewofrationality,bothradicalconstructivistswho
haveclaimedthatreasonandlogicaresubjectivepropertiesandthosewhobelievethatreasoncanbe
objectivelydetermined.[24]REBTtheoristshaverefutedtheseclaimsbymaintainingthatREBTraises
objectionstoclients'irrationalchoicesandconclusionsasaworkinghypothesisandthrough
collaborativeeffortsdemonstratetheirrationalityonpractical,functionalandsocialconsensual
grounds.[16][24]In1998whenaskedwhatthemaincriticismonREBTwas,AlbertEllisrepliedthatit
wastheclaimthatitwastoorationalandnotdealingsufficientlyenoughwithemotions.Herepudiated
theclaimbysayingthatREBTonthecontraryemphasizedthatthinking,feeling,andbehavingare
interrelatedandintegrated,andthatitincludesavastamountofbothemotionalandbehavioralmethods
inadditiontocognitiveones.[25]
Ellishashimselfinverydirecttermscriticizedopposingapproachessuchaspsychoanalysis,
transpersonalpsychologyandabreactivepsychotherapiesinadditiontoonseveraloccasionsquestioning
someofthedoctrinesincertainreligioussystems,spiritualismandmysticism.Many,includingREBT
practitioners,havewarnedagainstdogmatizingandsacredizingREBTasasupposedlyperfect
psychologicalcureallandpanacea.ProminentREBTershavepromotedtheimportanceofhighquality
andprogrammaticresearch,includingoriginatorEllis,aselfproclaimed"passionateskeptic".Hehason
manyoccasionsbeenopentochallengesandacknowledgederrorsandinefficienciesinhisapproachand
concurrentlyrevisedhistheoriesandpractices.[16][24]Ingeneral,withregardtocognitivebehavioral

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psychotherapies'interventions,othershavepointedoutthatasabout3040%ofpeoplearestill
unresponsivetointerventions,thatREBTcouldbeaplatformofreinvigoratingempiricalstudiesonthe
effectivenessofthecognitivebehavioralmodelsofpsychopathologyandhumanfunctioning.[23]
REBThasgenerallybeendeveloped,revisedandaugmentedthroughtheyears,asunderstanding,
knowledgeandscienceaboutpsychologyandpsychotherapyhaveprogressed.Thisincludesits
theoreticalconcepts,practicesandmethodology.Theteachingofscientificthinking,reasonablenessand
undogmatismhasbeeninherentinREBTasanapproach,andthesewaysofthinkinghavebeenpartof
REBT'sempiricismandskepticism.

Applicationsandinterfaces
ApplicationsandinterfacesofREBTareusedwithabroadrangeofclinicalproblemsintraditional
psychotherapeuticsettingssuchasindividual,groupandfamilytherapy.Itisusedasageneral
treatmentforavastnumberofdifferentconditionsandpsychologicalproblemsnormallyassociatedwith
psychotherapy.
Inaddition,REBTisusedwithnonclinicalproblemsandproblemsoflivingthroughcounselling,
consultationandcoachingsettingsdealingwithproblemsincludingrelationships,socialskills,career
changes,stressmanagement,assertivenesstraining,grief,problemswithaging,money,weightcontrol
etc.
REBTalsohasmanyinterfacesandapplicationsthroughselfhelpresources,phoneandinternet
counseling,workshops&seminars,workplaceandeducationalprogrammes,etc.ThisincludesRational
EmotiveEducation(REE)whereREBTisappliedineducationsettings,RationalEffectivenessTraining
inbusinessandworksettingsandSMARTRecovery(SelfManagementAndRecoveryTraining)in
supportingthoseinaddictionrecovery,inadditiontoawidevarietyofspecializedtreatmentstrategies
andapplications.

Seealso
MaxieC.MaultsbyJr.

References
1. ^Ellis,A.(1994)ReasonandEmotioninPsychotherapy:ComprehensiveMethodofTreatingHuman
Disturbances:RevisedandUpdated.NewYork,NY:CitadelPress
2. ^Ellis,A.(2004)RationalEmotiveBehaviorTherapy:ItWorksforMeItCanWorkforYou.Amherst,
NY:PrometheusBooks.
3. ^McMahon,J.,&dVernon,A.(2010)AlbertEllis:EvolutionofaRevolution:SelectionsfromtheWritings
ofAlbertEllis,Ph.D.FortLee,NJ:BarricadeBooks.
4. ^Ellis,A.(2007)AllOut!AnAutobiography.Amherst,NY:PrometheusBooks.
5. ^Velten,E.(2010)UndertheInfluence:ReflectionsofAlbertEllisintheWorkofOthers.Tucson,AZ:See
SharpPress
6. ^Velten,E.&Penn,P.E.REBTforPeopleWithCooccurringProblems:AlbertEllisintheWildsof
Arizona.Sarasota,FL:ProfessionalResourcePress.

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7. ^Ellis,A.(1957).Rationalpsychotherapyandindividualpsychology.JournalofIndividualPsychology,13,
3844.
8. ^Beck,A.(1970).Cognitivetherapy:Natureandrelationtobehaviortherapy.BehaviorTherapy,1(2),184
200.
9. ^Robertson,D(2010).ThePhilosophyofCognitiveBehaviouralTherapy:StoicismasRationaland
CognitivePsychotherapy(http://books.google.co.uk/books?id=XsOFyJaR5vEC&lpg).London:Karnac.
ISBN9781855757561.
10. ^Ellis,Albert(1962)ReasonandEmotioninPsychotherapy.p.54
11. ^abcdEllis,Albert(2001).OvercomingDestructiveBeliefs,Feelings,andBehaviors:NewDirectionsfor
RationalEmotiveBehaviorTherapy.PrometheusBooks.
12. ^http://www.getselfhelp.co.uk/epictetus.htm
13. ^abcDrydenW.,&NeenanM.(2003).EssentialRationalEmotiveBehaviourTherapy.Wiley.
14. ^Ellis,Albert.(1994).ReasonandEmotionInPsychotherapy,RevisedandUpdated.Secaucus,NJ:Carol
PublishingGroup
15. ^abcEllis,A.(2001).Feelingbetter,gettingbetter,stayingbetter.ImpactPublishers
16. ^abcdefghiEllis,Albert(2003).Earlytheoriesandpracticesofrationalemotivebehaviortheoryandhow
theyhavebeenaugmentedandrevisedduringthelastthreedecades.JournalofRationalEmotive&
CognitiveBehaviorTherapy,21(3/4)
17. ^"REBTparticularlyfollowsKorzybskiinthisrespect..."AlbertEllisinTheAlbertEllisreader:Aguideto
wellbeingusingrationalemotivebehaviortherapy,p.306.GoogleBookspreview
(http://books.google.com/books?id=LorJYkPSQOwC&vq)retrievedAugust18,2010.
18. ^Lyons,L.C.,&Woods,P.J.(1991).Theefficacyofrationalemotivetherapy:Aquantitativereviewofthe
outcomeresearch.ClinicalPsychologyReview,11,357369.
19. ^abcdColinFeltham(ed)(1997).WhichPsychotherapy?:LeadingExponentsExplainTheirDifferences.
SAGE,1997
20. ^CooperM.(2008).EssentialResearchFindingsinCounsellingandPsychotherapy.Sage.
21. ^PhilosophyinPsychotherapy:AlbertEllisinterviewbyJeffreyMishlove
(http://www.intuition.org/txt/ellis.htm)
22. ^Psychotherapy.net:AlbertEllisBehavioralTherapyInterview
(http://www.psychotherapy.net/interview/Albert_Ellis)
23. ^abcdDavidD.etal.(2005).Asynopsisofrationalemotivebehaviortherapy:Fundamentalandapplied
research.Journalofrationalemotiveandcognitivebehaviortherapy2005,vol.23
24. ^abcdefEllisA.,AbramsM.&AbramsL.(2008).TheoriesofPersonality.SagePress
25. ^AskDr.EllisAchieve(19962001).AlbertEllisInstitute

Furtherreading
AlbertEllisandMichaelAbrams,PhD,andLidiaAbrams,PhD.TheoriesofPersonality:Critical
Perspectives,NewYork:SagePress,7/2008ISBN9781412914222(Thiswashisfinalwork,
publishedposthumously).
AlbertEllis&WindyDryden,ThePracticeofRationalEmotiveBehaviorTherapy(2nded.)
SpringerPublishing,2007.ISBN9780826122162
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WindyDryden&MichaelNeenan,GettingStartedwithREBTRoutledge,2005.ISBN9781
583919392
WindyDryden,RationalEmotiveBehaviourTherapyinaNutshell(CounsellinginaNutshell)
SagePublications,2005.ISBN9781412907705
WindyDryden,FundamentalsofRationalEmotiveBehaviourTherapy:ATrainingManualJohn
Wiley&Sons,2002.ISBN1861563477
WindyDryden,RationalEmotiveBehaviourTherapyTheoreticalDevelopmentsBrunner
Routledge,2003.ISBN158391272X
AlbertEllis,OvercomingDestructiveBeliefs,Feelings,andBehaviors:NewDirectionsfor
RationalEmotiveBehaviorTherapyPrometheusBooks,2001.ISBN1573928798
AlbertEllis,Feelingbetter,gettingbetter,stayingbetterImpactPublishers,2001.ISBN1
886230358
WindyDrydenetal.,APractitioner'sGuidetoRationalEmotiveTherapyOxfordUniversity
Press,1992.ISBN0195071697
AlbertEllisetal.,AGuidetoRationalLiving(3rdreved.)WilshireBookCompany,1997.ISBN
0879800429
StevanLarsNielsen,W.BradJohnson&AlbertEllis,CounselingandPsychotherapyWith
ReligiousPersons:ARationalEmotiveBehaviorTherapyApproachLawrenceErlbaum,2001.
ISBN0805828788.
WindyDryden,RaymondDiGiuseppe&MichaelNeenan,APrimeronRationalEmotive
BehaviorTherapy(2nded.)ResearchPress,2002.ISBN9780878224784
AlbertEllis&CatharineMacLaren,RationalEmotiveBehaviorTherapy:ATherapist'sGuide
(2nded.)ImpactPublishers,2005.ISBN9781886230613

Externallinks
Generalsources
TheAlbertEllisInstitute(http://www.albertellis.org)
REBTNetwork(http://www.rebtnetwork.org/)
TheCentreforRationalEmotiveBehaviorTherapy(http://www.rebtuk.org/)
AssociationforRationalEmotiveBehaviourTherapy(http://www.arebt.eu/)
UKCentreforRationalEmotiveBehaviourTherapy(http://centresofexpertise.com/page9.html)
Rational.orgNewZealand(http://www.rational.org.nz/)
InternationalInstitutefortheAdvancedStudiesofPsychotherapyandAppliedMentalHealth
(http://www.psychotherapy.ro/)
JournalofRationalEmotiveandCognitiveBehaviourTherapy
(http://www.springerlink.com/link.asp?id=104937)
DrDebbieJoffeEllis,WifeofDrAlbertEllisandREBTLecturer
http://en.wikipedia.org/wiki/Rational_emotive_behavior_therapy

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(http://www.debbiejoffeellis.com/)
NationalAssociationofCognitiveBehavioralTherapists(http://www.nacbt.org/)
Relatedarticlesonadiagram(http://modis.ispras.ru/wikipedia/pic/Aaron_T._Beck.html)

REBTapplications
247Help(http://247help.com/)
Stressgroup.com(http://www.stressgroup.com/home.html)
CentreforStressManagement(http://www.managingstress.com/)
Earlylearningprogramme(http://www.haveagospaghettio.com.au/)
SMARTRecovery(http://www.smartrecovery.org/)

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