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STRATEGIES & TECHNIQUES OF COUNSELING

R E B T

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ALBERT ELLIS
SLIDE 1 - 3

KEY CONCEPTS
SLIDE 4 -12

THERAPEUTIC
PROCESS
SLIDE 13 - 16

U R C O M PA N Y. C O M
TECHNIQUES &
METHODS

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SLIDE 17 - 20

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PART I

REPORTER: Rey Diaz

Albert Ellis

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ALBERT
ELLIS
• Born in Pittsburg
• Raised in New York City
• Kidney Disorder turned attention
from sports to books
• Parents divorce led him to work at
ABOUT

understanding others

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• Wanted to become the Great
American Novelist
• Great Depression ended this for
him
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• 1934 degree in Business

Administration at City University of
New York
ALBERT ELLIS

• Began to promote the “sex family

revolution”
• Masters in Clinical Psychology in
1943 from Columbia University

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• Doctorate in 1947
• Trained in Psychoanalysis from
Hprney’s group
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• 1957 Published first book on REBT

Faith in Psychoanalysis
ALBERT ELLIS

• His Dating Experiment

crumbled
As teenager Ellis was extremely shy
around women
Wanted to change behavior
Forced himself to talk to 100 women

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in one month at Bronx Botanical
Gardens
No dates but lost his fear of rejection
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P A R T II

REPORTER: Esther Joy Hugo

Key Concepts

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BASIC
ASSUMPTIONS

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 Emotions come from our belief, evaluations,

interpretations and reactions to life situations
 People contribute to their own psychological BASIC
problems by the way they interpret events ASSUMPTIONS
 Cognitions, emotions and behavior interact and
have cause-and effect relationship

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 Considered an integrative/multimodal approach
 Considered the “parent” of today’s cognitive
behavioral approaches

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 People are born with potential for both rational

and irrational thinking
VIEW OF HUMAN
 People have the tendency for self-destructive NATURE
learned behaviors

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“What disturbs men’s minds is not events, but their
judgment of events.”
- Epictetus -

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 People are neither good nor bad if they respond

to others with a rational belief system.

 If they react with irrational beliefs, they view

themselves and others as evil, awful, and
horrible whenever they fall short of their
expectations. VIEW OF HUMAN
 They think crookedly about their desires and
NATURE
escalate them in a self-defeating manner into

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musts, shoulds, oughts and demands.

 In assimilating these irrational beliefs, people

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become emotionally disturbed and feel negative

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feelings.

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Frank engages
in irrational
Others react
thinking
irrationally
toward Frank

The Circle of Frank hates self

Irrationality

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Frank hates
Frank engages in
others
self destructive

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behavior

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Division of Cengage Learning
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 Learn irrational belief/behaviors from other VIEW OF

people in childhood
 Repetition of early indoctrinated irrational EMOTIONAL
thoughts to keep dysfunctional attitude alive DISTURBANCES
 People do not need to be loved and accepted

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- Blame is at “core” of emotional disturbances
- We must learn to accept ourselves despite
imperfections
- We must defeat with “must” and “should”

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commands

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Irrational Factors Examples

Over Generalization I failed one test therefore I will fail everything
Distortions Black & White: I failed one test therefore I am a
failure
Deletions Forgetting that you passed other tests
Catastrophizing Exaggerating mistakes and minimizing successes
Absolutes Should, must, always, never: I should never fail a
test
Condemning (others) He should be punished
Fortune Telling I know I will fail that test

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 I must do well and win the approval of others

 I must be perfect.
for my performances


 Others must be perfect.
3 BASIC MUST’S

Others must treat me considerately, fairly and kindly, in

precisely the way I want them to treat me


 The world must be

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a perfect place to live
Conditions under which I live must be arranged so
that I get practically all I want comfortably, quickly

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and easily, and get virtually nothing that I don’t want

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ACTIVATING B CONSEQUENCES

C
BELIEF (dysfunctional behavior)
EVENT
A (Irrational)

COUNSELING
INTERVENTION
R. E. B. T.

D E

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DISPUTE EFFECTS
(Irrational Belief) (Psychological Health)

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Activating I got rejected

Event
Belief I can’t stand it. He has no right.
It shouldn’t be. I’m going to get even.
I’m a reject. I’m worthless
Consequenc I cried, felt I was no good, got depressed,
e threatened to kill myself, fought with my
parents
Dispute Why can’t you stand it?
Why doesn’t he have the right?
Why are you worthless and a reject?

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Effect It is unpleasant but you can stand it
Actually he does have the right

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P A R T III

REPORTER: Glaiza Loren

Therapeutic Process

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Minimize emotional Reduce tendency to

disturbances and blame others
self-defeating behavior by
acquiring more realistic
philosophy of life

Learn new ways to

effectively deal with
GOAL

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future difficulty

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ROLE OF COUNSELOR 14

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Show counselee that Help counselee to modify Challenge counselee to

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they have developed their thinking and develop rational
irrational ideas; abandon irrational ideas philosophy of life
Encourage clients to
engage in activities to

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continuing illogical

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thoughts
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COUNSELEE EXPERIENCE 15

Actively work, often do Focus on “Here” and “Now” Role of the

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homework student/learner

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Intense
relationship Full
are NOTACCEPTANCE and
necessaryTOLERANCE Drag and drop
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Gre
cli
en at fa
t’s ith
to ab i n Counselor is
ch ilit
an y more OPEN and
ge
DIRECT about

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disclosing their
RELATIONSHIP
belief and
Between counselor and
values

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counselee

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P A R T IV

REPORTER: Elliah Gito

Techniques & Methods

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1 Dispute irrational beliefs

Teach counselor to challenge his or her own beliefs
Ask questions such as:
- Where is the evidence of the belief?
- Why must people treat me fairly?
TECHNIQUES
COGNITIVE

2 Do Cognitive Homework
Make a list of problems, beliefs, and then dispute belief

3 Challenge one’s language

Absolutes can be replaced with preferences

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Change helpless and self-condemning language

4 Use Humor

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1 Rational-emotive imagery
Imagine how you want to feel
Imagine how you can change

2 Role Playing
Rehearse certain behaviors to bring out what is felt in situation
METHODS

3 Shame-attacking exercises
EMOTIVE

Do something they are ordinarily afraid of doing

Counselees work to feel unashamed even when others disapprove

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4 Force and Vigor
Vigorously debate a belief
Use force with self to debate irrational beliefs

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1 Relaxation exercise
Such as;
- Deep breathing, meditation, rhythmic exercise
Can reduce stress symptoms by:
- Slowing heart rate, lowering blood pressure,
TECHNIQUES
BEHAVIORAL

slowing breathing rate

2 Distraction
Something that amuses or entertains you so that counselee
do not think about problems, work, etc.

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3 Rewards
Encourage counselee to have interests and
motivation for change

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Culturally Unfit 20

Harshly judged by feminists and

multiculturalists because it implicity
mirrors masculine and Euro-American
DISADVANTAGE

worldviews and does not adequately

take culture into consideration

Necessity of broader understanding

The therapist needs to understand
cognitive techniques and have a

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yast understanding of behavioral
and learning theories Necessity of professionalism
The therapist needs to have

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strong discipline and less

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tolerance for error
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Teaching Children
 The joy of playing games just because they are fun

 Significant achievements rarely come easily and nothing

is wrong with working long and hard to achieve one’s
CONCLUSION

goals

 They are not bad people when they do not meet their
goals

 Perfection is not required to be a worthwhile person

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 Popularity and achievement are not necessarily related
and being worthwhile does not require 100% popularity

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 Not to take themselves and situations too seriously by
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THANK YOU

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