議識蕊蕊蕊議
RationalEmotive
BehaviourTherapy
inanutshel l
MichaelNeenanandWindyDryden
③SAGE
LosAnqeles｡LondoneNewDelhi oSingapore
OMichaelNeenanandWindvDrvden2006
FirStpublished2006
Reprinted2006,2007,2008
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Contents
Preface
V1
1
1
ABasicOverviewofREBT
2
Assessment
15
3
Disputing
25
4Homework
40
5WorkingThrough
55
6
74
PromotingSelf-Change
References
84
Index
88
Preface
Ouraiminthisbookistobecomprehensivelyconcise, i.e. to
coverallofthekeyelementsofREBTtheoryandpracticein
asfewwordsaspossible.Theideaforthisbookcamefrom
ourstudentswhowantedasuccinctandno-fTinsintroduction
toREBTtoactasacounterweighttoandrelieffromthelengthy
andsometimescomplicatedtextstheyarerequiredtoreadas
partofastandardtrainingcourseinREBTlany'frills'inthe
bookarecontainedinthenotessectionattheendofeach
chaptersoasnot toclutterupthemainbodyofthetextl.
ReadinglengthierREBTbookswillnotbeofmuchuseto
studentsinenhancingtheirknowledgeofREBTiftheyarestill
strugglingtograspitsbasics.Wehopethatthisbookwillease
theirstruggle.
４
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ｒ
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１︐．吐
岻
ABasicOver ewofREBT
Whereyouarelookingisusuallywhereyourattentionis.
Whenclientscometotherapytheirattentionisusually
focusedonothersoreventswhichtheyblameforcausing
theiremotionalproblems.Clientsrarelyblametheirthinking
forcausingtheseproblems.Rationalemotivebehaviourtherapy(REBT), foundedinl955byanAmericanpsychologist,
AlbertEllis, isasystemofpsychotherapywhichteaches
individualsthatitistheirbeliefswhicharelargelyresponsiblefortheiremotionalandbehaviouralreactionstolife
events.ThecornerstoneofREBTis statedbytheStoic
philosopher,Epictetus:'Peoplearedisturbednotbythings,
butbytheviewtheytakeofthem.'REBTteachesclientsto
lookinwardinordertoexaminetheirviewofeventsbefore
turningtheirattentionoutwardtoseekwaysofmodifying
theadverseimpactoftheseevents.
TheABCDEModelofEmotional
DisturbanceandChange
ThismodelisthecentrepieceofREBTtheoryandpractice.
Everyproblemisplacedwithinthemodel toteachthe
clientandguidethetherapist. Inthismodel:
Situation=Whathashappened, ishappeningorwillhappen
Critica1A=Whattheclient ismostupsetabout.
iB=irrational beliefs.Thesebeliefsarecalled irrational because
theyevaluatetheactivatingevent inarigidandextremeway.
C=emotionalandbehaviouralconsequences.Thesedisturbedfeel-
ingsandcounterproductivebehavioursare largelydeterminedby
theclient'sirrationalbeliefsabouttheevent｡
D=disputing.ThisinvoIveschallengingorquestioningtheirrational
beliefsatBthat largelyproducetheclient'semotionalandbehav‑
ioural reactionsatC.
■
二①この冒乏︑ミ語Ｑ殉﹄里仁ｓｏ冨吋この田①筐冒Ｅ山雨匡昌馬虻
E=anewandeffectiverationaloutlook
ItisvitalthatyouteachyourclientsthatB,notA,largely
determinesCotherwisetheywillseechangingeventsat
Arather thandisputingbeliefsatDas thesolutionto
theiremotionalproblems.Letuslookatanexampleofthe
ABCDEmodel:
Situation=:lampresentingaworkshopnextweek
CriticalA=:Thepossibilitythatmymindwill goblankwhen l'm
askedquestionsandi'll lookstupidintheeyesoftheaudience.'
iB= $Mymindmust not goblankwhen l'maskedquestions
because, if itdoes, thiswillprovetotheaudiencethat l'mstupid.'
C=anxietyandoverpreparation
D=!i certainlyhopethatmymindwill notgoblankbut l cannot
guaranteethat itwon'tordemandthat itmustnot. lf itdoesgo
blank, thiswillbeduetomynervousness, notbecause l'mstupid
eveniftheaudiencethinkotherwise.'
E=theclientnowaccepts,notfears,thehazardsofgivingpresentations,doesnotjudgehimselfonthebasisofthesepresentations
butonlyjudgeshisperformancewhichhewantstoimprove
2
RigidandExtremeBeliefs
REBThypothesizes that absoluteandrigidmustsand
shouldsaretobefoundatthecoreofpsychologicaldistur-
bance.'Forexample,theanxiety-inducingbelief,'Imustbe
certainthatlwonitbereiectedwhenlaskherout｢andthe
anger‑creatingbelief, 'Ybuabsolutelyshouldnotdisagree
withmewhenlneedyoursupport'.Mustsandshouldscan
beseenasdemandswemakeonourselves,othersandthe
world. Itisimportanttoelicitthemeα刀mgofthemustor
shouldinordertodetermineifitismeantinanabsolute
sense, forexample, ｣Imustgetthatpromotion' (theclient
realizesandacceptsthathemightnotgetitl .Pursuingnon‑
1
Awfulizing-thisreferstodefiningnegativeeventSasso
terriblethatnothingcouldbeworseandnogoodcould
everpossiblycomefromtheseevents, forexample, 11t's
awfultolivealone. I'dratherbedead.'
2
Lowfrustrationtolerance (LFT) - this is theperceived
inabilitvtoendurefrustrationordiscomfort inone'slife
坐
andenvisageanyhappinesswhilesuchconditionsexist,
forexample, '1can'tstandbeingstuckinthesebloodytraf‑
ficjamseveryday! 'LFTisalsoreferredtoas'1‑can't‑stand‑
it‑itis'.Walenetal. suggestthatLFT!isperhapsthemain
reasonthatclientsdonot improveaftertheyhavegained
anunderstandingoftheirdisturbanceandhowtheycreate
it' (1992: 8).
3
も
malignantmustscanwastevaluabletherapytimeandturn
youintowhatDawsonll991) callsa ｣mad‑dogdisputer' ,
thatis,slippingtheleashofclinicalrestraintandattacking
everymustandshouldutteredbyyourclients.
Flowingfromtheserigidmustsandshouldsarethree
majorandextremederivatives.2
垂︑︑いざＯくの﹃ミ⑯ミ︒︑刀︑︑﹁
canconceiveofnootheroutcomelversus 1Imustgetthat
promotion! (theclientwantsthepromotionverymuchbut
3
Depreciationofself,othersandlife-thisinvolvesgivinga
globalnegativeratingtoourselvesorothersasifitrepresentsthe'trueself'andtolifeasifitisatruerepresentation
oflifeconditions,forexample,'Ididn'tgetthejobwhich
meansl'mafailure'; 'Ybu'reabastardforgivingmethat
extrawork';'Lifeisnogoodforgivingmethisunfairness.'
Theserigidandextremebeliefsarecalledirrationalorself二幽耐首︾三句星閏旦殉﹄①曇ト﹄．︒宮町逗①画の量﹄◎匡画司直昌蔚虻
defeatingbecausetheyareillogical lthat is,donotmake
sensel,unrealistic! interferewithgoal-attammentandlargely
createandmaintainemotionaldisturbance.
FlexibleandNon-ExtremeBeliefs
Flexiblebeliefsarebasedonwishes,wants/preferences
anddesires｢forexample, 'Iverymuchwantyoutoloveme
butlrealizethereisnoreasonwhyyoumustloveme.'
Flexiblebeliefsaredeemedtobeatthecoreofpsychologi‑
calhealthandleadtolessintensenegativefeelingsrather
thandisturbedfeelingsaboutadverseevents, forexam‑
ple, feelingsadratherthandepressedabouttheendofa
relationship.
Flowingfromtheseflexiblebeliefs! arethreemajorand
non‑extremederivatives.
1Non‑awfulizinローnegativeeventscouldalwaysbeworse
evenifthmgsareverybadindeedandsomegoodmayeven‑
い
tuallycomefromthegrimnessofpresentcircumstances,for
example, 'Idon'tlikelivingalonebutmaybelcanlearnto
makeitlessoppressive.'
2HighfrustrationtoleranceIHFT) ‑1earningtoincreasethe
abilitytowithstanddiscomfortandhardshipinlifeandstill
enjoysomemeasureofhappiness, forexample, ノIcanstand
4
3
thesetrafficjamswithoutlikingthemand, insteadofranting
andravingabout them, listentosomeclassicalmusic.'
AcquiringHFThelpsclientstoachievetheirgoalsbypersistingwiththehardworkthatchangeusuallyrequires.
Acceptanceofself,othersandlife-humanbeingsareseen
asfalliblelimperfectl andinastateofcontinuouschange,
soit isfutiletogiveourselvesorothersaglobalrating
|eitherpositiveornegative) asthiscanneverencompass
thetotalitVofwhat itmeans tobehuman, forexample,
'Ididn|tgetthejobbutthisdoesnotmakemeafailure';
'Ybu'reinconsiderateforgivingmethatextrawork, but
You｣renotabastardfordoingso.'Lifeisseenasacomplex
mixtureofpositive,negativeandneutralevents,forexample!
ThoughtsandBeliefs
REBTsuggeststhattherearedifferent levelsofcognitive
activitVthatweneedtobeawareofinunderstandingemotionaldisturbance.Theselevelsare:
Inferences
Thesearepersonallysignificantassumptionsaboutevents
thatmayormaynotbetrue! forexample, 'Mypartneris
goingtoleaveme.Iwon'tbeabletocopelivingonmyown.
Ihavenofuture.' Inferencesareoftenlinked,asintheexam-
ple, andtheselinkagescanberevealedbyasking, 'Let's
assumethat'strue, thenwhat?' questions.Thisprocessis
knownasinferencechainingandisamajortechniquefor
uncoveringtheclient'scriticalA, that is, theemotionally
hottestpartofthesituation. InferencesarepartoftheAin
theABCmodel・Sometherapistsmayfindinferencechaining
5
退画︑亀ｎｏく①﹃ミ里ミ︒︑刀︑︑﹃
ﾉThissituationisunfairbutitdoesnotmeanthatthewhole
oflifeis.'
toodifficulttoaccomplishand, therefore,wewouldsuggest
theyuseamorestraightforwardwayoflocatingthecritical
Asuchasaskingtheclient:'Whatareyoumostupsetabout
inthissituation?' ￨forfurtherwaysoffindingthecriticalA」
seeNeenanandDryden, 1999) .
Specificevaluativebeliefs
Thesearespecificappraisalsofourinferences; inother
words,wemakeupourmindsaboutspecificsituationsand
=dCliverjudgements.Withregardtotheaboveexample,the
:client'sappraisalsare: 'Mypartnermustnot leaVeine
‑
の
g lcan'tstandlivingalone. 1t'sawful tohavenofuture.'
之
2Evaluativebeliefscanalsobeheldatageneralleveland
ミcoverarangeofsituations,forexample,'Imusthavepeople
Saroundmeall thetime'Whenevaluativebeliefsc6vefa
呈
&broadrangeofsituationsandareattherootoftheclient's
S emotionaldisturbance, theyareknownascorebeliefs.
◎
■ー
詮
§Corebeliefs
田
:Thesearethecentralphilosophiesthatshapeourviewof
塗
: ourselves,othersandtheworldCoreirrationalbeliefs(for
:example, "I'mafailure'l canbedifficulttodetectasthey
＝
§ remaindormantduringperiodsofstabilityinapersonIs
g虻 life･ Theyusuallybecomeactivatedandpass intothe
person'sawarenessattimesofemotionalstressorupheaval
inhislife.CorebeliefsaretheultimatetargetofREBTinter‑
ventionifclientsaretoachievewhatElliscallsa'profound
philosophicalchange' intheiroutlook.
TwoTypesofDisturbance
REBTsuggeststhattwotypesofemotionaldisturbanceunder‑
liemost, ifnotall,neuroticproblems:egoanddiscomfort.3
6
Egodisturbanceinvolvespsychologicalproblemsrelatedto
one1sself-image,forexample/ feelingdepressedabouterec-
tiledysfunction,'IImnotarealmananymore.'Discomfort
disturbanceconcernspsychologicalproblems relatedto
one'ssenseofcomfortanddiscomfort,forexample,getting
angryabouttheslownessofalongqueue, '1can'tstand
thissituationanylonger.'Thesetwoformsofdisturbance
二
areseparatecategoriesbutfrequentlyoverlapinclients'
presentingproblems.Forexample,apersoncondemnsllim‑
gelfas 'weak' legol forgettingstressedoutabouthishigh
workloadldiscomfort). Inassessingyourclients'problems,
vouneedtobeawarethattheymayhavebothegoand
坐
discomfortaspectstothem.
Rational thinkingleads toareductioninthe intensity,
frequencyanddurationofemotionaldisturbance lWalen
今
etal.,1992).Lessdisturbanceusuallymeansmorepsy‑
chologicalstability・REBThastraditionallydistinguished
betweeninappropriateandappropriateemotions (Ellis'
1980)and'morerecently,betweenunhealthyandhealthy
negative emotions (Dryden, 1995) . Inappropriate or
unhealthynegative emotions (for example, anxiety,
depressionl areunderpinnedbyirrationalbeliefswhile
appropriateorhealthynegativeemotions lforexamplC￨
cOncern, sadnessl areunderpinnedbyrationalbeliefs.
However, todate' thereiSnoresearchsupportfortheidea
ofqualitativelydifferentcontinuaofemotions/onlyfora
continuumofemotional intensity.4Therefore, avoidlec‑
turingclientsaboutorinsistinguponthesecategories; let
yourclientsselectthewordstheywishtouse (forexam‑
ple, lessworried! calmer, confident,determined) fortheir
emotional goals. The importantpoint istoascertainif
7
延国ｍ２ｎｏく︑﹃ミ四ミ︒︑︒ｍｍ﹃
EmotionalChange
theemotional goal reflects a self-helpingandflexible
outlook.
TwoFormsofResponsibility
Thefirstformisemotionalresponsibility(notblame)whereby
thgclientacceptsthathisemotionaldisturbanceislargel7
self-inducedbytheirrationalbeliefsthatheholds.TheABC
一両こめ冒乏殉ミ当Ｑ⑮﹄の全ト﹄︒◎冨鞄こ①︑①堂﹄︒Ｅ山雨巨昌馬虻
modelestablishesemotionalresponsibility:
Situation=Client loseshisjob.
CriticaIA={lcan'tseemyselfasworthanythingif ldon'thaveajob.'
iB=!lmusthaveajobbecause,withoutone,|'mnotworthanything.'
C=depressionandwithdrawal.
Losingthejobisunfortunate,buttheclient'sdepressionis
determinedbyhisevaluationofhimselfasworthless,not
bylosingthejobitself.
Thesecondformistherapeuticresponsibilitywhereby
theclientcommitshimselftothehardworkofpersonai
changebydisputinghis disturbance-creatingbeliefs
andactinginsupportofhisemergingrationalbeliefs.The
DandEelementsof themodel encouragetherapeutic
responsibility:
D=:I'mamanwithoutajob,notamanwithoutworth.Ajobcanbe
takenawayfromme,butnotmyworthunless lallowittohappen.'
E=startsIookingforanotherjob-$Iwillpersevereuntillfindone'
IfyourclientswanttoachieveasuccessfuloutcomeinREBTW
thenitisvitalthattheyacceptbothformsofresponsibility'Idisturbmyself'and'Iwilllearnhowtoundisturbmyself'.
8
MaintenanceofEmotional
Disturbance
REBTfocusesonhowemotionalproblemsaremaintained
ratherthanhowtheywereacquired. Irrational ideasare
thecentralmeansofmaintainingtheseproblems.While
exploringthepastisnotneglectedinREBT/ itisnotseen
ascrucial inordertohelpyourclientswiththeircurrent
difficulties:
Humanemotionalproblemsdonotresultfromtheexperi-
encespeoplehave,whetherthesee"eriencesarehistorical
1980:761
■
エ︑囚里○○く⑩﹃ミ⑩ミ︒︑︒ｍ︑﹃
orcurrent!butfromthewaypeopleinterpretandcontinue
tointerpretthesee"eriences.Whenapersonisemotionallydisturbed, thedisturbanceresultsfromacurrently
heldwayofthinkingandbelieving. (GriegerandBoyd,
Thepastcanbeviewedthroughthelensofthepresent,for
example,'Yburfathertoldyouthatyouwouldalwaysbea
failure.Doyoucontinuetobelievethatyourself?! Ideas
thatmayhaveoriginatedinthepastareownedandmaintainedbytheclientinthepresent.
ElegantandInelegant
Change
ElegantREBTinvolves clientsundergoingaprofound
philosophicalchangebysurrenderingalltheirrigidmusts
andshouldsandtheirextremederivatives:'Ifpeoplehada
trulysoundphilosophy, theycouldwardoffpracticallyall
neuroticthinking! feelingandbehavingandarrangetheir
livessothattheywouldrarely,ifever,beself-defeatingand
9
antisocial' IEllis, 1991:8-9). Inourexperience, themajority
ofclientsthatweseearenotinterestedinthiskindofphilosophicalchangebutmoremodestcognitiveorso-calledinelegantchange lforexample' reframingnegativeeventSina
positivelight,lesscatastrophizing,greaterself-acceptancel.
Itisimportantthatyoudonotindicatetoyourclientsthat
theinelegantsolutionistheinferiorsolutionlhowmany
REBTtherapiststrulyembracetheelegantsolutionintheir
目
一両仁の冒之殉ミ蚤Ｑ︑﹄①全ト﹄．︒冨町廷の国①こ﹄ｏ匡画而匡ｇ馬陸
ownlife?).DiscussREBT'sconceptofphilosophicalchange
butworkonthechangetheclientwants,notwhatyouthink
shes/zozJIdbeworkingon.5
HelpingCiientstoGetBetter
andNotJustFeeIBetter
Clientscanusuallyfeelbetterthroughtheservicesofa
warmandcaringtherapistbutgettingbetterwouldbecon-
frontingthosesituationsinwhichtheydisturbthemselves.
Forexample, thetherapistmighttellherclientthatheisa
worthwhilehumanbeingwhohasalottooffertoothers
despiterecentrejectionsandhefeelsbetteronhearing
this;gettingbetterwouldbetheclientbelievingthishimselfratherthanrelyingonotherstotellhimandaccepting
himSelfinthefaceoffurtherrejection. Feelingbetteris
usuallyshort-livedwhilegettingbetter is longer-lasting
IEllis, 19941.
RelapsePrevention
Thisstrategyteachesclientshowtoreducetheoccurrence
offutureepisodesofemotionaldisturbance (wedonot
becomepermanentlyundisturbable).Whentheseepisodes
dooccur/clientsareinstructedtodealwiththemasquickly
10
aspossibletominimizethechancesofalapse lapartial
returntoaproblemstatel turningintoarelapse lafull
returntoaproblemstatel. Ifclientsdoslidebackintoemotionaldisturbance,Ellis I19841advisesclientsto 'lookfor
themust, lookfortheabsoluteshould' thathasre-entered
their thinking. Relapsepreventionstrategiesare taught
duringthelastfewsessionsofREBT.
Active-DirectiveStyle
Thisinvolvesyouactivelyguidingclientstothesalient
moreeffectiveinhelpingclientschangethanapassiveor
non-directivestyleofintervention.REBTtherapistsare
activein,mte7aIiq,askingquestions｢ forminghypotheses,
theseandotheractivitiesareaimedatdirectingclients'
attentiontothehypothesizedcognitivecore lthat is, rigid
mustsandextremederivatives) of theiremotional and
behaviouralproblems. Inordertokeepclientsfocusedon
theABCDEmodelofemotionaldisturbanceandchange!
Walenetal. ｣envisionthetherapistasakindofherddog
whoguidesthepatientthroughanopenfieldfullofdis‑
tractions,keepingthepatientoncourse! (1992:229) .
Active‑directivenessisthegeneralstyleofREBTthera‑
pists,butyouwillneedtoadjustittomeetthepreferences
Iforexample, slow! reflectivepacel, learningrequirements
￨forexample, repetitionofkeyREBTpointsinplainlan‑
guage) andinterpersonalfunctioning lforexample' asub‑
duedapproachwithahistrionicclient)ofindividualclients.
IfVouassumethatactive‑directivealwaysmeanshighly
activeandoverlydirective/ thenthisislikelytohavean
一
11
■
collectingassessmentdata, limitingextraneousmaterialor
clientrambling,problem‑defining,goal‑settmg｢ teaching,
disputingbeliefsandnegotiatinghomeworktasks‑all
塗︑︑亀○○く①﹃ミ⑩亀︒﹃刀︑国﹃
aspectsoftheirpresentingproblemsandisdeemedtobe
adverseimpactonsome,maybemany, ofyourclientsby
minimizingtheir self.responsibilityforchange, impairing
theirproblem-solvingabilitiesandunderminingthedevelopmentofacollaborativerelationship.
ThreeREBTInsights
REBTisaninsightandaction-orientedtherapybecauseit
providesclientswithaclearunderstandingoftheprimary
5roleofrigidthinkingintheiremotionalproblemsandhow
3thisthinkingcanbetackledthroughin-Sessionandhome-
gworktasks. Inparticular|REBTpr5sentsclientswiththree
:majormsightsintothedevelopment,maintenanceandeven■＝
atualameliorationoftheirproblems.
応
呈
の
f 1Humanemotionaldisturbance is largelydeterminedby
。:
irrationalbeliefslbparaphraseEpictetus:Peoplearenot
irratlonalbeliefs･TbparaphraseEpictetus：Peoplearenot
■:＝
disturbedbythings,butbytheirrigidandextremeviews
disturbedbythings，butbytheirrigidandextremeviews
、
o
町
廷
の
、
ofthings.
22Weremaindisturbedinthepresentbecausewecontinually
与
韓
。
E
山
reindoctrinateorbrainwashourselveswiththesebeliefs
andactinwaysthatstrengthenthem.
§3 Theonlyenduringwaytoovercomeouremotionalprob‑
O
■ー
殉
虻
lems is throughpersistenthardworkandpractice‑to
think, feelandactagainstourirrationalbeliefsandthink,
feelandactinsupportofourrationalbeliefs.
Thesethreeinsightsprovidechentswithacapsuleaccountof
REBTandactasalifelongguidetoemotionalproblem‑solvmg.
KeepTherapyMoving
Inthischapter,wehaveprovidedyouwithabasicoverview
ofREB'IIWeemphasizetheword'basic'becausewedonot
ユ
12
want therapyto 'seizeup' throughtediousexplanations
ofREBTtheorywhichmaywell leaveyourclientsbored,
bafnedorbrain-dead.ApplyREBTtheorywithalighttouch
bymakingitbriefandclear, letyourclientsputREBT
jargonintotheirowntermsand, iftheyarenotpersuaded
bytheREBTviewpoint,focusonthedisturbance-inducing
ideas thatyourclientsdobelieveareimplicatedintheir
problems.Let therapyflowinsteadoftryingtoreplicate
textbookREBTinyouroffice.TExtbooksdonotgetclients
better:partnershipsinproblem-solvingdo.
minded'REBTers.
2TherehasbeensomedebatewithinREBTastowhethermustsare
primarypsychological processesandderivativesaresecondary
onesorviceversa.Wewouldsuggestthattheyare, inallprobabil-
ityj interdependentprocesseswhichoftenseemtobedifferentsides
ofthesame:cognitivecoin'(seeDrydeneta1., 1999).|fyourclient
seesaparticularderivativeasprimary, thenfocusonthatbeliefand
donotwastetimetryingtoconvinceherthat itstemsfromamust
andthis iswhereherattentionshouidbenowordirectedto later
a廿erthederivativehasbeendealtwith.
3 1(WD)prefertheterm:non‑egodisturbance'asagenericalternative
toegodisturbance inREBTtheory.Thereasonsfor thisaredis‑
cussedinNeenanandDryden(1999)
4Wesslerpointsoutthat{uniquetoRE[B]Tistheuntestedandunsup‑
portedhypothesisthat therearequalitativedifferencesbetween
13
■
1 Thereisnoempiricalsupportforthishypothesis(see, forexample,
Wessler,1996;O'Kellyetal.,1998)anditappearstobeuntestable
duetothecurrent inabilitytomeasuremustsadequately(Bondand
Dryden,1996).Rememberthatyouareadvancinganhypothesis,
notstatingafact, soyouwill needtobeflexible infocusingon
disturbance-producingideasthatclientsseeascentral totheirproblems (forexample, |
: 'II nevergetoutofdebt')butnotby$elegant-
五ｍｍ亀ｎｏく四．ミ①ミ︒﹃︒ｍ︑﹃
Notes
certainsimilaremotions,andthateach ismediatedbVadi廿erent
typeofbelief' (1996:48).Forexample,anxiety is inappropriateor
anunhealthynegativeemotionwhileconcern isappropriateora
healthynegativeemotion‑theformeremotionismediatedbyirra‑
tionalbel iefswhilethelatter ismediatedbyrationalbeliefs.Ellis, in
replyingtoWessler'scriticismsofhisparallel processesmodel of
emotion,acceptsthat #Richard[Wesslerl‑andothercriticsofmy
theoryof"healthy''and:lunhealthy''negativefeelings‑areright in
askingforempirical,andnotmerelyclinical,datatobackmytheory'
(Ellis,1996:114).
一可邑２コ三町ミ蚤興応﹄閏仁﹄︒︒冨町仁①田④ミ﹄◎Ｅ山満ご昌罵虻
5
I (MN)agreewithYbungthat !it's largelyawasteoftimetowork
on irrational ideasthatareunlikelytobechanged・ For instance,
a廿emptingtogetpeoplenottoesteemthemselvesatallorattempting
togetthemtoseethatthereisnothingtheym"srdoseemstome
aninefficientuseofthetherapytimeyouhave.Whyhammeraway
atsomethingatwhichyou'renot likelytomakemuchprogress?'
(quotedinElliseta1 . , 1987:248;emphasisinoriginal).TbmyknowI‑
edge, ihaveneverhadaclientwhohasachievedtheelegantsolu‑
tiontohisorherproblemsevenifheorshewasinterestedinsuchan
outcome.However, someclientshavesaidtheydidachievephilo‑
sophicalchangewhensuchchangeisdefinedidiosyncratically, not
REBTzdriven.
14
InREBT)therapiststrytogain,asearlyaspossible,anABC
understandingof theclient'spresentingproblemrather
thancarryoutapre-treatmentcaseformulation.'Gaining
furtherinformation,bothcurrentandhistorical, aboutthe
problemcanbeobtainedastherapyproceeds.Tryingto
knowthe 'bigpicture' IGriegerandBoyd,19801,thatis,
attemptingtounderstandeveryaspectoftheclient'sfunctioningbeforeclinicalinterventionbegins, canwastevaluabletherapytime,prolongtheclient'sdistressandconveyto
herthatyouaremoreinterestedincompletingyourpaperworkthanhelpingher.
ExplainingREBT
EnsurethatyourexplanationofREBTisbriefandclear,not
lengthyandelaborate.Themostimportantinitialpointto
makeisthethought-feelinglinkratherthananexclusive
focusonrigidbeliefsandemotionaldiSturbance.Hereare
somewaysofteachingthislink.
YbucanwritetheABCmodelonapieceofpaperor
whiteboard.
1
1nthismodel,atA,whichistheactivatingeventorsituation, the
person ispreparingtotakeanexam.AtC! emotional consequences,sheisfeelingveryanxious.AtB,beliefs,shethinks, !lf
l don'tpassthisexam, |'ll beanutterfailure.' Inordertoreally
understandwhatdeterminesheranxietyatC,weneedtofocus
onB, notA.We'llbeusingthisABCmodel tounder､andand
examineyouremotionalproblems.
YbucanbeSocraticandaskyourcl ientwhat largelydetermines
C−BorA？−andthereasonsforheranswer、
2Manypeoplebelievethattheiremotionalproblemsarecaused
byothersorunpleasanteventsintheirlife.Notso.REBT'sposi‑
tion is thatouremotional problemsare largelyself‑created
throughthebeliefsandattitudesthatwehold[iappmgわ杷一
一両廷埋コミ晦星語旦殉﹄曾仁﹄．ｏ冨国も︑のミ﹄︒Ｅ山荷匡昌肩唾
/7ead]. lfyouwanttochangethewayyoufeelaboutevents in
your life,youfirsthavetochangethewayyouthinkaboutthese
events.Let'sseehowREBTcanbeappliedtoyourproblems.
3Withsomeclientsyoumightbeabletobeevenmorebrief: $The
essenceofREBTisthatyoufeelasyouthink,solet'sseehow
thisprincipleappliesinpracticetoyourproblemof…[forexample,
anxietyl'
4Threemenworkingforthesamecompany,atthesame level
andonthesamesalaryareallsackedatthesametime.Thefirst
manfeelsdepressedbecausehebelievesheisworthlesswith‑
outarole in life; thesecondmanfeelsangrybecausehe
believesheshouldhavebeenpromoted, notsacked;andthe
thirdmanfeelsrel ievedbecausehenever l ikedthejobandcan
setuphisownbusinessnow.Thepoint isthatbeingsacked
doesnotcauseeachman'semotional reactionbutwhatdoes
cause it isthemeanﾉngeachmanattachestobeingsacked.
We'llbeexaminingthemeaningyoua廿achtoeventsinyour life
inordertounderstandyouremotionalproblems.2
YbucanbeSocratic insteadoftellingyourclientwhat thepoint
ofthestoryisandaskherwhatshethinkscausedthreedi廿erent
emotional reactionstothesameevent.
Ofcourse, some,ormany,ofyourclientswillhavedoubts,
reservationsorobjectionstothethought-feelinglink(for
example,'Beingsackedmakesyoudepressedbecauseifyou
gotyourjobbackthenyouwouldbehappyagain.Thatmakes
sense,doesn｣tit?'1．Tbavoidprolongeddiscussionandthereby
16
delayproblemassessment, it isprobablybest tosuggest
toyourclientsthatdoubts! reservationsandobjectionscan
bedealtwithbyshowingREBTinaction(unlessyourclient
insistsondiscussingtheABCmodelbeforetherapyproceeds
anvfurtherl.
『
エ
ListeningtoClients'Stories
Obviouslyclientscometotherapywithastorytotellabout
theirproblems.ForREBTtherapists, theconcerniswhen
tointerveneinthisstorytellingor, toputitanotherway,
howlongtoletitgoonfor.Wewouldsuggesttheseguide‑
linesforintervention:
starts, sotheclientwillbelesssurprisedoraffrontedwhen
l
youqo･
2 1nterruptiftheclientbeginstorepeathimself, forexample｢
IYou'vealreadymentionedthat.Haveyounowgivenme
thegistoftheproblem?ノ
3 1nterrupttoclarifypointsinthestory, forexample, 'What
didheactuallysaythatyoumadeyourselfsoangryabout?'
4 1nterruptiftheclientisgoingoffinalldirectionsandyou
needtobringhimbacktothecentralnarrativeorestablish
one, forexample, 'Thereseemtobesomanystrandstothis
story.Whichoneappearstobethemostimportanttoyou
ortheoneyouwanttofocuson?'
5 1nterruptiftheclientislong‑windedand/oryouarestrug‑
glingtounderstandherproblem,forexample! 'Couldyou
sumupformeinasentencewhatexactlyistheproblem
vouwanttoworkon?'
冬
Yburgoalistomoveyourclientsawayfromunstructured
storytellingtostructuredstorytellingthroughtheuseofthe
ABCmodelINeenanandDryden,2001).
17
垂のの①いい︒︾⑯﹃弓
1 Askforpermissionto interruptbefore thestorytelling
MakingABCSenseofthe
Client'sStory
Inthefollowingdialogue, thetherapistputstheclientis
storyintoanABCframework:
C"enf:
Well,it'salltodowithmybestfriendandwhathedid.Wu
knowwe'vebeenfriendsforalongtime.Wewereinthe
armytogethey.Wewatchedeachothel"sbackswhenwe
一司逗２．之殉ミ語旦哩凹声・ミ◎言国司︑①ミｇＥ山碕筐昌穏虻
wereservinginNorthernlrelandandlthoughtitwouldbe
thesameinCivvyStreet.Soyouthinkyouknowabloke,
knowwhat lmean？Thenhegoesanddoessomething
likethatanditwasunbelievable. lnever imaginedit ina
millionyearshe'ddothat. lt'sunbelievable.Mybestfriend
andeverythingandhegoesanddoesthatand...
777e喧p/sf： Can l interruptyouthere？｜don，tunderstandwhatthe
issueis・Whatwas itthatyourbestfrienddidthatyou
found
unbelievable，？
IThetherapist isattemptingtofocustheclient'smindonthesubstanceoftheproblem-clarifyingtheA-therebystoppinghimfrom
talkingingeneral termsabout it.]
C"enf:
Hepulledoutofabusinessdealwe'dsetup. l thought
weweregoingintobusinesstogetherandhepullsthe
plugatthelastminute.lthoughtlcouldtrusthimtotally.
Iwasgobsmackedand...
刀7eﾉaP/Sr:Whenyousay&gobsmacked' ,areyoureferringtohow
youfeltaboutwhathedid？
[Thetherapist isnowfocusedonelicitingC.]
C//enf:
Yeah.lwasIivid,lfelttotallyletdown.
7 he/ap/sr:Whenyousay$livid, letdown'doesthatrefertoanger
andhurt？
C"enr:
Yeah,angryandhurt, it'sallswirl ingroundinmymind,
butlreallyfeelanguishoverwhathedidtome.
7 he喧p/Sr： Soisanguishthebestwordtodescribehowyoufeel？
18
IThetherapistusestheclient'stermforCratherthanshoehornhim
intousing(REBTapproved'termsfordisturbedemotionalC's.]
C//enr:
Yeah.Thatreallyseemstosumitupforme.
777elap/Sf:Whatareyoumostanguishedabout inregardtohim
pullingoutofthedeal？
IThis isanaltemativewaytofindthecriticalAinsteadofasking
GLet'sassumethat'strue…thenwhat?'questions.]
CI/enf:
Therearesomanythings:ourfriendshipisgone, l feel
nowthatldidn'treallVknowhimafterall,1wonderwhyl
didn'tseeitcoming,canlevertrustmyjudgementagaln,
hedestroyedmydreamofhavingmyownbusiness, 1
don'tfeellcanreallytrustanyoneagain…ldon'tknow.
7he旧p/sf： Canyoupickoneofthoselssuessowecanfocusonit？
producemorelanguish'fortheclientwiththenumberofquestionshe
wouldbeaskedandalotofheadscratchingforthetherapisttryingto
makesenseoftherepliesinhersearchibrtheofteneiusivecriticalA.]
C/jenf:
[pondersIThathedestroyedmydreamofhavingmy
ownbusiness.
777elap/Sr： 1sthattheworstaspectof itforyou？
C"enr:
lthinkit'sthathebetrayedme.lthinkthat'swhathurts
themost. i'IIneverforgivehimforthat.
[Thecl ientrefersagaintohurtwhichseemstobesynonymouswith
whathecallsanguish・Thethemeinhurt isbetrayal .]
777e/ap/sr: Okay, let'swritedownwhatwe'veuncoveredsofar.
[Theclient isalittleunsureifhisfriend'sbetrayal is@whathurtsthe
most'but itcanbeconsideredasareasonableoranear‑criticalA
thatmeritsclinicalexamination.Thetherapistavoidswhatcanbea
trapforsomeREBTtherapists:analmostobsessional searchfor
fhecriticalAthatexhaustsbothclientandtherapist.]
Situation=Mybestfriendpul ledoutofabusinessdealwithme.
19
エのい①的の︑︒①．﹃
[Thetherapistdoesnotwanttoexamineeachitemintheclient'slist
todeterminewhichoneisthemostrelevanttohisanguish.Thismight
CriticalA=Hebetrayedme
iB＝？
C=anguish.
︑司仁２．三吋昌塞旦殉﹄里仁︑ミ○富砲奄①︑①堂﹄︒Ｅ山雨匡昌﹄殉虻
[Atthispoint, thetherapistexplainstotheclienttheroleof rigid
mustsandshouldsandtheirextremederivativesin largelydeter‑
miningemotional di､urbance.Theclientonlyacknowledgesthe
shouldinhisthinking($Thatshouldisrock‑solid.There'snowaVon
thisearththatheshouldhavepuiledoutofthatdeal');heisnotcon‑
vincedbyotheraspectsofREBT'sviewofdisturbance‑inducinq
曹
thinkingandthetherapisthasnodesiretoengageintime‑wasting
argumentsoverthe{correctness'oftheREBTviewpoint､1
meﾉap/sf: SotheB, or irrational belief, is: !Heshouldn'thave
betrayedme. 1'll neverforgivehimforthat.'Doesthat
beliefhelptoexplainyouranguishatC？
AcceptingEmotional
Responsibility
Li廿le｢ ifanyi therapeuticbenefitwillbeachievedifyour
clientsteadfastlypointshisfingeratAasthesourceofhis
emotionalproblems;sotaketimetohelpyourclientturnhis
attentionawayfromAtofocusonB.Tbresumethedialogue:
Clieni:
Ofcoursenot.Mybest friendmademefeel thiswayl
ldon'tseethebeliefasirlationalatall. lt'scommonsense｡
[Theclientdoesnotacceptemotional responsibi lity.]
777erapjsf: Soifyourbestfriendisresponsiblelbrcausingyouthis
C"enr:
anguish,doesthatmeanheisalsoresponsibleforreduc‑
ingitormakingitgoaway？ ￨sthatcommonsensetoo？
ldon'tknow.Wehaven'tspokentoeachothersincehe
pulledoutofthedeal. l'mcertainlynotgoingtogoout
ofmywaytotalktohim, letaloneaskhimforhelp.
20
777e/ap/sr: Sowillyoubestuckinastateoflimbountilhecallsyou
andtriestomakeamends？That，ssupposInghe is
goingtodothat.Will itmakeanydi廿erenceanyway
becauseyousaidyouarenotgoingtoforgivehim？
Cﾉﾉenr:
That'strue, ￨ 'mnotgoingtoforgivehim. ldon'twantto
relyonhimforanything,everagaln｡
7helap/sf: But,despitehavingsaidthat, itseemstomethatthe
logicofyourargument isthatheistheonlypersonwho
canmakeyoufeelbetter.Apparently,youareunab1eto
helpyourself.
C//enf:
Okay, l'mgettingthepoint: I needtodosomethingto
helpmyself､What isitthen？
777e/ap/sf: Bytakingcontrol ofhowyouemotionallyrespondto
thissituation.Yburanguishbelongstoyou,nooneelse
gaveittoyou.That'sthebadnews.Thegoodnews is
that it iswithinVourcontrol toreduceit, irrespectiveof
ingandchangingthatbeliefofyours.
C//enr:
Okay､Isupposelcouldgiveitatry,butIstilldon'tlike
thatword!irrational' .
[Theclient iswarmingtotheideaofemotionai responsibility.]
777e/ap煙：Whatwouldyouliketocall it？
C"enf：
Well , it,skeeplngmestuck】 is､,t it？
7 herapﾉsr： ShallwecalI it theSB:stuckbeIief，？
C"ent:
fah. ￨､IIgoalongwiththat｡ [ponders]Ybuknowallthistalk
aboutmyanguishmakesmeseempathetic,does､'t it？
[Theclient's lastcommentmay indicatethepresenceofameta‑
emotionalproblem.Seelatersection.]
EstablishingGoals
Ensurethatyourclient'sgoalsarewithinhercontrolotherwiseshewnlbelookingtootherstoprovidethesolutionfor
heremotionalproblemslastheclientwasdoingintheabove
dialogue). InordertodetermineifyOurclienthasachieved
21
準いい①切り︒﹃①．﹃
whatyourbestfrienddoesordoesnotdo,byexamln‑
hergoals,measurechangealongthefollowmgthreemaior
dimenSionS:
1 Frequency-doesyourclientmakeherselfdisturbedless
frequentlvthanbefore？
2 1ntensity‑whenyourclientmakesherselfdisturbed,does
shedosowithlessintensitythanbefore？
3Duration‑whenyourclientmakesherselfdisturbed,does
shedosoforshorterperiodsoftimethanbefore？
一両全的冒乏殉ミ語旦里①曇ト﹄．︒営町仁①︑の堂﹄︒負国雨匡昌蔚虻
Encourageyourclienttokeeparecordofherdisturbed
feelingsusingthesethreedimensionssothatshecanplot
herprogress.Tbreturntothedialogue:
7 heﾉap/Sr: Nowifyourgoal istobelessanguished,howdoesyour
present levelofanguishdisplayitself？
C//eni:
Well, lbroodalot intheeveningswhenlcomehome
fromwork.Mywifetellsmetosnapoutof it.
777eﾉapﾉsr： Howlongdoyoubroodfor intheevenlngs？
C"enr:
ldon'tknow‑acoupleofhoursperhaps.
777e/apﾉSr: Soifyouwerefeelinglessanguished,howwouldthat
a什ectthetimeyouspendbrooding？
C"enr:
lt'dbemuchless.
777e/apﾉsr： Andwhatwouldyoubedoingwiththetimelnstead？
[Thetherapist isencouragingtheclienttoputthegoal inpositive
terms(whathewantstodoorhavemoreof) ratherthanstated
innegativeterms(whathewantslessof):Statinggoalspositively
representsaself‑a什irmingposition' (CormierandCormier, 1985:223)].
C"enr:
1'dbespendingitwithmywifeandkidsandl'dbeina
bettermood.AIso, 1'dbepotteringabout inthegarden
onthesewarm,summerevenings. l likedoingthatsort
ン
ofthing.
7 he/apﾉSr: Sothosewillbesomeofthewaysthatwecanseethat
positivechangelsoccurrlng,Right？{clientnods]．
22
Meta-EmotionalProblems
Thismeansdisturbingourselvesaboutourprimaryemotional
problems! forexample, guiltaboutfeelingangry, ashamed
offeelinganxious. Itisimportanttobeonthealertforthe
possiblepresenceofmeta-emotionalproblemsastheycan
impedeyourclient'sprogress. Ifameta-emotionalproblem
isdetected, thendiscusswithyourclient ifthisemotion
shouldnowbecomethefocusofyourclinicalattentionas
showninthefollowingdialogue:
TheﾉapﾉSr:Wusaidearlierthat!all thistalkaboutmyanguishmakes
meseempathetic'､Doyouseeyourselfaspatheticfor
experIencingthisanguish？
C//en#:
Sometimes.
vourselfaspathetic？
C"enf:
Isupposelfeelashamedofmyself fornot {snapping
outof it'asmywifesaysIshoulddo. lt'sbeingweak,
is､，t it？
刀7e/apﾉSf: Iwouldn'tagreewiththatbutwecandiscussthat idea
later｡Fornow, Iwouldliketofindout ifyoufeelashamed
ofyourseifatthismomentfornot snappIngoutof it，？
[Thetherapistdoesnotwanttogetsidetrackedintodiscussingthe
client'smeta-emotionalproblemunlessitwillblockhimfromworking
onhisprimaryemotionalproblem｡]
C"eni:
7 helap/Si
C"enr:
7 helapjSi
No,notreally.
Sowill thisshamepreventyoufromfocusingonyour
anguishandhowtotack1eit？
Shouldn,tthinksooHowcanlbesurethough？
￨fyouspendmoretimeabsorbedbyyourshamethan
youdolisteningtomel lfyourmindappearstobeelse‑
where,1willpointthisouttoyou.
C//eﾉﾌr
Okay,seemsreasonable.
23
進の的の⑳の﹃ご①．﹃
Theﾉap/sf: Howdoyoufeelwhen,ontheseoccasions,yousee
777e/ap/si: Soshallweturnourattentionnowtoexaminingthis
stuckbeliefofyours,!Heshouldn'thavebetrayedme.
1，￨Ineverforgivehimforthat1？
Cﾉﾉenf:
Okay,but l'mnotconvincedyet it'sthemaincauseof
myanguish. l'l lkeepanopenmindonitthough.
777eﾉap/sr: That'lldo.
ITheclient isstillexpressinghisdoubtsabouttheconceptofemo‑
tional responsibility.Thetherapistdoesnotexpectherclient,orany
client, tobeastrongbeliever inthisconcept intheearlystageof
therapy. lt isenoughthattheclientwillkeepan$openmind'onthe
＝
①
subject.]
逗
吻
一
gInthischapter, theclienthaspinpointedwhatheconsider$
:isthecrucialaspectofhispregenfingproblem, idiosyncrati‑
acallydefinedhisdisturbance‑inducmgbeliefsanddisturbed
; feelings, andispreparedtoberecePfivetotheconceptof
femotionalrespoiisiljilitYThenextstgristodisputeore;<am‑
g inehis 'stuckbeliefs'.
町一
コ
殉
＝
①
、
2Notes
■
。
堂
: 1 Acaseformulation lsnecessarylfthereferral lsacomplexoneo｢
m
こ
o
富
応
虻
2
yourclient isnotmakinganticipatedprogressoryoufeelstuckand
donotknowwhyOneexampleofanREBTcaseformulation is
knownasUPCP:UnderstandingthePersonintheContextofhisor
herProblems(seeDryden,1998a).
InclassicalREBTthesethreemenarefacingdifferentcriticalAs:
Iossof role(manl),unfairtreatment (man2)andrelief (man3).
However, initiallyit issufficienttohelpclientsunderstandthatpeople
react tothesameobjectiveevent (Iossof job) indifferentways
becauseofthedifferentmeaningstheyattachtothisevent・ Inclas‑
sicalREBTimeaningisusuallyconsideredtobeafusionofcritical
AandBfactors.
24
DiGiuseppestatesthat 'disputmgirrationalbenefshasalways
beenattheheartofREIBIT'(1991: 1731andistheprincipal
activityofexperiencedREBTtherapists.TheCoJIciseOx/b7d
E"lishDic加刀α〃providesadefinitionofdisputingas｣ques‑
tionthetruthorcorrectnessorvalidityof(astatement'alleged
fact,etc.)'.DisputinginREBTisaquestioningorexamining
ofyourclients' irrationalbeliefs IthesebeliefscanbeREBT
1approved' oridiosyncraticallydefined) inordertoleadto
thedevelopmentofflexibleandnon‑extremebeliefsYstems.
Disputmgisnotaboutarguing,beingabrasiveorrude, in‑
your‑faceconfrontationorengaginginpowerstruggles; if
someofthesethingsdooccur, thenpayattentiontoyour
beliefsthatmaybedrivingsuchbehaviour, forexample,
'Ihavetoprovemycompetenceasatherapistbygettmgthe
clienttoacceptmyarguments.'
Disputinghelpsclientstoseethattheirbeliefs
areboththeo7eHccIII)ﾉ z"1renqblele.9.,areunfactualortau‑
tological, containinternal inconsistencies, arebasedon
falsepremises1arenon‑sequituriallandare"pmcticQIor
"possiblele9.,leadtopoorresults,cannotbeobtainedor
accomplished, resultinshortrangegainattheexpenseof
longrangecost) . IGriegerandBoyd, 1980: 130; original
authors'italics)
Thisoutcomeisachievedbyencouragingyourclientsto
reflectonwhattheVbelieve‑anactivitVwhichmayfor
ユ
、今
someclientsbepainful,unsettlingoreffortful.AsBlackburn
observes:
＝
①
の
こ
首
一
Humanbeingsarerelentlesslycapableofreflectingon
themselves.Wemightdosomethingoutofhabit,butthen
wecanbegintoreflectonthehabit.Wecanhabitually
thinkthings, andthenreflectonwhatwearethinking.
WecanaskourselvesIorsometimeswegetaskedbyother
people)whetherweknowwhatwearetalkingabout'Ib
answerthatweneedtoreflectonourownpositions,our
ownunderstandingofwhatwearesaying,ourownsources
ofauthOritY(2001:4)
三
m
"ミHelpingclientstoreflectonandchallengeaspectsoftheir
gthinking, empiricallytestingtheirbeliefsanddeveloping
;alternafiVe, Iiioresell‑helpidgwaysofviewingtliem56E
folhersandtheworldresliitsihth6mlfuiI666IMagnm
gfunerrealizationoftheirthoughtpotential｣ IGrieggiandBoyd/
ミ 1980: 131)
①
画
①
=
■〜
〜
§BeliefLeveIs
‑
m
ご
§ Irrationalbeliefscanbe'statedatvaryinglevelsofabstrac‑
u tion' (DiGiuseppe, 1991: 1861.Thelevelofabstraction
rangesfrombeliefsheldinspecificsituations (forexam‑
ple! 'Imusthavemypartner'sapproval'),acrosssitua‑
tions (forexample, 'Imusthavetheapprovalofmyfriends
andcolleagues'landglobally(forexample, 'Everyonemust
approveofme' ).Anirrationalbeliefthatischallengedata
general level ldemandingapproval fromfriendsandcol‑
leagues)willtackleagreaternumberofactivatingevents
that theclientdisturbsherselfabout thananirrational
beliefheldinaspecificsituation(demandingtheapproval
ofherpartner) . Similarly, themoreabstract therational
26
belief, themoregeneralizableanddisturbance-reducingit
willbe.
AcommonmistakemadebysomeREBTbrs!particularly
trainees, istopresumethataclientholdsageneralversion
ofasituation-specificirrationalbeliefandthenstartdisputingittherebyleavingtheclientfeelingbafnedbythetherapist'sbehaviour.Forexample,aclientsaysthatitisunfair
hedidnotgetpromotedafteryearsofloyalservicetothe
company/hetherapistasks;!Whymusttheworldtreatyou
fairly?'Theclient,perplexedbythetherapist'squestion,
replies: '1t'sthecompany'sbehaviourl'munhappywith,
nothowtheworldtreatsme.'Disputingshouldstartwitha
situation-specificirrationalbeliefandonlymovetomore
generalorcoreirrationalbeliefsiftheclientacknowledges
theirexistenceandwantstoworkonthem.2
ロ耐℃匡電．回
FormulaicDisputing
Thismeansdisputinginanunintelligentorslavishway, In
manyREBTtextbooks/ includingourown, aformulafor
disputingisofferedtotherapists.Suchaformulaisasking
thechent ifherbeliefisrigidornexible, extremeornon-
ex廿eme,andquestioningthelogical,empiricalandpragmatic
statusofthebelief INeenanandDryden,20001.Providing
aformulaisonlymeanttobeaguidetodisputing: itisnot
intendedtoprovidetherapistswithacomplete 'disputing
kit',Formulaicdisputing,whichwehearalotof,oftengoes
somethinglikethis:
77ajnee: IsyourbelieflImustnevershowanyweaknesses' rigidor
flexible？
C//enr:
Isupposeitdoessoundsomewhatrigid.
刀召"】ee: That'sright.Doyouthinkthatcall ingyourself &weak' for
showingaweaknessisanextremewayof judgingyour‑
selfforbeingafal liblehumanbeing？
27
C//ent:
|supposeit isabitoverthetop.
77日/nee: Right. Nowdoes it logicallyfollowthat becauseyou
stronglyprefernottoshowanyweaknessesthereforeyou
mustnotshowthem？
Cﾉﾉenr:
Well, ifyouput it l ikethat, I supposeitdoesn't logically
follow.
77日mee： Itdoesn，t， does it？Now， is it truethatyouhavenever
shownaweakness？
C"enf:
Isupposeit'snottrue｡ldon'treallyknow.
刀a"7ee: Nottruethen.Now,whereis itgoingtogetyouholding
母
一志廷２コ室町ミ諾旦侭芯垂ト﹄︒︒営応垣①国①筐輯︒Ｅ山蔚匡昌穏唾
ontothatbelief, $Imust nevershowanyweaknesses
because， if ldo, thiswillprovetoothersI,mweak，？
C//enf: Isupposeitwiligivemesometroublenowandagain.
77a/nee: Probablya lotof trouble.Canyounowseewhyyour
belief isirrational？
C"enr:
Hmm.
Theoutcomeofsuchdisputingisusuallyhighlyunsatisfactoryforboththerapistandclient: theformerbelievesthat
disputingcannotbeasstraightforwardas thiswhilethe
latterremainsunconvincedbythepointsthetherapist is
makingasindicatedbyher｣Isuppose…'replies.Disputing
asifyouareonautomaticpilotisunlikelytoengageyour
clientsinaproductivediscussionoftheirirrationalbeliefs,
letaloneleadtoconstructivechangesinthem.
CreativeDisputing
Thismeansmovingbeyondtextbookformulasfordisput‑
ingandthi"た加g/b7･ yowsel/:Whatargumentscanyou
devisethatwillhelptoturnthetideinyourclients' irra‑
tional thinking？ Inachaptercalled
TheBestRational
Arguments'!PaulHauckcommentsthat
YburstrengthasanREIBITcounselorismeasuredinpart
bytheeasewithwhichyoucancalluprationalarguments
28
tocounterattackirrationalarguments.But, inadditionto
ease,youalsoseekargumentsthathaveuniqueness,humor,
andanoverridingimpressionofcorrectness.Themore
suchargumentsyoupossess! thebettercounseloryouwill
be. 11980: 117)
Whilewearenotdenigratingtheuseofstandardarguments Iforexample, thebestfrienddispute, 'Where'sthe
evidence?'),wewouldurgeyoutobelookingforwhat
Hauckcalls 'freshdebatematerial'.Usingthesameargu-
mentswithallofyourclientsisboundtoleadtostaleness
andboredomintherapylforsomefreshdebatematerial
seeNeenanandDryden,20021.Tbreturntotheabovedia-
logue, itisimportantforthetraineetotryoutsomeofhis
ownideasandmonitortheclient'sreactiontothemin
ordertodeterminewhichonescaptureherattention:
Nowyourbelief is{ ￨mustnotshowanyweaknesses'.
Right？[clientnods].Doyouseecomingtotherapyasa
sIgnofweakness？
C//enf:
Er ， ..ldon'tknow.
77臼mee：
C"enf:
Doyouseeitasaslgnofstrength？
ldon'tsupposeit'sthat.Peoplecometotherapybecause
theycan'tsortouttheirownproblems.Isupposecoming
totherapyisasignofweakness.
Sohowdoesthatsupportyourbeliefthatyoumusinot
showanyweaknesses？￨notherwords, isyourbelieftrue？
[shrugshershoulders]Wel l, Isupposeitisn'ttrueafterail
77a/nee:
C//enf:
[Thecl ientseemsuninterestedinherownconclusion｡Thetrainee
triesanotherargument.]
77日/nee:
Whenyousaythatyoumustnotshowanyweaknesses,
doesthatmeanyoudohavesomeweaknessesbut
othersmustnotseethem？
C"enf:
[concentratingl ldohavesomeweaknesses likefeeling
anxiouswhenlmeetnewpeopleorbeingthecentreof
attention. l trytokeepmyseifundercontrol because l
don'twantthemtothinkbadlyofme.
29
口酎℃宮甦ご垣
77召ﾉnee:
[Theclient isbecomingengagedintheconversation.]
77日mee:
C"e"f：
77a/nee:
C"e"f;
YbusayyoutrytokeepyourselfundercontroI sothey
won't thinkbadlyofyou, buthowdoyouknowyour
a廿emptsatacontrolaresuccessful？
Whatdovoumean？
■
菫２万冒三堀ミ語旦図⑩塁ト﹄︒◎宮町と①国①豈遥︒Ｅ山扇巨旦蔚唾
Well, does thatmust statement guaranteethatyour
weaknesseswill notbeexposedtootherpeopieand
thereforeyouwillavoidbeingjudgednegativelybythem？
lknowitwon'tguaranteeitandl'msureotherpeopledo
seehownervousIam,nomatterwhatlsaytomyseif.
Thefunnythingisthemoreltrytosuppressmyner‑
vousness,themorenervouslbecome.ldon'treallyget
muchpeaceofmind.
77a/nee:
Wouldyou liketostartgivingyourselfsomepeaceof
mindbychangingthatbeliefofyours？
C"enf：
Howdoldothat？
77白/nee:
First, releasethepressureinyourmindbygivingupthat
must.Second, learntoacceptyourselfwithyourweak‑
nesses irrespectiveofhowothersseeyouand, third,
learntotackleconstructivelythosebehavioursyoucall
!weaknesses' .
C//enf:
77a/nee:
That'satallorder.
Maybe,butyourwayhasn'tworkedsofar, soareyou
willingtogivemywayatry？Ybucanalwaysgobackto
yourwaysifyoudon't l ikemineortheydon'tworkout.
[Pointingouttoclientsthattheycanreturntotheiroldwaysofthink‑
ing, feelingandbehavingshowsthemthatyouarenottryingto@force'
anewwayonthemandtheyremainincontrolofthechangeprocess.]
C"enr:
[noddingherhead]Okay. l 'mwillingtogiveyourwayatryt
77白mee: ￨fyoufindmywayhelpful, lhopeyouwill takeitoverand
makeityourway.
Initialdisputinghasnotdislodgedtheclient'sirrational
beliefnorwasitintendedto,butithaspresentedherwith
thepossibilityofdevelopingadifferentperspectiveon
30
tacklingherproblems-clientsdonotusuallygiveuptheir
irrationalideasunlesstheyhavealternativeideastoreplace
themwith.Disputingisusuallycarrjedoutineachsession
toamelioratetheclient'soriginalproblem, tacklenewones
whichemerge,overcomeresistanceandremoveobstacles
tochangelself-disputationisalsorequiredwhensomeof
yourbeliefsbecomeobstaclestoclientchange,forexample,
'Theclienthastoacceptmyargumentsbecausetheyare
rightandhersarewrong'l｡
FromFormulaictoCreative
Disputing
sationistheessenceofiazzbutcanonlybeachievedonce
theplayerhasmaSteredthebaSicsofhisinstrument. Tb
improvisewithout learningthebasicsfirstwill leadto
acacophonyof sound. SimilarlyinREBT, attempting
creativedisputingwithout learningthebasicsfirstwill
leadtoadiscordant 1sound' ofill‑consideredarguments/
conflicting ideas! feel‑goodphrasemakingandrambling
reflections.
Tbavoidthisoutcome, itisimportanttounderstandthat
atthebeginningofyourcareeryOumaysoundformulaic
inyouruseofdisputingstrategies,butonceyouhavemas‑
teredthebasicsyoucangoontoimproviseandbecreative‑
the'boring'partbeforetheexcitingpart.Whatwestrongly
discourageyoufromdoingisrestingonyourlaurelsonce
youhavelearntthebasicsofdisputing.TheREBTthera‑
pistswhodothisaretheoneswhoSoundformulaicintheir
31
口酎℃巨雪ご垣
Earlierinthischapter!wecautionedyouagainsttheuseof
formulaicdisputingandencouragedyoutobecreativein
disputingyourclients' irrationalbeliefs.However!wereal‑
izethatyouareunlikelytobecreativeattheoutsetofyour
therapycareer.REBminthisrespect, islikejazzt improvi‑
ＣＳＬ
disputingworkandarealsotheoneswhoaretheleast
effectivedisputers.
PreparingYourClients
ForDisputin9
Inordertopavethewayfordisputingandavoidtheimpressionthatyouareattackingyourclients, thereareanumber
ofactivitiestocarryout:
１
２
３
４
−句垣２コ三句Ｅ巽旦応亀の曇ト﹄︒◎宮応廷①囚の垂室︒Ｅ山蔚匡昌蔚虻
Disputingcanbeanuncomfortableexperienceforclients
astheyarebeingasked, inessence, todefendtheirbeliefs.
ReviewtheABC'softheclient'spresentingproblem.
RemindthechentoftheimportanceoftheB‑CconneCtion｢
thatis, thatirrationalbeliefs(Bl largelydetermmeemotional
consequences IC).Thiswillhelphertoseethesenseindis‑
putingBratherthanattemptingtochangeA.
HelptheclienttounderstandthathernewCIemotional
goall isachievedbychangingB: emotionalchangeHows
frombeliefchange.
E"laintoyourclientwhat ismvolvedinthedisputing
processIthatis,anexaminationofherirrationalbeliefs)and
whatisnotinvolved(forexample,arguing, 'brainwashing').
MixingBasicandCreative
Disputing
Elementsofbasicandcreativedisputingarelikelytobe
found,orratherheard, inthesessionaudiotapesofexperi‑
encedREBTpractitioners.Suchamixtureispresentinthe
maintherapist‑clientdialogueofthisbooktowhichwe
nowreturn.
32
777elap/sr:
Justtorecaponwhatwe'vedonesofar:you'refeeling
anguishedaboutyourbestfriendpullingoutofabusinessdealwithvou.Wur beliefabout thissituation,
whichwe'veagreedtocallthe {stuckbelief',is !He
shouldn'thavebetrayedme． ￨'￨￨ neverforgivehimfor
that' [clientnods].NowIknowyou'renotconvincedbut
youarepreparedtoconsiderthepossibilitythatyour
beliefaboutyourbestfriend'sbehaviourratherthanthe
behaviour itself is largelyresponsibleforyourcurrent
anguish[clientnodsl. ￨fyouwanttoreduceyouranguish
andgetyourself intoabettermood, thenyouneedto
getyourselfunstuckfromthatbelief.Tbdothat,wewill
carefullvexaminethatbeliefanddecide if thereare
軍
C//enf:
That'sright.
777eﾉapﾉSf:
Doesthat rocksolidshouldallowyoutoaccept the
realityofwhatactuallyoccurred, integratethatpainful
episodeintoyourexperlenceandmoveonwithyour life？
C"enr：
solid'.
[Thetherapist isseekingtodiscover iftheclientseeshisirrational
beiiefasrealistic,adaptableandconducivetotherapeuticmove‑
ment inhislife.]
C/ienf:
Ofcoursenot1Howcanl <moveon',asyousay,when
hebetrayedme？
7 he/ap/si:
l'llcometotheIssueofbetrayalali廿ielaterifimay,but
as Iongasyourshouldremainsrocksolid,whatwill
happentoyouranguish？
IThetherapist isdisconnectingtherock‑solidshouldfromtheissue
ofbetrayal .Separateconsiderationoftheseareasmayhelpthe
clienttobemoreobjectiveinhisdiscussionofthem.]
C//enr:
Nothingwillhappentoit, it'1￨ juststillbethere.
33
口酎で匡与言い
777e/ap/st:
morehelpfulwaysofthinkingaboutyourproblem. l'llbe
offeringyouargumentstoconsider,but lcertainlywon't
betryingtoforceyoutoacceptmyvlewpoint､okay？
That，sokaywithmeoHowdowebeginthe､？
Nowyousaidpreviouslythatyourshouldwas :rock
777eﾉapjs#
C"enf:
7heﾉapjsr
Andhowwill thathelpyoutoreduceyou｢anguishthen？
ltwon,tDoyouexpectmetoforgetallabout itthen？
ldon'texpectyoutoforget it,but it'sthewayyouhang
ontowhat'shappenedthat'skeepingyouranguishgoing
ratherthandiminishing.Ybur rock‑solidshould is, in
essence, ademandthatyourbest friendshouldnot
haveactedinthewaythathedidatthattime.
[Inotherwords, theempirical realityatthattimeshouldhavebeen
otherthanitwas・Thetherapist ispointingouttheabsurdityofthe
三のと２コ三町ミ語旦国﹄の垂ト﹄﹃弓冨阿仁①画の諄署︒Ｅ山扇屋昌一殉虻
client'sreality‑denyingshouid]
C"enf:
Areyoutakinghissidethen？
7 helapﾉSf
￨ 'mnottakinghisside. ￨'mtryingtoencourageyouto
stepbackfromtheproblemandtrytoviewitmore
objeCtively・Look,whoultimatelydetermineswhatyour
bestfrienddoes−youorhim？
[￨f rock‑solidshouldswererealistic, thentheywoulddetermine
hisbest friend'sbehaviour irrespectiveofwhat thebest friend
wantedtodo.]
C"enf:
Well, hedoesobviously.Aml supposedtofeelsorry
forhimorsomethinq？
ｰ
7 helap/sf
1'mnotaskingyoutofeelsorryforhim.Peopleact in
thewaysthattheydobaseduponwhat'shappeningin
their lifeatanygivenmoment.Therefore,what'simpor‑
tanttohimwi llnotalwayscoincidewithwhatyousee
asimportant inyour life'
[Thetherapist ispointingouttheunpalatabletruththattheclient
isnotnecessarilyatthecentreofhisbestfriend'suniverse;other
factorsorprioritiescompetefora杜ention inhisbe friend'slife｡]
C//eni:
Buthesaidhewasgoingtogointobusinesswithme.
Hegavemehisword.
777e/apisr
Andl'msurehemeant itatthetimebutcircumstances
changeandpeoplecannotalwayskeeptowhatthey've
agreedorpromised､Havevoueverbrokenapromise？
34
[Thetherapistdoesali廿le:mind‑reading' regardingtheclient'sbest
friendinordertoemphasizethepointthatwhat ispromisedisnot
necessarilvtranslatedintolateraction, forwhateverreason.]
C"ent:
Yes,but itwasn'tareallyimportantpromiselikegoing
intobusinesswithsomeone,
777e/apbr:
Whodeterminestheimportanceofthebrokenpromise:you
orthepersononthereceMngendofyourbroI①npromise？
C"enf:
[sheepishlyl lsupposetheydo.
777elap/sf:
Okay.Let'sgetbacktothat immovableshouldinyour
mind(tappinghead).Suchshouldsarereality‑denying:
realitvshouldhavebeenotherthanitwasatthattime;
ゴ
inotherwords, thebusinessdeal hadgonethrough
becauseVourbestfriendhadkepthisword.
「｢hetherapistreturnstotheissueofwhatwasandcomparesitwith
theclient'sdictatesofhowthingsshouldhavebeen.Thetherapist
@immovableshould'.]
C"enf:
Well,heshouldhavedone.
777elap/si: lfyouhangontothatshould,doyouthinkitwillactas
atimemachineandtakeyoubackintimetoalterrealityinyour1avour？
IThetherapist isimaginingtheclientasatimelordwhocanretumto
thepastandrewriteit. lnreality, isthepastirrevocableoratabularasa?]
C"e"r:
I knowthat'simpossible, thereisnotimemachine. lt
soundssi llywhenyouputit likethat.What'shappened
hashappened.Ybujusthavetogetonwithyour life.
[ponders]YbuknowwhenlwasservinginNorthern
￨reland l hadgoodfriendswhowereki lled,wounded,
maimedfor life.Ybuhadtofocusonthejob, that'swhat
keptyougoing. ifyoudweltonall thatunpleasantstu什
thatwasgoingon, youwouldloseituphere[tapping
thesideofhishead]assomeblokesdid.Thenyou
wouldbeadangertoyourcomrades.Theymightnot
beabletorelyonyouwhenthingsgotsticky.
35
ロ耐ｂ匡電．垣
istryingtoencouragetheclienttoseethefutilityofclingingtohis
777eﾉapjsr：
DoyouthinkVounowhaveajobtogeto、with？
｢｢hetherapist linkstheclient'sexperiences inNorthern lrelandto
hispresentproblems inordertoencouragetheemergenceofa
problem‑soIvingoutlook.]
C//enr:
[nodding]Deepdownl knowit'stheonlythingtodo.
l'vegottomovebeyonditasmywifesays,butnotall
lnoneqo･
酉
777e/ap/sr:
Whatwouldyouneedtotellyourself inordertostart
■
三の喧埋ごｚｍＥ勇且応二①曇ト﹄．◎宮︑垣①
movlngyourselfoutofthisstuckzone？
IThetherapistfocusestheclient'sattentiononhowproblem-soIving
Isactualiygoingtostart.]
C"enr:
[ponders]Hmm.Well,somethinglike:lthappened,now
777erapﾉSｵ：
WhatwouldthatactualIymean？Forexample,wouIdit
meanthatyouhaveaccepted,without liking it inany
moveforward'.
way, thatyourbestfriendpulledoutofthedeal？
[ThetherapistseekscIarityregardingthemeaningoftheclient's
の量﹄◎Ｅ山蔚亡ｇ馬陸
statement.]
C"enf:
Yes, itwouldmeanthat. i'vedealtwithmanydifficult
7 helap/Sr:
wanttobedefeatedbythisone.
Good.Now,canweturnourattentiontotheissueof
situationsinmylife,particularlyinthearmy,andldon't
betrayai・WhatdoyoumeanbybetrayaI？
[Theclientmayhavean idiosyncraticdefinitionofbetrayal rather
thanastandarddictionaryone.]
C"enr:
Well, thatyouIvebeenstabbed intheback.Ybuput
yourtrust insomeonewhoturnsouttobeasnakein
thegrass.
777eﾉapisr:
Doyouthinkhedeliberatelysetout todeceiveyou,
knowingfullwell thathewasgoingtopulloutofthe
dealatthelastminute？
36
[Thetherapist isnowencouragingtheclientto;mind-read' inorder
togethimtoconsiderthetotalityofhislifelongrelationshipwithhis
best friend.Basedontheevidence, ishisbest friend likelyto
behaveinthatway?]
C"enf:
[shakinghisheadl lf l'mtobehonest, ldon'tthinkhe
woulddothat. l'veknownhimallmylife.Hepulledme
outofafewtoughscrapesinthearmy.|shouldn'thave
calledhimasnakeinthegrassbutwhenyou'veputall
vourtrustinsomeonesocIose...
777erap/Sr:
Becauseyou'veputallyourtrustinsomeonesocIoseto
youdoesthatpersonhavetomeetthattrustnomatter
what ishappeningintheir lifeatanyglvenmoment？
[The:haveto'maybeabindingcommitment intheclient'smindbut
hisfriendmaVanddidhaveadifferentviewonit.]
Well ,youwouldexpectthemtodotheirbesttofuifi l it.
Iwouldtrytodomybest ifsomebodyputtheirful l trust
lnme、
7 heﾉapjSr:
1'mnottalkingabout {expectthemto'or :tryto'which
isperfectlyreasonable, butarock‑solidhaveto, no
matterwhat.
[The therapist isemphasizing thedistinctionbetween flexible
expectationsandrigid,uncompromisingdemands.]
C//enf
Ybumean likemyrock-solidshould[therapistnods].
Well, I supposetheir lifecannot revoIvearoundthat
rock-solidhaveto. ldon't livetheir life, so Imaynot
knowwhat'sreallygoingon.Circumstanceschangein
their lifewhichl'mnotawareof.
ThelapﾉSf
That'sright.Nothingstaysconstant.Nomatterwhat
anyonepromisesyou,youcannotguaranteethatthose
promiseswillbecarriedout.That'sthegrimrealitytSo
wecomebacktowhetherornotyouwillaccept,albeit
reluctantly,thisgrimrealityorcontinuetohangontothat
rock-solidshould-:Heshouldn'thavebetrayedme.
37
ロ耐ｂこ﹃冒垣
Cﾉﾉenf:
[Thetherapistsumsupthechoicesfortheclientcontinuetodeny
realityorreluctantlyaccept it-stasisorchange.]
C//enf:
No, ldon'twanttohangontoitandyou'vegivenme
some ideasaboutbetrayalwhichneveroccurredto
me.lexpectyouwantmetoforgivehimnow.
刀)eﾉapjsf:
That'sentirelyuptoyou.Reducingyouranguishover
thismatter isthemaingoal.Ybudon'tneedtoforgive
himinordertoreduceyouranguish.Thetwoissues
arenotrelated.
■
一両廷２コ三ｍミ塁旦圃一①垂ト﹄．◎冒甸こ①
[Forgivenessisoptional;theimportantpoint isfortheclienttomake
peacewithhimselfoverpasteventsandmoveon.Makingpeace
withhimselfcanbefacil itatedbyabsorbingsomeoftherealistic
pointsmadeintherapy｡]
C//e"r:
There'salotformetothinkabout.Howdolgetmy
777erapﾉsr
AsthesessionisdrawingtoacIose, nowwouldbea
goodtimetoanswerthat intermsofyourhomework.
headaroundall this？
のこ﹄◎Ｅ山雨巨昌蔚唾
Inthischapter, theclienthasbeenintroducedtodisputing.
Thetherapisthaspresentedtheclientwithsomeideasfor
himtoconsiderwhichmayhavetheeffectof 'chipping
away'athisirrationalbeliefs.Therapist‑initiateddisputing
isexpectedtoleadtoself‑disputingaspartoftheclient's
developingroleashisowntherapist.
Notes
1
Clientsfrequentlyclingtotheir irrational beliefswithconsiderable
tenacity.El lis(1979)hasadvIsedtherapiststoattacksuchbeliefs
withforceandenergy.Whileavigorousdisputingapproachmaywork
withsomeclients,othersmayseeitasintimidatingoroveIwhelming;
therefore,donotbeaone‑notedisputer. lnourexperience, thequiet
presentationoftellingargumentscanworkwonders inerodinga
client'ssupportforher irrationalbeliefs.
38
2AsDiGiuseppenotes, asituation-specificbelief !resemblesa
self-statement thananunspokenphilosophy'(1991: 187)｡Making
manifestanddisputinganunspokenirrationalphilosophyleadstoa
moreelegantoutcomefortheclientasawidenumberofadverseor
potentiallyadversesituationsarecoveredbyhisnewrationaloutlook
whichasituation‑specificself‑statementwouldobviouslynotbeable
toencompass
ロ耐℃︻再言い
39
RationaleForHomework
msks
HomeworkhasbeenanimportantfeatureofREBTsmce
itsinceptioninl955IWesslerandWessler' 1980).Ifyour
clientseesyouforonehoureveryweek,what ishe/she
goingtodowiththeotherlllhoursbeforethenextappomtment (weassumethattheclienthaseighthourssleepper
night)？AsPersonsremarks：
Situationsthatarousepowerfulaffectprobablyinvolve
thepatient'skeyunderlyingideas,andtheabilitytowork
onthesewhentheyareactivatedoffersapotentopportu‑
nityforchangethatwouldbemissedifall therapeutic
worktookplaceduringtherapysessions.11989: 141‑21
Homeworkistheactivitycarriedoutbyclientsbetween
sessionsandputsmtopracticethelearningthathasoccurred
withinyouroffice.'Clientscanclaimthattheirirrational
thinkingischanging,buthowisthisclaimtobeverifiedif
theydonotProvidebehaviouralevidenceofsuchchange？
Forexample, aclientwhostatesthathecannowstand
doingboringtasksstillprocrastinatesoverdoingthem.Has
hereallytackledhislowfrustrationtolerance(LFT) ideas
aboutsuchtasks？Wedoubtit、Wemightsaythathehas
cognitionwithoutignitionlthatis'cognitivechangewithout
accompanymgbehaviouralchangel ・Unlessanascentrational
philosophyisactedupon, itwillnotbeinternalizedandthe
clientwillbemaroonedatthelevelofintellectual insight
intohisproblems; therefore,homeworkisavitalpartof
REBTpractice,neveranoptionalextraonthetherapeutic
agenda.
Homeworktasksallowclients todevelopcompetence
andconfidence infacingtheirproblemsand' therefore,
theyarelesslikelytobecomedependentonyouasthe
agentofchangeintheirlives; inotherwords｢ theyare
becomingtheirownself‑therapist・ Forclientswhodrag
theirfeetovercarryingouthomework,pointouttothem
'thatcompliancewithself‑helpassignmentsmaybethe
most importantpredictoroftherapeuticsuccess! (Burns'
1989:5451 .Withthoseclientswhoareconsistentlyrecalci‑
clientscompletingtheirhomeworktasks.Non‑compliance
incarryingouttheirhomeworktasksmeanstheseclients
arelikelytomaintainthestatusquointheirlife, thatis,
remainemotionallvdisturbed.2
ユ
.IypesofHomework
Assignments
Thesecanbedescribedascognitive,behavioural,emotive
andimaginal.
Cognitivetasks
These'relysolelyonverbalinterchangebetweentherapist
andclient (withinsessiOns),betweentheclientandhimself
(writtenorthinkinghomework),andbetweenauthorand
client(readingandlisteningtotapesashomework'(Wessler
andWessler' 1980:1131.Thesetaskshelpclientstobecome
41
エ︒ヨのミ︒﹃詩
trantinexecutingtheirhomeworkassignments,acontract
canbeusedwherebyfurthertherapyiscontingentupon
moreinformedaboutthetheoryandpracticeofREBTand
therebydeepentheirintellectualinsightintotheirproblems
andwhatstepsareneededtoovercomethem.
Reading
■
一面竺埋コミ町ミ碧旦町﹄①曇ト︒ミ︒冨町廷①画①堂﹄︒Ｅ山耐匡昌馬虻
ReadingREBTmaterialstopromotetherapeuticchangeis
calledbibliotherapyEThereisasubstantialbodyofREBTselfhelpliterature, forexample,Hoﾉdlb"HeqdUpHigﾉzbymul
Hauckll991)andlOStePStOfbsi"veL加囎byWmdyDryden
￨1994).Readmgself‑helpliteraturemtheabsenceoftherapy
doesnotusuallyleadtolastingchangeaspeople infre‑
quentlyactinapersistentandforcefulwaytoilnplementthe
ideascontainedinthisliterature;or,asoneofus (WD)has
written, self‑helpbooksdonotworkmthesensethatread‑
ingthemdoesnotinitselfpromotepsychotherapeuticchange
IDryden, 1998bl.
Ybushould, ideallyihavereadtheUteratureyourecommend
toyourclientssoyoucandiscussitwithsomeauthority
whentheclientreferstoitandcorrectanymisconceptions
theclientmayhavedevelopedaboutwhatshehasreadifor
example! ｣Itseemstomethatenlightenedself‑interestisjust
acleverwayofsaying"I'mgoingtobeselfish"' ).Always
ascertainifyourclienthasanyreadmgdifficultiesashemay
bereluctantorembarrassedtotellyou.
Listening
ThiscanbetotapesoflecturesbyleadingREBTErs! for
example,AlbertEllisonU"co"dirio"myAcCe""YbWSe"
α"aOr/ze7sI19861andRayDiGiuseppediscussingW7zqrDo
IDoWi肋ハ〃A昭e7:HoIahI〃o7LetHO雄？'1989}orto
relaxationtapesasanadjuncttocognitiverestructuringof
エ
J
clients/anxiogenicthinking.
REBTfavoursclientstape‑recordingtheirtherapysessions
inordertolistentothemawayfromyouroffice.Listening
tothetapesbetweensessionsoftenbringsgreaterunder‑
standingofimportantpointsmadeinthesession‑points
42
missedorinadequatelyprocessedatthetimebytheclient
becausehewas, forexample,overlydisturbedorreluctant
toadmithedidnotunderstandwhatyouweresayin9.3
Ontheirown, clientsarelikelytofeel less inhibitedor
distractedandtherebymoreabletofocusonthesession
冬
contentandbringtheircommentsabout it tothenext
sess10n.
Writing
Aformalmethodofchallengingirrationalbeliefs isby
encouragingclients toguide themselves through the
ABCDEmodelofemotionaldisturbanceandchangeby
askingaseriesofquestionswhichtheycanwritedown.An
exampleofaself‑helpformis:
＝＝
CriticalA
二二
Beiiefs
二二
Consequences
三＝
Describeclearlyandconcisely.
Whatamlmostdisturbedaboutinthissituation？
What ismyirrationalbeliefaboutthissituation？
Whataremydisturbedemotionsandbehaviours
inthissituation？
Disputing
二二
Effects
三三
Whatisadifferentwaytothinkaboutthissituation
throughdisputingmyirrationalbeiiefs？
What aremynewbel iefs, emotionsand
behavioursinthissituation？
Thisexampleofcognitivehomeworkisgiventoclients
onlyaftertheyhavegainedproficiencyintheuseofsuch
self‑helpformsthroughin‑sessionpractice.
Othertasksincludewritingessaysthatexplorerational
ideas, forexample, aclientwhobelievesthatshemust
alwaysperformperfectlyagrees towriteacomposition
entitled'Whyfallibilitylimperfection) isanineradicable
partofhumannature'.Clientscanalsokeepdiariesto
recordtheirupsettingthoughtsanddisturbedfeelingsand
thesituationsinwhichtheyoccur・Keepingadiaryhelps
clientstonoteconstructivechangesinthesethoughtsand
feelings.
43
エ◎ヨ①署︒﹃涛
Situation
Behaviouraltasks
Ybubehaveasyouthink.Forcefullyandpersistentlyacting
againstone's self-defeatingideasnot onlyundermines
theseideasbutalsostrengthensnewwaysofthinkingand
feeling・Therefore,behaviouraltasksserveasameansto
achieveacognitiveendlthatis,philosophicalchangel:
町
一両廷幽︒ｚ応ミ畠旦慰むニト﹂﹃５冨町こ① ⑩こ﹄︒Ｅ山話垣Ｑ罵唾
Forexample, ifclientsbelievetheycannotstandwaiting
forevents, theyareaskedtopracticepostponinggratifica‑
tions. Iftheybelievethattheycannotstandrejection, they
areencouragedtoseekitout. Iftheybelievethattheyneed
something/ theyareexhortedtodowithout.Iftheybelieve
theirworthisbasedondoingwell, theyareaskedtopur‑
poselydopoorly. IWaleneta1. , 1992: 169)
Rvoofthemostfrequentlyusedhomeworktasksarestayin-thereexercisesandrisk-takingactivitiesIGriegerandBoyd,
1980).Stay-in-thereexercisesencourageclientstoenterthe
mostaversivesituationstraightawaylforexample, getting
intoaliftandgoingallthewaytothetopfloor)orworking
throughahierarchyofaversivesituations,fromleasttomost
aversivelforexample,oneortwofloorsatatime;goingall
thewaytothetopfloormaybeseveralweeksawayor
longer).Risk-takingactivities involveclientsundertaking
taskstheymayfailatornotdowellormayincurcriticism,
disapprovalorrejectionfromothersIforexample,speaking
upinagrouptovoiceone'sopinionsinsteadofalways
agreeingwiththemajorityviewinordernottobetheodd
oneoutl.
Itisimportantthatinbothtypesofbehaviouralassignmentsyouencourageyourclientstorepeattheirrational
beliefsatthesametimeastheycarryouttheseassignments.
Whilethinkingrationallyistheprimarymeansofachievingemotional insight {rationalbeliefsdeeplyandconsistentlyheldl,behaviouraltasksareveryimportantbecause
44
clientsmavdoubttheefficacvoftheirnewrationalbeliefs
4
条
iftheyarenotactedupon.
Emotivetasks
Thesearedesignedtoengagefullyclients' disturbedfeel‑
ingsinordertoamelioratethemthroughsustainedandvig‑
orousdisputingof ingrained irrational ideas. Themost
well‑knownemotivetechniqueisshame‑attackingexercises
IEllis, 1969) .4Thisencouragesclientstoactina｣shameful'
wayinreallifeinordertoattractcriticismorprovokedis‑
approval (forexample,amangoesintoachemist'sshopand
asksforthesmallestcondomspossiblelordesignanexer‑
cisethatismorerelevanttotheclient'sproblem(forexample,
aclientwithstrongapprovalneedsputshisoverheads
exercise1 clientsareremindedtodisputevigorouslytheir
shame‑inducingbeliefs: ｣Justbecauselactedinafoolish
mannerdoesnotmeanlImfoolish.'
Suchexercisesaredesignedtoteachclients I1) tostrive
forself‑acceptanceandrefrainfromself‑denigration; ￨21 that
theyfrequentlyoverestimatethenegativereactionsofothers
totheirbehaviour; (3) thatitisnotawfultobehavestupidly
orrevealaweakness; ￨4) andthatthedisapprovinglooks
andcommentsofotherscannot 'crush'orhumiliatethem.
Itisimportanttonotethatshame‑attackingexercisesshould
notputclientsorothersinharmIsway,violatetheirethical
standards,breakthelaworbringaboutself‑defeatingcon‑
sequencessuchaslosingtheirjoborjeopardizingtheirpro‑
motionchances.
Imagerytasks
These tasksusemental imagesorpictures todispute
clients' irrationalbeliefs・ Imagerytasksoftenmvolveusing
45
工◎ヨのミ︒﹃天
upsidedownwhengivingapresentationtohiscolleagues) .
Simultaneouslywiththisbehavioural componentof the
一両但幽︑ミ殉ミ語旦囚竺置﹂︒◎営国も︑①ミさＥ山雨堂昌蔚虻
rational-emotiveimageryIREI;MaultsbyandEIlis' 19741.
OneexampleofREIistoaskaclienttoclosehereyesand
vividlyimagineanadverseeventwheresheexperiencesa
disturbedfeeling lforexample, angryaboutherhusband
flirtingwithawomanataparty).Theclient isurgedto
experiencethefullforceofherdisturbedfeelingandthen!
withoutalteringanydetailsoftheadverseevent,tochange
herfeelingtoanon-disturbedoneordiminishtheintensity
ofthedisturbedfeeling lforexample, irritatedabouther
husband'sflirting).Theclientisaskedtoopenhereyesand
reporthowthisemotional shiftwasachieved.The ideal
answeristhatthisshiftoccurredwhentheclientreplaced
一
herirrationalbeliefiforexample, !Heabsolutelyshouldn't
beflirtingwiththatwoman'lwitharationalbeliefifor
example/ 'IknowheIsflirtingwithherandldon'thkeit. I
shallspeaktohimabouthisbehaviourwhenwegethome').
Obviouslyit is important toelicitfeedbackfromthe
clienttodetermineiftheimageryexercisewascarriedout
intheprescribedway.Theclientmightrevealthatemo‑
tionalchangewasachievedby, forexample,distraction('I
imaginedmyselfwalkingintoanotherroomsoasnottosee
whathewasdoing'),makingtheeventmOretolerablel'He
won'tgetanywherewithher.She'stooposhforhim'land
engaging inrationalizingrather thanrational thinking
IThat'sthewholepointofaparty‑toletyourhairdown.
That'sallhewasdoing,havingagoodtime' l.
HappinessAssignments
ThesearenotroutinelymentionedintheREBTliterature
butpointouttoclientsthatREBTis 'notmerelyworking
todispelmisery,butactivelyworkingtop7omoreﾉzqppmess'
(Walenetal.,1992:269;originalauthors'italics).Youcan
discusswithyourclientswhatthingsgivethempleasure
andtoengage insomeoftheseactivitiesalongsidethe
'unexciting' sideoftherapy‑theworkbetweensessions.
46
Pleasuredoesnothavetobeputonholduntilclients'
emotionalproblemsareresolved.
NegotiatingHomework
TasksUsingtheCriterionof
Challenging,ButNot
Overwhelming
Someclientsmighttake'tinysteps' intheproblem-soIving
processwhichconvincethemtheyaregettingnowhere
withtheirsnail-likeprogressorreinforcetheirlowfrustrationtoleranceideasabout thehardworkofchange (for
example,'1can'tbearthisdiscomfort'l.Otherclientsmight
ingoverwhelmedbythetasksfacingthemmeans they
havewipedouttheprogresstheyhavemade (forexample,
'I'vegonebacktosquareone'IAmiddlewaybetweentoo
little, tooslowandtoomuch, toofast ischallenging,but
notoverwhelming,thatis,tasksthattakeclientsoutsideof
theircomfortzonebutwithoutlosingsightofit.Forexam-
ple, aclientwhowasprocrastmatingovertacklingsome
tediouspaperworkagreedtoworkonitfor30minutes
eachday;attemptingtocompleteitinonesittingwouldbe
tooeffortful forhim.Negotiatedhomeworktaskscanbe
gradedaslC(insufficientlychallenging),CNOIchallenging,
butnotoverwhelminglorTCItoochallenging) fromthe
standpointofyourclient'scurrentskillsandprogress.
GNoLose'Formulaof
Homeworkmsks
Thisreassuresclientsthatnomatterwhathappenswith
theirhomeworktasks, somele""mgcanbeextractedfrom
47
正◎弓⑩ミ︒﹃詩
'biteoffmorethanonecanchew'andconcludethatfeel-
theexperience.Do"ornegotiatehomeworktasksinterms
ofsuccessorfailure,forexample,'Itreallyisimportantthat
youdothehomework. Ifyoudon'tdoit,what'sthepoint
inyoubeingintherapy?'.Focusonwhatlearningtheclient
hasderivedfrom:
1 successfullycompletingthehomeworktask;
2undertakingthehomeworktaskbutonlyachievingpoor
二①岳２コ三町ミ語Ｑ囚質偉冒◎冨図茄囚①ミ８Ｅ山扇亡昌罵虻
results;
3 notdoingthehomeworktask.
Informationgatheredfromhomeworkreviewshelpsyou
andyourclienttodeterminewhatarethespursorblocks
totaskcompletion. Ifyourclientdoesnotcarryouthis
agreedhomeworktasks, thelearningtobeextractedfrom
this is stark: hewill remainemotionallydisturbedand
今
contradictshisstatedgoalofamelioratinghisdisturbed
feelings.
CanYourClientSee
theLinkBetweenthe
SessionWork,Homework
TaskandHerGoal？
Ifnot, theclientwillbelessinclinedtocarryoutthetask
(doyouseethelink?1・Forexample,aclientdoesnotseethe
relevanceofdeliberatelygettingintolongqueuesinthe
supermarketwhenit is longmeetings, not longqueues,
thatsheupsetsherselfabout. Iftheclient'sgoalistotolerate,
inanon‑disturbedway, longmeetingsandevenlOnger‑
windedcolleagues, thensheneedstointernalizesomeforce‑
fUlcopingstatementssuchas 'Thereisnoreasonwhymy
timecannotbewastedbylOngmeetingsorverbositybutl
canlookforwaystoreducebothifpossible'．
48
DoesYourClientBelieveHe
CanCarryOutThe
HOmeworkAssignment？
Eventhoughyourclientshaveagreedtocarryoutthetasks,
dotheyhavesufficientskillstocarrythemout？Self‑efficacy
theoryIBandura, 1977)predictsthatyourclient ismore
likelvtocarrVoutahomeworktaskifhebelievesthathe
各
エ
canactuallydoitthanifhelackswhatBanduracallsan
'efficacye"ectation'.Therefore,carryoutaskillsassessment
anddeterminewhat, ifany, remedialtrainingmaybenec‑
essary; iftheclientdoeshavethenecessaryskills,ascertain
ifheisconfidentaboutusingthem・ Inthelattercase, the
clientdoeshavetheskillsbutlacksanefficacyexpectation
abouttheiruseinaparticularsetting.Forexample,aclient
butnotlabellinghimselfafailurebecauseofit,mightneed
in‑sessionimaginalrehearsalofputtingthisdistinctioninto
practicewhentakinghisdrivingtest.
TryingversusDoing
'Oneofthemorecommonwafflingresponseswhena
personisaskedtodohomeworkis"I'11try".Noticehow
littlepersonalresponsibilitythisresponsecommunicates'
(Grieger' 1991:60).Tryingsuggeststhatsomeeffortmight
bemadebutlacksthecommitmentthatdoingdenotes, that
is,persistentandforcefulactiontogetthejobdone.Ifsome
clientshavebeentryingtosolveaproblemoutsideoftherapy,dotheywanttocontinuewiththisunproductiveattitude intherapy？Evenwhenclients saVtheVwill try
harder' , theyoftenengageinmoreofthesamebehaviour
thatpreventstaskcompletion(forexample, aclientwith
socialanxietVattendsmoresocialfunctionsbutstilldoesnot
エ
49
エ◎ヨ①署︒﹃詩
whocanseethedifferencebetweenfailingatanactivity
initiateconversationsl.Ybucandemonstratethedifference
betweentryinganddoingbyaskingyourclients,forexample,
totryandstanduportrytoleavetheroom-tryinglacks
thedeterminationofdoing・Clientsusuallygraspthisdis‑
tinctionstraightawaybutdonotexpectthemtoput into
immediateeffect!
When,WhereandHowOften？
この仁埋︒乏炮ミ当Ｑｍ﹄の塁ト﹄．︒冨応こ①
Vagueassurancesfromtheclientthatthetaskwillbedone
sometimeinthenextweek'doesnotinspireconfidence
thatthetaskwillactuallybedone-somethingmoreinterestingmayinterveneandpushthetasktothemarginsof
theclient'smind・ Inordertoconcentratetheclient'smind
の亀﹄︒Ｅ山恵巨昌種甸堕
onthetaskahead, askthefollowingquestions:whenwill
youcarryoutthetask？wherewillyoudoit？andhowoften
willyoudoit?Specificit>nnotvagueness,shouldguidehome‑
worknegotiationandtherebymakeitmorelikelythatthe
clientwillexecuteheragreedassignment.
TToubleshootingObstacles
toHomeworkCompletion
Thisinvolveslookingatanyactualorpotentialblocksto
homeworkcompletion.Onceblocksareidentifiedﾉwaysof
overcomingthemarethendiscussed.Forexample,aclient
might say, 'Wearehavingourhousedecoratedat the
moment, soit'sgoingtobeaverytightsqueezefittingin
the imageryexercises.'Youmight replythat theclient
couldfindsometimeinhislunchbreakatwork. Ifyour
clientskeeponfindingreasons (apolitetermforexcuses)
whytheywillhavetroubleexecutingtheirassignments,
probeforandaddressunderlyingissues/ forexample, the
50
avoidanceofdiscomfort: 'ifyouwant tofeel relatively
comfortable inthesesituations, Youfirsthavetomake
yourselfuncomfortablebyenteringandstayinginthem
untilyouranxietysubsides.Unpleasantbutnecessaryl!m
afraid.'Ybucanlikenyourroleasatroubleshootertobeing
a 'cognitivecop', that is, apprehendinganddealingwith
clients｢ thoughtsandbeliefs thathinder theirprogress
(NeenanandDryden!2002) .
AvoidRushingHomework
Negotiation
Wehopethatwehavemadeclearthathomeworkisvital
iftherapeuticprogressistooccur.Wemightsay:nohome‑
dailvl .
坐ﾀ
NegotiatingtheClient's
Homeworkmsk
Inthelastchapter, theclientsaidneartheendofthesession: 'Howdolgetmyheadaroundallthis?' (thatis, all
51
垂◎ヨ⑩ミ︒﹃毒
work,notmuchhopeforchange.Therefore!makeprovi‑
sionforhomeworknegotiationinyoursessionagenda; ten
minutesormOrefornoviceREBTtherapiSts､ Ifasuitable
homeworktaskhasemergedearlierinthesessionandthe
clienthasagreedtodoit, thenlesstimewillbeneededat
theendofthesessiontodiscussit.Alwaysensurethatyou
giveyourclientsawrittencopyofthehomeworktaskasa
reminderofwhattheyhaveagreedtodo;relyingonpurely
verbalagreementcanleadtodisagreementswhenthetask
isreviewedat thenext session lforexample! theclient
thoughthewassupposedtocarryout thetasktwicea
weekwhileyoubelievedtheagreementwastodoittwice
theissuesthatsurfacedduringthesessionl.Ahomework
tasknowneedstobeagreedthatflowslogicallyfromthe
workdoneinthesession:
777eiap/St: Whatwouldyou liketodoasyourfirsthomeworktask
basedonwhatwe，vediscussedheretoday？
C"e"r:
AsIsaid,there'salottothinkabout･Listeningtothe
tapeofthesessionwouldbeahelp.lcanmulloverthe
pointsyou'vebeenmakingandmyownresponsesto
them．
■
一両この胃之殉ミ語旦図凹仁さ◎冨砲このｍ①亀冒厘画雨宮Ｑ罵唾
[Theclienthaschosenacognitivehomeworktask.]
meﾉap/st:
Good. l'll beinterestedtohearyourcommentsatour
nextsession､Whendoyouthinkyou'￨ ￨ ￨istentothetape？
Thereasonlaskthat isbecauseclientsaresometimes
veryvaguewhentheywillactuallydotheirtasks.
C"enr:
Fairenough． ￨'ll listentoittonightaftereveryonehas
gonetobed｡lmightlistentoitmorethanonce.
777eﾉap/sr： Canyouseeanyobstaclestolisteningtoittonight？
C//enf:
Nonethatlcanthinkof.
777e/apﾉSr:
Okay.Can l suggest thatyouwritedownsomecom‑
mentsasVoulistentothetape.
[Thetherapisthassugge､edthistohelpthecl ientbeactiveinthe
listeningprocessratherthanpassive.]
CI7e"r:
YCs, thatsoundslikeagoodidea.
ReviewingHomework
Assignments
At thebeginningofeverysession, reviewyourclient's
homeworkunlessacrisissuperveneswhichneedstobe
dealtwithimmediatelyandnormalagenda‑settingissus‑
pended.Notreviewingyourclient'shomeworkindicates
52
youspeakwitha 'forked-tongue': youstress thevital
importanceofhomeworkandthennotbothertodiscussit
whenyourclienthasdoneit.AsBeckobserves: ｣Inour
experience, ifthehomeworkisnotreviewed, thepatient
beginstobelievethat it isTTorimportantandcompliance
withhomeworkdropsoffdramatically' ￨1995: 52;original
author'semphasisl.Whetherornot theclienthascom‑
pletedherhomework,elicitthelearningfromit,aswesaid
earlierinthiSchapter.
Ifclientsdonotcarryouttheirhomework,monitoryour
ownemotionalreactionstonon‑compliance・Forexample,you
mightgetangrybecauseyourclientisnotworkingashard
asyouareorfeelanxiousbecauseclientnon‑compliance
meansyouareanincompetenttherapist.Ybuwillneedto
dealwithyourowndisturbance‑inducingthinkingfirst
clients'blockstohomeworkcompletion.
Inthischapter,wehaveconsideredwhatisinvolvedin
designingandnegotiatinghomeworktasks.Homeworkis
themeansbywhichclientsmovefromintellectualinsight
toemotionalinsightintotheirproblems, thatis, theyeven‑
tuallyinternalizearationaloutlooktoproblem‑solving.
Theclienthastakenhisfirststepinthisprocessbyagree‑
ingtocarryouthisfirsthomeworkassignment.
Notes
1
Forsomeclients, thewordhomework{oftenhassurplusmeaning,
bringingtomindteacher-studentrelationships,withtheclientseeinghimselforherself inasubservientroleratherthanasajointpartnerinacollaborativeventure'(Meichenbaum,1985:44).~Ibuncover
surplusmeaning,askyourclients iftheyexperienceanynegative
reactionswhenyoutalkofhomework. lftheydoexperiencesuch
reactions, thenuseothertermssuchasreal-lifeactivitiesorself-help
assignments.
53
エ◎ヨ①要︒︑詩
beforeyoucanregainyourclinicalfocusontacklingyour
2 1nthefinalanalysis, ifoneofyourclientssteadfastlyrefusestocarry
outhomeworkassignments,youwillhavetodecidewhethertocontinuetoseehimforREBTandhopethathemightdosomehome-
workeventuallyor referhimtoadifferent typeof therapywhere
homeworkisnotanintegral therapeuticfeature.
3Someclientsmaybecomedisturbedwhen listeningtothesession
tapes(forexample,$Isoundsopatheticwithallthewhininglkeepon
doing';#Ican'tbelieveltalksomuchnonsense').Thesereactionscan
beprocessedat thenextsessionandamorebalancedappraisal
sought (forexample,:Mywhiningisaproductofnotknowingwhatto
doaboutmyproblem.Thisstateofaffairswillnowhopefullychange
＝
こ
①
withthehelpofmytherapist')｣fsomeclients insistthatthetaping
め
．
之
応
muststopbecausetheydonot like l isteningtothemselves, then
complywiththisrequest.
､ミ4I(WD)havesuggestedthattheseexercisescouldmoreaccurately
a
Q
図
$
f
。
C
becalled#embarrassment‑a
becalled
embarrassment‑a廿ackingexercisesbecauseitseemsto
methatoneofthedifferencesbetweenshameandembarrassment
lsthatyouaremorelikelytofeelashamedwhenyou｢eVea｢56mgg
こ
E
thingveryinadequateaboutyourself,whereasembarrassmentisless
serious' (Dryden,1991:38).Gilbertmakesasimilarpointandadds:
田
の
4shame‑a廿ackingexerciseswhich invoIveacting inmi ldlyembar‑
豊
『ass1ngways…areinappropriateinseveredepressive‑shame'(2000:
■−
コ
＝
o
巨
166).Wemightsaythatwhetherthepersonexperiencesshameor
lb
embarrassmentdependsonhowheevaluateshimselfonthebasis
g
=
ofothers｡responsestohisshame‑attackingexerciseOnbalance,most
g町
=
ofthetasksclientspeiformareprobablyembarrassment‑a
ofthetasksclientspeIformareprobablyembarrassment‑a廿acking
虻
exerclses．
54
Wor
ough
Workingthroughmeansthatforchangetooccur' timeand
effortarerequired.Whensomeclientscomplainthatthey
cannotseelightattheendofthetunnel lthatis! thedesired
changel thisisbecausetheyhavenotenteredthetunnelor
movedalongit lthatis' little｢ ifany,actionontheirparthas
occurred). Inthiscontext, if 'therapyisn'tworking' ' it is
becausetheclientisnotworkingtomaketherapywork.
Movingthroughthetunnelistheworkingthroughphaseof
therapy.GriegerandBoydstatethat
Helpingclientsworkthroughtheirproblems‑thatis, sYs‑
tematicallygivinguptheirirrationalideas‑iswheremost
ofthetherapiSt'senergyandtimearedirectedandwhere
longlastingchangetakesplace.Successfulworkingthrough
leadstosignificantchange,whereasunsuccessfulworking
throughleadstonogainortosuperficialgainatbest・ Itis
assimpleasthat. (1980: 122)
Yourclientsareunlikelytoexperienceenduringchange
withtheiremotionalproblemsunlesstheyrepeatedlythink,
feelandactagainsttheirirrationalbeliefsinavarietyof
aversivesituations. Inthisway,multimodaldisputing ID)
leadstothegradualweakeningofclients' irrationalbeliefs
andtheincreasingstrengtheningoftheirrationalbeliefs
toachieveneweffects IE) intheirthoughts, feelingsand
behaviours.Withregardtodisputing,Hauckstatesthat
inallcounselingonetaskismorecriticalthananyother~ It
isself-debate.Throughoutyourcounselingitispractically
alwayscritical thatyoukeeptheclientorientedtoward
questioning! challenging, anddebatingwithhimselfover
hisirrationalideas."debate,debate,debate.11980:2441
Duringtheworkingthroughphase｢ clients, ideally, take
increasingresponsibilityforthechangeprocessandthe
directionoftherapyLClientswhorelyonyoufor their
progresswillactuallymakelittleprogress, sopointoutto
3 themthatyoucannotdotheirthinkingorexecutetheir
5assignmentsforthem.Griegerstatesthat 'it isbest for
gclientstoviewtheirREIBITaSbeinga24‑hours‑a‑day,seven‑
:day‑a‑weekthingTbthisend,Irepeatedlytellthemthis'
a (1991: 601.Onfirsthearingthisstatement,clientsusually
:blanchat itsimplications, andwhileitisextreme,never‑
fthelessitdoespointtotheimportanceofclientsworking
gontheirproblemsconsistently}atherthanintermittentl)M
。
応
仁
の
田
.:ExplainingtheDifference
:BetweenUnderstandingand
: Integration
E
O
輻
fUnderstandinginvolvesaclientseeinghowarationalout‑
Iookwill leadtoconstructivechanges inher irrational
beliefs, distressingfeelingsandcounterproductivebehav‑
iours.Understandingisassociatedwithaweakconviction
orbeliefinthisnewoutlook(forexample, '1understand
whatyousaylbutldon'tbelieveityet'l.Integrationinvolves
bothunderstandingandaction, thatis, theclientseesthe
benefitsofarationaloutlookandpractisesthisoutlookona
dailyorfrequentbasis. Integrationisassociatedwithastrong
convictionorbeliefinherrationaloutlook{forexample, 'I
understandwhatyou're sayingandl reallybelieveit
56
becauselknowitworks'1.Fromtheclient｢sviewpoint,
understandingislocatedintheheadwhileintegrationis
experiencedinthegut.'Understandingprecedesintegra‑
tiOn‑theformeroccursinyourofficewhilethelattertakes
placeintheclient'severydaylife.
Tbgetacross inavividwaythedifferencebetween
understandingandintegration,askyourclienthowadesire
tobefitistransformedintoarealityorifreadingabookon
chessisenoughtoturnapersonintoacompetentplayer｡
SuggestMultimodal
HomeworkTaskstoDispute
theSamelrrationalBelief
alternativeisthroughseveralmodalities: cognitive,emotive,behaviouralandimaginal.Thismultimodalapproach
canhelptokeepyourclientsinterestedinthechangeprocess
andengendergreaterchangethanislikelytooccurwithin
aunimodalapproach.
Forexample,aclient,whoseperfectioniststandards 'are
beyondreachorreason'IBurns,19801,respondsfavourably
tointellectualdiSputingandreadingassignmentsasthese
activitiesincreasehisawarenessoftheself-defeatingnature
ofhisirrationalbeliefs ('Myperfectionistbeliefsholdme
baCk: Iachieveless,notmore,mmylife').However,using
onlyonemodality(cognitive! intheaboveexample) isa
narrowwayofadvancingpersonalchangeandisoften
ineffectiveinachievingthis. Inthisclient'scase, littlereal
57
宴一○﹃詩︑．垣﹃︾弓︒こい︒
REBTtheoryhypothesizesthatthoughts!feelingsandbehavioursareinterdependentandinteractiveprocesses:namely,
that thoughts, feelingsandbehaviourswill eachhave
componentsoftheothertwomodalitiesembeddedwithin
them.Therefore,thepreferredandpossiblyoptimalwayof
challenginganirrationalbeliefanddevelopingarational
changeoccursashestillavoidstakingontaskshemight
failat lforexample,givingapresentation-behavioural)or
engaginginactivitieswherehemightbeseenaslessthan
'perfect' Iforexample! disclosingtoothers someofhis
imperfections-emotive).Theclienteventuallyadmitsthat
therapyisbecoming'arid' through｣alltalkandnoaction'
andthathehasnot inanymeaningfulwaymodifiedhis
rigidandunrealisticallyhighstandardsthroughhispresent
courseofactionlor｢moreaccurately, inaction).
自
一句こ２コ三町ミ塞旦屈む垂ト︑ミ◎宮国司四①ミ﹄◎Ｅ辺雨宮昌罵唾
DiscusstheNon-Linear
ModelofChange
Someclientsmightassumethatchange,onceinitiated, isa
smoothanduneventful process.2These clients have
acceptedthelogicandwisdomoftheirnewrationalideasin
yourofficeandnowbelievethattheywillputtheseideas
intoimmediateeffectwhichwillthenleadtoanimmediate
beneficialeffectontheirproblems(anexpecteddoubledose
of 'immediate',wemightsay).Inordertodisabusethese
clientsofsuchnotions, preparethemforthevicissitudes
ofthechangeprocessbyexplainingtothemthenon-linear
modelofchange.Thismodelsuggeststhattheywillprobablyexperiencevaryingdegreesofsuccessindisputingtheir
irrationalbeliefsinrelevantcontexts, theymayholdthemselvesbackfrominitiatingthedisputingprocess(forexample,
'Idon'tfeelintherightmoodyet'),suffersomesetbacksin
theirefforts tochangeandthat feelingbettermaytake
longerthananticipatedIchangesinfeelingsoftenlagbehind
changesinthoughtsandbehavioursl.Arealisticviewofhow
changeactuallyoccurscanhelpclientstodevelopgreater
psYchologicalresilienceintacklingtheirproblems.
ChangeinREBTinvolvesclientsmakingthemselvesless
emotionallydisturbable,butneverundisturbable-wecannot
transcendourfallibilitynomatterhowmuchwemightlike
58
to・Therefore! change ismeasuredinrelativeterms, not
absolutetermsiforexample, 'Myanxietyaboutentering
social situationshasgreatlydiminishedintermsoffre‑
quency,mtensityandduration, but ithasnotcompletely
gone'l.Sometimesclientsmakethemselvesdisillusioned
abouttheirperceivedlackofprogress(forexample' '1'mjust
thesame‑miserableandangry!1.Onewaytocombatthis
disillusionmentistoencourageclientstokeepalogoftheir
thoughts, feelingsandbehaviourssotheycanpinpointcog‑
mtive,emotiveandbehaviouralshiftsthataremoregradual1
evensubtle, thanthedramaticshiftstheyarehopingfor.Log
keepinghelpsthemtoseethatimprovementistakingplace
despitetheirdoubts.Also,recommendtoyourclientsAlbert
EncourageYourClientsto
TTansformThemselvesinto
TheirOwnTherapist
Fromthefirstsessiononwards,youshouldbelookingfor
waystohelpyourclientsbecometheirowntherapist-the
essenceofREBTisself‑help・ Ifsomeclientsbaulkatthe
ideaofself‑help, remindthemofthisfact:
Myjobistohelpyouhelpyourself"Ican'tdotheworkforyou,and
even if Icould,Vouwouldbenobe廿eroffbecauseyouwouldbe
dependentonmetosortoutyourpresentandfutureproblems.
Therapywouldbelikeanumbilicalcordthat isneversevered.
'Iifansformingthemselvesintoaself‑therapistmeansclients
usingtheABCDEmodel tounderstandandtackletheir
problems. Ifyourclientsaresuccessful indevelopingthis
role,youwillnoticeacorrespondingdecreaseinyourown
59
二一○﹃詩一コ垣﹁．﹃︒こい．
ElUsIs (1984)pamphlet,HowroMq伽ama"dE"/zaHceYbz""
RQiio"αI‑E77zomﾉeTWzemp)ﾉGams,whichencapsulatesmanyof
thekeypointsoftheworkingthroughprocess.
levelofactivity, forexample, theclientsets theagenda,
uncoversanddisputesherirrational thinking, designsher
ownhomeworkassignments, detects themes running
throughherproblemssuchasfailureorapproval.Withthe
clientactingasaself-therapist,youcanreconceptualize
yourroleasaconsultant! coach, trainer,mentororadviser
ratherthansticktoyourroleasatherapist.Pointoutto
yourclientsthatbeingaself-therapistisnotjustforpresent
problem-solvingbut should, ideally, bemaintainedona
lifelongbasis Isomeclientsgo 'offtheboil'whentherapy
S isterminatedandtheirnewly-learntself-helpskillsfallinto
§disuSel.
=
Tbencourageyourclientstobemoreactiveintheproblem‑
弓
:solvmgprocess#uselessdidacticteachingandmor5Socratic
aqueStioningasameansofpromOtingindependentthinking
:andreducingdependenceonyourproblem‑solvingabilities.
fShort,probingquestionscanhelpyourclientstoWorktheir
:waythifoughfhEABCDEmodel;
町一
＝
、
5 ． ｣Whatwasthesituationinwhichyoudisturbedyourself?'
田
①
＝
。
'HowdidVoufeelatC?'
、4
着E 。 'Whatwereyoumostupsetaboutinthatsituation?'
山 ・ 'WhatwereyoutellingyourselfatBtofeelandactinthat
−
町
こ
◎
wayatC?'
壷・
'Whateffectivedisputes (D)didyouusetochallengeyour
唾
殉
irrationalbelief?'
o 'Whatwouldbearelevanthomeworkassignmenttotackle
thatbelief?'
。
'WhatrationalbeliefwouldVouliketohold?'
。 ′Ifyouinternalizethatrationalbelief,whatnewthoughts,
feelingsandbehaviours IEImightyoue"erienCe?'
Werealizethatnotallclientscanbecometheirownthera‑
pistsinthewaydescribedabove; sodonotautomatically
expectthemtotakeonthisrole・ Someclientswillhave
considerabledifficultyinthinkingthroughtheirproblems
60
inamoreconstructiveway; sowhateverself-helpabilities
theydohave,endeavourtomakethebestuseofthem.For
example, aclientwhobelievesthatoverreactingtonegativecommentsfromothersistheheartofhisproblem, is
helpedtolowerhislevelofemotionalarousalbywritingon
acard:'Wordsonlyhurtmeiflletthem.'Thecardactsas
acontinualremindertotheclientthathisemotionaldis-
turbanceislargelyself-induced.
TheUseofForceandEnergy
inDisputinglrrationaIBeliefs
Clientscanadheretenaciouslvtotheir irrationalbeliefs
エ
convincedthatitwouldbeawfultoloseherjob.Forceand
energyhelpsclientstoノshakeup' thecognitivestatusquo
lthat is, prise loosetheirrigidthinking) anddevelopa
strongconvictionintheirnewrationalbeliefs, forexample,
'Idon'twant tolosemyjobbut ifithappens, toobad!
ThingswillbeharderfOrmeuntillfindanotherjob,butit
certainlywillnotbetheendofmyworld.Thathappens
withmylastbreathonmydeathbed.'
Havingsaidallthat,someclientswillseetheuseofforce
andenergyasego‑dystonic! that is' not inkeepingwith
61
三○﹃詩︑．垣﹃ゴ一．匡恒ご
despiteacknowledgingtheconsiderablecoststhat these
beliefsincur lforexample,highstresslevels, fraughtrela‑
tionshipsl.EllisI1979)hasurgedtherapiststoemployforce
andenergyinhelpingclients touproot their irrational
beliefsand, throughsuchmodelling, clients learntouse
vigourinthedisputingprocess.Clientswhochallengetheir
irrationalthinkinginatepidmannerareunlikelytomake
adentinsuchthinking, letalonedislodgeit, forexample,
'Isupposeitwouldn'tbeawful ifllostmyjob,wouldit?'
Sucharesponsemightnotevenhelptheclient togain
intellectual insight intoherfearsassheisstillprobably
theirself-image,andwillwanttochallengetheirirrational
thinkingintheirownwaysuchas ｣withquietdetermina‑
tion'， 'whittlingawayatit'or'chewingthingsover'・Whatever
approachisused, thekeyquestionis:areyourclient'sirra‑
tionalbeliefsbeingweakenedovertimeandwithbehavioural
evidencetocorroborateit？
ExtendSituation‑Specific
一両垣の旨三田ミ塁Ｑ画団兵ト﹄︒︒冨飽垂の
BeliefstoUncoverCoreBeliefs
Clientsusuallysubscribetoirrationalbeliefs inspecific
andgeneralcontexts.Asituation-specificbeliefmightbea
person'sdemandthatheshouldnothavetocompletehis
の亀冒Ｅ山雨堂旦穏虻
taxreturnas it is 'monumentallyboringtodoit/.Acore
irrationalbeliefcanbeseenasaverygeneralformofsome
ofthesituation-specificbeliefsyourclientadheresto.With
regardtotheaboveexample, theclientexhibitslowfrustrationtolerance inavarietyofsituations: trafficjams,
waitingforlifts,meetings,gadgetsnotworking! boring
conversations,whenthingsdonotgohisway, cleaning
hishouse; thecorebeliefunderpinningthesesituationsis/
'Iabsolutelyshouldn'thavetobeinconveniencedinany
wayandwhenlam, Icanitstandhavingtocopewithit.'
Tklcklingacorebeliefdealswithanumberofsituations
concurrently,whereaswithasituation-specificbelief,problemsareresolvedconsecutivelvs
ユ
DrydenandYankura{1995) suggestsomeguidelinesfor
workingwithcorebeliefs:
1Lookforcommonthemes
Whileyouareworkingonyourclients'problems,particular
themesoftenemergethatlinktheseproblems.Forexample,
aclientwhoprocrastinatesoveracareerchange, staysin
arelationshipheisboredwith, goestothesameholiday
62
destinationeveryyearandpursueshobbiesheisnolonger
interestedinareallconnectedbythethemeofI"zce7mi"0ﾉ：
'Imustbecertainthatiflmakechangesinmylifethey
Willturnoutwellforme. Iftheydon'tturnoutwell,my
lifewillbeawful.'Anotherclientwhoengages inmmd‑
readingwithherpartner, friends, colleagues,newassocl‑
ates ispreoccupiedwiththethemeofqpp7ovcIIw 'Imust
knowthatothersapproveofme. Iftheydonit, thismeans
I'munlikeable.! Ifthereisathematiccontinuityinyour
clients' problemsandtheyhavenotyetpinpointedor
noticedit, remembertopresentyourideasashypotheses
tobeconfirmed,modifiedorrejectedbyyourclients,not
asestablishedfacts.
engageinself‑observation
Whenyourclientsdetectacorebeliefthatconnectsanumber
ofproblemstheyareworkingon! askthemiftheycan
point toother! asyet1undiscussedproblemareaswhere
thiscorebeliefmaybeoperative.Suchdetectiveworkcan
helpyourclientstoimproveconsiderablytheircognitive
awarenessoftheadverseimpactoftheircorebeliefon
manyareasoftheirlife.Someclientsmaybeoverwhelmed
bytheseeminglylimitlessnumberofproblemsconfronting
them; theymayeventerminatetherapy.Therefore, thisself‑
observationexerciseshouldbebasedonyourclient'sgenuine
curiosityaboutinvestigatingthepervasivenessofhiscore
belief.Donotengageinthisexerciseifyourclientisstrug‑
glingtomanagetheproblemareasthathavealreadybeen
identified.
3Helpyourclientstodesigna
corerationalphilosophy
Ifyourclientshaveuncoveredacoreirrationalphilosophy
Iforexample! '1mustnevershowanyanxiety; ifldo, it
63
ミミミコぬぎ日直ぬき
2Encourageyourclientsto
meansl'mweak'),thenacorerationalphilosophyneeds
tobeconstructedtochallenge it ineverysituationthat
it isoperative (forexample, 'Thereisnoreasonwhyl
mustnevershowanyanxietysWhenldoshowit, andl
can'tavoidshowingitsometimes, itmeansl'mhuman,not
weak').Rememberthatacorerationalphilosophyevolves
throughtrialanderror inreal-lifesituationsandisnot
instantlyformedintheartificial environmentofyour
office.
一可逗２．三句ミ畠旦圃﹄①垂ト︑ミ︒冨殉や①︑⑳ミ﹄︒Ｅ山扇巨昌蔚虻
4Helpyourclientstoseehow
theyperpetuatetheircorebeliefs
Therearethreemainways inwhichclientsperpetuate
theircoreirrationalbeliefs:
(a)Maintenanceofcore
irrationalbeliefs
Thisreferstowaysofthinkingandbehavingthatperpetuatecorebeliefs, forexample, aclientwhoseesherself
asunlikeablebehavesinacurtandaggressivewaywith
othersinordertoprotectherselffromherimaginedrejectionbythem.Unfortunately,hermannerbringsaboutthe
veryrejectionshefearsand, inhermind, confirmsher
negativeself-image.
(b)Avoidanceofactivating
coreirrationalbeliefs
ThisreferStothecognitive/emotiveandbehaviouralstrategiesthatclientsusetoavoidactivatingtheirCorebeliefsand
thepainfUlaffectassociatedwiththem,forexample,aclient
refusestolistentorumoursthathiswifeishavinganaffair
orconfrontherabouttheserumours.Tbdoso,mightprove
thattherumoursaretruewhich,inturn,would'prove'that
heisworthlessbecausehiswifeisunfaithful.
64
(c)Compensationforcore
irrationalbeliefs
Thisreferstotheclient 'fightingback'againstthecorebelief,
forexample, achentwhoseesherselfas 'notgoodenough'
takesonmanytaskstoprovesheis'goodenough':'Themore
tasksldowinmakemeabetterperson.'However, thisstrategybackfiresassheisoverwhelmedbytheworkshehas
takenonandthisputsherbackatsquareone− Ifightand
fightbutneverwin.'
forcesinhermindthatsheisnotgoodenough. Insteadof
pursuingthisself‑defeatingstrategyanylonger, sheadopts
self‑acceptanceasthebasisofchangewithastrongprefer‑
encetobetaskcompetentasameasureofherperformance
andnot 'taskincontinent' toproveherworth.Theclient
startslearnmgtoenjoyherliferatherthanalwaystryingto
Provesomethingaboutherself.
Change： IsitElegant？
WediscussedinChapterlthedifferencesbetweenelegant
Iphilosophical) andinelegant lnon‑philosophicall change.
Justtoreiterate! thetypeofchangeisdeterminedbyyour
client/notyou.ByallmeansdiscussREBT'sviewofwhat
constitutesfar‑reachingandenduringchange,butdonot
pushforitinordertogiveyourselfapatonthebackfor
doing 'proper'REB'IIChangethatmaybedisappointing
foryoucanbehighlysignificantforyourclient.Afterall,
youhavenot livedyourclient's lifeorexperiencedthe
65
言︒﹃詩︑ごロ﹃可﹁Ｏこぬご
Itisimportanttohelpyourclientsunderstandtheirown
particularwaysofperpetuatingtheircoreirrationalbeliefs
anddeveloprobust strategies tostoptheperpetuation
process.Forexample, in4(cl above, theclientrealizesthat
tryingtoprovesheisgoodenoughjustcontinuallyrein‑
struggleshehasgonethroughtoachievehiscurrentlevel
ofprogress.
AssessingProgreSs
Periodicallycarryingthisoutallowsyoutodetermineif
yourclientsareoncoursetoachievetheirgoals,havestalled
insomewayorarefallingbackaftersomeinitialsuccess.
■
壼昌耐冒乏応ミ語Ｑ町﹄の塁ト﹄ごミニ町この田①ミ８Ｅ凹滿匡昌滿虻
Inthelastchapter, ourclienthadagreedhisfirsthomeworktask・Wenowreturntohimtomakeaprogresscheck
midwaythroughtherapy.
刀)elap/sf
C"enf:
IsthatshouldofyoursstilI rock‑solid？
No, it'scrumbling.
7 helap/si
Howhasthatoccur｢ed？
C"enr:
Listeningtothesessiontapes, talkingtomywifewho,
likeyou,keepsonremindingmethatwhat'shappened
hashappened.lcan'tturnthecIockback.SonowI
me垣pﾉSf
keeponremindingmyself!lthappened,nowmoveon' .
Howcanyouprovetoyourself thatyouhaveindeed
movedon？
[Theclienthasbeenusingcognitivemethodsofchange.Thetherapist
wantstoascertainifthis issupportedbybehaviouralchange‑is
thechangejust inhisheadorvisibleinhisdailylife?]
C/ﾉenr：
7 heﾉap/si
Myanguishhasgonedownalot.
Good，but inwhatspecificwayshasitgonedown？
ITheclienthasnotyetprovidedtheevidence,sothetherapistcon‑
tinuestoprobefor it.]
C"enr
￨ certainlybroodmuch lessand l'mmorefuntobe
aroundnow. ￨ feel itwithinmyselfandcertainlymywife
andchildrentellmel'measiertolivewithnow.Theburden
isliftinq,
曹
66
777eﾉaP/Sf: Oneofthethingsyousaidwouldshowimprovement
C//enr;
wouldbepotteringaroundinthegardenonthesewarm,
summerevenlngs､ lsthathappening？
DefinitelV.We'vealsohadafewbarbecuesandinvited
somefriendsround.
7he値p/sr： Whatabout theissueofbetrayal？Anynewthinking
there？
C//enf:
1'mconvincedthathedidnotstabmeintheback,you
know,stringmealongknowinghewasgoingtopullout
atthelastminute.
7 heﾉap/si: Letmeaskyouthis: justsupposingyoufoundoutthat
thisisexactlVwhathedid･Howwouldyoureactthen？
[Thetherapist is investigatingwhethertheclient'snewoutlookon
hisproblemwil lbeabletoabsorbthishighlyunpalatablefact.]
[ponders] Iwouldn't liketohear itand lwouldbe
shockedif itwastruebut…. [pauses]butIwouldcope
withit. ￨wouidn'tgobackintoastateofanguishorany‑
thinglikethat.Hehastolivewithwhathedid−that'sif
hediddothat‑andlhavetomakethebestofthings
inthelightofwhathedid.
Thelapjsf: Thereisawaytofindoutwhyhepul ledoutofthebusi‑
nessdeal.
C//ent:
lknow｡Mywifesaysthesamething:contacthimand
findout insteadof speculatingabout it. And that,
believeitornot, ismynexttask.
[Theclient issettinghisownhomeworktaskaspartofhisdevel‑
opingroleasaself‑therapist.]
所e値p/Sf:
Good
ClientObstaclestothe
WorkingThroughPhase
Someoftheobstaclesfoundinthisphaseoftherapyare
67
薑︒﹃ズコ︼ぬ﹃ざ﹃ｄこぬ．
C//enr:
1Lowfrustrationtolerance
WehavediscussedLFTinChapterl,butjust torecap:
clientscaneasilydisturbthemselvesabouttheoftenhard
worktomovefromunderstandmgtomtegrationoftheirrationalbeliefs.ExamplesofLFTrelatedbeliefsare,'Ishouldn't
havetoworkthishardtoovercomemyproblems.Ican't
standtheeffortinvolved' and'1'mfedupwiththesesetbacks. 1t'stoomuchtoputupwith.'YOuneedtoencour一句垣２コ三町ミ語旦阿一の全ト﹄︒◎冨町仁①︑画ミ﹄︒Ｅ山荷匡旦蔦虻
ageyourclientstodevelopaphilosophyofeffortifthey
wanttoachievetheirtherapeuticgoals Iforexample,'Ican
standthestruggleandeffOrt involvedinchange. Iwill
persevere'l.
2Cognitive-emotivedissonance
Thisoccurswhenclientssaytheyfeel 'strange'or 'unnatural' astheyworktowardsstrengtheningtheiremerging
rationalbeliefswhilesimultaneouslystill experiencing
thestrong 'pull'oftheiroldself-defeatingthoughts, feelingsandbehaviours. Thisdissonant state! createdby
theclashortensionbetweentheoldandthenew1 leads
someclientstoterminatetherapyinordertofeel 'nat-
uralagain! (paradoxicallyj areturntotheiremotionally
disturbedstate). Cognitive-emotivedissonant reactions
includeclientsclaimingthattheywill losetheiridentity,
becomeaphoneyorturnintoamachine IGriegerand
Boyd, 19801.
Sloughingofftheold, familiarselfandacquiringanew,
unfamiliarselfcanbeuncomfortableanddisorientating
forsomeclients・Explainingtoclientsthebasisforthese
dissonantreactionsisenoughinmostcasestocarrythem
throughthisstageofchangelifitisnotenough, thenthese
clientswill have toworkharder in tolerating their
cognitive‑emotivedissonanceuntilitpasses: 'Focusonthe
68
benefitstocomeratherthanonyourpresentdiscomfort
andstrangeness').
3Pseudo-rationality(Neenanand
Dryden,1996)
Someclients,usuallyasmallnumber,prOjectafalseorpretendedacceptanceofREBTITheyareusuallyeruditeabout
thetheoryandpracticeofREBTandprovidethe 'correct'
answerstothequestionsyouask.However,thisknowledgeof
REBTisnotputintodailypractice-itremainsinthechent's
head; sounderstandingisachievedbutnotmtegrationIsee
earliersection).Clientswhodisplaypseudo-rationalitymay
aboutthehardworkinvolvedintranslatingREBTtheory
intopractice.Whatever thereasonsunderpinningtheir
pseudo-rationality, theseclientsneedtointernalizeREBT's
viewofgenuinerationalitybycommittingthemselvesto
action-andlotsofit!
4!Kangaroo'problem-soIving
Thismeans jumpingfromproblemtoproblembefore
eachonehasbeentackledsuccessfully.Suchanapproach
canleadtothefragmentationoftherapyasthecontinuity
ofworkingthrougheachproblemisneverestablished.Tb
avoidthissituation,agreeonacopingcriterionwithyour
clients, that is, amethodofassessingwhentheyhave
reachedthestageofmanagingtheirproblemsratherthan
masteringthem.Acopingcriterionhelpsyouandyour
clientstodecidetheright timetomoveontothenext
Problem.3
69
一こ○﹃詩︑ご垣﹃ざ﹃○こ埠琴
genuinelybelievethatunderstandingaloneissufficientto
effectconstructivechange1maylikethefeelingofbeinga
'textbook'authorityonREBTormayhaveLFTLrelatedideas
5Fearofmediocrity(Griegerand
Boyd,1980)
Clientswithperfectionist traits areoftenreluctant to
surrender theirrigidmustsandshouldsas theybelieve
thesearethesourceoftheirmotivationandsuccessinlife,
forexample,'Iflstopdrivingmyselfinthiswayjmystandardswillplummetandmysuccesswillvanish.' Inshort,
surrenderingtheirmustsandshouldswillleadtomedioc一遍廷２コ室町昌男Ｑ侭司至ト﹄．◎宮︑廷①四①亀﹄︒Ｅ山雨巨昌穏虻
rity-intheirmind, theequivalentofa'livingdeath'・ Itis
importanttoshowtheseclientsthatintroducingflexibility
intotheirthinkingaboutmotivationandsuccessdoesnot
leadtodemotivationandfailure. Instead' itallowsthemto
avoidbecomingoverlydisturbedwhenstandardsarenot
metorsuccessprovestemporarilyelusive.Fromaprag‑
maticviewpoint, timewastedonemotionaldisturbancecan
bemoreusefullychannelledtowardsproblem‑solvinglfor
example,whatledtoaninferiorperformanceinthissitua‑
tionl orengaginginleisureactivities Isomeperfectionists
pursueachievementtosuchanextentthatlittletimeisleft
foranythingelsethatmighteasethepressureintheirlifel.
RelapsePrevention
AsdiscussedinChapterl, relapsepreventionhelpsclients
toidentifythosefuturesituatiOns (forexample, negative
emotionalstates, interpersonalstrife,workpressures) that
couldtriggerareturntotheiremotionalandbehavioural
difficultiesandteachesthemcopingstrategiestomanage
thesesituations・RelapsepreventioninREBTwillbebased
ontheskillsthatyourclientshavelearntintherapywithyou.
Itisimportanttobuildinthesecopingskillstoyourtreat‑
mentplanas 'outcomeisincreasinglymeasurednotonly
bytreatmentsuccessbutbyrelapseprevention' IPadesky
andGreenberger, 1995:70) .4
70
CriteriatoDecideifthe
WorkingThroughPhaseof
TherapyHasBeen
Successful
Ifthisphasehasbeensuccessful,yourclientsshouldbe
closetoterminationbecausetheyhave:
1 internalizedarationaloutlookandmadesignificantreduc-
tionsinthefrequency, intensityanddurationoftheirpre-
self-therapiSt;
5 agreedwithyouthatterminationisnearastheevidence
supportsthisview,namely, thatinsightandhardworkhave
beensuccessfullyappliedtoproblem-solving.
However, therealityisthatprobablyonlyafewclientswnl
meettheabovecriteriafortermination・Mostclientswill, for
example, termmatetherapyoncetheye"eriencesympto‑
maticreliefratherthanphilosophicalrelieffromtheirprob‑
lemsorfocusonlyondealmgwithsituation‑specificirrational
beliefstherebylimitingthegeneralizabilityoftheirtherapeu‑
ticgainsIofcourse'aProblemcanbestrictlysituation‑specific
asisthecasewithourclient).Youcanpresentarationaleto
yOurclientstostaylongermtherapyinordertolearnhowto
makethemselves{generallyl lessemotionallydisturbablebut!
obviouslyl thefmaldecisionregardingterminationrestswith
yourclients.Youcanofferfonow‑upappointmentstomonitor
yourclients'progressandseeiftheyaremaintainmgtheir
therapeuticgains̲Clientscancontactyouiftheyencounter
problemstheycannothandlethemselves.
71
一ミ︒﹃詩﹃コロゴゴ﹃○こい︒
sentingproblems;
2 successfullyappliedREBTtotheirpresenting issuesas
wellasotherproblemareasintheirlife;
3 identified! challengedandchangedcoreirrationalbeliefs;
4 developedcompetenceandconfidence inactingas a
SummaryoftheClient's
Progress
Inthischapter, theclientsaidhewasgoingtocontacthis
formerbestfriendtodiscoverwhyhehadpulled-outof
theirproposedbusinessdeal l'Stopbroodingaboutitand
findoutwhy'
|･Theanswerhediscoveredwasthathisbest
friendwasexperiencingseverefinancialdifficultiesatthe
timeandcouldnotcommithimselftothedealbutwastoo
■
一芯仁２．三ｍミ当旦四曾仁・ミミュ里芯垣のこぢＥ山忘匡昌蔚唾
embarrassedtotelltheclient.Theclientsuggestedthatthey
meet todiscussthecollapseofthebusinessdeal l'Ifelt
Iwasbeingmyowntherapistbytalkingcontrolofthe
probleminsteadoflettingtheproblemcontrolme' ).Atthe
meeting!atentativereconciliationwasachieved.Theclient
saidthathewasintherightframeofmindforthemeeting
bylettinggoof'myrock‑solidshould' ,understandingthedis‑
tinctionbetweenhisbestfriendcontributingtohisanguish
butnotcausingit lhehadembracedemotionalresponsibil‑
ity)andreflectingontheissueofbetrayalinalessemotive
way.Theclientsaidthathestillwishedthebusinessdeal
hadgonethroughbut 'Inolongerexperienceanyanguish
overit.That'sgoodnewsformeandmywife.'
Inthischapter'welookedatwhatconstitutesthework‑
ingthroughphaseoftherapyanddescribedsomeofthe
obstaclestoprogressfoundthere.Theclienthadeventu‑
allyinternalizedarationaloutlooktotacklehissituation‑
specificproblemandwasabletomakepeacewithhimself
and, tosomeextent,withhisformerbestfriend.
Notes
1
Understandingisequivalenttointellectual insight(rationalbeliefslightly
andintermi廿entlyheld)andintegrationisequivalenttoemotional insight
(rationalbeliefsdeeplyandconsistentlyheld)Walenetal｡suggestthat
72
@Emotional insight' isanonsequitur; peopledonotachieve
insightviscerally・Whentheclientclaimsheorshehasintellec‑
tualbutnotemotional insight,thetherapistreinterpretsthisclaim
aseitheraproblemof (knowing'butnot @believing' therational
ideas,orof inconsistencyofbeliefsacrosstime. (1992:216)
Knowingbutnotbelievingusuallyoccursbecauseclientsarenot
actinginsupportoftheirnewknowledgeand, therefore, it isnotinte‑
gratedintotheirbeliefsystem. lnconsistencyofbeliefsacrosstime
meansthat insomesituationsaclientmightbelieve, forexample,
thatit isnotawfultomakemistakes,butbelievesitinothersituations.
2
1t is importanttodiscusswithyourclientswhat is invoIved inthe
changeprocess.Donotassumeit isself‑evident.AsHannapoints
out: !Oneofthefundamentalmistakesmadeinpsychotherapyand
counselingistoassumethatclientsunderstandchangeprocesses.
3
0bviouslydonot be inflexibleabout this rule. lf circumstances
warrant it,youshouldswitchtoanotherproblembeforeacopingcri‑
terion isreachedonthepreviousone, forexample,acrisisinthe
client's life;another issueonyourclient'sprobleml ist isdeemedto
beofgreaterclinical significancethantheone initiallyselected.
Oncetheswitchhasbeenmade,ensurethatacopingcriterionis
achievedonthisproblembeforeanotheroneisdiscussed. 1fyour
clientturnsouttobearelentless@kangaroo'problem‑soIver,spend
timeelicitingtheideasunderlyingherbehaviour, forexample, she
hasalowthresholdforsustainedconcentrationon{boring'topics.
4
GivenREBT'sviewonourseeminglylimitiessabilitytodi urbour‑
selvesaboutanythinginourlife, relapsereductionratherthanrelapse
preventionwouldseemtousamorerealisticstrategytopursue.
Preventiono廿ersmorethanitcanprobablydel iverasitsuggestswe
canalwaysstopafull‑blownreoccurrenceofouroriginalproblems.
Relapsereductionbetterdescribesthepost‑therapyprogressof
falliblehumanbeings.
73
二○﹃ミコロ﹃ゴ﹃◎巨竺草
lftheydid,changemightbeaccomplishedmuchquickerandeasier
onaroutinebasis' (2002:43).
Promoti
Change
Onceformaltherapyhasendedwithyourchentsachieving
theirgoals，whathappensnext？Theansweristhattherapy
neverends:
Wemaystopgomgtovisitourtherapist,buttheprocessof
managingourmoodsandbehaviorsisongoing・Weeasily
understandthatwecannotmakeourselvesthinthisyear
andthencoastthroughtherestoflife,eatingwhateverwe
want.Weacceptthatwecannotgetinshapewithanexer‑
ciseprogramandmaintainourfitnesswithoutcontmued
effort.Inasimilarway7cognitivetherapyorrational‑emotive
livmgskillsrequiremaintenance.IWalenetal.,1992:312)
Maintenanceisyourclients' responsibilityzHowdoyou
getthismessageacrosstothem？Byexplicitlyaddressing
thisissue: 'Whatdoyouthinkyouneedtodoinorderto
maintainandstrengthenyourprogressaftertherapyhas
ended?' Someclientsmightreplythatchangeperpetuates
itselfunaidedbythem， ′Idon'tknow'orthatrationalideas
'sinkinto' theirsubconsciousandnowguidetheirpost‑
therapybehaviourwithoutanyconsciouseffortfromthem.
Anabdicationofpersonalresponsibilityforcontinuedchange
ormisconceptionsaboutwhat is involvedinthisprocess
spell trouble, that is, thedecayofREBTskills through
infrequentuseordisuse.Ybumightwanttosaysomething
likethisasa'maintenancemessage' toyourclientS:
Intherapy,youiearnttwoformsofresponsibility:emotionaland
therapeutic.Theformeracknowledgesthatyouareinchargeof
yourfeelings,nooneeIse; thelattertakesonthehardworkof
change.Bothtypesof responsibilityhelpedyoutoreachyour
goaIs.Nowanotherformofresponsibilityiscalledforandit is
evenmoreimportantthantheothertwobecauseitcoversthe
restofyouriife-alifelongresponsibilitytoprotectyourprogress
fromyourownforge廿ulness, inactionorneglect.Withoutthis
protection,youwillprobablyseetheretumofyouroldirrational
ideasand/ortheformationofnewones,
Soencourageyourclientstospendsometimeeveryday
rehearsingtheirrationalbeliefs, lookingaftertheirmental
hygienewemightsay, inthesamewaytheyspendtime
everydayattendingtotheirphysicalhygiene.Forexample,
aclientwithnowmodifiedperfectionisttendencies｢ issues
nowadistantecho.Inthisandotherways, self‑therapytakes
overfromtherapist‑ledtherapy.
Proselytizing
ThismeansteachingREBTconceptstoothersnotonlyto
jspreadtheword'butalsoforclientstodeepentheirown
understandingofandstrengthentheirconvictioninthese
concepts.Hauckurgesclientsnottobeshyaboutdoing
this: 'Useanyonewhoisinterestedtogiveyouopportunitiestothinkoutloudandthusimproveyourhealth.The
mo7eyoZJ teQCﾉz, rhe"zo7eyoz4 lea7"′ (1991: 100; original
author's italics) . Forexample, aclient teachesherbest
friend,whoasksforheradvice, thatlosinghisjobismost
unfortunate,notawfulasheseesit,andheisnotimmune
fromexperiencingsuchlossesinhis life. Suchteaching
helpstoreinforcethispointintheclient'smind.
ItisimportantinteachingREBTtoothersthatclientsdo
notbecomesmugorsuperior (forexample,'Ifonlyyouhad
75
︑﹃◎．﹃◎電ごぬいの一苧○可馳ご垣①
adailyremindertoherselfthat 'goodenough' isthestan‑
dardtoaimforingettingherworkdoneontimeandherold
procrastinating‑producingtormentof'nevergoodenough'is
mywisdominthesematters'); turnintoatub-thumperlthat
is, aranterlorfanatic Iforexample' IAllothertherapiesare
inferior'l;orinterrupttheconversationsofotherseverytime
theyheara'should'or 'must'orotherperceivedirrationalitiesutteredlforexample‘ !Whymustyougetthatpromotion？
E"lainthemustasthereisnoevidenceforit').Behaving
likethiscanturntheclientintoanREBTbore, turnothers
二①こ２コ三町ミ差旦陶一２度﹄弓︒宮堀この田①詮冨︒Ｅ山扇屋昌穂唾
offtheREBTviewpointandturnfriendsandcolleaguesin
theoppositedirectionwhentheyseehercomingmtoview
lalotof !turnmg' fortheclienttothinkabout!).
Inordertoensurethatyourclientswillberational,not
irrational, proselytizersbeforetheyleavetherapyi engage
themin, forexample, rationalrolereversal todetermine
iftheyhavetrulygraspedtheREBTviewofrationalityi
otherwisetheywillbetalkingnonsensetoothersaswellas
themselves(GriegerandBoyd'19801.E"laintoyourclients
thatitisimportanttoselectthoseindividualsforproselytiz‑
ingwhomightbereceptivetotheREBTmessage,oratleast
willingtolistentoit, andavoidthosewhomightbehostile
toitorbelievethat 'alltherapyiscrap'.Ifyouseeyour
clientsforfollow‑uporboostersessions,discusshowsuc‑
cessfultheirproselytizingeffortshavebeen.Listenkeenly
forany'slippage' intheirrationalthinkingwhich, ifithas
occurred,youwillneedtohelpthemcorrect iforexample,
'Ybusaidyourfriendthought itwasawful, intheREBT
sense!whenshediscoveredherhusband'sunfaithfulness
andyouagreedwithher.Letusconsideragaintheconcept
ofawfulizingandseewhereyouhavegotyourselfstuck'l.
RegularPsychological
Workouts
Thismeansseekingoutandconfrontingadversesituations.
ArobustrationaloutlookmaVbecomelessrobustifVour
冬
76
clientsrestontheirlaurels(forexample,'1'vegottheREBT
firmlyfixedinmybrain. Idon'thavetoproveittomyself
everyfiveminuteS'l.Wedonotexpectclientstocontinually'proveit' tothemselveUeveryfiveminutes'butonce
amonth,forexample,cankeepthempsychologicallytrim.
Forexample, clientwhobelieveshenolongerneedsthe
approvalofothersandwishestoprovethistohimself,can
seekoutsituationswherehemightbecriticizedorostracizedforhisbehaviourorcomments:
nessbuthis).
・ askingaworkcolleague,whompreviouslyhedidnotwant
to'upset',tolowerhervoicewhenheisonthephone.
・ pointingouttoverbosecolleaguesatameeting'thatweall
havebusydepartmentstogetbackto, socanyoumake
yourcommentsconciseandpertinenttotheagenda' Ipre‑
viouslyhewouldhaveletthemeetingdroneonsoasnot
tooffendhiscolleagues).
・ takinganeighbourtotaskforplayinghismusictooloudly
(beforehewouldhavesufferedinsilence).
Theseexamplesarenotmeanttoshowtheclientbecominginsensitiveorcantankerousinhisdealingswithothers
(thoughsomemayseeit thatway),buttokeepatbay
hisapproval-seekingtendencieswhichslipbackintohis
thinkingfromtimetotimel1Idon'twantorneedtobe
pattedontheheadbyothersandtoldl'manicepersonin
ordertojustifymyexistenceorpleaseotherstomyown
detriment'l.
AnotherreasonforregularpsYchologicalworkoutsisthat
someclientscanslipintoself-deception,thatis,theybelieve
theyaremaintainingtheirtherapeuticgainswhen, infact,
77
︑一．ヨ︒ミコ垣の里芋○一愚ごロ①
・ tellingthoseofhis friendswhoarepassionatelyanti‑
'IbryandmakenosecretofitthathevotesConservative
Isomethinghewasreluctanttodisclosebeforeon'needing
approval' grounds,notbecauseitwasnobodyelse'sbusi‑
thesegainsarebeingerodedthroughinaction.Forexample,
aclientwhodevelopedhighfrustrationtolerance(HFT) in
ordertodealwithsometedioustasksinherlife!found,posttherapy, similartaskspilingupagainthroughapatternof
avoidancewhichshejustifiedbysaying| ｣Ijustdon'twant
todothem, that'sall・ Ilearnthighfrustrationtolerancein
therapyIsolhavegotit.'
Tbllingherselfshehad'gotit'becameherrationaliza‑
心
一両廷２コ三町ミ語旦駒﹄曾産﹄ご昌塗殉仁①︑のこ﹄︒Ｅ山雨匡昌冨唾
tionforavoidingundertakingnecessarybutdull tasks
andsheeventuallyrelapsedintodiscomfortdisturbance
orlowfrustrationtolerancel｣Ican't standdoingthese
bloodytediousthingsI Ishouldn'thavetodowhatldon't
wanttodo.Whydon'ttheygoaway?').Returmngtotherapy
foraboostersessiononmaintainingherHFTI convinced
theclientthatregularpsychologicalworkoutswerenec‑
essaryifshewantedtokeepontopof 'tediousthings' in
herlife.
PersonalDevelopmentGoals
Thesearegoals thatareconsideredafterclientshave
tackledtheirpsYchologicalproblemsintherapy;embarkingonpersonaldevelopmentwhilestillpsychologically
disturbedmeanstheformerislikelvtobeundermined
冬
bythelatter (forexample,aclientpreventsherselffrom
gettingfitterbyherfearthatifshegoestothegymsome
peoplewillpokefunatherforbeingoverweightandbecom‑
ingbreathlessafteronlyafewminutesontheexercise
machinesl.Personaldevelopment (PD)goalsprovideclients
withnewopportunitiesforgreaterpersonalgrowthand
thepossibilityofrealizingtheirpotential lforexample,
becomingself‑employed,writingabook,goingintolocal
politicsl .
78
PursuingPDgoalsrequires
・ considerablepersistence coupledwithaccepting the
uncertaintyofwhethertheclient'sgoalswillberealized,for
example,puttinginalotofeffortmaynotresultinherbook
beingcompletedor, ifcompleted｢notbeingpublished.
・ learningfromhere"erienceandchangingherbehaviour
ifrequired, forexample, thatscribblingdownafewnotes
occasionallywhen｣I'minthemood!willnotgetabookwrit‑
畠
ten,butlearningthedailydisciplineofwriting500words!
whetherornotsheisinthemood, ismorelikelytohelpher
finishherbook.
publishingcompanyb
Clientscanscheduleappointmentswithyou(forexample!
everysixmonthsI tomonitortheirprogresstowardsattainingtheirPDgoals.
DevelopingaRational
PhilosophyofLiving
Whileclientsmayhavelearntspecificrational concepts
IforexamPle,non-awfulizing! Self-acceptance)totackletheir
particularproblems,somemaywishtoconsiderdeveloping
ageneralrationaloutlookaspartoftheirself-development.
Thisgeneraloutlookwouldinclude:
Thinkingforoneself
This involvestheclientnolongeracceptinguncritically
whatotherstellherandexpendingmentaleffortondecid-
ingwhat istrueorrightforherandcomingtoherown
79
℃﹁Ｏヨ○﹃言いの里芋○可四コい①
・ acquiringnewskills ifnecessary, forexample! learning
whatstepsarerequiredinsellinganideaforabooktoa
conclusions, forexample, 'Myfriendkeepsontellingme
Ican'tbehappywithoutamaninmylife. Iusedtolet
myselfbepersuadedbyher. I'mquitehappyatpresent
withoutoneandl'1ldecidewhatisrightformeandwhen.｢
Learningtolerance
Thismeanstheclient iswillingtoallowtheexistenceof
others'viewsbutwithoutnecessarilyagreeingwithorliking
theirviews. Iftheclientfindssomeoneelse'sopinionobjec‑
= tionable,hecanargueagainst itwithoutcondemningthe
ー
§personforholdingit. Tblerancealsoallowstheclientto
gunderstandthatothershavetherighttobewrongabouthim
gwithoutbecomingupsetovertheircomments(forexample,
ミ'Wethinkyou'retheweaklinkinthisteam.Whathave
§yougottosayaboutthat?'l.
ユ
ノ
①
胄
SEnlightenedself‑interest
O
■ー
ミThismeanstheclientputshisowninterestsfirstsomeofthe
&timeinordertoremindhimselfthathislife,notjustothers,
:needslookingaftertoo lselfishnesswouldbePutlinghiS
琶
: interestsfirstallofthetimellftheclientdoesnotlookafter
山hisownphysicalandpsychologicalwelfarehewillnotbeof
−
:muchusefOhimselfbr other5ifhebecomes,forexample,
:burnt‑outthroughexcessivelylonghoursattheoffice.
虻
Thinkingandactingflexibly
Changingcircumstancesrequireadaptiveresponsesfrom
theclient.Demandingthatwhatexistsinherlifeatany
givenmomentshouldnotexist iforexample￨ Iosingajob,
illness, theendofarelationshiplwillnotmakethesesitua‑
tionseasierforher todealwith. Inallprobability, her
emotionaldistresswillintensifyifsherefusestoacceptthe
grimorfrustratingrealityofeventslforexample,depression
80
andwithdrawal fromsocialactivity; increaseinanger).
Researchshowsthatpeoplewithgoodcopingskillshave
learnttothinkandactflexiblyinthefaceofadverseevents
|meinke! 1991).
Balancingshort-andlong-term
interests
ensuresthattheclientenjoysthepresentbutalsoremains
focusedonhisfutureprospects.Ellissumsupthisbalance
succinctly: 'Theseekingofpleasuretodayandthenon‑
sabotagingoftomorrow￨ssatisfactions' ￨1980: 181.
Learningtoacceptuncertainty
Weliveinaworldofprobabilityandchancewhereno
absolutesguaranteesexist. Iftheclientdemandscertainty
ofoutcomeorsuccessbeforesheembarksonvariousactivi-
ties,sheislikelytobecomeveryindecisiveandcontinually
postponeactionbecausesheisoverlyfocusedon'Whatif…‘
catastrophicthinking(forexample｣ !Whatifltakethejob
anddon'tlikeit?Thatwillbeawful'l.Evenwhentheclient
isgivenaguarantee,sheisstilldoubtfulbecausetheother
personcouldbewrongabouttheguarantee. Insteadofcon‑
tinuallyworryingaboutuncertaintiesinlife, theclientcan
becomeprobabilistic‑minded, thatis, theprobabilitythat
shewillgetmoreofwhatshewantsfromlifeandlessof
whatshedoesnotwantifsheworkshard, takesrisksand
isdeterminedtoforgeahead.
81
℃﹃◎ヨｏミコ垣な⑩弓ｕＧ︒ｍご垣①
Livingonlyforthepresentcanunderminetheclient's
longer-terminterestswhileforgoingallcurrentpleasures
forlonger-termachievementcanmakehispresentlifedull
andmiserable･Keepinganeyeonthepresentaswellasthe
futurecanhelptheclienttoarriveatabalancebetween
competinginterests｢ forexample｢ partyingandstudying
1akingcalculatedrisks
Thesearetobedistinguishedfromimpulsiveorfoolishones.
Calculatedrisksarebasedonconsideringtheshort-and
long-termconsequencesofaparticularcourseofaction(for
example,becomingself-employedlandthedegreeofprobabilityofthedesiredoutcomeoccurring.Risk-takingcan
createnewandexcitingpossibilitiesfortheclientbutalso
involvesfailuresandsetbacks.
■
菫①ど里ご乏殉ミ蚤旦騨句曇ト﹄．◎宮町廷①︑①ミ﹄︒Ｅ山扇堂昌穂虻
Agreatdealoftimeandeffortmaybeinvestedinaparticularactivitywhichturnsoutunfavourably; however,
insteadoffeelingdespair, theclientcanextract learning
fromtheexperienceinordertohelphimmakebetterdecisionsnexttime.'IhFyingandsometimesfailingisbetterthan
nevertryingatallbecauseofarisk-averseoutlook.
ActingasaRoleModel
Internalizingarationaloutlookdoesnotmeantheclienthas
becomeaparagOn-farfromit-butshecanmodelwhatshe
believesishealthybehaviourforherpartnerandchildren.
AsHauckobserves: 'Thebehavioryouteachandthe
behaviouryoupracticedeterminethekindofmodelyou
presenttoyourlovedones'(1991:961.Theclientcanteach
herlovedones,forexample, torefrainfromselfjudgement
lbutnotfromjudgingtheirbehaviourorperformancel in
ordertoreducetheoccurrenceofego-basedproblemsor
howtostopprocrastinatingovermakingdifficultdecisions
orcarryingoutunpleasanttasks.
Obviouslyitisimportantfortheclienttomakewhatshe
saysanddoescongruentorherlovedoneswillnodoubt
bequicktopointoutherhypocrisybActingasarolemodel
passesontoothersvaluableinformationtheclienthaslearnt
intherapyand,nkeanythingelsetheclientconsiderstobe
valuable,shewantsotherstobenefitfromfhi9information.
82
Inthischapter1wehavediscussedsomeofthewaysclients
canPromoteself-changeafterformaltherapyhasended.
Maintainingthemomentumofchangerequiresalifelong
commitmenttohardwork,butthemorenaturalarational
outlookbecomesforclients! thelesseffortandtimewillbe
neededfromthemtosupportit.
Inthisbook,wehaveemphasizedtheimportanceof
keepingtherapyasstraightforwardaspossibleinorderto
concentrateclients1mindsontheessenceofREBT:namely/
identifying,challengingandchangingtheirdisturbanceinducingthinking(suchthinking, aswehavesaidbefore,
canbeREBTLdrivenoridiosyncraticallydefinedl.Therapy
isnotservedbyallowingorencouragingclientrambling
mvclientsinaclearandconcisewaythatwillfacilitatetheir
エ
understandingandpractiseofit.'Regularfeedbackfrom
yourclientswillenableyoutodetermineifthisprincipleis
beingrealized.Asthephilosopher, JohnSearle, observed:
'Ifyoucan'texplainitclearlyl thenyoudon'tunderstandit
yourself.!Practisewithfellowstudents, colleagues, friends
andotherstoensureyouunderstandtheconceptsyouare
teachingbeforeyouteachthemtoyourclients.
聖
83
℃﹃Ｏヨ︒辱言垣の里芋○．四コ垣の
oryouengaginginlong-windedandjargon-riddenexplanationsofREBTtheoryandpractice.Yourguidingprinciple
throughouttherapyshouldbe:'TbcommunicateREBTto
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刀①荷﹃の︒○のい
87
Index
ABCDEmodel
describedl-2
explainingtoclientl5-17
keepingclientfocusedll−12
preparingclientfor
disputing32
self‑helpform43
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