Relevant bibliographies by topics / Rational-emotive therapy (RET)

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  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Rational-emotive therapy (RET)'

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Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Rational-emotive therapy (RET)"

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Ellis, Albert. "Changing rational-emotive therapy (RET) to rational emotive behavior therapy (REBT)." Journal of Rational-Emotive & Cognitive-Behavior Therapy 13, no. 2 (June 1995): 85–89. http://dx.doi.org/10.1007/bf02354453.

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Jones, Stanton L. "Rational-Emotive Therapy in Christian Perspective." Journal of Psychology and Theology 17, no. 2 (June 1989): 110–20. http://dx.doi.org/10.1177/009164718901700203.

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Rational-emotive therapy (RET), a common cognitive-behavioral approach to psychotherapy, is critiqued from a Christian perspective. Positively, RET is openly value-oriented, prizing of rationality, and balanced in its attempt to deal with the thoughts, behaviors, and feelings of the client from a rational perspective. Such an approach can be a helpful tool for the Christian therapist to use. Difficulties with RET thought from a Christian perspective include incompatibilities with values endorsed by RET, an overemphasis on rationality, problems with the understanding of rationality and emotion, and an overly atomistic view of the self. These tensions make it quite impossible for a truly Christian approach to therapy to be overly identified with RET. Two systems of “Christian counseling” which are quite akin to RET are briefly examined in light of the RET critique.
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Freeman, Hugh. "Rational Emotive Therapy Workshop." Psychiatric Bulletin 13, no. 12 (December 1989): 680–81. http://dx.doi.org/10.1192/pb.13.12.680.

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Last year, I was very fortunate to be able to attend a workshop at Sheffield University on Rational Emotive Therapy – fortunate because Dr Albert Ellis of New York, who conducted it and who founded RET, is surely one of the most remarkable figures on the international scene in psychiatry. His presentation is frankly dramatic, but he insists that far from being undesirable, this quality may be essential in transmitting a therapeutic message to the patient.
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Ellis, Albert, Jeffrey Young, and George Lockwood. "Cognitive Therapy and Rational-Emotive Therapy: A Dialogue." Journal of Cognitive Psychotherapy 1, no. 4 (January 1987): 205–55. http://dx.doi.org/10.1891/0889-8391.1.4.205.

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In the dialogue that follows, proponents representing rational-emotive therapy (RET) and cognitive therapy discuss ways in which they would conceptualize and treat various case examples. The similarities and differences in approaches are then examined. It was found that RET takes biological factors heavily into account, whereas cognitive therapy sees learning as primary in the development of emotional disorders; that RET focuses mainly on absolutistic thought, whereas cognitive therapy emphasizes faulty perceptions and inferences as much as absolutistic thought as targets for intervention; and that RET’s style is forceful and directive, whereas cognitive therapy’s style is gentle and more collaborative. In addition, the two approaches were found to differ in their goals for treatment: RET advocates an effort to minimize or eliminate the client’s “musts” and “shoulds”; cognitive therapy aims at moderating such absolutistic thought. Possible factors explaining the origin of these differences are explored.
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Fry, Michael J. "Enchancing adolescents' self-esteem with Rational-Emotive Therapy." Queensland Journal of Guidance and Counselling 4 (November 1990): 33–46. http://dx.doi.org/10.1017/s103031620000025x.

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This study was conducted to evaluate the effectiveness of Rational-Emotive Therapy (RET) in enhancing the self-esteem of adolescent males. Six subjects were observed over a twenty-week period. At weekly intervals three measures of self-esteem were made: a self-report measure (using the Coopersmith Self-Esteem Inventory - CSEI) and two unobtrusive measures (Parent and Teacher Reports). Between the tenth and eleventh observations each subject participated in ten individual sessions of RET. Data from these observations were analysed by Interrupted Time-Series Analyses. The results indicated that the RET was effective in enhancing self-esteem. However, the treatment's effectiveness on the CSEI sub-scales was marginally differential. The main conclusion from the study was that RET is an effective therapy for enhancing the self-esteem of adolescents. The implication for education was that RET is an appropriate therapy for school counsellors dealing with adolescents who have self-esteem problems.
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Ellis, Albert. "Rational-Emotive Approaches to Peace." Journal of Cognitive Psychotherapy 6, no. 2 (January 1992): 79–104. http://dx.doi.org/10.1891/0889-8391.6.2.79.

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Psychotherapy supposedly influences people’s values and actions and directly and indirectly affects their attitudes toward peace and war. This paper suggests that psychotherapy in general, and rational-emotive therapy (RET) in particular can directly help clients and their close associates, as well as indirectly help many members of the public, to acquire attitudes and behaviors to make them more peaceful toward themselves, toward their families and neighbors, and ultimately toward different ethnic, political, and foreign groups. RET has a specific theory and practice regarding how people inevitably have differences and disagreements and how, mainly by demanding that others absolutely must see how right they are and commanding that they have to agree with them, they frequently and needlessly construct self-defeating and society-sabotaging arguments and fights about their disagreements. A number of RET cognitive, emotive, and behavioral methods of achieving peaceful relationships are presented in this article.
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Ellis, Albert. "The Philosophical Basis Of Rational-Emotive Therapy (RET)." International Journal of Applied Philosophy 5, no. 2 (1990): 35–41. http://dx.doi.org/10.5840/ijap1990525.

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Ellis, Albert. "Is rational-emotive therapy (RET) ?rationalist? or ?constructivist??" Journal of Rational-Emotive and Cognitive-Behavior Therapy 8, no. 3 (1990): 169–93. http://dx.doi.org/10.1007/bf01066283.

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Ellis, Albert. "The revised ABC's of rational-emotive therapy (RET)." Journal of Rational-Emotive and Cognitive-Behavior Therapy 9, no. 3 (1991): 139–72. http://dx.doi.org/10.1007/bf01061227.

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Gandy, Gerald L. "Frequent Misperceptions of Rational-Emotive Therapy: An Overview for the Rehabilitation Counselor." Journal of Applied Rehabilitation Counseling 16, no. 4 (December 1, 1985): 31–35. http://dx.doi.org/10.1891/0047-2220.16.4.31.

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Although Rational-Emotive Therapy (RET) can be presented at a very basic level, the application of RET can become complex; and many of its psychological and philosophical aspects are frequently misunderstood. Considering RET in its updated and broadened cognitive-behavior therapy form, frequent misperceptions are discussed which include that RET: neglects emotions, is a superficial form of therapy that imposes values, neglects the c1ienttherapist relationship, and works well only with highly intelligent and educated individuals. Evidence of the usefulness of RET in rehabilitation counseling is also presented.
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Dissertations / Theses on the topic "Rational-emotive therapy (RET)"

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Meaden, Ann. "The experience of rational emotive behaviour therapy." Thesis, University of Wolverhampton, 2010. http://hdl.handle.net/2436/113730.

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The literature review produced for this thesis systematically analysed qualitative studies of cognitive therapy using a methodology checklist and a meta-synthesis technique. Ten papers which used qualitative analysis to look at clients’ experiences of Cognitive Behavioural Therapy (CBT) met the selection criteria. Seven themes emerged. Three were linked to a therapeutic relationships theme; the trusted listener, power and authority and others like me. Four were linked to the impact of cognitive therapy theme; empowering information, analysing the problem, thinking differently and doing things differently. It was concluded that future research should focus on the components of cognitive therapy and that differences in technique between CBT and Rational Emotive Behaviour Therapy (REBT) should be explored via a qualitative study of clients’ experiences of REBT. A qualitative approach was taken to look at clients’ experiences of REBT. Seven participants were interviewed using a semi-structured interview guide and the resulting transcripts were analysed using interpretive phenomenological analysis. Three themes emerged: one which looked at what it was like to have mental health problems; a second, which looked at clients’ expectations and experiences of the more technical aspects of therapy, and a third which examined the therapeutic relationship. All of the participants appeared to value therapy. However, the extent to which they knew about and used the theory and philosophy of REBT varied greatly. These results suggest that further research needs to be carried out which looks at how people benefit from therapy as clients views may differ from those of therapists. A critical appraisal of the research process was written using the REBT model to reflect the experience of producing the thesis.
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Ngai, Suet-man Beatrice. "Evaluation of a rational emotional behaviour therapy (REBT) group programme for students with low self-esteem." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057908.

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Jensen, Peter Eli. "Evaluating the ABC model of rational emotive behavior therapy theory an analysis of the relationship between irrational thinking and guilt /." Click here for download, 2008. http://proquest.umi.com/pqdweb?did=1588785791&sid=1&Fmt=2&clientId=3260&RQT=309&VName=PQD.

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Ngai, Suet-man Beatrice, and 倪雪敏. "Evaluation of a rational emotional behaviour therapy (REBT) group programme for students with low self-esteem." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3196039X.

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Greenfeld, Jay Matthew. "Using rational emotive behavior therapy to initiate and maintain regular exercise in college-age men: a qualitative investigation." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/2709.

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Engaging in regular exercise has multiple health benefits--for example, physical (Anshel, 2003; Penedo & Dahn 2005); mental (Stathopoulou, Powers, Berry, Smits, & Otto, 2006); emotional (Berger Pargman, & Weinberg, 2002); and social (Anshel, Reeves, & Roth, 2003; Dishman, 1994; Lox, Martin, & Petruzzello, 2003). Unfortunately, there are as many barriers to people exercising (e.g., time, cost, and accessibility) as there are benefits. Consequently, approximately two-thirds of individuals living within the United States do not engage in regular exercise (i.e., 3 days per week for at least 45 minutes; CDC, 2006). Multiple interventions have been implemented to help individuals initiate regular exercise (e.g., psychotherapy, physicians, and community programs), but none of them review how an individual alters his or her thoughts about exercise that could lead to initiation. Addressing an individual's beliefs about engaging in regular exercise will add to the understanding of how modifying thoughts can help lead to initiation. The purpose of the current study was to monitor the use of Rational Emotive Behavior Therapy (REBT)-style interviews to help three male participants who have had difficulties beginning and sustaining regular exercise explore their thoughts about exercise and potentially begin an exercise routine. In this dissertation, a comprehensive background is provided, outlining and explaining definitions affiliated with REBT, exercise, and mental health. Then a thorough literature review is provided, which outlines previous research on exercise interventions. In response to the specific research questions posed, the results of the current study indicate that using a variety of active directive REBT style interviews helped three men modify their beliefs about exercise and consequently improve their motivation to routinely engage in the behavior. Finally, limitations, implications, and directions for future research and practice are provided.
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Amankwah-Poku, Margaret. "Dietary self-care in type 2 diabetes and the role of negative emotions : a Rational Emotive Behaviour Therapy (REBT) perspective." Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4614/.

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This thesis conducted three studies to explore negative emotions associated with dietary self-care and the role of rational and irrational beliefs in people with type 2 diabetes, from the Rational Emotive Behaviour Therapy perspective. The first study employed the Interpretative Phenomenological Analysis approach to explore people's experiences of maintaining good dietary self-care and the role of negative emotions. Guilt, anger, frustration, and feeling irritated, annoyed and depressed were negative emotions resulting from poor dietary self-care and resulting in poor dietary self-care. In study two which employed quantitative methodology, beliefs related to negative emotions were used to develop and validate a diabetes-related food beliefs questionnaire. Rational and irrational food beliefs were held concurrently and associated with distress about dietary restrictions. Irrational food beliefs were also linked to people's dietary self-care activities and dietary self-efficacy. The third study used the experimental method to further test the behavioural and physiological effects of beliefs, using three categories of food pictures. Although rational beliefs were associated with positive emotions, beliefs did not affect electrocortical processing of food pictures. Guilt was associated with high calorie foods and a further distinction was made between the high calorie foods, with larger amplitudes recorded for high-fat savoury foods.
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Maharaj, Malthi. "Cognitive coping strategies for parents with learning disabled children." Thesis, 1998. http://hdl.handle.net/10500/17292.

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Although thet:e has been gradual awat:eness of leat:ning disabilities aftet: Wodd Wat: II, it was in the late 1960's that compt:ehensive assessment and special education wet:e provided in schools. Specifically, in the at:ea of services for families, a reaffirmation of the fundamental rights of chilruen and families emerges. Although stress associated with the presence of a learning disabled child is an important consideration, its impact on the family is related to the family members' cognitive appraisal of the stress situation and thett copmg resources. Parents of learning disabled chilruen experience more stress, often exacerbated by faulty, misunderstood coping efforts that increase conflict in the family. Reseat:chers have investigated how: families manage stress; and cope with the multiple stt:esses of rearing a learning disabled children. It has been found that while many families cope, others cannot. Stress theory has dttected our attention to circumstances that weaken families and exacerbate distress. Preventative and ameliorative services at:e needed to assist such families. Stress and coping theory suggest that differences in families' reactions to learning disabilities may be related to amount and quality of resources available to pat:ents. This involves cognitive adaptation using coping skills, enabling them to t:e-evaluate stressful events positively. Another resource would be professionals, whose role would be of a facilitator, strengthening the ability of the family to gain access to needed services while increasing the family's mastery of coping with learning disability. Research has shown that parents' initial contact with learning disability and how to assist their learning disabled child was stressful. After parents received counselling on coping with their stress and stress management, and after the child's psycho-educational assessment and remedial measures were implemented, there has been significant positive feedback from parents and children. Research would embrace relationships between perceptions and family well-being using Ellis's rational-emotive therapy, thereby contributing to better understanding of how families cope with stress. Ayurvedic principles would be used to adopt a holistic approach to life. By using RET and A yurvedics the researcher was able to assist parents with learning disabled children to cope better with their stresses and effectively manage their child's learning disability.
Psychology of Education
D. Ed. (Psychology of Education)
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Sharp, Shannon R. "Effectiveness of an anger management training program based on Rational Emotive Behavior Therapy (REBT) for middle school students with behavior problems." 2003. http://etd.utk.edu/2003/SharpShannon.pdf.

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Thesis (Ph. D.)--University of Tennessee, Knoxville, 2003.
Title from title page screen (viewed Sept. 24, 2003). Thesis advisor: R. Steve McCallum. Document formatted into pages (viii, 81 p. : ill.). Vita. Includes bibliographical references (p. 34-44).
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Hsieh, Wei-Hung, and 謝偉宏. "On the Rational Emotive Behavior Therapy(REBT) to the Students'' Mathematic Test Anxiety Reduction and Learning Achievement Enhanced─A Case Study at Song Shan High School of Commerce and Home Economics." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/55227239795721703968.

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碩士
淡江大學
中等學校教師在職進修數學教學碩士學位班
100
Anxiety about Math, namely Math Anxiety, may hinder people from learning Math and even other subjects since Math Anxiety might cause a series of anxiety reaction and thereby result in both learning performance and advanced-learning motivation. The purpose of the study is to help students to mitigate Math Anxiety with appropriate approaches, and thereby improve their learning performance. Sharing the same attributes of Situational Anxiety with Test Anxiety, Math Anxiety, usually regarded as the biggest obstacle in Math learning, points out a kind of emotional anxiety arising from handling number or from utilizing Math concepts. As for Test Anxiety, it’s the primary component of Math Anxiety. Test Anxiety, a kind of psychological disturbance, might hamper students’ Math reasoning with negative emotional reaction. In general, the effects of Test Anxiety on students’ learning are more critical than those of student’ talents, of teachers’ education methodology, and of schools’ course arrangement. We suppose that Test Anxiety can be explored by three dimensions, namely Emotion, Perception, and Physiology, and be mitigated by appropriate education methods and assistance strategies. Regarding the advantage of Ellis’ Rational Emotive Behavior Therapy in directly and quickly revise students’ internal belief and value, we adopt it as the main experimental approach, given the criteria of study practical-value, time-efficiency, and objective-requirement The study body is students of A Case Study at Song Shan High School of Commerce and Home Economics. With well-designed anxiety scale towards Math exam meeting sound validity and reliability, we measure the anxiety difference between those students accepting professional assistance, namely the experiment group, and those under otherwise circumstance, namely the control group. We learn that, in common anxiety factors, students’ most feeling statuses include panic, annoyance, nervousness, crash sense. In excess anxiety factors, those feelings include pessimistic attitude, dizziness, physiological discomfort, and hindered eyesight. Prior to the professional assistance, the experiment group’s anxiety extent in both common anxiety and excess anxiety is higher than the control group. After 40 days of Rational Emotive Behavior Therapy, the experiment group’s anxiety degree of pretest is lower than that of post-test; moreover, it’s even lower than that of control group. Also, the standard deviation of anxiety score is lowered. On the contrary, the control’s group’s anxiety degree of excess anxiety dimension becomes severer, and the standard deviation is raised. The study suggests that with teachers’ timely professional assistance it’s helpful to understand student’s learning, and thereby to lower The group of high Mathematic test anxiety students’ anxiety extent and to raise The group of low learning achievement students’ learning performance, while the assistance might not lead to obvious improvement of high academic achievement students’ anxiety degree.
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Books on the topic "Rational-emotive therapy (RET)"

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Windy, Dryden, ed. The practice of rational-emotive therapy (RET). New York: Springer Pub. Co., 1987.

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Windy, Dryden, ed. Doing RET: Albert Ellis in action. New York: Springer Pub. Co., 1990.

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Dryden, Windy. Reason to change: A rational emotive behaviour therapy (REBT) workbook. New York: Brunner-Routledge, 2001.

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Understanding emotional problems: The REBT perspective. Hove, East Sussex: Routledge, 2009.

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Understanding psychological health: The REBT perspective. Hove, East Sussex: Routledge, 2010.

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Getting started with REBT: A concise guide for clients. Hove, East Sussex: Routledge, 2006.

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Dryden, Windy. The REBT therapist's pocket companion. New York, NY: Albert Ellis Institute, 2003.

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Velten, Emmett Charlton. REBT for people with co-occurring problems: Albert Ellis in the wilds of Arizona. Sarasota, Fla: Professional Resource Press, 2010.

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How to think and intervene like an REBT therapist. New York, NY: Routledge, 2009.

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Wolfe, Janet L. REBT Resource Book for Practitioners. Albert Ellis Institute, 1993.

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Book chapters on the topic "Rational-emotive therapy (RET)"

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Ellis, Albert. "Using RET Effectively." In Using Rational-Emotive Therapy Effectively, 1–33. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-0641-0_1.

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Dryden, Windy. "Flexibility in RET." In Using Rational-Emotive Therapy Effectively, 133–49. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-0641-0_5.

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Walen, Susan R., and Mary W. Rader. "Depression and RET." In Using Rational-Emotive Therapy Effectively, 219–64. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-0641-0_9.

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Grieger, Russell M. "Keys to Effective RET." In Using Rational-Emotive Therapy Effectively, 35–67. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-0641-0_2.

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Bernard, Michael E., and Marie R. Joyce. "RET with Children and Adolescents." In Using Rational-Emotive Therapy Effectively, 319–47. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-0641-0_12.

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DiGiuseppe, Raymond. "Comprehensive Cognitive Disputing in RET." In Using Rational-Emotive Therapy Effectively, 173–95. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-0641-0_7.

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Hauck, Paul A. "RET and the Assertive Process." In Using Rational-Emotive Therapy Effectively, 197–218. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-0641-0_8.

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Hauck, Paul A. "Religion and RET." In Clinical Applications of Rational-Emotive Therapy, 237–55. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4613-2485-0_10.

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Ellis, Albert, and Michael E. Bernard. "What Is Rational-Emotive Therapy (RET)?" In Clinical Applications of Rational-Emotive Therapy, 1–30. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4613-2485-0_1.

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DiMattia, Dominic J. "Using RET Effectively in the Workplace." In Using Rational-Emotive Therapy Effectively, 303–17. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-0641-0_11.

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Conference papers on the topic "Rational-emotive therapy (RET)"

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Rosiana, Anny, Puji Krisbiyantoro, and Ali Solikin. "The effect of Cognitive Behavior Therapy (CBT) and Rational Emotive Behavior Therapy (REBT) to the loneliness elderly." In 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210304.141.

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