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Corey, G. (2013). Theory and practice of counseling and psychotherapy. Boston, MA: Cengage Learning.

Trepper, T. S., Mccollum, E. E., Jong, P. D., Korman, H., Gingerich, W., & Franklin, C. (n.d.). Solution-Focused Therapy Treatment Manual for Working with Individuals. Solution-Focused Brief Therapy: A Multicultural Approach, 14-31.

Turner, M. J. (2016). Rational Emotive Behavior Therapy (REBT), Irrational and Rational Beliefs, and the Mental Health of Athletes. Frontiers in Psychology,07.

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How will you integrate these into your practice?

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How will you integrate these into your practice?

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From both a  Mental Health Counseling and Sport Psychology perspective, I love the goal setting aspect of both of these theories.  These are also both ways to integrate homework into the sessions and help the client to keep working towards their goals in both life and sport.  The activities, such as imagery, disputing irrational beliefs, and specific questions, I believe help the client really become aware and identify what they want to get out of the counseling sessions and how they want to change to live the life they want to live.

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How do these two theories conflict with one another?

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How do these two theories conflict with one another?

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One theory is very much focused on how you perceive an situation or problem and the other is focused on making a solution to the problem.  So as one tries to counter unhealthy thoughts and feelings to alter beliefs and as a result change emotions and behaviors, he other theory has little interest in the problem, but wants to recognize what works for the client to not have this problem occur and to keep building on solutions and ways for the client to change their life and meet their ultimate goals.

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Both of these therapies have a heavy emphasis on goal setting and changing their current patterns of living to the way the client wants to live their life.  The therapist plays a respectful role in both therapies and help the client indicate without deciding for them where to go to meet their goals.  Counselors also help the clients become aware of how they are living their life whether it is how they are speaking about themselves or how they observe and perceive their environment. There also is not a heavy emphasis on the past as they are therapies that quickly dive into how to changing thinking and behaviors.

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The ultimate goal of this therapy is to end treatment with client understanding how to continue the changes they have already made into the future to be aware of hurdles nad percieved barriers to maintain the changes they have made

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Formula First Session Task: Homework for the client to couplet between first two sessions.  The homework includes taking time to observe and describe in the next session a certain aspect of their life that they want to continue to happen.  De Shazer thought this helped clients become more optimistic and hopeful abut present and future situations and also a better understanding before they start to make any changes to their life.

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Pretherapy Change: What have you done since you called for an appointment  that has made a difference in your problem? Encouraging client to look into own resources

Exception Question: What was different that time? How did you do that? What were you doing differently? Encouraging client to reflect on times when the problem was not a problem

Miracle Question: If a miracle happened and he problem you have was solved over night, how would you know it was solved and what would be different? Encourages clients to recognize what they want to change and how they would feel if there was a solution

Scaling Question: On a scale 0-10, with zero being how you felt first coming to therapy and ten being how you feel the day after your miracle occurs and your problems are gone, how would you rate your anxiety right now? Encourages clients to pay closer attention to what they are doing and how they can set goals and take the steps for change to occur.  Goals can stay the same, get better, or worse and this question can identify how things are going between sessions.

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3 Kinds:

1. Customer: the client and therapist jointly a problem and a solution to work toward. The client realizes that to attain his or her goals,personal effort will be required

2. Complainant: the client thinks the solution to their problem is dependent on someone else's actions

3. Visitor: Client comes to sessions with other and may not agree on themselves having a problem and not willing to explore

* Caution to not box clients in these three categories.  These are beneficial for starting points in conversation.

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Take a not knowing position

Do not assume expert role- try and place the client in that role, they have control over their future as they are the expert of their own lives

Therapist job to point clients in right direction without saying what to change

Create climate of mutual respect

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It is assumed the individuals have ability to define meaningful personal goals and have the resources to solve their own problems

Goals are unique to each individual's future

Important that goals are SMART and well defined

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1) Clients are given the opportunity to describe their problems.  The therapist listens respectfully and carefully as clients answer the therapist's question, "How can I be useful to you?"

2) The therapist works with clients in developing well-formed goals as soon as possible.  The question posed, "What will be different in your life when your problems are solved?"

3) The Therapist asks clients about those times when their problems were not present or when problems were less severe.  Clients are assisted in exploring these exceptions, with special emphasis on what they did to make these events happen.

4) At the end of each solution-building conversation, the therapist offers clients summary feedback, provides encouragement, and suggests what might observe or do before the next session to further solve their problem

5) The therapist and clients evaluate the progress being made and reaching satisfactory solutions by using a rating scale. Clients are asked what needs to be done before they see their problem as being solved and also what heir next step will be.

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Focus on solution building rather than problem-solving

Focus on clients ideal future compared rather than their past

Increase useful behaviors

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This therapy is grounded in the belief that people are healthy and competent and have the ability to find a solution that produces change and enhances their life

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This therapy is unique in that avoids the discussion and focus of the past for focus on the present and future

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This form of therapy has no interest in examining or understanding how problems emerged

Assessing problems is not necessary to solve it, so analyzing the relationship between the problem and solution is not needed for change to occur

If the problems are unimportant, then so is searching for the "right" or "absolute" solutions

Help identify what is already working and apply it to eliminate their problems in the shortest time possible

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Steve initially started this form of this therapy with a colleague of his named Insoo Kim during the 1980's.  He believed that is not necessary for the client to know the problem in order to solve it.

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One study found gymnasts had reduced anxiety and enhanced performance  .

Another study showed significant reduction among tennis players after five sessions of REBT

High level archers demonstrated decreases in irrational beliefs, and increases in rational beliefs, self-efficacy and perceived control.

"There are reasons to believe that irrational beliefs could actually help performance particularly in the short-term if athletes are able to recognize the differences between their self-talk and their core beliefs, but that long-term sport performance is unlikely to benefit from holding irrational beliefs in part due to the deleterious implications on mental health."

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Rational Emotive Imagery: clients are asked to imagine the absolute worst thing that could happen to them (specific situations and feelings) They can then practice changing these unhealthy feelings to healthy feelings through the use of imagery

Using humor: this theory contends that emotional disturbances often result from taking things too seriously and using humor can help put life into perspective

Role playing: can help client identify unhealthy feelings and what they can do to change to healthy ones

Shame attacking exercises: help reduce shame and anxiety and increase self-acceptance and mature responsibility

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These methods help clients identify and deal with self-statements so that they no longer believe them. Here are some examples how:

Disputing irrational beliefs: changing those all or nothing irrational thoughts

Doing Cognitive homework: applying the A-B-C model in real life or taking part in events that challenge the client and their problem to gradually challenge irrational thinking

takes time to revise one's thinking, feeling and behaving

Changing one's language: Creating new self-statements that help clients think and behave differently and ultimately feel differently

Bibliotherapy:

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Relationship Between Counselor and Client

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Relationship Between Counselor and Client

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There is unconditional acceptance in the relationship, but the relationship does not need to be warm as Ellis thought that being too warm can foster dependence

Counselors are often open and direct in disclosing their own values and beliefs to help clients identify that the therapist is not an authority figure with no unrealistic notions, but rather as an equal to one another

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Learn to accept that their beliefs underpin their emotions and behaviors

Once accepted, learn to restructure these thoughts

Learn to apply thought, participate in exercises and carry out behavioral homework in order to facilitate change

Focus on here and now and how to changing patterns of thinking

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1. Help the client identify the irrational "shoulds" "oughts" and "musts". Find ways to counter these irrational beliefs.

2. Help show clients how they are keeping their emotional disturbances active by continuing to think illogically or unrealistically

3. Help clients modify their thinking and minimize irrational ideas. Try reduce such thoughts.

4. Challenge the clients to develop a rational philosophy so that in the future when irrational thoughts creep back in, they can avoid or overcome those beliefs

- Overall making the client aware of irrational thoughts, reframe thinking and find ways to avoid or overcome irrational beliefs or thoughts.

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Rational Emotive Behavior Therapy (REBT)

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Rational Emotive Behavior Therapy (REBT)

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Albert Ellis is considered the grandfather of cognitive behavior therapy.  He developed rational emotive behavior therapy in 1955 as a part of many therapies under the cognitive behavioral umbrella. He developed this approach as method to dealing with his own problems. For example he was shy around young women so he he made a goal to force himself to talk to at least 100 women in the Bronx Botanical Garden and was able to go on dates from these brief encounters.  This application of the therapy, he managed to conquer some of his emotional blocks. He thought this theory would be more directive, efficient and effective compared to psychotherapy.

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Individuals contribute to their own problems as well as their symptoms

Central premise is that events that occur do not alone cause an individual to be depressed, anxious, etc. Instead it is their beliefs of the events are what contribute to their unhealthy feelings

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One's beliefs contribute to their problem

One's condition, behaviors and their emotions interact creating a cause/effect relationship

Emotions stem from belief, which influence interpretations and affect behavior

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REBT focuses on problems and is acton oriented.

Here and now approach

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Teach clients to recognize realistic vs unrealistic goals

Teach clients how to change unhealthy behaviors and emotions into healthy ones

Help assist clients achieve unconditional self-acceptance and other acceptance

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Born with rational and irrational thinking

We learn irrational beliefs from others in childhood

As a result, behave based on these beliefs whether they are rational or not

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Assist clients in recognizing all or nothing thoughts such as the "shoulds" "oughts" and "musts" in statements

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Helps client identify feelings, thoughts, events and behaviors

A = existence of fact/activating event/inference about an event

B=Belief about A

C=Emotional or behavioral consequence or reaction

C is either healthy or unhealthy

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A way to remedy beliefs

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Individuals tend to rate behaviors as good or bad and tend to rate themselves as a total person based off of performances

Try to set goals seperating behaviors from theirselves

Learn to accept themselves despite imperfections