Comprehensive REBT and Cognitive Therapy Concepts for Psychology Students

Rational Emotive Behavior Therapy (REBT)

A therapeutic approach that sees humans as both rational and irrational, capable of logical thinking and emotional distress due to irrational beliefs.

ABCD Model

A framework in REBT where A = Activating Event, B = Belief about the event, C = Consequence (emotional and behavioral response), and D = Disputation of irrational beliefs.

Emotional consequences (C)

Are not caused directly by events (A) but by the beliefs (B) about those events.

Disputation

The process of challenging irrational beliefs to change emotional responses and behaviors.

Types of Disputations

Logical disputation, Empirical disputation, and Pragmatic disputation.

Ultimate goals of REBT

To replace irrational beliefs with rational ones, develop unconditional acceptance, and improve emotional regulation and resilience.

Shame-attacking exercise

An exercise where clients intentionally do something that may cause embarrassment to reduce shame and build confidence.

Unconditional acceptance

Teaches people to accept themselves, others, and life as imperfect but worthwhile, without tying worth to success or approval.

DIBS

An acronym for Demandingness, I-rating (self-downing), Awfulizing, and Low Frustration Tolerance (LFT) — core irrational belief patterns identified by Ellis.

Cognitive distortions

Biased thinking patterns that cause emotional distress, which REBT and Cognitive Therapy help to recognize and correct.

Teaching and education in REBT

The therapist acts as a teacher or coach, educating clients about their thought patterns and training them in rational thinking.

Cognitive distortions (Beck)

Systematic errors in thinking that lead to negative emotions, such as overgeneralization and catastrophizing.

Beck's three major categories of negative core beliefs

Helplessness, Unlovability, and Worthlessness.

Core beliefs

Deep, stable beliefs about oneself, others, and the world that shape how experiences are interpreted.

Intermediate beliefs

Rules, assumptions, and attitudes derived from core beliefs that influence daily thinking.

Automatic thoughts

Quick, habitual thoughts that occur in response to situations and reflect deeper beliefs.

Schema

A broader cognitive framework or pattern that organizes core beliefs and experiences.

Interaction of concepts

Schema → Core Beliefs → Intermediate Beliefs → Automatic Thoughts → Emotions and Behaviors.

Difference between core beliefs and schema

Schemas are broad frameworks; core beliefs are specific ideas within them. Schemas influence multiple core beliefs.

Order of concepts

1. Schema, 2. Core Beliefs, 3. Automatic Thoughts.

Therapeutic order of addressing issues

Automatic thoughts are addressed first, then intermediate beliefs, then core beliefs and schemas.

Source of automatic thoughts and images

They stem from deeper beliefs and schemas formed through past experiences and learning.

Acquisition of coping strategies

Through learned experiences, modeling others, and trial-and-error responses to stress.

Beck's view of human nature

Humans are capable of rational thought but often interpret experiences through distorted thinking, which leads to distress.

Cognitive Model

A model that states that distorted thinking causes emotional and behavioral problems.

Socratic Dialogue

A method of questioning used to help clients discover and challenge their own irrational thoughts through guided inquiry and reasoning.

Importance of homework in therapy

Homework reinforces skills learned in therapy, encourages self-reflection, and helps clients apply new ways of thinking in real life.

Thought-stopping

A behavioral technique that interrupts repetitive or intrusive negative thoughts and replaces them with more constructive ones.

Reframing

Changing how a situation is perceived to view it in a more balanced or positive way.

Diathesis-stress model

It explains mental disorders as resulting from an interaction between biological vulnerability (diathesis) and environmental stress.

Importance of the diathesis-stress model

It shows that both genetic predisposition and life stress contribute to psychological disorders.

Preferred goal questions

Questions that help clients describe their ideal future or goal (e.g., "What would life look like if this problem were solved?").

Evaluative questions

Questions asking clients to rate progress or satisfaction on a scale (e.g., "On a scale from 1-10, how close are you to your goal?").

Exception-seeking questions

Questions that find times when the problem didn't occur or was less severe to identify effective behaviors.

Coping questions

Questions that highlight how clients manage difficulties (e.g., "How have you been able to keep going despite the problem?").

Solution-oriented questions

Questions that focus on solutions rather than problems.

Amplification

Encouraging and expanding client talk about success to strengthen positive change.

Non-normative work

Tailoring therapy to fit the client's unique perspective instead of applying standard norms or judgments.

Visitors

Don't see a problem.

Complainants

Recognize a problem but don't take responsibility.

Customers

Acknowledge a problem and are ready to act.

Client as expert

The client is the expert on their own life and experiences.

Therapeutic alliance

Constructed through collaboration, empathy, validation, and focusing on achievable client-defined goals.

Irreverent communication

A therapist technique using humor, honesty, or unexpected statements to disrupt rigid thinking and re-engage the client.

Wise Mind

A balanced state where emotional mind and rational mind work together; it represents inner wisdom and mindfulness.

Stages of individual therapy in DBT

1. Achieve behavioral control (stop life-threatening behaviors). 2. Process emotional pain and trauma. 3. Build a life of ordinary happiness and stability. 4. Develop a sense of meaning, connection, and spiritual fulfillment.

Priority topic in DBT

Life-threatening behaviors (suicidality, self-harm) always take top priority.

Third Wave of Behavior Therapy

DBT is considered part of this wave because it combines behavior therapy with mindfulness and acceptance strategies.

Causes of DBT's development

Linehan developed DBT because traditional CBT didn't fully help BPD clients, identifying biological emotional vulnerability and invalidating environments as key causes of emotional dysregulation.

Diagnostic criteria for Borderline Personality Disorder

Five or more of these nine: Fear of abandonment, Unstable relationships, Unstable self-image, Impulsivity, Suicidal behavior or self-harm, Intense mood swings, Chronic emptiness, Intense anger, Paranoia or dissociation under stress.

Dialectical in DBT

DBT integrates opposing ideas—acceptance and change—and focuses on finding balance between them.

Fundamental dialectical issues in DBT

Acceptance vs. Change, Emotional Vulnerability vs. Self-Control, Dependence vs. Independence.

Seven basic assumptions of DBT

1. People are doing the best they can. 2. People want to improve. 3. People must try harder and be more motivated. 4. People may not have caused their problems, but they must solve them. 5. People's lives are often unbearable as they are. 6. People must learn new behaviors in all settings. 7. Therapists need support too.

Treatment methods used in DBT

1. Individual Therapy: Weekly sessions focused on applying DBT skills to personal issues. 2. Group Skills Training: Teaches mindfulness, distress tolerance, emotion regulation, and interpersonal effectiveness. 3. Phone Coaching: Provides real-time support to use skills during crises. 4. Consultation Team: A support group for therapists to maintain motivation and effectiveness.