Cognitive therapy cbt and rebt


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This is a presentation on cognitive therapies: cognitive behavior therapy by Beck and rational emotive behavior therapy by Ellis.

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Cognitive therapy cbt and rebt

  1. 1. Cognitive Behavioral Approaches
  2. 2.  “... affects the issues that members bring to a group and the ways in which they might be either ready or reluctant to explore these issues”. --Corey, 2010
  3. 3. - a result of the dissatisfaction with his practice of psychoanalysis and with person- centered therapy
  4. 4. “People are disturbed not by things, but by their view of things.” Epictetus
  5. 5. Taken from:
  6. 6. Taken from:
  7. 7.  Rational Emotive Behavior Therapy  It emphasizes self-sufficiency as opposed to dependency on the support of others .  ManyAsian cultures and even African cultures promote interdependence rather than independence stressing reliance on the family and the individual’s community (Sapp cited in Sharf, 2008).
  8. 8.  Modify assessment of clients’ irrational beliefs –this, then, affects their decision as to which beliefs are irrational and warrant disputation.  Since Asians tend to be less assertive as compared to their Western counterparts (Chung & Gale, cited in Chang, 2011), therapists should encourage clients to participate actively.
  9. 9.  Women are subject to a number of gender- role socialization messages that promote irrational beliefs (Wolfe & Naimark, 1991,p.270 cited in Sharf, 2008).  For example: “Nice, sweet girls get husbands”.  Associated Irrational Belief: “I must not act assertively in front of men. I must not put my desires first”.
  10. 10.  Another example: “For women, work is nice, but love is better”.  Associated Irrational Belief: “I must not take my work too seriously.” (Wolfe & Naiman, 1991, p. 269 cited in Sharf, 2008).
  11. 11.  With these societal expectations, therapists should encourage their female clients to challenge sex-role stereotypes in their relationships with men, with family, and in community activities (Wolfe & Naimark, 1991 cited in Sharf, 2008).  Therapists should also encourage women to develop greater self- acceptance and acceptance of others.
  12. 12.  The Rational-Emotive group is leader-centered (Gladding, 2008).  Asians tend to show more respect to guiding authorities or mentors.  Asians tend to be more conforming, compliant and into social learning than their counterparts in Western Cultures (Chang, 2011).
  13. 13.  The essentials of REBT can be taught quickly to counselors and clients alike.  REBT’ s versatility: women’s sexuality, aging, authority, dependency, power and risk-taking.  Opportunities that REBT provides for members to do homework assignments. (Gladding, 2008)
  14. 14.  REBT’s traditional focus is on the individual, not the group (Wessler & Hankin, 1988 cited in Gladding, 2008).  Group members learn a lot about their ability to control thoughts but they do not usually learn a lot about group dynamics.
  15. 15.  REBT’s approach = confrontive and directive stance
  16. 16.  REBT’s approach = confrontive and directive stance
  17. 17.  Group leaders and members may push a member to get rid of faulty beliefs and adopt new thought patterns before he or she is ready.  This trade-off may not be in the best interest of the participant(Gladding ,2008).
  18. 18.  Cognitive Behavior Therapy  Therapy which combines both cognitive and behavioral principles and methods in a short- term treatment approach  A.Ellis - REBT  D.Meichenbaum – CBT  A.Beck - CT
  19. 19.  Similarities with REBT & BehaviorTherapy  Active  Directive  Time-limited  Present-centred  Collaborative  Structured  Empirical  Make use of homework  Require explicit identification of problems and situations
  20. 20. c b t The Cognitive Model Core Beliefs Intermediate Beliefs (rules, attitudes, assumptions) Automatic thoughts
  21. 21. c b t Relationship of Behavior to Automatic thoughts Situation Automatic thoughts (situation specific) Reactions (emotional, physiological, behavioral)
  22. 22.  In cognitive group therapy, changes come not as a result of factors that arise from group interaction but as a result of clients making use of strategies that are consistent with the cognitive model. (Sharf , 2008)
  23. 23.  Each group session tends to be centered on structured and problem-oriented changes  It would be appropriate to before each session to use measures of change (BDI) to monitor alternatives and symptoms  Setting goals is part of all phases of treatment (checking in, setting the agenda, generating adaptive responses, developing & discussing homework)
  24. 24.  Interventions in group tend to be specific  Different techniques used by different therapists.  Experimenting with new alternatives to old problems is, both within & outside the group, is very important.
  25. 25.  For successful therapy Group cohesion and task focus must be present  To bring about task focus and cohesions, therapist should model participation and collaboration
  26. 26.  Therapist may take a directing role, not in the sense of telling group members what to do but in the sense of organizing the group  Group members collaborate with the therapist to suggest new ways of thinking and new behaviours to try out.  Cognitive therapists conduct group standing and writing notes on a black board.
  27. 27.  Therapist may take a directing role, not in the sense of telling group members what to do but in the sense of organizing the group  Group members collaborate with the therapist to suggest new ways of thinking and new behaviours to try out.  Cognitive therapists conduct group standing and writing notes on a black board.  Particularly in the beginning, the therapist takes responsibility for teaching new ways of
  28. 28.  Once upon a time there was a man who was very afraid of snakes. He went for out for a walk in the twilight hours and his face brushed past a rope that was hanging from a tree. He died of shock.  Who killed the man? Could it be a rope? But a rope is harmless! Could it be a snake? But there was none?
  29. 29. What is the rope in your life?
  30. 30. Two levels  The fruit of your action (KarmaPhal) you can alter your whole destiny by choosing to act differently  The rope and the snake - 'rajja-sarpa' - the metaphor of a rope being mistaken for a snake is often used to show how the ignorance of man's mind can project illusion.
  31. 31. Chang, L. et. al. (2011). Cultural Adaptations to environmental variability: an evolutionary account of east-west differences. Educational Psychology Review, volume 23, 1. Corey, M. (2010). Groups: process and practice, eighth edition, USA: Brooks/Cole,Cengage Learning. Corey, M. (2006). Groups: process and practice, seventh edition, USA: Thomson Brooks/Cole. Gladding, S. (2008).Groups: a counseling specialty, fifth edition, USA: Pearson Merrill Prentice Hall. Sharf, R. (2008).Theories of psychotherapy and counseling, concepts and cases, fourth edition, USA:Thomson Brooks/Cole.
  32. 32. Thank you very much!!!