Personal Theory of Counseling 1

Running Head: Personal Theory of Counseling

Personal Theory of Counseling
Michael Klein
Seattle University















Personal Theory of Counseling 2

Abstract
This is the authors own personal theory of counseling. The report goes on to describe Albert
Ellis concept of rational emotive behavior therapy and discusses its many different functions.
The author begins by introducing their rational for choosing the theory. They then converse on
the health/dysfunction of the theory followed by the process of change and the authors view on
the theorys goals. The relationship of the client and counselor is explained as well as the
theories techniques and approaches. Multicultural considerations and social justice are then
discussed followed by the authors critique of the theory and how they will apply it in their own
setting. The report ends with the authors reflection of writing the paper along with the future
directions of the theory.


















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Introduction and Rationale
As someone who constantly tries to remove their own rationality from irrationality, it was
not surprising that rational emotive behavior therapy (REBT) resonated with me more than any
other theory of counseling. Albert Ellis, founder of REBT, believed that humans are born both
rational and irrational. He also believed that we, as humans, possess the ability to destroy
ourselves or maintain an ideal mode of survival. In light of that, Ellis asserted that the world is
not always how we want it to be. He trusts that people, despite lifes obstacles, have the ability to
achieve this ultimate means of survival. Ellis has confidence that, by disconnecting your
irrationalities from your rationality, you will gain a sense of satisfaction in life with an applicable
system to handle the challenges that you may or may not encounter.
I chose this counseling theory because I believe it is necessary for my future clients to
follow along in my therapy, with minimal effort, so that they can better focus on the change they
need. This can occur because REBT provides simple to use techniques, in a relatively brief
amount of time, which demystify the entire counseling process. As a future school counselor,
this model fits me because simple, brief and demystifying techniques may be the only thing a
student can understand. I want to impact my school as much as I can so choosing a more
extensive and complicated technique over REBT seems counter-productive to me. The research
that shows REBT functions successfully is noted by Ivey, DAndrea, and Ivey (2012) in Theories
of Counseling and Psychotherapy where they reveal that it is reasonable to hypothesize that
efforts to promote clients rational thinking capacities are likely toresult in enhanced
regulation of the (part of the brain) that moderates aggressive, angry, and frustrated thoughts,
feelings, and behaviors (p. 343). Relying on this research, as well as my future in school
counseling, I gravitate toward REBT because giving my clients a quick, rational, and
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understandable solution to controlling their negativity is the epitome of promoting their own
well-being.
Health, Dysfunction and Multiculturalism
According to REBT, the self-acceptance of a client, not their self-esteem, constitutes
health. In Albert Ellis (2005) book, The Myth of Self Esteem, self-acceptance means that the
individual fully and unconditionally accepts herself whether or not other people approve, respect,
or love her (p. 38). Ellis stresses that certain psychotherapists are misguided when focusing on a
clients self-esteem over their self-acceptance. In terms of dysfunction, REBT understands it as
clients who do not value themselves. Ellis (1997) promotes in another book, The Practice of
Rational Emotive Behavior Therapy, the idea that this dysfunction continues because, people
tend to maintain their psychological problems by their own nave theories concerning the nature
of these problems (p. 67). Clients will have self-defeating and irrational conclusions about
themselves, which allows them to believe they have no significance. REBTs mission is to try
and overcome these conclusions. The majority of theories tend to obsess with strengthening a
clients self-esteem (2005, p. 69). But REBT would say that although it is important to have self-
esteem, it is not something that everyone can reach. This is why REBT encourages self-
acceptance, because it is something that all clients can obtain.
How REBT describes dysfunction is limited because I believe it diminishes from the
universality of their clients. Since Ellis failed to stress the importance of having practitioners
acquire a broad range of multicultural counseling competencies (2012, p. 339), it may be
difficult for REBT therapists to determine what comprises value to a multicultural client. In one
culture, a particular behavior could be considered shameful, but that same behavior could be
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considered acceptable in another culture. A lot of a client and practitioners time can be saved
just by educating REBT therapists to have a deeper knowledge in multicultural issues.
Process of Change
The process of change in REBT theory is that the client must first understand that they
create their own disturbances and that they can drastically change them if they wanted. The client
must then recognize that these disturbances are a direct result of their irrational thinking. The
therapist will then interject by separating their irrational thoughts from the rational alternatives,
because the counselors task is to challenge the irrationalities using logic. The counselor and
client then work together toward these new, rational ideas by utilizing cognitive, behavioral, and
emotive methods of change. After the sessions are over, the client then continues these methods
of change for the rest of their life (1997, p. 24). I think this process of change can be remarkably
easy, yet effective for the client. They can understand the dynamics of their change, which then
helps them move toward a successful solution. One thing that stands out for me in REBT is that
there is no ambiguity in the counselors solution. This will help me in garnering a more direct
and viable resolution between students, teachers, and parents. It is a straightforward plan that
gives plain-spoken results on how to change.
Therapeutic Goals
REBT counselors and their clients work together to determine which goals will be
suitable for the clients problem. This teamwork comes is successful in maintaining the clients
focus, although Dryden, DiGiuseppe and Neenan (2003) warn, in A Primer on Rational Emotive
Behavior Therapy, do not accept vague goals. The more precise you can encourage your client
to be in setting goals, the more likely she will be motivated to do the hard work of changing her
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irrational beliefs in the service of achieving these goals (p. 33). With that in mind, it is
extremely vital for these goals to be heavily influenced by the counselor and not hijacked by the
client. The client is encouraged to think that they are controlling their own destiny, but in reality,
their path is laid out by the counselor.
In dealing with the clients goals, therapists should not focus on the past. REBT therapists
usually will only emphasize clients to make profound philosophic changes that will affect their
future as well as their present emotions and behaviors (2012, p. 329), but not their past. Albert
Ellis designed this emphasis on the present and future to allow for the REBT counselor to
maintain a stronger focus on fostering a more rational belief system into the goals of the client,
instead of wasting valuable therapy time exploring the clients past. The counselor is then
allowed more time to talk clients out of goals that are detrimental, despite the client thinking
these goals are helpful. A staunch REBT counselor seeks a sensible balance between negotiating
each one of a clients goals and establishing solutions with a good sense of time management.
They will also understand and be perceptive of how a client and their goals can change over
time.
Therapeutic Alliance
In REBT, a close relationship between a client and counselor is not essential. But it is
vital for the therapist and client to have a relationship match. Clients do not work well with
therapists who may be too liberal, conservative, young, old, etc., and if these obstacles are in the
way then REBT recommends that the client move on to another therapist with more suitable
traits (1997, p. 65). In contrast to that, another obstacle that may be in place with the therapeutic
alliance, is if the relationship is going on too well. This causes a distraction to the routine tasks
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that need to be accomplished in therapy. The relationship between the counselor and client works
best when REBT can be practiced efficiently and effectively and when clients understand and
are prepared to continually implement its basic concepts (1997, p. 65).
Role of Counselor and Client
The role of the counselor is to dispute the irrational/illogical beliefs of their client and
then prove to them how they have integrated these thoughts into their lives. After that is
established, the counselor then modifies the clients irrational behaviors by helping them learn to
replace them with rational ones. The counselors responsibility is to show the client that the
disturbances in their lives are directly related to these irrational/illogical beliefs and that it can
only stop if they abandon their current state of thinking. One thing that separates the role of the
REBT counselor from the role of other therapists is that they teach the client how their REBT
therapy works. Each REBT technique is discussed with the client in order to demystify its
process so that the client can feel as if they understand their own development. The role of the
client takes a submissive approach when using the therapeutic practice of REBT. They must
admit that they have a dysfunction, identify their own irrationalities, challenge them with the
direction of the therapist, and then proceed to counteract these tendencies with a series of follow
up sessions and homework assignments provided by the counselor. Albert Ellis articulates it best
for clients who use REBT when he said that only if they constantly work and practice in the
present and future to think, feel, and act against irrational beliefs are clients likely to surrender
their irrationalities and make themselves significantly less disturbed (1997, p. 67).


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Techniques and Approaches
The REBT techniques and associated approaches I would use in this theory are disputing
irrational beliefs, self-disclosure, shame attacking, role playing, rational emotive imagery, and
the use of humor throughout the counseling sessions. I would dispute my clients irrational beliefs
by detecting dysfunctional beliefs. This is done via listening for musts, shoulds, oughts, and
have tos that lead to self-defeating emotions and behaviors (1997, pp. 44-45). With self-
disclosure, I would relate my own disturbances to the client and show them how I overcame
them. Shame attacking consists of forcing the anxious client to act shamefully in public just to
demonstrate that even if they act or behave in ways that they try and avoid, nothing truly harmful
transpires. Role playing comprises the client to forcefully and dramatically adopt the role of
their rational self, whose goal is to successfully dispute self-defeating beliefs as articulated by
their irrational self (1997, p. 63). Rational emotive imagery involves changing the clients
unhealthy emotions with healthy ones. This can help by allowing them to alter the self-defeating
thoughts and beliefs that cause their original instabilities. Another important aspect that REBT
counselors are encouraged to use is their sense of humor. Clients can sometimes take things too
seriously. In order to prevent this type of exaggerated behavior, humor is employed to reduce
some clients ideas to absurdity, (and it) shows them how contradictory and ridiculous these
views are...(in order to) overcome their over-serious cognitions (1997, p. 78).
Multicultural Considerations
REBT has been heavily criticized when it comes to their approach to multicultural
considerations. Certain cultures have a counter-productive reaction to some of the techniques
applied by REBT therapists. Multicultural advocates point out that the confrontational aspect of
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REBT turns away people of different cultures. It is also known to conflict with many religions
across the world, which can be directly correlated to ineffective outcomes (2012, pp. 338-339).
Another criticism of REBT is that irrational beliefs are defined differently by persons of other
cultures. There is no universal concept of rationality. Albert Ellis initially believed there was but
then he strove to fix these issues by strengthening REBTs multicultural considerations later on
in his life. Ellis himself actively participated in a series of public discussionabout the need for
counseling and psychology to become more sensitive and responsive to situational and cultural
factors influencing clients (2012, p. 339). Ellis recognized the importance of creating a more
fitting REBT style for multicultural persons and he changed REBT to REBCT (rational-emotive-
behavior-contextual therapy) towards the end of his career. This modification showed REBT is
willing to adapt to accommodate different cultures, which is critical when it comes to bringing
this theory to relevance in the future.
Social Justice
Much like the critiques in the multicultural considerations of REBT, similar criticisms are
made about the theorys attempt to employ social justice. These criticisms have specifically
focused on Elliss failure to advocate for environmental changes that would help eradicate the
adverse impact of social injustices on clients lives (2012, p. 338). Despite these criticisms,
REBT therapists can still influence social justice. This is performed by the therapist helping their
marginalized clients to overcome irrational beliefs from their repressive culture, which then
allows them to realize an improved form of liberation.
Disputing the clients irrational beliefs can also be transferred from the in-office sessions
to the out-of-office environment. Clients are often given homework where they leave the
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counseling session and apply the techniques used at home or work. This can also pertain to any
social injustices that the client may encounter in their life. Under REBT, the client can be
empowered to contest the irrationalities that surround their family/community and become a
champion of fairness and equality.
Critique
According to Albert Ellis, REBTs strength is its ability to be exceptionally
comprehensive. It includes about 30 cognitive, 30 evocative-emotional, and 30 behavioral
methods, and it keeps adding to them all the time (Ellis, 2004). One of the more productive
methods used in REBT is the ABCs of cognition. It is a reasonable approach to therapy because
it is easy to memorize and apply with clients. The therapy is simply put into an ABC format
using these key terms: (A) activating event, (B) beliefs about the activating event, and (C)
consequences. The therapy can then be explained as follows: people have many beliefs (B),
thoughts or ideas about an (A) activating event and they, more than likely, will have a response
to this event, and this reaction will then create a strong influence on their behavioral (C)
consequences. The REBT therapist gathers this information from the client and then focuses on
the clients irrational and self-defeating (B) beliefs by showing them how their (B) beliefs affect
the (A) activating event and, therefore, are the underlying cause of the (C) consequences. This is
crucial for the client because they usually assume that the (A) activating event influences the (C)
consequences. However, it is the interaction between the (A) activating event and the clients (B)
beliefs that influences their (C) consequences. If a REBT therapist can master this therapeutic
structure, then it can be a tremendously resourceful way of counseling.
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Using REBT can also have its limitations. For instance, disputing the irrationalities of
your clients may work for certain types of people but John Murphy (1997), in his book Solution-
Focused Counseling in Middle and High Schools, says that in a school setting this strategy
assumes that students will change once they realize how illogical their position is, and how
sensible the parent, teacher, or counselors position is. Airtight and unassailable logic may work
wonders in the courtroom, but it bombs with adolescents who are not buying what adults are
trying to sell (p. 120). Not only does REBT have limits with students, it also has definite
drawbacks with people of different cultures. Certain people of these cultures tend to feel
uncomfortable with the confrontational style of REBT. Therapists may also have a tendency to
impose their own ideas of what constitutes rational thinking. To counter these limitations, REBT
therapists must be aware of their clients background and to apply only those techniques which
agree with the diversity and complexity of each client.
Application
The school is a significant social system in which a child must learn to understand and
function rationally. However, according to Donald Tosi (1974) in Youth: Toward Personal
Growth, the typical school curriculum is not always effective in responding to a childs
personal-social development (p. 9). To combat this, and the limitations of using certain methods
of REBT in schools, the theory has developed other various methods of treatment for the school
setting and, as Isaac Prilleltensky (1994) noted in his book The Morals and Politics of
Psychology, these methods have become very popular (in schoolsand) have been suggested to
treat learning as well as social and behavioral problems (p. 96). First, I would not dig deep into
the history of their client or spend a lot of time obtaining background information. School
counselors do not have a lot of time to provide therapy on students. So any method that delves
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into the clients past is useless. Second, all my previously mentioned techniques of REBT that I
will use are going to be filtered through the ABCs of cognition format. As the client describes
their school problem I will make an appoint to intervene, if necessary, so that I can break down
their issue to the desired ABC framework. If my client is only discussing the (A) activating event
then I will seek the (C) consequences. And if they are describing their (C) consequences I will
then seek the (A) activating event. Third, I will present my response to their school related issue,
according to the guidelines of REBT, and give them the necessary homework that appropriately
fits their difficulty. Last, I will keep track of my clients growth and provide follow up critiques
and sessions if they are required.
Reflection
When beginning the first few phases of writing this paper I was worried that my passion
for REBT would decrease and this reduction of enthusiasm would force me to start anew with
another personal theory of counseling. This is because I have a lot of criticisms with REBT
based on its limitations and I was not sure that I could look past them. But as my research
became more apparent, the feeling of uncertainty dissipated. I discovered that REBT is an
excellent fit for me and that I am comfortable putting it into practice. It is an excellent fit because
I learned how smoothly this theory can be molded to fit in a school setting considering it is brief,
yet thorough. I am comfortable putting REBT into practice because I can influence school
students to change, using direct and immediate REBT techniques, even with the limited amount
of time and resources given to school counselors. Also, as I continued with my research, it was
revealed to me how much I admire the results of the therapy. Results are, after all, what matters
the most in counseling and I am in complete agreement with Donald J. Tosi when he said that
when using REBT the client manifests a greater sense of cognitive control over his emotions
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and behavior, and because he no longer needs to deceive himself, he is by definition a more
authentic person who is capable of choosing and thinking for himself (1974, p. 100). With this
new emotional control, the client has learned that he/she can neutralize future disturbances on
their own, which is exactly what I would want my own clients to achieve.
Future Directions
Albert Ellis predicted that the future of REBTis in childhood, adolescent, and adult
education (Ellis, 2003). I could not agree more. A study focusing on REBT concepts and their
application in the classroom demonstrated a reduction in teachers negative emotions, while
fostering helpful behavior. As a result, teachers would be able to better handle increased duties,
additional responsibilities, and classroom conduct (Warren, 2007). This is particularly
noteworthy in light of the escalating budget cuts facing schools across the country. Teachers will
be encountering larger classroom sizes and a reduced workforce. REBT can give them the
additional skills they will need so that they can adapt to a changing environment. I can build off
of what I learned from this term by recognizing how much REBT is emerging as a dominant
style in the school setting. This is significant because recent studies have shown that if school
officials use REBT to think more logically and reasonable than they may offer more effective
instruction and increases in student achievement will likely result. This will also inspire students
to develop healthier relationships with (school officials), triggering an indirect result from an
exposure to REBT (Warren, 2007). Considering how central REBT is emerging as the therapy
of choice in schools, I think it is critical that I start to implement its uses now, so that I can be as
prepared as possible for my upcoming career. It is mind-boggling for me to realize that I will
have such an impact on the well-being of individuals just by using the simple, brief, and easy to
use solutions of REBT.
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References
Warren, J.M. (2011). School counseling consultation: teachers experiences with rational
emotive behavior therapy. Journal of Rational-Emotive & Cognitive-Behavior Therapy,
1-15. Doi: 10.1007/s10942-011-01 39-z

Ellis, A. (2004). Why rational emotive behavior therapy is the most comprehensive and effective
form of behavior therapy. Journal of Rational-Emotive & Cognitive-Behavior Therapy,
22(2), 85-92.

Ellis, A. (2003). Reasons why rational emotive behavior therapy is relatively neglected in the
professional and scientific literature. Journal of Rational-Emotive & Cognitive-Behavior
Therapy, 21(3-4), 245-252.

Ellis, A., & Dryden, W. (1997). The practice of rational emotive behavioral therapy. New York,
NY: Springer Publishing Company, Inc.

Ivey, A. E., DAndrea, M. J., & Ivey, M. B. (2012). Theories of counseling and psychotherapy:
A multicultural perspective (7
th
ed.). Los Angeles, CA: Sage Publications.

Murphy, J. J. (1997). Solution-focused counseling in middle and high schools. Alexandria,
VA: American Counseling Association.

Prilleltensky, I. (1994). The morals and politics of psychology. Albany, NY: State University of
New York Press.


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Tosi, D.J. (1974). Youth: toward personal growth. Columbus, OH: Charles E. Merrill
Publishing Company.

Ellis, A. (2005). The myth of self-esteem. Amherst, NY: Prometheus Books.

Dryden, W., Digiuseppe, R., & Neenan, M. (2003). A primer on rational emotive behavior
therapy. Champaign, IL: Research Press.