0495007757_66664 Essays - Psychology, Behavioural Sciences

Chapter 8 Rational-Emotive-Behavior Therapy and Cognitive-Behavior Therapy CHAPTER OVERVIEW Rational-Emotive-Behavior Therapy (REBT), developed by Albert Ellis, is a therapy that consciously uses cognitive, emotive, and behavioral techniques to help clients. REBT theorists stress that human beings have choices. The control of ideas, attitudes, feelings, and actions is specific to the person who arranges a life according to personal dictates. Having little control over what happens or what actually exists, people do have choices and control over how they view the world and how they react to difficulties. CHAPTER OBJECTIVES After completing this chapter, the student will be able to: 1. Identify the philosophical assumptions associated with rational- emotive behavior therapy and cognitive-behavior therapy. 2. Explain the nature of people according to rational-emotive-behavior therapy. 3. Discuss rational and irrational thoughts and the three areas in which people hold irrational beliefs. 4. Describe the REBT process of teaching people to think and behave in more personally satisfying ways. 5. Summarize the "A, B, C, D, and E," approach to counseling. 6. Compare and contrast REBT with other theories. Evaluate the limitations and contributions of the REBT approach to counseling. CHAPTER SUMMARY Rational-Emotive-Behavior Therapy (REBT) has emerged from what Albert Ellis considered a limited rational-persuasive therapy into a therapy that consciously uses cognitive, emotive, and behavioral techniques to help clients. Ellis considers himself a philosophical or educational therapist who uses a didactic, cognition-oriented, explicative approach to change. Founded on the idea that what distresses people is not the event but their judgment of the event, REBT theorists stress that human beings have choices about their thoughts. The control of ideas, attitudes, feelings, and actions is specific to the person who arranges a life according to personal dictates. Having little control over what happens or what actually exists, people do have both choices and controls over how they view the world and react to difficulties. Ellis viewed humans as naturally irrational, self-defeating individuals who need to be taught to change crooked thinking from self-defeating musts, shoulds, oughts, and demands. People can be helpful and loving as long as they do not think irrationally. The three areas in which people hold irrational beliefs are in thinking that they must be perfect, that others must be perfect, and that the world must be a perfect place in which to live. The goal of the therapy is to teach people to think and behave in a more personally satisfying way by making them realize they have a choice between self-defeating, negative behavior and thought and a more efficient, enhancing, positive behavior. This is accomplished by teaching people to take responsibility for their own logical thinking and the consequences or behaviors that follow it. Ellis theorized that a belief system - what people tell themselves about an event - determines responses or feelings toward that event. People naturally and easily think crookedly, express emotions inappropriately and behave in a self-defeating manner. REBT teaches how to do otherwise. Irrational beliefs cause trouble. Lists of common irrational beliefs that lead to negative emotions and stress in children, adolescents, and parents are included in the chapter. Irrationals beliefs can form a chain of further irrational beliefs. The categories of those thoughts are self- defeating beliefs, highly rigid and dogmatic beliefs, antisocial beliefs, unrealistic beliefs and contradictory beliefs. The goal of REBT is to teach people to think and behave in a more personally satisfying way by making them realize they have a choice between self-defeating, negative behavior and efficient, enhancing, positive behavior. The first objective of therapy is to show a person how irrational beliefs or attitudes create dysfunctional consequences such as anger, depression, or anxiety. The second objective is to teach the client how to dispute or crumble the irrational beliefs and replace them with rational thoughts. This will allow the client to escape the cycle of negative feelings and be free to choose behaviors that eliminate the problem or the disappointing impact of the problem. "A, B, C, D, and E" refer to these ideas. A is the activating event. B is the person's reaction to the event. C represents the consequences or feelings resulting from the person's evaluation of the activating event. D represents the disputing arguments that can be used to attack the irrational self-messages included in the evaluation of the activating event. E is the answers given to the questions raised in D. REBT is direct, didactic, confrontational and verbally active counseling. Several factors help counselors detect irrational thinking. They can look for overgeneralizations, distortions, deletions, catastrophizing, absolutes, condemning and fortune-telling. Once the irrational beliefs are recognized, the counselor disputes and challenges them. Ultimately

Cognitive Misers Essays

Cognitive Misers Essays Cognitive Misers Essay Cognitive Misers Essay Cognitive misers are used in an attempt to conserve cognitive energy in everyday life. These strategies are adopted to simplify complex problems. Some information is ignored to reduce the cognitive load (Aronson, 2007, p. 122). This is demonstrated in the movie 12 Angry Men. The jurors discuss the case with a Puerto Rican teenager from the slums as the defendant. Juror number seven states that the defendants background doomed him to lead a criminal life. Juror number four supports him by citing a study about how slum conditions breed criminals (Lumet, 1957). People use reference points and contrast effects to make an object appear better or worse, depending on what it is compared to (Aronson, 2007, p. 123). Juror number three uses his relationship with his own son, and seems to believe that the defendant is guilty because he is a teenager who has routine conflicts with his dad (Lumet, 1957). Priming is a procedure based on the notion that ideas that have been recently encountered are more likely to come to mind, and therefore to be used in interpreting events (Aronson, 2007, p. 126). In this movie the jurors, fresh from the courtroom, took a preliminary vote to see whos where. Juror ten was talking as though it were a forgone conclusion that the defendant was guilty. Eleven out of the twelve jurors voted guilty (Lumet, 1957). Framing is the drawing of different conclusions based on how the data is presented (Aronson, 2007, p. 129). Juror number eight demonstrated framing when he presented a switchknife identical to the murder weapon. The murder weapon had been presented during the trial as a very unique knife of unusual design. However, juror eight had bought one exactly like it at a pawnshop two blocks from the crime scene. In doing this juror eight changed the original framing of the murder weapon as unique, as was indicated during the trail (Lumet, 1957). Primacy effect Primacy effect is the tendency for the first items presented in a series to be remembered better or more easily, or for them to be more influential than those presented later in the series (Aronson, 2007, p. 95). The jurors adjourn to the jury room where juror three is the first to mention that this is an open and shut case implying that the defendant is guilty prior to deliberations (Lumet, 1957). Attention decrement occurs when later items or information get less attention. Minds tend to wander thus, they have less impact on judgments (Aronson, 2007, p. 134). This happens as the movie progresses. Information from the trial becomes less acute as juror eight argues that it is possible that the defendant may have lost his knife like he claimed. Juror six admitted he was convinced very early in the case that the defendant was guilty (Lumet, 1957). Interpretive set is a term used when the initial items or information create an initial impression and are used to interpret subsequent information (Aronson, 2007, p. 134). For example, neighbors from across the hall to the crime scene stated that they heard the defendant arguing with is dad around eight that evening. They stated that the dad hit the defendant twice and saw the boy run angrily out of the building. Although no one saw the boy return later that night the neighbor downstairs stated that around Midnight he heard someone yell out, Ill kill you, and heard a body hit the floor seconds later, and he looked out to see him running out of the building. The jurors connected these segments of information and connected them together as though there was an accurate positive identification of the defendant (Lumet, 1957). Judgmental heuristics Judgmental heuristics is used as a quick easy way of making a decision on how to solve problems at hand. Heuristics require little thought and only the ability to choose a strategy and apply it directly to a problem (Aronson, 2007, p. 135). The types of heuristics are the representative heuristic, availability heuristic, and attitude heuristic. Representative heuristic is the focus on the similarity of one object to another to infer that the first object acts like the second object with the expectation that the information to fit expectations. The halo effect also applies to physical characteristics such as attractiveness and appearance or expectations (Aronson, p. 136). In the movie juror number ten takes every opportunity to apprise the other jurors of his knowledge of these people when he refers to the defendant. He says that they are fighting all the time, they get drunk, and human life doesnt have the same meaning to them as it does to us. Juror number ten describes the defendants ethnic group very negatively and compares them to us. He is trying to convince the other jurors that because he knows how some Puerto Ricans behave then the defendant also behaves this way (Lumet, 1957). Availability heuristic is when we focus on specific examples that come most readily to mind depending upon what we have experienced (Aronson, p. 138). Juror number ten has had negative experiences with Puerto Ricans and assigns the result of those experiences upon the young defendant who is also Puerto Rican. Juror number three has had very bad experiences with his own teenage son, and views the teenage defendant with the same anger as he does his own son. These experiences influence the attitudes of these jurors (Lumet, 1957). Attitude heuristic is the use of preexisting evaluations to assign information to a favorable or unfavorable category according to our own attitude on the subject (Aronson, p. 140). One form of attitude heuristics is the halo effect, a bias in which favorable or unfavorable impressions of a person affect our inferences and future expectations about that person. The halo effect also applies to physical characteristics such as attractiveness and appearance (Aronson, 2007, p. 141). In the movie juror number ten places a strong negative bias on the defendant due to his ethnicity, which seems to be his only reason for believing in his guilt. Whereas, juror number three does the same thing concerning the fact that the defendant is a troubled teenager and had problems with his dad (Lumet, 1957). Another form of attitude heuristics is the false-consensus effect. This is the tendency to overestimate the percentage of people who agree with us (Aronson, 2007, p. 141). It appears that in the beginning of jury deliberations that this is an open and shut case. Jurors one, three, seven, and twelve fully believe that the defendant is guilty and raise their hands quickly during the preliminary vote. Jurors two, five, six, eleven, and nine pause for a moment, then slowly raise their hands as well. Juror eight is the lone dissenter. The other jurors are apparently surprised it isnt so open and shut a case after all (Lumet, 1957). Categorization and stereotypes Two methods of categorization and stereotypes are self-fulfilling prophecy and illusory correlation. Self-fulfilling prophecy is the process by which expectations and stereotypes lead people to treat others in a way that makes them conform to expectations (Aronson, 2007, p. 145). In the movie juror ten uses his stereotype of Puerto Ricans to treat the information in the trial consistent with his own expectations of how Puerto Ricans interact. Juror three does the same thing because of his own expectations of how teenagers behave. Juror four also has specific expectations because the defendant is from the slums (Lumet, 1957). The illusory correlation is when one expects to see a relationship, and see it, though there is in fact no relationship present (Aronson, 2007, p. 145). In the movie the jurors see a relationship between the fight between the dad and the defendant that occurred at 8:00 p.m. and the murder which happened at around Midnight. This relationship was dissolved by juror eight. The neighbors across the hall saw the boy run out after the argument at 8:00 p.m. He had to go by their door to leave. The downstairs neighbor didnt see anything but claims to have seem the boy run out of the building after he heard the threat Ill kill you and the body hit the floor. However, juror eight pointed out that the downstairs neighbor had a limp and couldnt move fast enough to have gotten to the front window to see anyone run outside. In-group and out-group effects The in-group is the group you belong to, and the outgroup is everyone else. The consequences of dividing the world into these two worlds is the homogeneity effect, and ingroup favoritism. Homogeneity effect is when everyone belonging to the out-group perceived as being similar to each other (Aronson, 2007, p. 146) In the movie jurors two, five, six, eleven, and nine hesitated to raise their hands to vote guilty during the preliminary vote at the beginning of deliberations. These jurors eventually changed their vote to not guilty before the other jurors who had voted immediately for guilty at that time. Juror eight was originally alone in voting not guilty and was the original out-group in this case. Eventually the tables are turned and all jurors vote not guilty with the exception of juror number three who then is in the out-group all alone (Lumet, 1957). This created an in-group favoritism which is the perception that your own group as superior to others. The jurors who stood resolute against juror eight fully believing that he was wrong and were going to help him understand why. Instead they were convinced that they had been wrong. Now they are in the not guilty in-group against the last remaining guilty voter. The conclusion of the movie has the not guilty voters standing opposite juror ten with a distinct attitude of superiority about them (Lumet, 1957). Memory as reconstructive is when memories are created from bits of information filtered through what we think might have been, or should have been, or what we would have liked it to be, and by what others tell us about it (Aronson, 2007, p. 147) in the movie juror eight couldnt vote guilty because it would send the defendant to the electric chair. On the other hand, juror three claimed he would pull the switch himself. Juror eight liked the idea that the defendant be not guilty because of his reticence in sending the defendant to his death. While juror three liked the idea of the defendant being guilty perhaps as a catharsis to the anger he felt at his own son (Lumet, 1957). Confirmation bias is selective thinking where one tends to notice and look for things that confirm an impression or belief and ignore things that contradict them (Aronson, 2007, p. 157). In the movie the stronger personalities said the defendant was guilty and the weaker jurors went along in the beginning. After juror eight voted not guilty he proceeded to convince the other jurors that they needed to discuss the case in detail. He looked for things throughout the entire process that ignored issues that contradicted his not guilty vote. Instead he cast doubt on the witnesses, and the evidence. Juror three ignored everything juror eight revealed until the very end because it contradicted his belief that the defendant was guilty (Lumet, 1957). Hindsight bias is sometimes called the I-knew-it-all-along effect, the inclination to see past events as being predictable (Aronson, 2007, p. 158). After the preliminary vote juror number ten shook his head and said, Boy oh boy, theres always one implying he somehow knew someone would vote not guilty (Lumet, 1957). Attitude accessibility is when we associate an object with our attitude, highly accessible attitudes more likely to guide behavior (Aronson, 2007, p. 162) In the movie the jurors placed a strong association between the switchknife and the defendant buying one early on the evening of the murder. Testimony confirmed that the defendant was real handy with a knife. Juror eight bought one at a pawnshop two blocks from the crime scene and showed that the switchknife may not be as unique as was indicated in the trial. Although no one was actually in the room to properly identify the defendant at midnight when the crime took place, the jurors also placed a strong association between the argument at eight oclock that evening and the murder (Lumet, 1957). Biases in social explanation Fundamental attribution error is the tendency to overestimate the importance of personality factors rather than situational factors when describing and explaining the causes of social behavior (Aronson, 2007, p. 167). No one really knows the personality of the defendant. They do know he fought with his dad and had a criminal record. It appears as though they are attributing his personality to be that of a hoodlum, instead of a troubled teenager, therefore, capable of murdering his dad. Juror seven states that the defendants background doomed him to lead a criminal life (Lumet, 1957). Actor-observer bias is the tendency for actors to attribute their actions to situational factors while observers attribute the same actions to personality factors. (Aronson, 2007, p. 170). The jurors only know that the defendant said nothing in his own defense. The defendant found himself in a situation that was outside of his control. The police had no other leads and focused on him instead of investigating the crime. It wasnt until juror eight mentioned that the police questioned the defendant in one room while his dad lay dead in the other room that the idea of emotional stress arose. No one thought that the boy might be in shock nor able to think coherently due to grief at the loss of his dad. Some jurors are assuming that he did the crime since he had a criminal history for juvenile offenses, and perhaps hated his dad. Other jurors are using their own personal issues sway them into believing the defendant is guilty (Lumet, 1957). Self-serving bias: The tendency to make dispositional or personality attributions for our successes and to make situational attributions for our failures (Aronson, 2007, p. 172). Juror three Reminded of his own familys personal crisis, Juror # 3 tells the jurors of his own disrespectful, teenaged boy who hit him on the jaw when he was 16. His son is now 22 years old, and he hasnt seen his son for two years. The juror is embittered at the failed relationship with his son, Kids! Ya work your heart out. Thus, blaming the situation between his son and himself instead of realizing that he may have been a bad father (Lumet, 1957). Egocentric thought is the tendency to perceive ourselves as more central to events than is actually the case (Aronson, 2007, p. 173) In the movie juror eleven is an egocentric salesman in the sense of being self-absorbed. He wants to be the focus. So, he talks about himself, and is only partly engaged in the deliberations of the jury. His self-absorption and lack of focus on the case explain his flip-flopping from guilty, to not guilty, to guilty, and back to not guilty. Juror three tries to make himself the center of antagonism against juror eight. Juror eight is the center of events as he is the one calling for all of the discussion in the attempt to prove there is a reasonable doubt in this case (Lumet, 1957).

Counselor Ethics and Responsibilities Assignment Guidelines

Counselor Ethics and Responsibilities Guidelines - Assignment Example The next important move will be to ask the client if I can a combine session with her parents to allow them share their thoughts about the situation. Two ethical issues that I will have to deal with include whether advising the client on other alternatives to abortion could interfere with her autonomy. I strongly believe that every individual has a right to choose time as well as how to end his/her life with dignity especially when suffering from terminal illness. I feel that it is quite inhumane to stop an individual from hastening his death especially his/her health has significantly deteriorated from prolonged illness. I will start the counseling process by trying to establish if the state law allows physician assisted suicide (PAS). The next thing will be to allow the client clarify her thought and feelings towards PAS and the possibility of exploring alternatives to the decisions. The option of advising the client on other alternatives to PAS and whether it is in the best interest to allow her continue with PAS are two major ethical issues that I will consider. Trust and respect are the two most important determinant of a successful and effective counseling relation between the client and the counselor. Remley, Jr and Herlihy (2010) asserts that clients must always feel safe in the hands of their counselors and this can only be achieved when they trust in the counselor’s ability to safeguard their interest and respect their rights in the relationship. The fact that the counselor is highly experienced in his/her field does not give them an absolute power over the client considering that the client has a number of rights that needs to be protected in the relationship. Key among the clients rights in a counseling relationship include but not limited right to autonomy, right to confidentiality, right to known counseling techniques or strategies, right to request for copies of records