Cognitive Behavioral Therapy Ranche and Yap

Cognitive Behavioral
Therapy
Rational Emotive Behavior Therapy (REBT)
Beck’s Cognitive Therapy (CT) Meichenbaum’s Cognitive
Behavior Modification (CBM)
Christian Ranche and Luke Yap

Psychology 265: Psychotherapy
First Semester, AY 2019-2020
From Behavior Theory Comes…
§ Albert Ellis’ REBT
§ Aaron T. Beck’s CT
§ Donald Meichenbaum’s CBT
§ These are the more prominent

cognitive behavioral approaches,
however, there are over 20 therapies
that are considered “cognitive” or
“cognitive behavioral”
History of REBT
§ Developed by Albert Ellis (1955)
§ Incorporated cognition, emotion, and
behavior into techniques
§ Maintains that cognition governs emotions,
feelings (i.e., “We feel what we think”)
§ Considered “active-directive” therapeutic
process that focuses on client
empowerment and education
§ Goal is to get clients to feel and think more
positively, thus attaining their personal goals
History of CT
§ Developed by Aaron Beck
§ Clients misinterpret certain life
situations, which leads to cognitive
distortions or “logical errors”
§ Logical errors lead to emotional
difficulties by distorting reality to
validate previously held negative
beliefs
History of CBM
§ Developed by Donald Meichenbaum
§ Focus on changing client’s self-
verbalizations
§ In order to change, clients must listen
to their “self-speak” and notice how
they think, feel, and behave
Basic Principles
REBT CT CBM
A-B-C-D-E-F model Logical errors lead to Clients must become aware
emotional difficulties of how they think, feel, and
behave and how this impacts
others around them
Irrational beliefs Faulty thinking, incorrect negative scripts impact

inferences, fantasy vs. reality behavior
Thoughts are characterized Arbitrary inferences,

by Musts, Shoulds, and selective abstraction,
Oughts overgeneralization,
magnification/minimalization,
perosnalization,
(mis)labeling, polarized
thinking
Role of Therapist
REBT CT CBM
Therapist as teacher is Therapist collaborates Therapist as teacher

directive, with client to help
confrontational, them discover validity
persuasive. of cognitions
(collaborative
empiricism).
Therapeutic Emphasis is on a Working relationship
relationship is not as therapeutic
necessary (too much relationship
“babying” leads to
dependence on
therapist)
Therapeutic Process
REBT CT CBM
Help client’s identify Clients take an active role in Self-instructional training
irrational oughts, shoulds, therapy that focuses on helping
musts clients become aware of self-
talk
Help client understand their Client and therapist Clients are taught to make
role in maintaining irrational collaborate to form testable positive self-statements and
beliefs and help clients hypotheses and design modify self-instruction in
modify thinking “experiments” to test order to cope with stress
hypotheses
Challenge clients to develop Client is encouraged to self- Cognitive restructuring

rational thinking discover faulty thinking and 1. Self-observation
behavior 2. New internal dialogue
3. New skills
Significant Contributions
REBT CT CBM
Value in confronting Highly successful with Focus on stress

self-destructive ideas depressed and inoculation training and
and beliefs patients with anxiety self-instruction training
successful with variety of
disorder
populations w/ specific
problems
Putting insight into Provides a structured, Demystifies
action through active, and focused therapeutic process by
homework approach to explore teaching client through
client’s inner world a working relationship
w/ client
Teaches client to be Techniques from
their own therapist various theories can
be integrated
Limitations of Cognitive-
Behavioral Therapy
qCultural considerations
qTheory is Eurocentric in that it relies heavily on
“logic” as defined by Western principles
§ If a client comes from a culture that does not

encourage direct confrontation
§ If a client’s culture focuses on “being” rather

than “thinking”
§ ???

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Cognitive Behavioral

Christian Ranche and Luke Yap

§ These are the more prominent

Irrational beliefs Faulty thinking, incorrect negative scripts impact

Thoughts are characterized Arbitrary inferences,

Therapist as teacher is Therapist collaborates Therapist as teacher

Challenge clients to develop Client is encouraged to self- Cognitive restructuring

Value in confronting Highly successful with Focus on stress

§ If a client comes from a culture that does not

§ If a client’s culture focuses on “being” rather

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