Journal of Rational-Emotive and Cognitive-Behavior Therapy

Publisher: Springer Verlag

Description

The Journal of Rational-Emotive and Cognitive-Behavior Therapy remains THE publication for outstanding articles on REBT and CBT theory research and practice. Under the guidance of an expanded editorial board consisting of acknowledged leaders in the field the journal continues to disseminate current valuable information to researchers and practitioners in psychology psychotherapy psychiatry counseling social work education and related fields. An invaluable source for current developments in the field the Journal of Rational-Emotive and Cognitive-Behavior Therapy is today's mechanism for the ongoing stimulation and maintenance of research theory and practice on rational-emotive behavior therapy (REBT) and other forms of cognitive behavior therapy (CBT). Its cogent articles focus on: research into the theory and practice of REBT and CBT including integration; theoretical discussions and literature reviews on the cognitive bases of the development and alleviation of emotional behavioral interpersonal personality and addictive disorders; applications of REBT to new areas and client populations; descriptions of innovative techniques and procedures; and case studies. The Journal of Rational-Emotive and Cognitive-Behavior Therapy provides a timely introduction to unexplored avenues on the cutting edge of REBT and CBT research theory and practice. Its fascinating articles broaden knowledge while offering regular access to the community that is forging the future of REBT and CBT.

  • Impact factor
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  • 5-year impact
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  • Cited half-life
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  • Immediacy index
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  • Eigenfactor
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  • Article influence
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  • Website
    Journal of Rational-Emotive and Cognitive-Behavior Therapy website
  • Other titles
    Journal of rational-emotive and cognitive-behavior therapy (Online), Journal of rational-emotive & cognitive-behavior therapy
  • ISSN
    0894-9085
  • OCLC
    44169687
  • Material type
    Document, Periodical, Internet resource
  • Document type
    Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Springer Verlag

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Authors own final version only can be archived
    • Publisher's version/PDF cannot be used
    • On author's website or institutional repository
    • On funders designated website/repository after 12 months at the funders request or as a result of legal obligation
    • Published source must be acknowledged
    • Must link to publisher version
    • Set phrase to accompany link to published version (The original publication is available at www.springerlink.com)
    • Articles in some journals can be made Open Access on payment of additional charge
  • Classification
    ​ green

Publications in this journal

  • [show abstract] [hide abstract]
    ABSTRACT: Recently, Martin and Dahlen (J Ration Emot Cogn Behav Ther 25:155–173, 2007) developed the Angry Cognitions Scale (ACS), a theoretically derived instrument designed to measure the cognitive processes related to anger. This instrument has the potential to inform clinical and research perspectives of anger. Although preliminary evidence for the reliability and validity of the ACS was positive, further research is required regarding the ACS’s temporal stability and predictive validity. The current project sought to address this concern by assessing the six-week test–retest reliability of the ACS, exploring relationships between the ACS subscales and the experience and expression of anger, and assessing the ability of the ACS to predict cognitive and emotional responses to provocation. The ACS demonstrated adequate test–retest reliability and predicted hostile thoughts and state anger following provocation. Thus, results contribute to the literature on the ACS and support its use as a measure of cognitive processes associated with anger.
    Journal of Rational-Emotive and Cognitive-Behavior Therapy 06/2011; 29(2):65-76.
  • [show abstract] [hide abstract]
    ABSTRACT: This article aims to provide an overview of the Rational Emotive Behavior Therapy (REBT) concept of frustration intolerance. Therapeutic issues regarding these beliefs are discussed, including engagement, the use of disputation, and behavioral techniques. KeywordsLow frustration tolerance (LFT)–Frustration intolerance–Rational emotive behavior therapy
    Journal of Rational-Emotive and Cognitive-Behavior Therapy 01/2011; 29(1):4-16.
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    ABSTRACT: The aim of the current study was to investigate the factors of secondary beliefs and illness representations, and their relationship with particular coping strategies used in the management of arthritis, and more specifically, if secondary beliefs, as defined in Rational Emotive Behavioral Therapy (REBT), mediated the relationship between illness representations and coping, as outlined by the Self-Regulatory Model (SRM). A sample of 63 arthritis sufferers aged between 32.0 and 100.1years was recruited. Participants were asked to complete three questionnaires: Ways of Coping Questionnaire (WOCQ); revised Illness Perception Questionnaire (IPQ-R); Secondary Beliefs Scale (SBS). Analyses revealed that all eight coping strategies measured were significantly related to one or more illness representation, lending support to the SRM. Furthermore, secondary beliefs were found to mediate the relationship between illness representations and coping for three of the strategies measured: confrontive coping, accepting responsibility and seeking social support, while they also appeared to be directly related to the escape-avoidance strategy. Therefore, support for the REBT model was also evidenced. Overall, these results have highlighted the importance of cognitive factors in influencing coping behavior, a finding that could prove useful when designing interventions aiming to promote beneficial coping in arthritis sufferers.
    Journal of Rational-Emotive and Cognitive-Behavior Therapy 02/2009; 27(1):23-50.
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    ABSTRACT: This article discusses the need for a comprehensive intervention strategy for students who experience difficulty managing self-defeating emotions and behaviors in educational settings. The review of the literature identifies related research and describes how the application of Rational Emotive Behavior Therapy (REBT), as a comprehensive educational intervention, has been implemented with children and adolescents who have been identified as having emotional disturbance in various educational settings.
    Journal of Rational-Emotive and Cognitive-Behavior Therapy 02/2009; 27(1):51-65.
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    ABSTRACT: In this interview, Ellis acknowledges that irrational beliefs have a higher biological basis than rational beliefs and that they are not at opposite ends of the same continuum. Ellis agrees that irrational beliefs are more involved in mental health problems while rational beliefs contribute to the psychology of success. The strength of conviction in both rational and irrational beliefs including self-acceptance and self-downing is explored. Ellis equates the conviction with which rational beliefs need to be held to influence emotions and behaviors with “faith.” He acknowledges the importance of faith built on facts rather than religiosity. Ellis agrees that ridding strongly motivated individuals of self-depreciation may lead to a decrease in their high frustration tolerance and, ultimately, their drive for and achievement of success. Ellis supports adding an “F” to the ABCDE model—forcefully agreeing with and applying new rational beliefs. Ellis discusses the need to develop a literature on therapeutic techniques and methods for helping people to apply rational beliefs more strongly to different areas of their lives. Ellis highlights the perils of self-efficacy positive psychology interventions if people’s innate tendency towards self-depreciation is ignored. The interviewer concludes the interview expressing the view that if we listen to Ellis, “we” need to re-think the ways we teach people of all ages to think rationally knowing that the rational re-statement of previously disputed irrational beliefs is only one of many different teaching methods.
    Journal of Rational-Emotive and Cognitive-Behavior Therapy 02/2009; 27(1):66-76.
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    ABSTRACT: The two main objectives of this research were to determine whether Type A cognitions are related to a broader range of symptoms than has traditionally been studied and to determine possible mediating variables. Past research and theory suggest that Type A individuals not only experience but also generate stress and interpersonal conflict (i.e., in keeping with a psychosocial vulnerability model). This psychosocial vulnerability may put Type A individuals at greater risk of experiencing a wide array of physical and psychological symptoms well beyond coronary heart disease (CHD), the health outcome typically investigated. Stress, interpersonal and non-interpersonal in nature, and perceived social support, were explored as possible mediators in the Type A cognition-symptoms relationship using structural equation modelling (SEM) in a university sample. Non-interpersonal stress and interpersonal stress mediated both the Type A cognition-psychological symptoms relationship and the Type A cognition-physical symptoms relationship. However, perceived social support only mediated the Type A cognition-psychological symptoms relationship. Results indicate that Type A individuals may experience psychosocial vulnerability, particularly reporting stress, which may put them at risk for the experience of negative health outcomes. Implications for cognitive therapy are discussed.
    Journal of Rational-Emotive and Cognitive-Behavior Therapy 01/2009; 27(1):1-22.
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    ABSTRACT: The ideas outlined in this paper developed from three separate strands of my work as a therapist treating older people. Firstly, I was concerned with reducing the number of patients not benefiting from therapy. In keeping with Pinquart etal.'s (Am J Psychiatry 163:1493–1501, 2006) recent meta-analytic survey concerning the use of psychotherapy and medication, 50% of the depressed patients treated by my team failed to respond adequately. Secondly, the ideas grew out of my attempts to determine why different therapies with older people have often been shown to have equivocal beneficial impacts (Davies and Collerton, J Ment Health 6:335–344, 1997). Thirdly, I was interested in integrating the relevant neuropsychological features, particularly memory, into my therapeutic work. These three strands have led me to propose a pan-theoretical model of distress based on memory functioning and existing information processing perspectives (Teasdale and Barnard, Affect, cognition and change: Remodelling depressive thought, 1993; Power and Dalgleish, Behav Cogn Psychother, 27:129–142, 1996).
    Journal of Rational-Emotive and Cognitive-Behavior Therapy 11/2008; 26(4):276-285.
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    ABSTRACT: The current article provides an overview of the papers included in this special issue and includes a discussion of key issues pertaining to psychological treatments for perfectionism. We describe and review two new treatment intervention studies in this special issue that focus on perfectionism in university students as well as other contemporary research on the use of cognitive-behavioral therapy to treat perfectionists. While the significant reductions in levels of perfectionism as a result of treatment are noteworthy, we caution that perfectionism is a relatively enduring trait; thus, some perfectionists will remain treatment resistant and overall levels of perfectionism may remain relatively high even when significant improvements are realized. Moreover, we discuss the established tendency for perfectionism to be associated with residual symptoms of distress following treatment. As part of our discussion of the other articles in this special issue, we highlight cognitive factors of likely significance in the treatment of perfectionism, including the ruminative response style, the tendency to experience perfectionistic automatic thoughts, and the role of core irrational beliefs in the development of perfectionism. These articles underscore the need to consider key cognitive factors that are central to dysfunctional forms of perfectionism.
    Journal of Rational-Emotive and Cognitive-Behavior Therapy 08/2008; 26(3):127-133.
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    ABSTRACT: The current study examined the associations between dimensions of perfectionism and irrational beliefs in an adolescent sample. In addition, we tested the association between psychological distress and irrational beliefs in adolescents and we evaluated the feasibility of creating a modified version of the Survey of Personal Beliefs for use with adolescents. A sample of 250 adolescents (108 males, 142 females) completed the Child-Adolescent Perfectionism Scale, the Survey of Personal Beliefs, and the CES-D Depression Scale. Initial psychometric analyses yielded an abbreviated 30-item Survey of Personal Beliefs with adequate internal consistency for four of the five subscales. Our results showed that self-oriented perfectionism was associated significantly with all five irrational belief subscales, while the associations between socially prescribed perfectionism and irrational belief subscales were much smaller in magnitude. Self-oriented perfectionism, socially prescribed perfectionism, and irrational beliefs were all associated significantly with elevated distress among adolescents, and irrational beliefs predicted unique variance in distress, over and above the variance attributable to the trait perfectionism dimensions. The findings confirmed the association between perfectionism and irrational beliefs and their respective roles in psychological distress among adolescents.
    Journal of Rational-Emotive and Cognitive-Behavior Therapy 08/2008; 26(3):194-205.
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    ABSTRACT: This exploratory research set out to develop an initial framework and categorization scheme for understanding patients’ initial doubts, reservations and objections to the ABC’s of REBT and their application. 60 patients were asked to write down their doubts following a pre-therapy “Introduction to REBT” session. Subsequently, an emergent content analysis was carried out to identify main themes. The content analysis revealed five general categories, of which the two largest ones concerned theoretical doubts about the ABC model, and doubts about putting the ABC model into practice. Further sub-categorization revealed a variety of concerns that related to these categories. For example, a large proportion of doubts about putting the ABC model into practice were sub-categorized as concerning the perceived difficulty of doing so. In turn, this sub-category contained further sub-categories of difficulty-related beliefs.
    Journal of Rational-Emotive and Cognitive-Behavior Therapy 05/2008; 26(2):63-88.
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    ABSTRACT: In two studies, one correlational (N=158) and one experimental (N=128), using college students, it was found that Need for Achievement, Need for Approval and Self-Downing were the most important irrational beliefs of the General Attitude and Belief Scale predicting unconditional self-acceptance. The Need for Comfort, Demand for Fairness and Other-Downing subscales were found to be less influential. The findings were discussed in terms of Ellis’ theoretical formulation of four higher-order types of irrational belief processes (demandingness, awfulizing, low-frustration tolerance and self-downing), empirical research on different irrational belief themes, the distinction between ego disturbance and discomfort disturbance in REBT and the distinction between sociotropy and autonomy in different forms of depression.
    Journal of Rational-Emotive and Cognitive-Behavior Therapy 05/2008; 26(2):102-118.
  • [show abstract] [hide abstract]
    ABSTRACT: Ellis (Ellis, A. (1996), Psychotherapy, 22(1), 149–151) has been a longstanding critic of the concept of self-esteem and has offered the notion of unconditional self-acceptance as an alternative. Other researchers have suggested that cultivating mindfulness––attention directed towards one’s immediate experiences with an attitude of non-judgment––also offers a healthier alternative to self-esteem (Ryan, R. M., & Brown, K. W. (2003) Psychological Inquiry, 14(1), 71–76). This study examined the relationship between mindfulness, self-esteem, and unconditional self-acceptance. A sample of 167 university students completed two measures of everyday mindfulness, and measures of self-esteem and unconditional self-acceptance. Positive correlations were found between mindfulness, self-esteem, and unconditional self-acceptance. Mindfulness skills may offer a means to cultivate unconditional self-acceptance and to shift from an emphasis on self-esteem as a measure of worth.
    Journal of Rational-Emotive and Cognitive-Behavior Therapy 05/2008; 26(2):119-126.
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    ABSTRACT: This case study describes the therapeutic work with a client suffering from depression. A cognitive approach was used and a brief summary of the problem and the therapy is outlined. The client had suffered from procrastination for a long time and this was one of the key areas to be addressed in therapy. This case is presented to highlight that cognitive behavioural, rational emotive behavioural or multimodal coaching may be able to prevent mental health problems. It is possible that the client’s problem with procrastination could have been tackled in psychologically based coaching at an earlier stage. Psychological coaching could have provided the client with tools to deal with the procrastination and increase her self-awareness. This could have prevented the development of the depression or helped the client to intervene at an earlier stage.
    Journal of Rational-Emotive and Cognitive-Behavior Therapy 02/2008; 26(1):38-52.
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    ABSTRACT: Coaching makes exciting claims about helping clients to realize their potential but the ‘unexciting’ side of coaching is often tackling the same goal-blocking problems found in therapy. REBT can be used by coaches to extend and deepen their understanding of psychological issues such as procrastination which is the subject of this article. A definition of procrastination is offered along with views on what causes it and descriptions of six fundamental procrastination styles. A coaching case study is used to guide the reader through the ABCDE model of psychological disturbance and change as well as examining some of the pitfalls involved in tackling procrastination.
    Journal of Rational-Emotive and Cognitive-Behavior Therapy 02/2008; 26(1):53-62.
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    ABSTRACT: Sensory Awareness Mindfulness Training is a new set of skills to help clients approach a better life/work equilibrium by balancing cognitive and emotional brain activities. This is achieved through regular connection with one’s senses and focusing non-judgementally on the ‘here and now’ experience of life. The exercises are neither difficult to teach nor to learn; it is, however, necessary for the practitioner and student to enter into a regular routine of implementation for change to occur. Mindfulness is, in a nutshell, a way of being, a new life-style. Research shows that mindfulness interventions have resulted in significant improvements in a range of conditions such as anxiety, depression, stress disorders, chronic pain, psoriasis and relapse prevention, to mention but a few. This article gives a brief overview of using mindfulness interventions in the arena of coaching. It also focuses and describes one small pilot project where Sensory Awareness Mindfulness Training is applied and evaluated.
    Journal of Rational-Emotive and Cognitive-Behavior Therapy 02/2008; 26(1):30-37.
  • Journal of Rational-Emotive and Cognitive-Behavior Therapy 02/2008; 26(1):1-2.
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    ABSTRACT: This article outlines different aspects of dealing with metaphors within the cognitive coaching framework. It focuses on the connection between metaphor, language and perception. Metaphors are an intimate part of most linguistic expressions. Since coaching is a structured verbal interaction it involves the exchange of metaphors between a client and a coach. The cognitive coaching literature concentrates mainly on techniques that help clients to pinpoint logical inconsistencies in their thinking. Such techniques have proven to be very helpful, but not all clients have the ability to benefit from this traditional rational disputing. In these situations the coach can make use of another technique, which still derives from cognitive principles. The first part of the article focuses on the theoretical aspects of metaphors as linguistic expressions while the second part addresses a specific client case. Suggestive techniques on how to restructure metaphors are described in connection with the client case.
    Journal of Rational-Emotive and Cognitive-Behavior Therapy 02/2008; 26(1):16-29.
  • [show abstract] [hide abstract]
    ABSTRACT: This article focuses on how the principles and practice of cognitive behaviour therapy (CBT) can be adapted to the field of coaching to become cognitive behaviour coaching (CBC) and the current empirical status of CBC is discussed. The centrepiece of CBC practice is the ABCDE model of identifying psychological blocks and their removal. Typical tools and techniques used in CBC are outlined and ten key questions to ask in coaching are advanced. What CBC can offer coaches is discussed and, finally, suggestions are made to point out when coaching should really be counselling.
    Journal of Rational-Emotive and Cognitive-Behavior Therapy 02/2008; 26(1):3-15.

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