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.

Publisher details

Springer Verlag

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    • Author can archive a pre-print version
  • Post-print
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    • Authors own final version only can be archived
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    • On funders designated website/repository after 12 months at the funders request or as a result of legal obligation
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    • 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
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Publications in this journal

  • Journal of Rational-Emotive and Cognitive-Behavior Therapy 01/2014;
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    ABSTRACT: Posttraumatic stress responses have been linked to a range of social-cognitive and sociodemographic factors. Rational emotive behaviour therapy suggests that responding to a traumatic life event with a set of irrational beliefs should play a crucial role in predicting the development of posttraumatic stress disorder (PTSD: Ellis in Overcoming destructive beliefs, feelings, and behaviours: new directions for rational emotive behaviour therapy, Prometheus Books, Amherst, 2001). The current study assessed the role of trauma-specific irrational beliefs in the prediction of clinically relevant posttraumatic stress responses, while controlling for a range of important sociodemographic factors. A sample of 313 trauma-exposed military and law enforcement personnel took part in the current study and were divided into two groups according to the intensity of reported PTSD symptomology. Results of the binary logistic regression indicated that trauma-specific Catastrophizing, Low Frustration Tolerance, and Depreciation beliefs, respectively, significantly predicted belonging to the group reporting strong symptoms of PTSD compared to those reporting mild symptoms of PTSD. These results provide important evidence of the role of irrational beliefs in posttraumatic stress responses and highlight the importance of considering context-specific variants of each irrational belief process.
    Journal of Rational-Emotive and Cognitive-Behavior Therapy 09/2013; 31(3):152-166.
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    ABSTRACT: Professional development in schools is often conducted to assist teachers in curriculum, instruction, and general pedagogy. Little emphasis is placed on social-emotional issues experienced by teachers, although high levels of stress and burnout are common. School counselors are in an ideal position to support teachers by providing consultation focused on social-emotional health. This qualitative investigation explored teachers’ experiences with Rational Emotive Behavior Therapy. Teachers participated in Rational Emotive Behavior-Group Consultation conducted by a school counselor for six sessions across 7 weeks. Data were collected with questionnaires administered at the conclusion of the group consultation. Consensual Qualitative Research was utilized to analyze the data and identify categories, domains, and core ideas. Emergent themes included increased well-being and improved relationships. Implications for teachers, students, and school counselors along with recommendations for future research are discussed.
    Journal of Rational-Emotive and Cognitive-Behavior Therapy 01/2013;
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    ABSTRACT: The present study examined the perceived credibility of two versions of Rational Emotive Behavior Therapy (REBT), specific and general, in the treatment of academic procrastination. A total of 96 university students rated treatment plans for their potential effectiveness which also included manipulations of two further variables: (1) the expertness level of the prospective counselor (expert vs. non-expert) and (2) whether the treatment was presented as an empirically supported treatment (EST) or non-empirically supported treatment (non-EST). The findings revealed a significant interaction between counselor expertness and EST status for the specific REBT rationale, but not for the general REBT rationale. As expected, participants’ credibility ratings of the specific REBT rationale were higher when a prospective counselor was described as expert as opposed to non-expert. However, this was only for the non-EST description. Contrary to predictions, when the specific REBT rationale was presented as an EST, treatment credibility was lower when counselor expertness was high compared to low. The findings have implications for clinical practice in respect to what information should be provided in treatment rationales and warrant further investigations into how specific REBT treatment is perceived.
    Journal of Rational-Emotive and Cognitive-Behavior Therapy 01/2012;
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    ABSTRACT: In this study, a random sample of twenty counselling and psychotherapy textbooks were studied with respect to the errors and confusions made by the authors of these textbooks with respect to the “ABCs” of REBT. A total of 240 of such errors/confusions were found with most being made about beliefs at “B”, particularly about irrational beliefs. A variety of errors and confusions were also made about (i) the relationship between “B” and “C” (including whether or not such a relationship is causal), (ii) the relationship between irrational beliefs and disturbed responses at “C”, (iii) “A” and (iv) “emotional “Cs”. Twenty errors were even made about the name of the therapy! It was suggested that one way of addressing this state of affairs would be for the Albert Ellis Institute to commission a group of REBT experts to write a document especially for authors of counselling and psychotherapy textbooks and for publishers of these works that specifies clearly and accurately agreed wisdom about the “ABCs” of REBT. The weaknesses of the current study were noted and suggestions for future research made.
    Journal of Rational-Emotive and Cognitive-Behavior Therapy 01/2012;
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    ABSTRACT: REBT theoreticians and practitioners describe two sets of emotions (and behaviors) as a reaction to adversity, whether these are functional or dysfunctional. This article deals with the ways in which REBT practitioners and theoreticians interpret these two sets of reactions, using either a quantitative or qualitative method. It favors the qualitative approach and illustrates it with a graphical representation of the two sets. The use of graphs turns out to be particularly useful for explaining certain phenomena to clients and for teaching novice practitioners. It also provides a framework for establishing an effective new thought or rational belief.
    Journal of Rational-Emotive and Cognitive-Behavior Therapy 01/2012;
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    ABSTRACT: The current article provides an overview of the papers in this special issue on the role of perfectionism in distress and dysfunction among children and adolescents. To our knowledge, this is the first special issue that is focused specifically on the nature and role of perfectionism in maladjustment among children and adolescents. Themes explored in the papers in this special issue include the relevance of a multidimensional approach when studying perfectionism in children and youth, the association between perfectionism and indices of dysfunctional cognitive and self-evaluative processes, and the role of perfectionism in maladaptive coping and self-regulation. Another key theme addressed is the potential usefulness of cognitive-behavioral interventions for perfectionistic children and adolescents at risk for anxiety and depression. In addition to introducing the papers in the special issue, we provide an overview of the historical antecedents of past research and theory that highlights the role of perfectionism in developmental psychopathology. Case studies illustrating dysfunctional perfectionism in children and adolescents are also provided.
    Journal of Rational-Emotive and Cognitive-Behavior Therapy 01/2012;
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    ABSTRACT: In this article, I reflect on what I believe are Albert Ellis’ important contributions to the field of psychotherapy. Having worked closely with Albert Ellis for 32 years, I offer my opinions on some misconceptions of Albert Ellis.
    Journal of Rational-Emotive and Cognitive-Behavior Therapy 01/2011;
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    ABSTRACT: In the summer of 1994, two of the most published authors in the field of Rational Emotive Behavior Therapy (REBT), Albert Ellis and Windy Dryden, each saw the same client. The transcript of Windy Dryden is presented with slight modifications to protect the confidentiality of the client and those in the client’s life.
    Journal of Rational-Emotive and Cognitive-Behavior Therapy 01/2010; 28(3):130-140.
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    ABSTRACT: In the summer of 1994, two of the most published authors in the field of Rational Emotive Behavior Therapy (REBT), Albert Ellis and Windy Dryden, each saw the same client. Transcripts of these sessions provide a unique opportunity to see the same approach used with the same client addressing the same life problems by two experts with the same therapeutic orientation. A short overview of REBT is provided as a context from which to consider the transcripts.
    Journal of Rational-Emotive and Cognitive-Behavior Therapy 01/2010; 28(3):115-117.
  • Journal of Rational-Emotive and Cognitive-Behavior Therapy 01/2008; 26(4):229-231.
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    ABSTRACT: Assessment of irrational beliefs by such measures as the Common Beliefs Survey III (CBS) has traditionally relied upon classical test theory assumptions, in which the properties of specific test items are less important than the total test score as the aggregate of all item responses. An alternative approach using item response theory (IRT) methodology allows one to specify the parameters of difficulty and discrimination for each test item. Difficulty levels of CBS items range along a continuum of irrationality, the implied latent trait measured by responses to the questionnaire as a whole. We evaluated the CBS responses of 605 individuals from clinical and college settings, drawing from current and archival data. The original Likert scale ratings were recoded into dichotomous scores. Fourteen of the 54 items were highly or very highly discriminating in distinguishing respondents with high and low irrationality levels. However, discriminating items exhibited a very narrow range of difficulty; most functioned at a point a little above the halfway mark on the continuum of irrationality. Item characteristic curves and test information curves were very similar for female (n = 424) and male (n = 179) respondents. We derived a 4-item screening test for irrationality from our IRT analyses of the 54 CBS items. Further test development, focused on the selection and scaling of items with a much broader range of difficulty, would facilitate evaluation of the hierarchical structure of irrational beliefs.
    Journal of Rational-Emotive and Cognitive-Behavior Therapy 01/2007; 25(3):175-189.