Journal of Rational-Emotive and Cognitive-Behavior Therapy

Publisher: Springer Verlag

Journal 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.

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Website Journal of Rational-Emotive and Cognitive-Behavior Therapy website
ISSN 1573-6563

Publisher details

Springer Verlag

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    • Author's pre-print on pre-print servers such as arXiv.org
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    • Must link to publisher version
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    • Articles in some journals can be made Open Access on payment of additional charge
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Publications in this journal

  • [Show abstract] [Hide abstract]
    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; 31(1). DOI:10.1007/s10942-011-0139-z
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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; 30(2). DOI:10.1007/s10942-011-0134-4
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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; 30(1). DOI:10.1007/s10942-010-0122-0
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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; 30(3). DOI:10.1007/s10942-011-0137-1
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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; 30(1). DOI:10.1007/s10942-010-0123-z
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    ABSTRACT: In this study, 19 REBT therapists from the Albert Ellis Institute’s referral list from a sample of 83 provided a specific “ABC” assessment of a problem and its solution that they would teach a class of counselling graduate students. This material was analysed for evidence of errors and confusions with respect to the “ABCs” of REBT. A total of 81 of such errors/confusions were found with most being made about beliefs at “B”, particularly about rational beliefs. A variety of errors and confusions were also made about “A” and emotional “Cs”. It was suggested that one way of addressing this state of affairs would be for the Albert Ellis Institute to introduce a theory test which applicants for Fellowship and Associate Fellowship status would have to pass before being awarded such status. Weaknesses of the current study were noted and suggestions for future research made.
    Journal of Rational-Emotive and Cognitive-Behavior Therapy 09/2011; 30(3). DOI:10.1007/s10942-011-0138-0
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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 09/2010; 28(3):115-117. DOI:10.1007/s10942-010-0114-0
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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 09/2010; 28(3):130-140. DOI:10.1007/s10942-010-0112-2
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    ABSTRACT: In this paper, I am going to outline how to teach professionals new to REBT the major principles of this distinctive CBT approach. I will also discuss how you may show them the wider applications of rational thinking.
    Journal of Rational-Emotive and Cognitive-Behavior Therapy 03/2010; DOI:10.1007/s10942-010-0119-8