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 The Rational Emotive Behavioural Approach to Therapeutic
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3116-Prelims.qxd 1/10/04 12:55 PM Page i

The
Rational emotive
behavioural
approach to therapeutic change
3116-Prelims.qxd 1/10/04 12:55 PM Page ii

Sage Therapeutic Change Series

Books in the Sage Therapeutic Change Series examine ‘change’ as the goal of counselling and psychotherapy. Each
book takes a different therapeutic approach and looks at how change is conceptualised and worked with by practi-
tioners from that approach. Giving examples which demonstrate how theory and principles are put into practice, the
books are suitable for both trainee and experienced counsellors and psychotherapists.

Series Editor: Windy Dryden

Books in the series:
The Rational Emotive Behavioural Approach to Therapeutic Change
Windy Dryden & Michael Neenan

‘A remarkably useful book for the practitioners of Rational Emotive Behaviour Therapy and other kinds of Cognitive
Behaviour Therapy. Very clearly and intensively covers what effective therapeutic change is and the therapist’s and the
client’s role in following it and in fighting against relapsing. Dryden and Neenan’s book includes many important
points that are often omitted from REBT and other therapies. Definitive and thoroughgoing!’ – Albert Ellis, President
of Albert Ellis Institute.

The Psychodynamic Approach to Therapeutic Change

Rob Leiper & Michael Maltby

The Person-Centred Approach to Therapeutic Change

Michael McMillan
3116-Prelims.qxd 1/10/04 12:55 PM Page iii

The
Rational emotive
behavioural
approach to therapeutic change

Windy Dryden &

Michael Neenan

SAGE Publications
London • Thousand Oaks • New Delhi
3116-Prelims.qxd 1/10/04 12:55 PM Page iv

© Windy Dryden and Michael Neenan 2004

First published 2004

Apart from any fair dealing for the purposes of research or

private study, or criticism or review, as permitted under the
Copyright, Designs and Patents Act, 1988, this publication
may be reproduced, stored or transmitted in any form, or by
any means, only with the prior permission in writing of the
publishers, or in the case of reprographic reproduction, in
accordance with the terms of licences issued by the
Copyright Licensing Agency. Inquiries concerning
reproduction outside those terms should be sent to
the publishers.

SAGE Publications Ltd

Olivers Yard
London EC1Y 1SP

SAGE Publications Inc.

2455 Teller Road
Thousand Oaks, California 91320

SAGE Publications India Pvt Ltd

B-42, Panchsheel Enclave
Post Box 4109
New Delhi 100 017

British Library Cataloguing in Publication data

A catalogue record for this book is available from the British

Library

ISBN 0 7619 4895 3

ISBN 0 7619 4869 1 (pbk)

Library of Congress Control Number: 2003108064

Typeset by C&M Digitals (P) Ltd, Chennai, India

Printed in Great Britain by TJ International Ltd, Padstow, Cornwall
3116-Prelims.qxd 1/10/04 12:55 PM Page v

Contents

List of Figures vii

Introduction 1

1 The ABCs of Rational Emotive Behaviour Therapy 5

2 Different Types of Change 17

3 The REBT Change Sequence 35

4 The Role of the Therapist 46

5 The Role of the Client 67

6 Client Obstacles and How to Address Them 80

7 Therapist Obstacles and How to Address Them 93

8 Client–Therapist Obstacles and How to Address Them 108

9 The Process of Change 121

References 137

Index 141
3116-Prelims.qxd 1/10/04 12:55 PM Page vi
3116-Prelims.qxd 1/10/04 12:55 PM Page vii

List of Figures

1.1 As: examples of actual and inferred events – past,

present and future 5
1.2 As: examples of actual and inferred events – external
and internal 6
1.3 As: examples of situational As, critical As and
non-critical inferred As – past, present and future 6
1.4 As: examples of situational As, critical As and
non-critical inferred As – external and internal 7
1.5 Negative emotions, beliefs and inferential themes 13
1.6 Negative emotions and actions/action tendencies
that stem from irrational and rational beliefs 14
1.7 Negative emotions and thinking consequences
of irrational and rational beliefs 15

2.1 Changing an unhealthy negative emotion by changing

one’s critical A 19

4.1 Combinations of belief–behaviour–thinking configurations

with their power to facilitate psychotherapeutic
generalisation listed in descending order 65
3116-Prelims.qxd 1/10/04 12:55 PM Page viii
3116-Intro.qxd 1/10/04 1:01 PM Page 1

Introduction

In this book we will outline a view of psychotherapeutic change from the

perspective of Rational Emotive Behaviour Therapy, an approach to
cognitive-behaviour therapy that was originated in 1955 by Dr Albert
Ellis, an American clinical psychologist. Ellis was previously a psycho-
analyst who became disenchanted with the effectiveness and efficiency of
psychoanalysis and psychoanalytic psychotherapy. After a brief experi-
mental period with different therapeutic methods of the day, Ellis crys-
tallised his ideas on therapy into an integrative approach which he named
‘Rational Therapy’. This approach was based on a number of principles
which still form the basis of REBT today, as outlined below.

Cognitions are important to an understanding of the way people

feel and act

This principle has its roots in Stoic philosophy in general, and in particular
the writings of Epictetus, who has been credited with this cognitive con-
ceptualisation of psychological disturbance: ‘Men are disturbed not by
things, but by their views of things.’ REBT’s current position on this point
can be summed up in the following version of Epictetus’ saying: ‘People
are disturbed not by things, but by their rigid and extreme views of things.’

Cognitions, emotions and behaviours are not separate psychological

processes, but often interact in complex ways

From the outset, Ellis adhered to the principle of psychological inter-

actionism which states that cognitions, emotions and behaviours are
interdependent processes. Ellis has, of late, acknowledged that it was a
mistake to call his therapeutic approach ‘Rational Therapy’, for two
reasons. First, the name suggested that the approach only focused on
cognitions; and second, by not mentioning emotions and behaviours it
did not prepare professionals who were new to the approach, or clients of
the approach, for an integrative view of the latter’s psychological prob-
lems. The current name of the approach, ‘Rational Emotive Behaviour
Therapy’, corrects both of these mistakes.
3116-Intro.qxd 1/10/04 1:01 PM Page 2

2 REB Approach to Therapeutic Change

Cognitive and emotive change is facilitated by behavioural change

From the beginning, Ellis held that if people act on their developing rational
beliefs they are more likely to make appropriate cognitive and emotive
changes, and if they do not act on these beliefs, they minimise the chances
that such changes will be made. This position has remained the same ever
since. In fact, REBT without a decided behavioural emphasis is like cog-
nition without ignition.

Therapists in REBT serve their clients best by taking an active–directive

approach to help de-propagandise the irrational ideas that they hold
about themselves, other people and the world

At the outset, Ellis stressed that people make themselves disturbed by the
irrational ideas (now beliefs) they hold about themselves, other people and
the world. He also stressed that, when disturbed, people frequently cling
on to these irrational beliefs. It follows, Ellis argued, that REBT therapists
need to take an active–directive stance in helping their clients identify such
irrational ideas and so help them de-propagandise these ideas. While the
terminology of ‘de-propagandise’ is no longer used by Ellis or other REBT
therapists, it does highlight the fact that Ellis encourages REBT therapists
to actively help their client be strongly critical of their irrational beliefs.
The term ‘propaganda’ also suggests that the client has uncritically
accepted one or more irrational ideas that lie at the core of his or her dis-
turbed feelings. While most people think of propaganda as coming from
outside the person (e.g. from one’s parents, peers, the media, etc.) – and
Ellis’ early writing did stress these as the likely sources of such propa-
ganda – it is possible to think of such propaganda as coming from within
the person. Thus, Ellis’ later writings place more emphasis on the person
as the main source of his own irrational ideas and as actively propagan-
dising himself with these ideas. Thus, while a person may learn from a
variety of outside sources that approval is very desirable, he is the one
who constructs an irrational idea about this desirable commodity and
subsequently disturbs himself with the thought of not gaining approval
(‘Because it is desirable for me to gain approval, I absolutely must do so’).
He is the one who creates such unhealthy propaganda for himself and
keeps it alive in a number of ways. Even when the dogmatic propaganda
comes from outside the person (such as when a teacher tells a pupil ‘You
must do well in your exams and it will be terrible if you don’t’), it is only
disturbing when he uncritically accepts such external dogmatic propa-
ganda and makes it his own internal dogmatic propaganda (‘Yes, you are
right, I must do well in my exams and it will be terrible if I don’t’).
When other people encourage the person to think in dogmatic ways, he
has the choice to reject this encouragement. Thus, in response to the example
3116-Intro.qxd 1/10/04 1:01 PM Page 3

Introduction 3

above the person could say: ‘You say that I must do well in my exams and
it would be terrible if I don’t. However, you are wrong. I don’t have to do
well in my exams, although it would be desirable if I do so. And while it
would be disadvantageous if I don’t do well it wouldn’t be terrible.’
While this example demonstrates that it is possible for clients to be
sceptical of external propaganda – and indeed of their own internal pro-
paganda – they usually need quite a bit of help from their therapists to
identify, challenge and change their irrational beliefs. The language of
‘therapists helping clients to de-propagandise themselves against their
irrational ideas’ has been replaced by the language of ‘therapists helping
them to identify, challenge and change their irrational beliefs’. We will
discuss this process more fully in Chapter 4.

While it is important that therapists empathise with their clients, show

them respect and are congruent, these therapeutic conditions are
neither necessary nor sufficient for therapeutic change to occur

All approaches to psychotherapy hold that the relationship between

therapist and client is an important vehicle for client therapeutic change,
although different approaches place differential weight on this relation-
ship to promote such change. In 1959, Ellis published a response to Carl
Rogers’ (1957) seminal article in which the latter claimed that there were
a number of therapeutic conditions necessary and sufficient for therapeu-
tic change to occur. An up-to-date list of such conditions details empathy,
unconditional positive regard and congruence. Ellis (1959) argued that
while such conditions may well be useful in promoting therapeutic
change, they are neither necessary nor sufficient for such change to occur.
In part, this is consistent with Ellis’ non-dogmatic view about any
phenomena, but in the main it accords with his view that for therapeutic
change to occur and be maintained, clients need to demonstrate an ongoing
commitment to identifying, challenging and changing their irrational
beliefs by using a variety of cognitive, emotive and behavioural tech-
niques. It may well be that exposure to the aforementioned therapeutic
conditions may encourage clients to make and act on this commitment,
but it could also be that such exposure may discourage clients from doing
the hard work needed to promote and maintain therapeutic change. The
client may feel better as a result of the experience of being understood and
positively regarded by his therapist and therefore may not be motivated
to get better by doing the hard work of change. The role that the thera-
peutic conditions have in promoting or discouraging client change in
REBT awaits full empirical enquiry.
Current REBT theory draws upon working alliance theory to conceptualise
the role that the therapeutic relationship has in fostering client change
(Dryden, 1999). The therapeutic conditions put forward by Rogers and
3116-Intro.qxd 1/10/04 1:01 PM Page 4

4 REB Approach to Therapeutic Change

reconceptualised by REBT therapists as empathy, unconditional acceptance

and genuineness are generally seen as part of the bond domain of the
working alliance (Bordin, 1979). We discuss the role of the working
alliance in promoting client change in Chapter 4.

Clients need to adopt a protestant ethic approach to therapeutic change

From the inception of REBT, Ellis stressed that if clients are going to
achieve lasting change they will have to work hard to achieve and main-
tain such change. This is what we refer to as the protestant ethic approach
to change. As we discuss in Chapter 6, one of the biggest obstacles to
client change is the reluctance to acknowledge and/or implement this
clinical reality. Indeed, one of the most important skills that an REBT ther-
apist needs to acquire and develop is helping clients to overcome their
resistance towards working for lasting change.
Let us briefly summarise what we are going to cover in this book. In
Chapter 1, we present REBT’s ABC model of psychological disturbance
and change. In particular, we discuss the differences between rational and
irrational beliefs. In Chapter 2, we outline the REBT view that there are
different – albeit overlapping – types of client change. We briefly outline
these different types of change before concentrating on the one that is seen
by REBT as the most far-reaching, yielding the greatest gains for the
individual concerned, namely belief change. While our focus throughout
this book is on client change within the therapeutic setting, much of what
we have to say is relevant to personal change outside of this context, and
in Chapter 3 we consider the REBT change sequence and outline in order
the steps that clients need to take to promote psychological change. The
steps in this sequence are not prescriptive, but rather are descriptive of an
ideal change sequence. Then in Chapters 4 and 5 we consider the respec-
tive roles of therapist and client in promoting client change. Chapters 6, 7
and 8 focus on obstacles to client change from three perspectives. In
Chapter 6 we consider in detail the major obstacles to client change within
the client, while in Chapter 7 we consider the obstacles that reside in the
therapist, and in Chapter 8 we consider the main obstacles to client
change that arise from the interaction between client and therapist. In
each of these three chapters we consider ways that therapists can deal
with these obstacles. Finally, in Chapter 9, we close the book with a
discussion of the process of change in REBT.
3116-CH-01.qxd 1/10/04 3:35 PM Page 5

1 The ABCs of Rational Emotive Behaviour Therapy

In this chapter we will outline some basic principles of REBT, without an

understanding of which it is unlikely that you will grasp the points we
will be making about the different types of psychotherapeutic change dis-
cussed in the next chapter. These principles are enshrined in REBT’s ABC
model. From a clinical point of view, this model states that people are not
disturbed at C in the ABC model by the events in their lives at A. Rather,
they disturb themselves largely because of the beliefs that they hold about
these events at B in the model.
Let us make a few important points arising from this model before
discussing the different types of client change.

As

Traditionally in REBT theory, activating events at A about which we disturb

ourselves can be actual or inferred events. An inference is a cognitive hunch
about reality which may or may not be true, but which needs to be checked
against the available evidence. As can refer to events in the past, the present
or anticipations of the future. They can also refer to events external or inter-
nal to the person. Figures 1.1 and 1.2 provide examples of As.

Figure 1.1 As: examples of actual and inferred events – past, present
and future

Past Present Future

Actual A My mother didn’t My boss has just rung Next week I will give
buy me anything for and asked to see me an important
my 14th birthday at the end of the day presentation at work

Inferred A My mother didn’t My boss has asked to My presentation next

care enough to buy see me because he is week will be poor
me something for unhappy with my work and people at work
my 14th birthday will sneer at me

REBT theory holds that when we disturb ourselves about an event, we

are usually disturbing ourselves about a particular aspect of the event.
3116-CH-01.qxd 1/10/04 3:35 PM Page 6

6 REB Approach to Therapeutic Change

Figure 1.2 As: examples of actual and inferred events – external

and internal

External Internal

Actual A When I went into the I have been having

room, Sarah walked out headaches recently

Inferred A Sarah walking out of the room The headaches mean

when I walked in means that I have a brain tumour
that she doesn't like me

This aspect is known in REBT as the critical A. It is now our practice to

distinguish between the critical A and the situational A in which the criti-
cal A is to be found. Note that what we have previously referred to as an
actual A is now referred to as a situational A. Let us now re-present
Figures 1.1 and 1.2, showing this distinction. In these figures (Figures 1.3
and 1.4), we will assume that inferred As are critical. Not all inferred As
are critical of course, and to demonstrate this we will add a new row to
show possible non-critical inferred As. These refer to other inferences that
you can make about the situation at hand which you are not most
disturbed about.

Figure 1.3 As: examples of situational As, critical As and non-critical

inferred As – past, present and future

Past Present Future

Situational My mother didn’t My boss has just rung Next week I will give
A buy me anything for and asked to see me an important
my 14th birthday at the end of the day presentation at work

Critical A My mother didn’t My boss has asked to My presentation next

care enough to buy see me because he is week will be poor
me something for unhappy with my work and people at
my 14th birthday work will sneer at me

Non-critical My mother was too ill My boss wants my My presentation next

inferred A to remember dates. advice about a week will be poor,
That’s why she didn’t job-related matter but people will
buy me a birthday understand that I am
present under pressure and
couldn’t do a better
job

In REBT, when dealing with our clients’ emotional problems we usually

encourage them to assume temporarily that their critical As are true even
though they appear to be distorted. Adopting this strategy helps us to
3116-CH-01.qxd 1/10/04 3:35 PM Page 7

The ABCs of REBT 7

Figure 1.4 As: examples of situational As, critical As and non-critical

inferred As – external and internal

External Internal

Situational A When I went into the room, I have been having

Sarah walked out headaches recently

Critical A Sarah walking out of the room The headaches mean that
when I walked in means that I have a brain tumour
she doesn’t like me

Non-critical Sarah went to the toilet The headaches mean that I

inferred A am under stress and need
to take it easy

identify the underlying irrational beliefs that underpin our clients’

problems. If we challenged their critical As at this point and helped them to
see, for example, that their alternative non-critical inferred As were a more
accurate inferential representation of the situational A, we might help them
not to feel disturbed, but we would be doing so by helping them to change
the inferential meaning of the event rather than to change their irrational
beliefs about the original inferential meaning. As we will see later in this
book, REBT therapists consider belief change to be more far-reaching than
inferential change, but because we are flexible in our practice and pragmatic
in our aims, we may, at times, settle for inferential change when we think
that the client may not be able to entertain belief change.

Bs

In REBT, B stands for ‘beliefs’, a term that is used in a particular way.

Beliefs are deemed to be fully evaluative in nature and are either rational
or irrational.
Irrational beliefs are evaluative ideas that have the following
characteristics:

• They are rigid or extreme.

• They are inconsistent with reality.
• They are illogical or nonsensical.
• They yield largely dysfunctional consequences.
On the other hand, rational beliefs have the following characteristics:
• They are flexible or non-extreme.
• They are consistent with reality.
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