Even though Albert Ellis was more of a therapist than a theorist, his interpretation of cognitive theory has

gained a great deal of notability over the past twenty plus years. On the surface, his model is quite
simple and often described as the A-B-C process.
According to Ellis, we experience Activating Events (A) everyday that prompt us to look at, interpret, or
otherwise think about what is occurring. Our interpretation of these events result in specific Beliefs (B)
about the event, the world and our role in the event. Once we develop this belief, we experience
Emotional Consequences (E) based solely on our belief.

Lets look again at the scenario presented in the last chapter. We originally used the approach to
demonstrate a typical humanistic exchange. Lets go back to the beginning and see how Ellis or other
cognitive therapists might have done things differently. If you recall the solution in the previous chapter,
you will notice that the means may be completely different, but the end is remarkably similar.
Therapist:

I'm very curious about what's going on with you. What do you see as your reason for your coming in to talk with me today?

Client:

Well, I see myself as a loser. I can't seem to accomplish anything and my husband says he wants a divorce because I just
sit around all day doing nothing. I just don't see any way out of this whole mess.

Therapist:

What makes you see yourself as a loser?

Client:

I can't get anything done, my husband hates me, I'm lazy. I'm just a loser.

Therapist:

So you've accomplished nothing at all in, say, the last month.

Client:

Nothing.

Therapist:

Wow, that's really hard to believe. Why don't you rethink that answer and look at some of the things you have
accomplished.

Client:

Like what?

Therapist:

Start with the basics. Today you showered, you ate breakfast, you got the kids ready for school.

Client:

So?

Therapist:

So that's a little more than nothing isn't it?

Client:

I guess. But I still feel like...

Therapist:

Hold on a second. Why are you negating the fact that you accomplished something today.

Client:

Because it's not enough for my husband.

Therapist:

This is about you though. Do you think you accomplished something today?

Client:

Yes.

Therapist:

How does it feel to know you are at least taking care of your basic needs and seeing that your children are getting their
needs met.

Client:

I guess it feels good.

Therapist:

You guess?

Client:

No, it does, it could be a lot worse, I really could be doing nothing.

Therapist:

But you're doing something?

Client:

Yes, I'm not a total loser. Maybe I need to talk with my husband about this. He thinks I sit around all day and watch
soaps. But I clean, cook his dinner, take care of the kids.

Therapist:

So perhaps the two of you need to find some middle ground

Client:

Exactly, I know I'm not perfect and maybe I could do more, but he needs to see what I do do rather than just what I don't. I
think we are going to have a heart to heart talk tonight.

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YV4FW6cE88MORALITY
In this excerpt, Dr. Ellis is explaining the connection between ones beliefs and
emotional consequences, which is also referred to as the B-C connection. It is what
we tell ourselves about events that will lead to either an unhealthy emotion or a healthy
emotion. Moreover, an individuals emotional reaction can change instantly when their
beliefs regarding the event changes. Thus, individuals may have different reactions to
the same situation, due to their unique philosophy and beliefs.Even though one may
experience numerous events that shape their life philosophy, it is also in ones control
to change these beliefs and their resulting emotional reaction.

Rational behavior therapy see Rational emotive therapy

Definition
Rational emotive therapy (RET) is a psychotherapeutic approach which proposes that
unrealistic and irrational beliefs cause many emotional problems.

Purpose
RET is a form of cognitive-behavioral therapy (CBT). The primary focus of this
treatment approach is to suggest changes in thinking that will lead to changes in
behavior, thereby alleviating or improving symptoms. The therapy emphasizes changing
irrational thinking patterns that cause emotional distress into thoughts that are more
reasonable and rational. RET can be used to treat people affected from disorders such as
anxiety, depression and stess

Precautions
There are no major precautions, except that persons entering treatment must be willing
to change behaviors that promote symptoms.

Description
Rational emotive therapy was developed by Albert Ellis in the mid-1950s. Ellis proposed
that people become unhappy and develop self-defeating habits because of unrealistic or
faulty beliefs. In research reports from Ellis in 1979 and 1987 he introduced the model
that most irrational beliefs originate from three core ideas, each one of which is
unrealistic. These three core and unrealistic views include: 1) I must perform well to be
approved of by others who are perceived significant; 2) you must treat me fairlyif not,
then it is horrible and I cannot bear it; 3) conditions must be my way and if not I cannot
stand to live in such a terrible and awful world. These irrational thoughts can lead
to grief and needless suffering.
As a therapy, RET is active. The RET therapist strives to change irrational beliefs,
challenge thinking, and promote rational self-talk, and various strategies are used to
achieve these goals. These strategies may include: disputing irrational beliefs (the
therapist points out how irrational it would be for a client to believe he or she had to be
3

good at everything to be considered a worthwhile person), reframing (situations are

viewed from a more positive angle), problem solving, role-playing, modeling , and the
use of humor. The client may also be requested to complete certain exercises at home,
andbibliotherapy (reading about the disorder) may also be used as components of
RET.

Preparation
Before a client begins RET, he or she may undergo an assessment with the therapist.
This assessment is called a biopsychosocial assessment, consisting of a structured
interview. The questions and information-gathering during this assessment typically
cover areas such as past medical and psychological history, family and social history, sex
and drug history, employment and education history and criminal history. The interview
provides information for a diagnosis or a tentative diagnosis that requires further
testing or consultation.

Aftercare
Aftercare may or may not be indicated. This is usually decided on between the patient
and mental health practitioner. Aftercare follow-up may be recommended if the affected
person is at risk of relapse behaviors (returning to old behaviors that the client had
sought to change).

Risks
There are no real risks associated with RET. There is a possibility that treatment may
not benefit the affected person. This possibility becomes more likely for patients who
have multiple psychological disorders.

Normal results
The person undergoing RET will begin to understand the repetitive patterns of irrational
thoughts and disruption caused by symptoms. The individual in therapy will develop
skills to improve his or her specific problems, and usual results include improved self-

esteem and the development of a sense that life events change and that outcomes may
not always be favorable.

Abnormal results
There are no abnormal results per se, but persons who are unwilling to change and
adhere to treatment recommendations may not gain any new beneficial behaviors.

Rational Emotive Therapy

Rational Emotive Therapy, sometimes called Rational Emotive Behavioral
Therapy, is a form of therapeutic psychology that emerges from behaviorism. It
attempts to use reason and rationality to recognize self-defeating cognitive
processes, and learn to emote more appropriately. Effectively, the idea is that
subconscious destructive behaviors are consciously acknowledged and then
subverted in favor of more constructive behavior.

Mental Wellness Goals of RET

The basic idea behind rational therapy, as it was originally called, was first
developed by Albert Ellis in the 1950s. Although Ellis had originally done work in
the field of Behaviorism, he would later become convinced of the causal nature of
cognitive processes. Specifically, he would develop a model of behavior that
involves a continuous interplay between environment and the internal mental
state.
In Ellis' view, one's cognitive processes including one's view of life and one's
expectations of the world, determine the ways in which one interacts with life. For
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example, a depressed person might deal with others with a defeated attitude,
whereas a non-depressed person might deal with others more confidently and
charismatically. Unfortunately, when interactions go poorly (as a result of the
attitude with which they were undertaken), that poor outcome can reinforce the
problematic attitude, making the issue worse in the future.
For Ellis, the acronym "ABC" offered insights into how to overcome selfdefeated behaviors and cognition. The "A" here stands for adversity, which can
mean the everyday obstacles and difficulty that everyone is forced to deal with
just as a consequence of interacting with the world. The "B" stands for belief, and
concerns whether or not the individual in question believes that a positive
outcome is possible, or whether or not the adversity really can be overcome. The
"C" represents the consequences that arise as a result of the belief. Generally
speaking, an individual undergoing some form of rational therapy would be
taught that having negative beliefs reinforces and contributes to negative
outcomes, and that having positive beliefs about confronting adversity naturally
leads to good results. [1]

Joe Gerstein - SMART Recovery

One of the primary goals of rational emotive therapy is to achieve a state of
"mental wellness". Whereas other forms of therapy might have goals such as
unearthing repressed psychodynamic conflicts, or identifying periods of intense

distress that occurred earlier in life, the idea here is somewhat more abstract,
and definitely more "curative".
For the rational emotive therapist, the goal to achieve is a state wherein the client
is able to emote and behavior in a manner that is more constructive and
perceptive, and permits them a better quality of life. In other words, the goal is to
diminish or even totally eradicate the self-destructive beliefs and cognitive
processes that lead to disappointing or upsetting interactions with the world.
For many in the field, the key to this goal is a concept known as "unconditional
positive regard". The idea is that one treat themselves with a general sense of
goodwill and positivity, regardless of any conditions or circumstances. This
doesn't mean, naturally, that one avoids self-criticism altogether, but rather
simply that one should generally feel as if one is in control of one's life, and that
one has the capability to do things well and achieve positive outcomes in the face
of adversity.
"Mental wellness", as the rational emotive therapist views it, was introduced as
an important concept to the field fairly recently, by the founder himself, Albert
Ellis. [2]

Read more: http://www.minddisorders.com/Py-Z/Rational-emotivetherapy.html#ixzz3JslSXWPv

352459Morality to refer to an actually existing code of conduct put forward by a society and
accepted by the members of that society.It is concerned with the principles of right and wrong
behaviour: There is a universal morality one that applies to all human beings.Morality is the
quality of being in accord with standards of right or good conduct or a system of ideas that fall
into those same categories.
Moral theories differ in their accounts of the essential characteristics of rational persons and in
their specifications of the conditions under which all rational persons would endorse a code of
conduct as a moral code. These differences result in different kinds of moral theories. Related to
these differences, moral theories differ with regard to those to whom morality applies, that is,
those whose behavior is subject to moral judgment.
Freud and Morality
Morality comes from the superego in Freuds structural theory of the psyche, his last description
of mindscape. The structural model elaborates three distinct yet interdependent regions: the id,
ego, and superego. Superego has been defined as illuminating the connection between psychic
health and moral action.
Theories of Moral Developments
Jean Piaget
Jean Piaget, the Swiss psychologist best known for his theory of cognitive development, also
proposed a theory of moral development in the early 1930s.
The first stage is known as pre-moral judgment and birth until about five years of age.
In this stage, children simply do not understand the concept of rules and have no idea
of morality, internal or external.
The second stage is called moral realism ages of five to nine.
Children in this stage now understand the concept of rules, but they are seen as external
and immutable. Children obey rules largely because they are there.
The third stage is called moral relativity. seven years of age, so it overlaps at first with moral
realism. Children who have reached this stage recognize that rules are not fixed, but can be
changed by mutual consent, and they start to develop their own internal morality which is no
longer the same as external rules. Piaget also thought it was during this stage that children
develop a firm concept of the necessity that punishment specifically fits the crime.
Lawrence Kohlberg,

Lawrence Kohlberg,a Harvard professor and developmental psychologist, is best known for his
theory of moral development. His theories emphasized that human beings go through a
progression of moral, psychological and philosophical growth through time. His theory contains
three basic levels of moral development, which are divided into six stages
Level 1 -Pre-conventional morality
At the pre-conventional level (most nine-year-old and younger, some over nine), we dont have a
personal code of morality. Instead, our moral code is shaped by the standards of adults and the
consequences of following or breaking their rules.
Authority is outside the individual and reasoning is based on the physical consequences of
actions.
Stage 1. Obedience and Punishment Orientation. The child is good in order to avoid being
punished. If a person is punished they must have done wrong.
Stage 2. Individualism and Exchange. At this stage children recognize that there is not just one
right view that is handed down by the authorities. Different individuals have different
viewpoints.
Level 2 - Conventional morality
At the conventional level (most adolescents and adults), we begin to internalize the moral
standards of valued adult role models.
Authority is internalized but not questioned and reasoning is based on the norms of the group to
which the person belongs.
Stage 3. Good Interpersonal Relationships. The child/individual is good in order to be seen as
being a good person by others. Therefore, answers are related to the approval of others.
Stage 4. Maintaining the Social Order. The child/individual becomes aware of the wider rules of
society so judgments concern obeying rules in order to uphold the law and to avoid guilt.
Level 3 -Post-conventional morality
Individual judgment is based on self-chosen principles, and moral reasoning is based on
individual rights and justice (1015% of adults, not before mid-30s).
Stage 5. Social Contract and Individual Rights. The individual becomes aware that laws might
exist for the good of the greatest number, there are times when they will work against the interest
of particular individuals. .
Stage 6: Universal Principles. People at this stage have developed their own set of moral
guidelines which may or may not fit the law. The principles apply to everyone
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Carol Gilligan
Carol Gilligan is a social psychology from Harvard University. Gilligans stages of moral
development are described following.
Pre Conventional
-Person only cares for themselves in order to ensure survival
-This is how everyone is as children
In this transitional phase, the person 's attitude is considered selfish, and the person sees the
connection between themselves and others.
Conventional
-Responsibility
-More care shown for other people.
-Gilligan says this is shown in the role of Mother & Wife
-Situation sometimes carries on to ignoring needs of self.
In this transitional phase, tensions between responsibility of caring for others and caring for self
are faced.
Post Conventional
-Acceptance of the principle of care for self and others is shown.
-Some people never reach this level.
Need For Developing Moral Trait
Morality could guide ones life minute by minute towards noble goals, rather than self-serving
motives, customs, accidental occurrences, bad habits, impulses, or emotions. Values and morals
can not only guide but inspire and motivate people, giving them energy and a zest for living and
for doing something meaningful. High values and some success meeting those goals are
necessary for high self-esteem.
Moral behaviour is determined by five factors: (1) Socialization: becoming aware as a
child of society's and parents' rules of conduct for being good. (2) Moral judgment: learning to
think reasonably about ones own ethics and deliberately deciding on own moral standards. (3)
Moral feelings: the internalization of ones moral beliefs to the degree that people feel shame and
guilt when people fail to do what they "should." (4) Empathy: the awareness of other people's
situation, feelings, and needs so that one is compelled to help those in need. (5) Confidence and
knowledge: knowing the steps involved in helping others and believing that one is responsible
for and capable of helping.
METHODS FOR DEVELOPING MORAL TRAITS

Classical and operant conditioning are two important methods of learning central to behavioural
psychology.
Operant Conditioning
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It is first described by B. F. Skinner, an American psychologist. Operant conditioning focuses

on using either reinforcement or punishment to increase or decrease a behavior. Through this
process, an association is formed between the behavior and the consequences for that behavior.
For instance a student is trained to be truthful always by rewarding each time it shows
truthfulness. Eventually, the student forms an association between being truthful and receiving
the desired reward. There is also inculcating moral values by punishments.
Classical Conditioning.
Classical conditioning involves pairing a previously neutral stimulus (such as the sound of a bell)
with an unconditioned stimulus (the taste of food). This unconditioned stimulus naturally and
automatically triggers salivating as a response to the food, which is known as the unconditioned
response. After associating the neutral stimulus and the unconditioned stimulus, the sound of the
bell alone will start to evoke salivating as a response. The sound of the bell is now known as the
conditioned stimulus and salivating in response to the bell is known as the conditioned response.
For instance a student who was punished harshly in front of other for being untruthful may
become classically conditioned and maybe fearful in telling lies.
Observational learning
Observational learning, or modelling, a new behaviour is learned simply by watching someone
else behave. In a very real sense, such learning is the ability to profit from anothers successes or
mistakes. For instance a student imitating his parents can value truthfulness.
Teaching values through stories with morals or lessons
Elderly people narrate various fables and stories to children and these fables carry moral values.
For instance bed time stories of legends and
Media &Culture
Culture communicates high stands of living through legends and heroes. We admiration some
people whom we idealized. Media help us to identify and imitate their values and we model ourselves to
be like them.

Refernces

Papalia, D. E., Dana, L. G.,& Ruth, D. F. (2003). Child Development: A Topical

Approach. New Delhi: McGraw-Hill Education.
Santrock, J.(2010). Life-Span Development. New Delhi: McGraw-Hill Education.

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