Chapter 8 Behavior Therapy & Chapter 9 Rationale Emotive Behavior Therapy

Chapter 8 – Behavior Therapy

Behavioral therapy is a form of therapy rooted in the principles of behaviorism. The school of thought known as behaviorism is focused on the idea that we learn from our environment. In behavioral therapy, the goal is to reinforce desirable behaviors and eliminate unwanted or maladaptive ones. The techniques used in this type of treatment are based on the theories of classical conditioning and operant conditioning.

One important thing to note about the various behavioral therapies is that unlike some other types of therapy that are rooted in insight (such as psychoanalytic and humanistic therapies), behavioral therapy is action based. Behavioral therapists are focused on using the same learning strategies that led to the formation of unwanted behaviors as well as other new behaviors. Because of this, behavioral therapy tends to be highly focused. The behavior itself is the problem, and the goal is to teach clients new behaviors to minimize or eliminate the issue. Old learning led to the development of a problem, and so the idea is that new learning can fix it.

How it relates to CSA: When talking to “at risk” student through my new assistantship position I will encounter a multitude of reasons why the student is at risk. They might have started here during summer session and were put on academic probation, but they might not have been in the classes that best suited them, or they did not click well with the professor. They might experience anxiety, or have been dealing with personal issues from home. All of these factors can contribute to the “at risk” aspect. But the real goal is to help the student learn new behaviors to eliminate the issue that caused them to do so poorly in summer session. Once they reflect back on what they did and change their behavior they can begin to start new habits to fix it.

Video: Behavior Therapy: They counselor starts off the video by saying “If you act like an addict you are one” and then the client says “If you believe in yourself without drugs or alcohol, that you can be successful.” The client says that he believes he can do anything he sets his mind to and the only thing that stops him is him. He then makes a chart of thoughts and beliefs that lead to addiction. And on the other side thoughts and beliefs leading to freedom from addiction. Some of these thoughts include the client’s circumstances (sensitivity, and idle time) the drugs make the client powerful and people hang around. Then the thoughts and beliefs that lead to freedom is going back to school, settle down, write a book, etc. The counselor says the theme is I am capable and I can. All of what was talked about in this video can be applied to a helping session. For example “things that lead to being academically unsuccessful” on the other side “thoughts and feelings that lead to success and happiness.”

Chapter 9 – Rationale Emotive Behavior Therapy

Rational emotive behavior therapy, also known as REBT, is a type of cognitive-behavioral therapy developed by psychologist Albert Ellis. REBT is focused on helping clients change irrational beliefs. Ellis suggested that people mistakenly blame external events for unhappiness. He argued, however, that it is our interpretation of these events that truly lies at the heart of our psychological distress. To explain this process, Ellis developed what he referred to as the ABC Model: A – Activating Event: Something happens in the environment around you. B – Beliefs: You hold a belief about the event or situation. C – Consequence: You have an emotional response to your belief.

How it relates to CSA: I think this will be an effective type of therapy I can use on my interactions with students as I begin more in depth one on one interaction with students. I think the ABC model is straight forward and can be applied to all students across the spectrum. There is an event that takes place in the environment of the student (college, death, money). The student then holds a belief about the environment (they are uncomfortable, or they have no control). Then there is a consequence, because the student is dealing with all of this they respond in an emotional way. And it is our job as a student affairs professional to help the student the best we can, but then refer them to the resources when it is beyond our expertise.

NO VIDEO FOR THIS CHAPTER