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Rational emotive behavior therapy (REBT), previously called rational therapy and rational emotive therapy, is an active-directive, philosophically and empirically based psychotherapy, the aim of which is to resolve emotional and behavioral problems and disturbances and to help people to lead happier and more fulfilling lives.
Rational behavior therapy is the result of four significant influences in Maultsby's professional life: his experience as a physician, the neuropsychology of Alexander Luria, B. F. Skinner's behavioral learning theory, and Albert Ellis's rational emotive behavior therapy. RBT is considered to be one of the first cognitive-behavior therapies ...
Cognitive restructuring (CR) is a psychotherapeutic process of learning to identify and dispute irrational or maladaptive thoughts known as cognitive distortions, [1] such as all-or-nothing thinking (splitting), magical thinking, overgeneralization, magnification, [1] and emotional reasoning, which are commonly associated with many mental health disorders. [2]
Albert Ellis (September 27, 1913 – July 24, 2007) was an American psychologist and psychotherapist who founded rational emotive behavior therapy (REBT). He held MA and PhD degrees in clinical psychology from Columbia University, and was certified by the American Board of Professional Psychology (ABPP).
Logic-based therapy (LBT) is a modality of philosophical counseling developed by philosopher Elliot D. Cohen beginning in the mid-1980s. It is a philosophical variant of rational emotive behavior therapy (REBT), which was developed by psychologist Albert Ellis.
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Here are links to possibly useful sources of information about Rational emotive behavior therapy. PubMed provides review articles from the past five years (limit to free review articles ) The TRIP database provides clinical publications about evidence-based medicine .
Ralph W. Tyler introduced the idea of "backward design" (without using this particular term) in 1949 when referring to a statement of objectives.A statement of objectives is used to indicate the kinds of changes in the student to be brought about so that instructional activities can be planned and developed in a way likely to attain these objectives.