RATIONAL EMOTIVE BEHAVIOR THERAPY

Rational Emotive Behavior Therapy: A Practical Approach

Three Day Workshop
Bearlyn Ash
Governors State University

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Introduction
This paper will present the process of developing a three day workshop titled Rational
Emotive Behavior Therapy: A Practical Approach. This workshop is for practitioners with more
than two years of post-graduate education and/or experience in utilizing Rational Emotive
Behavior Therapy (REBT). Upon completion, practitioners can assist their clients to resolve
emotional and behavioral disturbances. An overview of the course will be provided prior to
registration on the facilitators website. It will provide the purpose of the workshop and present
an outline of the objectives and the structure of this three day workshop. The design constraints
and considerations will be addressed as well. The workshop design will also include the
expectations of netiquette while participating in the course, the interactions of the participants
and the instructor during online discussions, emails, and any other form of communication.
Participants will access the workshop through Blackboard on one day prior to day one of
the workshop. A workshop number and pin to access the orientation and syllabus on how to get
started will be provided upon registration. A textbook is not required for this workshop.
Assigned readings online and additional resources will be made available to each participant.
Access to the internet for the duration of this workshop will be required. This workshop will
only be offered to participants in the Central Standard Time zone to facilitate total participation
of all in the live collaboration. This paper will present the overall design of this online
workshop.
Workshop Overview
Rational Emotive Behavior Therapy: A Practical Approach is an action-oriented
psychotherapy workshop for practitioners seeking additional strategies to assist their clients to
identify, challenge, and replace their self-defeating thoughts and beliefs with healthier thoughts
that encourage emotional well-being. The likely participants of this workshop will be

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counselors, psychologists, trainers, psychotherapists and health care professionals who would
like additional training utilizing REBT with clients with emotional and behavioral disturbances.
Upon completion of the workshop, participants will earn 3 CEs to fulfill professional
development requirements if needed.
Workshop Objectives
Participants will be able to:
1.

Navigate the online course shell

2.

Define key concepts of REBT and CBT

3.

Demonstrate the main constructs of the ABC model in sample case studies

4.

Distinguish between new adaptive beliefs, emotions, behaviors with clients

5.

Demonstrate the therapeutic process of REBT and the ABC model via a live
collaboration

Workshop Outline
This is a three day workshop will be delivered totally online through Blackboard. Access
to this workshop will be given when the participant registers for the workshop. Upon
registration a login and pin number will be assigned to each registrant. This workshop is
available to counselors, psychologists, trainers, psychotherapists and health care professionals
who would like additional training utilizing REBT with clients with emotional and behavioral
disturbances.
Throughout this workshop, participants will apply techniques for identifying and
challenging irrational and rational beliefs, the three MUSTS and how they are derived, the ABC
model, and practice the therapeutic process. At the culmination of this workshop, each group

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will present their knowledge and understanding utilizing the ABC model of REBT with an
assigned case study. The presentation will be a live collaboration that will be observed and
assessed online by the instructor for application and knowledge of the therapeutic process.
Day 1
Lesson 1

Workshop Introduction

Lesson 2

Key Concepts: View of Human Nature and View of Emotional Disturbance

Lesson 3

A-B-C Theory of Personality

Lesson 4

Therapeutic Process

Day 2
Lesson 5

Therapists Function and Role

Lesson 6

Clients Experience in Therapy

Lesson 7

Relationship between Therapist and Client

Lesson 8

Application: Therapeutic Techniques and Procedures

Day 3
Lesson 9

Applications of REBT to client populations

Lesson 10 Group Project

Lesson 11 Live Collaboration utilizing the ABC model as a group project
Class Closure
Design Considerations and Constraints
Many organizations desire professional development for their staff and are unable to
support this constant need for training due to funding. Online learning has become very popular
and effective and minimizes costs for both the individual and the organization. In designing this
workshop online for Rational Emotive Behavior Therapy (REBT), eleven lessons have been

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developed to ensure participants will achieve the published objectives. The curriculum, training
and support will aid in the learning outcomes will all be explained in the orientation of the course
and the syllabus will share the expectations. Each participant will read and sign a learning
agreement and submit it to the instructor via Blackboard. Participants who have submitted
documentation for a disability during registration will have access to an additional orientation
prior to the start of the workshop to ensure the needed accommodations are available and/or
addressed. Those enrolled will have basic knowledge of the theory and its application.
The content of the workshop will not change unless new strategies have been developed
prior to the next offering of the workshop. The internet will be the most valuable tool for
additional training updates and strategies to be used with clients. The participants will have
access to their professional associations who provide additional trainings and webinars with
relevant information for utilization of various tools and learning resources.
Participants will need basic computer knowledge to complete this workshop. The
knowledge of online learning is minimal, however, an online tutorial will be available for those
requiring additional assistance. The use of student support will be offered prior to the start of the
workshop as well as an orientation to the learning management system. The participants will
only need to insure they have access to the internet throughout this three day workshop.
Collaboration for the final project requires a minimum of three hours prior to the presentation on
day three. Group members will participate in discussion boards and collaborate to complete a
live collaboration in which group members will demonstrate the use of REBT and ABC utilizing
sample case study. Grades will not be given for the workshop. Participation in the live
collaboration is mandatory to receive the CEs. The instructor will issue a certificate of

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completion upon validation of attendance and successful application of the ABC model of REBT
via the live collaboration.
Because many will present with various learning styles, the instructor has derived lessons
to meet the needs of all participants. Participants who continue to have difficulty are encouraged
to contact the instructor for immediate assistance due to the workshop being three days.
Information was also given at the time of registration for those individuals needing
accommodations to me their academic needs. Anticipating the participants learning styles while
developing the workshop will minimize frustration for the participants and the instructor.
Supplements have been developed for those with documented disabilities.
There are no institutional concerns or restrictions. However, participants can earn
continuing education credits and will need to submit the workshop content for approval from
their licensing authority where necessary. All participants will need CEs as part of professional
development therefore; the participants do not need to have a license to take the workshop but
should have a working knowledge of REBT as it applies in the helping professions.
Assessment Section
During this 3-day workshop participants will have the opportunity to apply the
fundamentals of Rational Emotive Behavior Therapy (REBT) which focuses on resolving
emotional and behavioral disturbances. REBT is action-oriented psychotherapy that teaches
practitioners techniques to help their clients identify, challenge, and replace their self-defeating
thoughts and beliefs. Participants will practice replacing these thoughts and beliefs with
healthier ones that can encourage emotional well-being and help clients develop and achieve
personal goals.

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Throughout this workshop, formative assessments will be used to provide participants

with feedback to improve the students learning and attainment of strategies. Discussion boards
and group collaboration of assigned case studies, and power point presentations will help
students demonstrate their knowledge and understanding of the ABC model of Rational Emotive
Behavioral Therapy. The students will also discuss techniques for identifying and challenging
irrational and rational beliefs, the three MUSTS and how they are derived, the ABC model, and
the therapeutic process.
The summative assessment will be a live collaboration presented by each group to
illustrate the theory and application of the techniques utilizing a case study. Participants will be
assess by the instructor application of the therapeutic process utilizing the ABC model of REBT.
An online evaluation tool will also be assigned at the end of the workshop to assess if any
improvements are needed for the workshop content and/or delivery method. Upon completion,
participants can earn 3 CEs for professional development requirements.

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Assessment Worksheet
Workshop Learning Objective

Utilize the ABC model in sample case

studies

Formative Assessment(s)

Discussion of the ABC model

Group Collaboration students will apply
concepts of ABC model
Final Project

Distinguish between new adaptive

beliefs, emotions, behaviors with
clients

Group Power Point presentation on

adaptive beliefs, emotions and behaviors
Discussion Board on the differences of
beliefs
Group Collaboration of Case Study for final
project

Assess clients maladaptive beliefs in

therapy

Group discussion to evaluating

understanding of maladaptive beliefs of
clients in therapy via discussion Board

Demonstrate the ABC model of REBT

in a live collaboration utilizing case
study

Final Project

Supplemental Resources:
Case Study/Assessment
CASE STUDY - JENNIFER
"Jennifer" is a graduating college senior pursuing a bachelor's degree in psychology. She is
from a middle-class family where her mother is a successful nurse and her father is a selfemployed chiropractor. She appears overly nervous and fidgety. Jennifer has sought
counseling because of her anxiety with an upcoming interview to the graduate school where
her father attended. She explains that she is terrified of interviewing and very awkward
with new people. She is extremely afraid of how the committee is going to perceive her
during the interview. She wants to make a good impression since this is the school her dad
attended and he graduated with high honors. Jennifer wants to be accepted in this school
not only for her, but also to please her parents because of the expectations that she
perceives they have for her. She has been nervous about the interview since she found out
she had been selected for it. Jennifer is afraid of hurting all her chances of getting accepted
with this school and others she has applied because of her anxiety issues during interviews.

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1). "A" Identified the Activating Event.

2). "B's & IB's" - Identified the Irrational Beliefs and "Musts," usually in the form of
demands, negative self-ratings, low frustration tolerance and/or awfulizing the situation.
3). "C" - Identified Consequences of holding the Irrational Belief's.
4). "D" - Dispute the Irrational Belief's by asking if the beliefs are logical and helpful or
irrational and self-defeating.
5). "B's & RB's" - Identify new Rational Beliefs based on non-demands, realistic evaluations
and high frustration tolerance.
6). "E" - Adopt a New Effect.
Conclusion
REBT is a technique that could be successfully employed to help graduating college students
overcome their interview anxieties and fears. While helping the students to overcome their
interview anxieties, REBT may also help them to overcome their irrational beliefs about
themselves and fears or anxieties they may have in other areas of their lives.

Workshop Evaluation
Date

9/22/2014

Location

Happiness, USA

Instructor Name

Bearlyn Ash, MS, NCC, LPC, CWDP

Instructor Email

bash@student.govst.edu

Your feedback is important to future workshop developments. Please submit your

evaluation via the link provided so we can making changes to improve delivery of this
workshop.
www.rebtonline.com
Thank you!
Kind regards,

Bearlyn Ash

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WORKSHOP QUALITY
The overall quality of the workshop I received was high.

Choose an item.

This workshop will be beneficial to me in the performance of my job.

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WORKSHOP PRESENTATION
The WBT method of content delivery was appropriate for this course.

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The workshop structure was easy to understand and navigate.

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The topics were presented in logical order.

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The language used in the workshop was clear and easy to understand.

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Having an instructor available during the workshop was helpful.

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WORKSHOP OBJECTIVES
The workshop covered the material I expected.

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The estimated time required to complete the workshop was accurate.

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MATERIALS
Accessing the workshop on my computer was clearly explained and easy to
achieve.

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ADDITIONAL QUESTIONS
The greatest strengths of the workshop are
[Response]
The workshop could be improved by
[Response]
Comments
[Response]

Continuing Education Credit:

XYZ Institute is approved by the American Psychological Association to sponsor continuing
education for counselors, psychologists, trainers, psychotherapists, health care
professionals. XYZ maintains responsibility for this program and its content.

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The XYZ Institute is an NBCC-Approved Continuing Education Provider (ACEP) and may
offer NBCC-approved clock hours for events that meet NBCC requirements. The ACEP is
solely responsible for all aspects of the program.
This program is approved by the National Association of Social Workers (provider
#XXXXXXX) for continuing education contact hours.

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Interactions
Interactions in the online learning environment will be necessary to ensure that studentstudent interaction, student-content interaction and the student-instructor interaction will
contribute to the online success of this workshop. Interactions tend to improve learning
environments that can lead to improved learning outcomes and increased student satisfaction.
Interaction also can be measured by the time spent by the developers to ensure the curriculum
design meets the programs desired effects of how successful the students are after completion of
the online workshop.
Student-Content Interaction
Workshop content for REBT: A Practical Approach will include the learning objectives,
all instructional materials needed, workshop overview, learner interaction and engagement will
help to ensure students can use and assess their learning. In this workshop, the fowling activities
have been developed to meet the learning objectives: lecturettes, reading materials, power point
presentations on the theory and the ABC model and instructional worksheets to accomplish the
learning objectives. A welcome email will be sent introducing myself and welcoming
participants to the course, provide tips for getting started, how to reach me. Participants will
create an introduction blog and post it in the discussion forum for all to view prior to the first day
of the workshop. Each participant are required to read and post a comment to 2 other
participants by the end of day one of the workshop. This activity will assist the participants to
become acquainted with others in this online teaching and learning experience to build a
community of learners.

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Participants will define and identify therapists function and role and the relationship
between the therapist and the client from an assigned case study via collaboration. Participants
will post their findings to the groups activity page. Participants will identify and discuss clients
beliefs and discuss the differences observed. Participants will then apply therapeutic techniques
and procedures from case studies developed via a live collaboration with each group member.
Activities will be completed on the assigned course readings on REBT. Participants will address
questions from the readings on the therapeutic process and the application of the ABC model of
REBT. Each student should read and post a comment to the thread of 2 other participants.
Student-Student Interaction
Create a one page blog for others to read and post comments to the discussion board.
Participants will apply the ABC model to a case study and post to a discussion thread.
Participants will need to login on to the learning management system to complete the activities.
This course will only be offered to participants within the same time zone for the live
collaboration. The final project will be the most challenging in that the group members will need
to assign duties and pre-record their session for practice for the final project. The final project
will demonstrate the participants understanding of REBT and the ABC model through live
collaboration that will be evaluated by the instructor utilizing a case study.
Student-Instructor Interaction
Instructors will develop activities where he/she can provide and receive feedback to determine if
learning is taking place. There should be multiple opportunities for interaction between the
instructor and the students when the lecturettes have been delivered to check for understanding
by all participants. In this workshop, the participants will be given office hours for the instructor
to provide feedback and allow for sufficient time to engage in meaningful discussions. The final

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group project will be a live collaboration demonstrating learning objectives of the workshop.
The instructor will also provide feedback through the discussion board or email for participants
needing additional guidance.

Conclusion
At the completion of this three day workshop, participants will have learned Rational Emotive
Behavior Therapy (REBT) and ABC model to facilitate identification of emotional disturbance
and change. Learning modules have been develop to strategies to help in identifying and
challenging clients dysfunctional beliefs and constructing more adaptive beliefs, emotions and
behaviors. Participants will practice their REBT & CBT skills during a live online collaboration
and receive immediate feedback as well as earning 3 CEs in professional development from the
instructor upon successful demonstration of the skills at the completion of the workshop.