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RET - Practical Applications of Rational Emotive Therapy Post Test

Psychologist, Ohio MFT and Counselor Post Test:
Only Psychologists, Ohio MFT's and Ohio Counselors taking this course for credit need to complete these additional questions below to be in compliance with their Boards. requirements. If you are not a psychologist, Ohio MFT or Ohio Counselor please return to the original Answer Booklet. You do not need to complete the additional questions below.

Course Content Manual Questions The answer to Question 1 is found in Section 1 of the Course Content. The Answer to Question 2 is found in Section 2 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question

Please note every section does not have an additional question below. Some sections may have more than one question.

Questions:

15.1 What is a "rational" song in the Rational Emotive Therapy?
16.1 What are the goals in RET treatment?
16.2 In RET, how is the modification of emotional problems primarily accomplished?
16.3 RET takes extreme cognizance of the wide individual differences observed in the way students in school react to what events?
17.1 What is an important component in counseling and therapy?
17.2 How might the process of clients applying rational self-talk to their irrational beliefs be reinforced?
18.1 What are main rational components of AA?
18.2 According to Velten, what are three meanings of ‘Rational beliefs’?
18.3 According to Velten, what are three meanings of ‘Irrational beliefs’?
18.4 What is an example of self-help methodology?
18.5 What is one fundamental difference between REBT and AA?
18.6 According to the Random House Dictionary of the English Language, what are six nonmathematical definitions of ‘rational’?
19.1 What are two factors that may lead to symptomology?
20.1 According to Heesacker, what is one of the most popular forms of individual psychotherapy and counseling?
20.2 What do all forms of cognitive behavior therapy share?
20.3 What are examples of disputational methods in RET?
20.4 What is the main cognitive disputational technique in RET?
20.5 According to Korzybski, what are ways cognitive disputation of irrational beliefs may be effected?
20.6 According to Maultsby, what are examples of the main emotive methods?
21.1 According to Ellis, why was the name of rational-emotive therapy changed to rational emotive behavior therapy?
22.1 According to the adherents of rational-emotive therapy, how can a therapist eliminate a client’s undesirable emotions?
22.2 According to Cohen, what is deduction?
22.3 What is induction?
22.4 What are three kinds of syllogisms?
22.5 What are three examples of a categorical syllogism?
22.6 What are two kinds of categorical syllogisms that Aristotle distinguished?
23.1 What are three methods in humanistic psychotherapy?
23.2 What is one form of therapy that has been most neglected by many humanist therapists because its main proponents have largely been secular humanists?
24.1 According to Ellis, what is the basic tenet of RET?
24.2 What tends to be the mainstays of the rationalist view of the client therapist relationship?
24.3 What is the view of the constructivist approach?
26.1 REBT offers a distinct treatment option for what type of people?
26.2 Approximately how many Rational Recovery Self-help Network groups are operating nationwide?
26.3 Rational Recovery represents a significant alternative to AA for what reasons?
Answers:

A. RET is directed at bringing about a reduction in the intensity of inappropriate, negative emotions of students which are seen to be causing misery as well as making it harder for students to solve current problems and achieve future goals
AA. Cognitive behavioral therapy
B. Perfect, perfect rationality, is, of course, the only thing for me! How can I ever think of being, if I must live fallibly? Rationality must be a perfect thing for me!
BB. (a) existential encounters between therapists and their clients (b) experiential and body-oriented exercises (c) transpersonal therapy
C. Teasing, performance failure, criticism, parental rejection, unfair treatment, or frustrating and difficult tasks. Children and adolescents of the same age experience different degrees of adaptive and maladaptive emotions and behavior.
CC. Technical instruction and guidance
D. Via the modification of the young person's assumptions, inferences, evaluations, expectations, and beliefs which are either anti-empirical or irrational
DD. Is that emotional upsets as distinguished from feelings of sorrow, regret, annoyance, and frustrations, are caused by irrational beliefs
E. Through imagery homework assignments
EE. People who are having difficulty with AA or the 12 step approach
F. Mental imagery
FF. The counseling relationship as the primary crucible for change and accordingly seek to establish a secure and caring relationship in and from which the client may explore and generate new conceptions of self and world
G. (a) Promotes healthy emotions; (b) avoids unnecessary conflict with others; (c) motivates one to solve life problems more effectively and to constructively cope with what cannot be changed
GG. 1) Like REBT, it urges people to help themselves without relying on a higher power, although as noted, the majority of people in RR groups are religious; 2) labeling of any kind is discouraged on the grounds that it encourages people to over generalize; thus, RR members do not have to acknowledge that they are alcoholics; 3) RR asserts that people can be "recovered," i.e. they do not need to think of themselves as "recovering" for the rest of their lives; 4) Meetings focus on helping people learn to use REBT to better control their thinking, emotions, and behaviors
H. It encourages people to learn and practice new ways of thinking and acting. This includes using such cognitive-behavioral techniques as slogans, affirmations, and bibliotherapy to combat stinking thinking and reduce the likelihood of drinking.
HH. 500
I. REBT (Rational Emotive Behavior Therapy)
J. (a) Promote unhealthy emotions, whether negative or positive, and self-defeating action tendencies; (b) contribute to unnecessary conflict with others; (c) compound life problems or otherwise help defeat one's purposes
K. 1) Agreeable to reason, reasonable; sensible 2) Having or exercising reason, sound judgment, or good sense 3) Being in or characterized by full possession of one's reason; sane; lucid 4) Endowed with the faculty of reason 5) Of, pertaining to, or constituting reasoning powers 6) Proceeding or derived from reason or based on reasoning
L. REBT strongly emphasizes individual human power and capacity for self growth and self development
M. RET (Rational Emotive Therapy)
N. Constitutional beliefs and feelings about inescapable catastrophe
O. Helping people to discover the unrealistic, anti-empirical, and irrational aspects of their thinking and to change their irrational beliefs to more rational ones
P. The belief that a person’s thoughts, perceptions, and images mediate emotions and behavior and that changing cognitions is an effective strategy for intervention
Q. They can be replaced by rational beliefs or rational self-statements; they can be influenced by semantic methods which seek to clarify the objective meaning of events; they can be combated by using referencing methods which have people focus on the advantage of giving up self-defeating habits and the disadvantages which these habits create; or they can be put out of mind through cognitive distraction and by thought-stopping methods.
R. Philosophical disputation which involves detecting illogical unrealistic, and irrational beliefs, debating irrational beliefs, showing why they are irrational, and reformulating irrational beliefs into rational ones
S. Because the theory ‘has always been highly cognitive, very emotive, and particularly behavioral’
T. Rational-emotive imagery, shame attacking exercises, role playing, unconditional acceptance of people, other use of forceful self-statements and self dialogues
U. A kind of reasoning in which the conclusion follows necessarily from the premises
V. Attacking and changing certain irrational beliefs that the client may have as part of his or her belief system
W. Categorical, hypothetical, disjunctive
X. A kind of reasoning in which the conclusion does not follow necessarily from the premise but instead follows with some degree a probability
Y. Theoretical and practical syllogisms
Z. No dogs are elephants, some mammals are dogs, there some mammals that are not elephants

 
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