Rational Emotive Behavioral Therapy Essay

gazumpThis is a expression conceptualization of a lymph node referred to a Residential interference Facility by Family Court for handling and military rank of intellectual, academic, and demeanoural performance. The lymph node presents with some(prenominal) issues. In the lymph node interview, the advocator-at-law hypothesizes that node has difficulty with anger, aggression, and low defeat tolerance. The clients current behaviors are change his central office and educational environments. The clients early envisions leave aloneing be researchd just as it relates to current behavior and informings.During the sanative process, the client and the guidance go away explore his inability to move go forthly when lickings occur. exploration would implicate disputing ir lucid thoughts and beliefs, and exercising more(prenominal)(prenominal) give up positive replacement behaviors. This case conceptualization give realise a hypothesis of the clients vulturous behavior. Using Rational emotive demeanour Therapy framework, the pleader will explore the clients issues and create a discussion plan with goals that pertain to the clients presenting issues. This conceptualization will overly accommodate support that will show the benefits the client should gain with covering of this theory.Rational affective Behavior Therapy Case preparation of MichaelMichael is a 14-year-old Afri bum American male. He has been referred to a Residential intervention Facility (RTF) for an evaluation of intellectual, academic, and behavioral assessment. While in the intervention facility, Michael essential undergo therapy to address his presenting problems. Michael presents himself as a precise well dressed to kill(p) and eng eond young man. Despite the occurrence that he is court-ordered to be in a give-and-take facility for an undetermined continuance of time, he was cooperative during the interview. During the interview, the counselor speaks with Michael and his surrogate family slightly the details of the court documents, the obligation of the client (Michael) and the facility. The counselor, Michael, and the adopt parents book stainless the intake process and the time was schedule for his first session.Biological and Environmental FactorsMichaels biological parents are reported to slang been heavily addicted to drugs and alcohol. His give reportedly ab functiond multiple prescription drugs and cocain during her pregnancies. It is besides reported that the mother was Schizophrenic. both(prenominal) parents maintain lengthy criminal records. Michael did non experience a nurturing environment. At years cardinal, Michael and his younger brother were removed from the biological parents by child protective services. The brothers were placed in separate foster homes. Michael has had four foster care placements in deuce years agent to going to his adopted parents. During his placements, it is suspected that Mich ael experienced neglect and inner ab utilize.His maternal aunt and her husband adopted Michael. They also adopted his younger brother. They have two biological children. Michael did non redress well to the new environment. He became more aggressive and exhibited hoarding behaviors. By age seven, he had been placed in a psychiatric hospital and other RTFs to sop up treatment. Michael and his adoptive parents have sought instruction services through their church and local anaesthetic mental health agencies. Michael had been diagnosed with Reactive bond Disorder, ADHD, and ODD. He has poor sleep patterns and is on several medications that have little effect. Michael has self-harmed for attention, solely denied suicidal thoughts. Michael has a history of blood-red and aggressive behaviors in school and home. Michael has very weak and superficial relationships with peers.Case ConceptualizationMichaels presenting issues and previous history is cap up to(p) for Rational affectio nal Behavior (REBT). REBT focuses on environmental and biological factors that affect rational thought and stirred behavior (Murdock, 2009). Michaels early history will oblation insight in evaluating his current behavior, merely otherwise have no applicable bearing on Michaels treatment plan.Michael often experiences facts that cause him to react in a negative manner toward his peers and relatives. The counselor theorizes that Michaels early exposure to violence, heavy(p) home environment, and inconsistent relationships may have contri solelyed to his inability to rationalize his experiences. These outbursts have more and more become more rough. One adventure resulted in Michael choking a nonher resident at a previous RTF placement. Michael states that he often felt agitated former to his outburst. Later, he would be confused, sad, and even angrier that he lost control (secondary racket).In session, the counselor listens for the ABCs of the REBT therapy framework. Mi chael practices several subjects that occur prior to his outbursts and violent attacks (Consequence) (2009), the counselor notes that Michael often feels that batch are trying to farm over on him or messin with him (Antecedent behavior, unreasoning thought, haywire thought) (2009). Michael voiced that people should just provide him alone ( untimely belief) (2009). Michael perceives his peers think he is duncical ( inconclusive thought) (2009). When asked why he thinks this, Michael serves, Maybe I am. I ceaselessly get the questions incorrectly in class when the teacher c every last(predicate)s on me ( imperfect belief) (2009). Michaels studys self-demandingness, others demandingness and world demandingness (2009) are not being met, therefore creating a psychological and emotional disturbance for Michael (2010). The counselor also hypothesizes that Michael has low frustration tolerance (LFT) (2010) with peers who he perceives do not treat him clean or give in to his d emands (other demandingness) (2009).Michael rehearsed that in the classroom the teacher never listens to him. She incessantly tries to embarrass him in front of the class. Michael often stated that the teacher frequently called on him to prove he was dumb (awfulizing) (2009). Michael sensed the classroom environment was unfair and unbearable and hated going to school (maladaptive thought) (2009) because all the teachers hate him. Michael felt that he should be left alone, especially when he was not bothering anyone (world demandingness) (2009). The result was to defend himself through playacting out, aggression, or defiance. Michael believed that he compulsory to be aggressive to prove his peers, teachers, and family members wrong, which led to but frustration. Michael explained that behavior made him feel care he was not vertical lavish for people (self-demandingness) (2009).The counselor hypothesized that Michael is relying on unreasoning thinking to draw ridiculous nu mber conclusions (2009) which maven to blind behavior. Michaels negative thinking and behaviors influenced his home life. Michael describes that he upsets his adoptive mother when he fights (antecedent) (2009) and that he will never be able to make her elated (irrational thinking) (2009). Michael believes this makes him a bad person on the inside (faulty belief) (2009). This belief makes him angry and stiff (secondary disturbance) (2009), which causes him to become violent toward his younger siblings (consequence) (2009).Treatment Goals and PlanMichaels goals toward survival and wonderment (2009) are thwarted by his irrational thoughts and absolutions (Harrington, 2007) that life should be easy and painless (2007). Michael becomes frustrated with upshots at school and home frequently when he does not get what he takes. The counselor understands that frustration with position events in itself is not the cause of the violent outburst, but is the result of wrong views of the e vent (2007). Michael has an additional belief his reality must conform to his deprivationes. When this fails to occur, intolaration results (faulty belief). Hence, this creates the violent outburst (consequence). In other words, frustration bigotry arises, because the wish for a different reality collided with the demand for it (Harrington, 2011).Michaels therapeutic goals will include teaching him the triplet unconditionals of swallow upance (Barry, 2009) 1. two-dimensional self-acceptance-I am not a bad person. I can make grave choices, even if it does not always shepherds crook out right. 2. Unconditional acceptance of others- Everyone does not have to like my ideas or me, they can have each have our admit opinion. People will not always treat me the way I involve to be treated. This does not mean they want to harm me or do not care for me. 3. Unconditional life acceptance-Life is not fair. I can take the good with the bad. I can choose to enjoy the moment. I cannot cont rol every circumstance, but I can control my reception and thoughts toward it.Michael will also be taught to do a behavioral assessment (2009) of his thoughts and beliefs during the chassis of his treatment. This will include the use of a journal ( amid session homework) (2009) to track antecedent events, his emotional state prior to the event (calm, engaged) and immediately following (irritated, angry, and sad), and his beliefs toward the given circumstance.The counselor will actively model distinguish behaviors when foreclose moments occur in counseling. The counselor will use exaggerated behavior (2009) to demonstrate Michaels behavior (sudden outbursts/aggression) when preclude events occur. It is the hope of the counselor that Michael will delay that his behavior can be considered extreme. Michael may even see some modality in the extremity of his outbursts in meek occurrences. The counselor will be moderate with Michael in modeling (2009), an its-not-about-you/me stan ce in session. Michael will be consistently confronted during sessions with questions that will challenge him to consider when this attitude begins to pop (Shanahan, et. al. 2010). The counselor will model wittiness (2009) when appropriate to demonstrate when Michaels irrational thoughts grow beyond reason.The use of lintel skills can brawl irrational thoughts (self-talk, humor, residual techniques) (Harrington, 2011) and create a self-monitoring tool for Michael between sessions. The counselor will actively dispute irrational thoughts during the session using philosophical interpretationdemonstrating this is interrupting his goal to be happy, data-based evidenceasking for evidence that supports his belief or offering evidence that counteracts his belief, logic, and structuralhelping him measure out always and never statement (2009) relationships between the perceived disturbance and the reality of the unconditional. Behavior strategies can also be implemented.Michael should learn behavior (violence and outbursts) commission through 1. Reward (engaging in a delicious activity after durable an disquieting/frustrating circumstance), and penalty (restriction of pleasurable activity) (2009). 2. The use of imagery of frustrating or uncomfortable situations, and unhealthy negative emotions (and behaviors) to reframe and rehearse rational beliefs and chemical reactions (Harrington, 2011).The counselor will use multiple resources (music, TV, and movies) and actual events for scenarios (Harrington, 2011). 3. Coping mechanisms (2011) will also be implemented when frustration arises. This will include relaxation techniques (2009) and removing Michael from the frustrating situation until he is able to respond appropriately. Eventually, Michael should be able to endure an uncomfortable circumstance (2011) without having to leave to regain composure. In summation, throughout the course of Michaels sessions, he should be able to recognize irrational thoughts and dispute them immediately. Even when challenged with frustration, Michael should be able to esteem the reality (reframing) (2009) of the circumstance and respond appropriately.ConclusionThe counselor concluded that REBT is appropriate to use in this counseling scenario. REBT addresses thoughts and beliefs of an individual. These thoughts and beliefs create the behavior response. When an individual has irrational thoughts do by faulty beliefs, it is typically followed by a negative response. The counselors goal is to teach the client to evaluate irrational thoughts and faulty beliefs concerning the antecedent event in order to create a more appropriate consequence (response). Michaels core faulty beliefs are effectuate in the three unconditionals. Michael feels he is authorize (Fives, et al. 2010) to fair treatment and getting his way.Michael believed that when this entitlement was not fulfilled, it was appropriate to respond with aggression (2010). This response (consequence) cr eated a cyclical event antecedent event (fight/defiance)irrational thought (my teacher is trying to embarrass me or hes trying to intimidate me) faulty belief (that teacher should leave me alone/ I will not be intimidated). After the fight/defiance, Michael often feels guilty, sad, or more frustrated (secondary disturbance) because he is a failure and cannot get it right (which disappoints his adoptive mother).As a result, Michael experiences more frustration and anger. Using REBT, the counselor hopes to in effect teach Michael to dispute his negative/irrational thoughts and faulty beliefs. Therefore, this will reduce frustration intolerance and create a more appropriate consequence to the antecedent event. REBT is logical, workable, and teaches the client earthy skills to cope with lifes plenty (Minor, 2007). In cases like Michaels, REBT is effective with including the family in the framework of the therapy (Bernard and DiGiuseppe, 2006). Michaels adoptive parents will be taugh t to identify his (and even their own) irrational thoughts and faulty beliefs and the behavioral relationship. This equips them with knowledge needed to address the behavior.Most importantly, it helps with the long-term winner of the child client in appellative and appropriate response of frustrating mint (Fives, et al., 2010). REBT does not focus on the person, but the behaviors the person demonstrates (Levinson, 2006). This approach will be beneficial to Michael because his faulty thinking and irrational thoughts have been attached to his personhood. He perceives himself as bad and inadequate (Jones, et al, 2011). REBT should teach Michael it is not he or the event, but the thoughts about the event (Ellis) that cause his issues. This should encourage Michael to evaluate his thought and belief patterns frequently.REBT utilizes psychology, examining how thoughts cause emotional disturbance. Philosophically, REBT suggests that life views influence emotions. Lastly, REBT incorporate s education that should provide Michael with the necessary tools to manage his thoughts, beliefs, and responses to frustrating events (Banks and Zionts, 2008).This will be an on-going process for Michael. Michael will experience success and failure throughout the application of REBT. The counselor will be restless in explaining this reality to Michael. The counselor will reiterate this is a part of the three unconditionals. Michael will experience the reward of recognizing the ABCDEs of REBT. Michael should understand the final stage of REBT is effectively (the E) (2010) disputing (the D) irrational thoughts toward the event, therefore, cause an appropriate response. Michael will learn when he is not successful, he can accept it and the consequences without becoming aggressive.ReferencesBanks, T., & Zionts, P. (2009). REBT Used with Children and Adolescentswho have worked up and Behavioral Disorders in Educational Settings A Review of the Literature. Journal of Rational Emotive co gnitive-Behavior Therapy , 51-65. Bernard, M. E., & Diguiseppe, R. (2006). REBT assesstment and treatment with children. Rational Emotive Behaviors approaches to childishness disorders, theory, and practice , 85-113. Fives, C. J., Kong, G., Fuller, J. R., & DiGuiseppe, R. (2010). fretfulness, Aggression, and Irrational Beliefs in Adolescents. Cognitive Theory Research , 199-208. Harrington, ,. N. (2007). Frustration intolerance as a multidimentional concept. Journal of Rational-Emotive & Cognitive-Behavior Therapy , 191-211. Levinson, M. (2006). Anger management and violence prevention A holistic solution. et Cetera 187-199. Minor, J. (2007). Why I use REBT in my private practice and person-to-person life. et Cetera , 320-323. Murdock, N. (2009). Theories of Counseling and Psychotherapy. Upper Saddle River, NJ Pearson. Shanahan, S., Jones, J., & Thomas-Peter, B. (2010). Are you looking at me, or am I? Anger, aggression, shame and self-worth in violent individuals. Journal of Rati onal Emotive Cognitive Behavior Therapy , 77-91.