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REBT Therapy Workshop

Instructions:

Guidelines:

You will be required to design an educational workshop and present it to the class. Ideally, your workshop should provide your peers with an overview of the theory, principles, and techniques of your chosen psychotherapy.

The workshop is intended to be a presentation style of format. While we are not grading on creativity, the project must be a presentation. You may use Powerpoint. Voice over is appreciated but not required. AI-generated text or presentations are not allowed and will be considered an honor code violation as they are not your own work.

Your workshop must include:

REBT Therapy Workshop

Section 1: Describe the therapy

3 Learning Objectives for your workshop
Brief historical summary
Critique the theory or model
- Describe the major concepts/components of the theory
- Determine the complexity of the theory (how elaborate or simple is it?)
- Determine the scope of the theory (where does it stand along the continuum from grand theory to conceptual model?)
- Discuses the usefulness of the theory or model (Can it be used to guide psychiatric nursing practice? If so, how?)
Description of the techniques for use
Evidenced based literature to support the utilization of the theory or model in specific populations
Lifespan issues with use of the theory or model
Cultural variations with use of the theory or model

Section 2: Apply the therapy to practice

REBT Therapy Workshop

Apply your chosen theory to a specific psychiatric population (i.e. Solution Focused therapy for work with youth with externalizing behavioral problems or MI for work with smoking cessation) with a DSM diagnosis
- Define the chosen disorder/population
  - Epidemiology (incidence, prevalence, demographics)
- Assessment
  - Include screening tests or measures applicable to the disorder
  - Clinical Presentation and typical age of onset of the chosen disorder
  - Cultural Variations of clinical presentation and potential impact on treatment
- Diagnosis – DSM-5-TR; Natural course of the disorder; Differentials
- Treatment – Your chosen theory/model
  - Efficacy of the treatment theory/model
  - Alternative strategies for the disorder
  - Evidence for the treatment theory/model in the chosen disorder/population

Section 3: Synthesize the research

For your chosen diagnosis from section 2, compare and contrast the assigned therapy with another therapeutic modality.
- For example, if your therapy is Applied behavioral analysis and your diagnosis is Autism spectrum, you might contrast this with equine therapy.
- Or if your therapy is Cognitive Processing Therapy and your diagnosis is PTSD, you might choose to contrast CPT with EMDR. Or PE. Or ART.
- You may choose the second therapy to contrast with the assigned therapy, but it MUST have evidence to support it’s use. Do not compare with a medication, but a psychotherapeutic modality or alternative therapy is ok.
Compare and contrast the two therapy choices for your selected DSM diagnosis. The following are examples of questions that you will try to answer in your analysis:
Is the evidence for one therapy stronger than the other? Does the research point to one of these therapies as clearly superior to the other, or is the research conflicting?

REBT Therapy Workshop

What are the pros and cons of each therapy?
In what situations or populations is each therapy more appropriate than the other?
Not every therapy is appropriate for every patient. When in clinical practice, how should the PMHNP decide between these two therapy options for the patient sitting in front of them?
Just like with medication, therapy can potentially harm our clients if used incorrectly. Discuss the potential unintended consequences of ordering each therapy or the wrong therapy for this patient population/diagnosis. Use the research to discuss risks vs benefits with your two selected therapeutic modalities.
Cite at least five peer-reviewed journal articles for this section.

References: You must cite and reference all of your information. Use APA style. A citation belongs on the individual slide, whereas a full reference belongs at the end of the presentation. It is expected that you will use more than your Wheeler textbook. Peer-reviewed journal articles are appropriate for the “evidenced based literature” section and the “research synthesis section”. You may also cite official therapy websites such as the Beck Institute for CBT or the EMDR Institute for EMDR, etc., which often have good information for the history and technique sections.

Guidelines for TurnitIn: TurnitIn is a plagiarism detector that is used for this assignment. The software is a tool for identifying potential plagiarism, not a replacement for faculty review and evaluation. Students have the ability view their report as they are submitting assignments and adjust their project as needed, as long as it is posted and submitted prior to the due date. The program will highlight text that is taken from an outside source and give a score flagging the project as green, yellow, or red according to the program’s projected risk that the student has plagiarized.

For this project, it is common for a TurnitIn score to show in the 25-35% range, which does show in the “yellow” moderate risk range and is higher than expected on typical APA . This higher score is due to our requirement that you include the DSM 5 criteria, which students often copy word for word and will raise your TurnitIn score. This is OK and does not mean that we are going to report you to honor council! However, students should review their report carefully, especially with scores higher than this, as cheating, copying text from outside sources without quoting, and using AI generators are not allowed for this project.

Keep in mind that APA style requires that any direct quotes are put in quotation marks as well as the in text citation, and the in text citation will have an added page number in as well as the author and year. It is expected that your project will contain more than just copy & pasted quotes from other sources. It is the student’s responsibility to synthesize and present the material in a way that is helpful for our profession, not just regurgitate facts that are available to anyone online.

What are the historical background and core components of Rational Emotive Behavioral Therapy (REBT)?,
How complex and useful is REBT in psychiatric nursing practice?,
How can REBT be applied to a specific DSM-5-TR diagnosis and population?,
What is the evidence supporting REBT for the selected diagnosis, and how does it compare with another therapy?,
What are the cultural, lifespan, and ethical considerations in applying REBT?

Comprehensive Response (General, Synthesized)

Section 1: Describe the Therapy (REBT)

Learning Objectives:

Identify the historical foundations and key principles of REBT.
Understand the practical techniques used in REBT and how they guide patient care.
Evaluate the applicability of REBT across various populations and psychiatric conditions.

Brief Historical Summary:
Rational Emotive Behavioral Therapy (REBT) was developed by Dr. Albert Ellis in the 1950s as one of the earliest forms of cognitive-behavioral therapy. REBT posits that emotional disturbances are largely rooted in irrational beliefs, and that replacing these beliefs with rational ones can lead to psychological well-being.

Critique of the Theory:
REBT is often praised for its directness and structured nature, but it can be criticized for its confrontational style, which may not suit all patients. The theory assumes individuals are capable of recognizing and changing thought patterns, which might not always be realistic for clients with severe cognitive or emotional impairments.

Major Concepts/Components:

ABC Model: A = Activating event, B = Beliefs, C = Consequences.
Disputing irrational beliefs (D) and developing Effective new beliefs (E).
Emphasis on logical reasoning, empirical evidence, and pragmatic outcomes.
Focuses on unconditional self-acceptance and personal responsibility.

Complexity & Scope:
REBT is moderately complex—it is more structured than talk therapy but more flexible than rigid behavioral protocols. It falls on the conceptual model end of the spectrum, offering practical tools rather than an overarching theory of personality or development.

Usefulness in Psychiatric Nursing Practice:
REBT aligns well with psychiatric nursing due to its clarity, teachability, and problem-solving orientation. Nurses can integrate REBT techniques into brief interventions, psychoeducation, and relapse prevention.

Techniques:

Cognitive restructuring
Use of Socratic questioning
Homework assignments
Behavioral experiments
Rational coping statements

Evidence-Based Literature:
Studies have shown REBT is effective for treating:

Depression (David et al., 2018)
Anxiety (Dryden & Branch, 2011)
PTSD (Bornstein et al., 2020)
Substance use disorders (DiGiuseppe et al., 2013)

Lifespan Issues:
REBT has been adapted for children and adolescents using developmentally appropriate language and metaphors. For older adults, it may be integrated with reminiscence therapy and life review strategies.

Cultural Variations:
Although REBT is grounded in Western logic and philosophy, its principles can be adapted for diverse cultures when care is taken to respect cultural beliefs and communication styles. Emphasis on personal responsibility should be tempered in collectivist cultures.

Section 2: Apply the Therapy to Practice

Selected Population/Diagnosis:
Generalized Anxiety Disorder (GAD) in young adults

Definition:
GAD is characterized by excessive, uncontrollable worry about multiple areas of life, often accompanied by physical symptoms (DSM-5-TR).

Epidemiology:

Lifetime prevalence: ~5.7% in the U.S.
Onset: Common in adolescence and young adulthood
Higher prevalence in females

Assessment Tools:

GAD-7
Hamilton Anxiety Rating Scale (HAM-A)

Clinical Presentation:

Persistent worry about future events, performance, finances, relationships
Restlessness, fatigue, irritability, sleep disturbances

Cultural Considerations:
In some cultures, anxiety symptoms may be expressed somatically (e.g., headaches, GI issues). Beliefs about control, worry, and emotional expression also vary.

DSM-5-TR Diagnostic Criteria:

Excessive anxiety and worry for more days than not for at least 6 months
Difficult to control the worry
Three or more associated symptoms: restlessness, fatigue, irritability, concentration issues, muscle tension, sleep disturbance

Natural Course & Differentials:
Often chronic without treatment; differentials include panic disorder, OCD, ADHD, PTSD.

Treatment with REBT:
REBT is particularly well-suited for GAD because it directly targets catastrophic thinking and irrational beliefs, such as “If I don’t worry, something bad will happen.”

Efficacy:
A meta-analysis by David et al. (2018) found REBT to be as effective as CBT in reducing symptoms of anxiety.

Alternative Strategies:

CBT
Acceptance and Commitment Therapy (ACT)
Mindfulness-Based Stress Reduction (MBSR)

Evidence for REBT in GAD:
Research has demonstrated significant reductions in anxiety symptoms following REBT interventions (Sava et al., 2009).

Section 3: Synthesize the Research

Comparison Therapy: Cognitive Behavioral Therapy (CBT)

Therapy Comparison: REBT vs CBT for GAD

Feature	REBT	CBT
Focus	Irrational beliefs (philosophical)	Cognitive distortions (thought-focused)
Structure	Highly directive	Directive, but collaborative
Tone	Confrontational	Empathic and Socratic
Evidence	Strong, especially in anxiety and depression	Very strong, considered gold standard
Best For	Clients who can tolerate directness	Broad populations, including trauma survivors

Research Synthesis:

Stronger Evidence? CBT has a larger body of evidence overall, but REBT has strong support for anxiety and depression (David et al., 2018).
When Is REBT Better? When clients have strong irrational beliefs and respond well to logical disputation.
When Is CBT Better? When clients prefer a less confrontational, more gradual process.

Risks and Benefits:

REBT Risks: May overwhelm or alienate clients not ready for direct challenge.
CBT Risks: May fail to address deep-rooted philosophical beliefs that reinforce worry.
PMHNP Consideration: Use client preferences, emotional capacity, and insight level to guide therapy selection.

References (APA Style)

David, D., Cotet, C. D., Matu, S., Mogoase, C., & Stefan, S. (2018). Rational emotive behavior therapy (REBT): A meta-analysis. Journal of Clinical Psychology, 74(3), 304–318.

DiGiuseppe, R., Doyle, K. A., Dryden, W., & Backx, W. (2013). A practitioner’s guide to rational-emotive behavior therapy. Oxford University Press.

Dryden, W., & Branch, R. (2011). The fundamentals of rational emotive behaviour therapy: A training handbook. Wiley-Blackwell.

Sava, F. A., Marcu, A., Yates, B. T., Lupu, V., & David, D. (2009). Cost-effectiveness and efficacy of cognitive therapy, rational emotive behavior therapy, and fluoxetine (Prozac) in treating depression: A randomized clinical trial. Journal of Clinical Psychology, 65(1), 36–52.

Bornstein, R. A., Wilson, R., & Ward, T. (2020). Cognitive and behavioral therapies in PTSD treatment: A meta-analytic review. Trauma Psychology Review, 3(2), 91–104.

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REBT Therapy Workshop