This document discusses the SELF kit program, which aims to promote socio-emotional development and academic performance in children. It provides an overview of the theoretical foundations and empirical evidence for rational emotive behavior counseling programs. Specifically, it outlines Albert Ellis' ABC model, which explains how activating events lead to emotional/behavioral consequences based on one's rational or irrational beliefs. The document argues that many children develop irrational beliefs from parents/educators, and that rational emotive behavior education programs can help address common emotional and behavioral issues in an effective way.

1. SELF Kit program:
a key instrument for socio-
emotional development and
academic performance
Euroguidance Cross-Border Seminar
Belgrade, Serbia 2017
ADRIAN OPRE
BABES - BOLYAI UNIVERSITY
ROMANIA
adrianopre@psychology.ro

2. PPT Structure
Part I. Theoretical and empirical
fundamentals of SELF kit program
Individul Practical session
Part II. SELF kit Program
Group Practical session

3. Theoretical and empirical fundamentals
of
SELF kit program

4. THE HIGH INCIDENCE OF
AFFECTIVE AND PSYCHO-
BEHAVIORAL PROBLEMS IN
CHILDREN
Two explanations

5. What is
THE RESPONSIBILITY OF
SCHOOL COUNSELORS
/TEACHERS ?

6. PROVIDING CHILDREN WITH
SURVIVAL ABILITIES / SOCIAL EMOTIONAL
COMPETENCES
COUNSELLING PROGRAMS
RATIONAL EMOTIVE BEHAVIOR COUNSELING (REBC)
RATIONAL EMOTIVE BEHAVIOUR EDUCATION (REBE)

7. THE THEORETICAL AND EMPIRICAL
FUNDAMENTALS OF REBT/REBE
COUNSELING

8. Cognitive behavioral (psycho)
therapies (CBT)
A. The most scientifically validated
B. There are several schools/paradigms:
1) Rational emotive behavioral therapy (REBT) – A. Ellis
2) Cognitive (psycho)therapy (CT) – A. Beck
3) Cognitive behavioral modification (CBM) – D. Meichenbaum
4) Acceptance and comimitment therapy (ACT) S. Hayes

9. Core assumptions of CBT

10. I. Life events
1. Life events don’t affect directly our
responses/reactions
The way in which we perceive and interpret these
events determine the quality of our responses:
Cognitive
Behavioral
Subjective (emotional)
Biological

11. Depression
-responses-
a) cognitive (the idea that life is not worth living)
b) behavioral (isolation, lack of communication)
c) subjective - emotional (feeling depressed)
d) biological (high blood pressure)

12. II. The cognitions by which we interpret
the life events can be identified as:
Ø direct (in the case of conscious
cognitions)
Ø indirect – by behavioral indicators (in
the case of unconscious cognitions)

13. III. Once identified, cognitions CAN be
changed through specific psychological
techniques (cognitive / behavioral)

14. Rational emotive behavior
theory/therapy
REBT
Albert Ellis
REBT 1955
“People are not disturbed by things but by
the view they take of them.”
Epictetus

15. THE ABC
MODEL
ALBERT ELLIS (1955)

16. A B C
Activating event
Beliefs regarding
that event
Emotional and/or
behavioral
consequences
The ABC Model

17. • A – Activating event
• B – Beliefs – rational or irrational
• C – Consequences – emotional or behavioral

18. A
A – Activating event
- external or internal
- real or virtual
- past, present, future

19. B
Beliefs regarding that event
Rational vs Irrational
• Rational beliefs - which helps individuals to
achieve their basic goals;
• Irrational beliefs - which blocks the
achievement of basic goals of a person;

20. The Triad of Irrationality
Core belifs/Imperatives
1) I have to/ I must do well and to earn the others’
approval for my performance, otherwise I would look
like a loser.
2) The others have to/ must treat me with respect,
exactly how I want to be treated; if they don’t do that,
society and the entire universe should condemn them
and punish them for their disregard relative to me.
3) Life has to/ must be arranged in such a way that I
should obtain all I want, in a comfortable, fast and easy
way and I shall not get any of the things I don’t want.

21. Irrational Derivatives of the
Imperatives
• Awfulizing (“It is terrible and horrible if I don’t do
everything as it should be done”).
• Low frustration tolerance (“I can not stand the things
that happen to me and that should not happen at all.”).
• Lack of value as a person (SD) (“ I am a worthless
person if I don’t do an excellent job and if I don’t win the
others’ approval to the extent that I want.”)

22. C
EMOTIONAL AND BEHAVIORAL
CONSEQUENCES
• Rational beliefs>> functional negative
consequences (eg: sadness)
• Irrational beliefs>> dysfunctional negative
consequences(eg: depression)

23. Dysfunctional Consequences:
Why?
1) Lead to experiencing pain and psychological discomfort.
1) Motivate a person to resort to a behavior contrary to their
own interests
2) Prevent the person to engage in behaviors that are
necessary in order to achieve their goals.

24. Functional Consequences:
Why?
1) Warn the person that something blocks their goals, but
doesn’t immobilize the individual.
2) Motivates the person to resort to behaviors that lead to
personal growth.
3) Encourages the effective implementation, in practice, of
the behaviors necessary to achieve one’s goals.

25. D
Disputing
Challenging the irrational beliefs by
questioning the assumptions about a
particular event.

26. Disputation
• EMPIRICAL
• PRAGMATIC (FUNCTIONAL)
• LOGICAL

27. E
Finding an Efficient solution.

28. A B C
Irrational Rational END ENF
Must Prefer Anxiety Concern
Awfulizing Unpleasant Depression Sadness
LFT FT Anger Annoyance
Global
Evaluation
Behavior
Evaluation
Guilt Remorse

29. THE DISTINCTION BETWEEN NEGATIVE
FUNCTIONAL EMOTIONS /NEGATIVE
DYSFUNCTIONAL EMOTIONS
A: exam failure
IB: this threat shouldn’t
happen in any form
and it would be awful
if it happened
DF: ANXIETY
RB: I hope that this
threat won’t happen,
but if it does, it will be
only unpleasant.
FE: CONCERN

30. IRRATIONAL BELIEFS
INDUCED BY
PARENTS AND EDUCATORS

31. • You must always benefit from the love and
support of the people that are important to you
• You must prove that you are extremely
competent, adapted and successful on all levels
(disciplines), or at least talented at something
important

32. People who cause you injustices are
mean, insidious and should be
punished and blamed for their acts

33. Conclusions
• There are a worrying incidence of emotional
and behavioral problems in children
• People/Children are not disturbed by
things/events but by the view they take of
them
• In most cases children irrational beliefs are
induced by their parents and educators

34. Empirical data – REBE programs are very
efficient strategies for fighting with emotional
and behavioral problems of children and
adolescents
There is a real need for REBE counseling
programs in educational settings

35. ADRIAN OPRE
BABES - BOLYAI UNIVERSITY
ROMANIA
adrianopre@psychology.ro
adrianopre@gmail.com