The Life and Legacy of Dr Albert Ellis, Creator of Rational Emotive Behaviour Therapy

Albert Ellis

Dr Debbie Joffe Ellis agreed to answer a few questions about her mission to keep the work and legacy of her late husband Dr Albert Ellis, creator of Rational Emotive Behaviour Therapy, alive and thriving. She took time out from her busy schedule to answer some questions.

Giulio: Thanks for the chat, Debbie. Could you give us a snapshot of Dr Ellis’ childhood?

Debbie: His childhood contained a number of challenges. He suffered from various serious and painful conditions, including nephritis and migraines, from infancy onward. Al made a conscious decision that he didn’t want to feel so very sad, hence he found ways to distract himself from the deep sadness such as reading books in the hospital’s children’s library, making up games to play with children in the ward, talking with their visitors, and daydreaming about his baseball heroes and about what he wanted to do when he grew up.

Al was 3 years of age when he taught himself to read with the help of his 5-year-old friend. They would sit on the stoop in front of their building and his friend would read out loud while Al observed and, by doing so, learned to read!

He was a voracious reader, often borrowing books from his school’s library and from the New York public library, and after he’d read every book that he borrowed, and there were no books there that he hadn’t already read - he would re-read the books he’d enjoyed reading previously!

One of his dreams had been to write the great American novel, and he had also said that if he could have afforded to learn music, he would have loved to be a composer/musician. Due to the financial depression of those years, he could not afford to pay for such lessons. He was able to study for his Master’s degree and Ph.D. at Columbia University Teachers College due to his getting scholarships.

Incidentally, I teach two courses at Columbia University: Rational Emotive Behaviour Therapy (REBT) and Comparative Psychotherapies, in the very building in which Al did those studies! Carl Rogers also attained his degrees there a few years prior to Al doing so.

Giulio: Dr Ellis thrived on thinking, working, creating, and spreading the ‘Gospel of St Albert’. What was his motivation?

Debbie: Indeed, his life was dedicated to helping as many people around the globe as possible, of every culture, gender, religion, or lack of religion, learn that they were responsible for creating their emotional experiences. He taught that it wasn’t their circumstances, but their attitudes and beliefs, which created their emotions.

REBT is incredibly empowering for people who are genuinely wanting to change unhelpful ways, and who are willing to make ongoing effort. Having suffered so much in various ways in his earlier years, he earnestly wanted to make a profound difference to humanity by helping individuals to help themselves to prevent unnecessary suffering.

Giulio: And of course, his sense of humour. How important did he consider humour to be in the therapeutic process?

Debbie: Al considered humour to be very important and very beneficial to people who wanted to not only feel better, but to get and stay better! Humour helps us put things into healthy perspective, helps us prevent ourselves from blowing things out of proportion or minimizing them, and is very beneficial in helping bring equanimity to those who take themselves, others, and life in general tooooo seriously!!!

Giulio: I’ve read that Dr Ellis, when giving therapy, was expert at listening to his clients and parsing out those debilitating beliefs that caused them so much bother, and that he did so with warmth, empathy and of course humour. What can you tell us about Dr Ellis in practice?

Debbie: Yes, Al was a respectful and superb listener. He could practically instantly identify any of their irrational thoughts. Also, he picked up on the nuances of what was said rather than just falling for the literal words and had a very finely tuned intuitive ability that enhanced that.

He demonstrated the power to help, inspire and contribute healing guidance to those who were open to receiving those gifts, utilizing his years of experience, wisdom, knowledge, and compassion.

Giulio: Dr Ellis was originally trained in psychoanalysis in the tradition of Freud and others. He famously said that people felt better when talking to the therapist, but rarely did they get and stay better. The idea that people could learn to help themselves seemed to be a revolutionary idea at the time. Where did this thinking lead Dr Ellis?

Debbie: Yes, he was probably the first psychologist/psychotherapist to encourage self-help for people who were not severely or endogenously disturbed. That added to his unpopularity among many of therapist peers who gave long term therapy and unintentionally (or perhaps some did so intentionally) encouraged clients/patients to develop dependence on them.

The so-called “new age” period that started around the 1960/70/80s contains many Ellisonian elements, as does executive coaching which is very popular these days. Many of the current approaches in psychotherapy are based on, or significantly influenced by, the incredible contributions of my brilliant Al, the pioneering genius, visionary, humanist, scientist, artist, humourist, and so much more.

Giulio: Many people were lucky enough to be mentored by him (as indeed was I) and say they stood on the shoulders of this ‘Giant of Psychotherapy’ and Dr Ellis encouraged others. Many counselling paradigms lead back to Dr Ellis’ ABC Theory of Emotional Disturbance, which is why he is considered the grandfather of cognitive therapy. Can you talk to this and also to his generosity and goodwill towards others in the field of psychotherapy?

Debbie: Yes indeed. He was the most generous academic I know or have ever heard of. Anyone, famous in the field or not, who sent him a manuscript asking him for his opinion, would find their manuscript returned within days – full of red markings and suggestions. The famous Dr William Glasser (Choice/Reality Theory pioneer) would often share that he sent his first manuscript for his first book to Al for Al’s feedback, and within 2 days he received it back from Al - practically re-written!

Arnold Lazarus PhD, father of Multimodal Therapy (MT) who first came up with the term ‘cognitive behaviour therapy’, credits Al for pushing him to develop, write and publish on that MT approach rather than to simply work with Al in his institute, as Arnie had originally wanted to do.

Dr Aaron (Tim) Beck, who is often thought of as the father of CT/CBT, used to give credit to Al for being a profound help and influence on his work. Al’s REBT came out in the early 1950’s, and Beck’s in the late 1960s. It is unfortunate that such facts are not being presented sufficiently by some CBT teachers, though there are some who do teach the facts. In Al’s autobiography he included letters between him and Beck. Sadly, many students these days have the wrong impression that CBT came before REBT, and don’t realize how thoroughly CBT is based on REBT.

Giulio: He advocated for the introduction of REBT principles in teaching and learning and said that ‘the future of psychotherapy is in the school system.’ This again was an idea ahead of its time as social emotional behavioural wellbeing programs are now commonplace in schools. Can you talk about his strong desire that REBT become a part of the school curriculum? What benefits did he envisage?

Debbie: Oh yes! He passionately wanted REBT principles taught to as many people as possible - and the sooner the better.
The more rigid a person’s thinking is, the more effort it will likely take for them to change it.

If people learn sound principles in childhood, there is good chance that they will develop into adults with habitual tendencies to think about their thinking (metacognize), catch and dispute irrational self-defeating thoughts, and develop the habit of thinking rationally. As a consequence of doing that, healthy emotions and behaviours are likely.

Also, one of the most important lessons in REBT is to create and maintain unconditional self-acceptance, unconditional other acceptance, and unconditional life acceptance.
In the absence of those attitudes, bullying, self-downing, shame and depression are created - and one or some of those acts, attitudes and emotions can often contribute to, or be present when suicide is attempted. Prevention can be the greatest cure.

Dr Albert Ellis wanted REBT taught in every school! - Not only to students, but also to teachers, principals, admin staff, and parents.

Giulio: Can you provide the reader with information about your work in keeping the legacy of your husband, Dr Albert Ellis alive and thriving, so many years after his passing? You have a busy schedule of teaching, presentations, and workshops. What feedback are you receiving on your travels about REBT and how it is evolving in the present day?

Debbie: It is my passion and mission to do all I can to keep REBT alive and thriving, so that as many people as possible can benefit from it. I love teaching it, presenting on it, writing about it, and practicing it with my clients.

I felt humbled and honoured when I was nominated by Dr Frank Farley and Dr Stanley Krippner this year (2023), only a few months ago, for the American Psychological Association’s International Division’s “Global Citizen Award.”

My late husband entrusted me to continue his work after his passing, he often said so in his final years, and wrote it in various places including in his autobiography. He said he loved the way I communicate (as I loved the way he did!). Certainly, we had different styles, but our love for REBT and our dedication to helping others was one of the many things we had in common.

I am grateful to receive very positive feedback from individuals who attend the events, trainings, and presentations etc. that I present here in the USA and internationally. In recent times I have been invited to speak to groups of people who are dealing with issues of addiction, and some of those attendees shared that what they learned was truly life changing.

Thank you for the powerful work you do Giulio in walking your REBT/REBE talk, and helping, teaching, and inspiring so many people. Thank you for your great questions here and thank you for your part in continuing the legacy of the magnificent Albert Ellis Ph. D!

Giulio: You’re welcome! Thanks, Debbie, for your interest and the work you do and for taking time out for this chat.

Giulio is an Ed. D. candidate at the University of South Australia. He works as a Rational Emotive Behaviour Counsellor at a public school in Adelaide.
Dr Debbie Joffe Ellis is Adjunct Professor at Columbia Teachers College, New York. She is a licensed psychologist (Australia), licensed mental health counsellor (New York), presenter and writer. You can find out more about Dr Debbie Joffe Ellis and her work here: www.debbiejoffeellis.com

Roger Bent Walked a Crooked Mile!

Roger Bent was an aspirational type who worked out early what he wanted and aimed to become what he imagined he could be. He was not particularly gifted in any significant way but he had a brimming reservoir of self-belief that fuelled his trajectory to his goal of greatness. He was besotted with himself and his narcissistic desires, and his wants and needs took precedence over those of others, who were useful only as far as that they could help him onwards and upwards.

'The only thing worse than ignorance is arrogance.' Albert Einstein

He was a classroom teacher for a while and he tolerated the discomfort and ignominy of sitting on what he thought was the bottom rung of the corporate ladder. This was a temporary situation as he worked out the lie of the land, and how best he would use those around him to get what he wanted.

He made strategic connections with significant others, saying the right thing to the right people at the right time, making personal and professional alliances with those who would help him on his way.

His leadership colleagues recognised the attributes and qualities which would help them in their quest for corporate glory. They relayed this good news to their line manager, the local education director who deemed he had potential and had ‘corporate’ sensibilities.

Bent had ingratiated himself into what would become a powerful and influential trinity of influence and privilege, the aspiring classroom teacher leader, the narcissist principal, and the bully director.

'Sycophants suck up to those who can help them and discard them when they are of no use to them anymore.'  Dr. Dan D. Ruff

Though still a lowly classroom teacher Bents profile grew in the school as he worked hard to help his principal achieve their goals, meet site KPI’s which in turn would reflect well on the director overseer whose reputation was only as good as the network school’s performance.

The students of course were to Bent what all insignificant others were, a means to an end. He supported the director and the principal in beefing up the academics of reading, writing and arithmetic whilst music, play based learning and other secondary subject considerations became afterthought electives. The better the academic test scores, the stronger the trinity became. The results reflected well on them and their need for approval became the driving force behind what they did.

'I need their approval.' Roger Bent

It wasn’t long before Bent got his foot in the leadership door and he was rewarded by the principal for his dedication to the tasks they set for him, which he attended to without question. He was anointed duly as the curriculum coordinator with the accompanying privileges and entitlements. The director in turn was happy to rubber stamp what was essentially a principal/director strategically made appointment.

Bent became less interested in the lives and travails of his teacher peers as their usefulness diminished whilst his leadership fortunes continued upward. He had no qualms about this as he now moved in the rarefied air of the influencers and decision makers. He had become a privileged leadership group member, a comrade in arms who set themselves apart from the classroom teacher plebs who were there to do their bidding.

'Teacher's should know their place and do what they are told.' Education Director, Dame Dorrie Dumpling

The Leadership Group expressed their privilege and entitlement in not-so-subtle ways, reflecting a coarse and naïve disregard and disrespect for the classroom teachers who worked tirelessly just down the corridor from where they would often meet. They would chat, laugh, and socialise as they believed they were entitled to and they reflected on where they had come from, lowly classroom teachers to managers and decision makers. They would order in take away and go on extended ‘meetings’ outside of school with the odd Maccas stopover or shopping jaunt as they wended their way back to school, having left some underling to cover for them. Yes, this was the way to go and Bent thought that there were more spoils in the offing.

'A corporatized education leader is a person who says yes to whatever is demanded of them without question.' Aunt Nellie Norbitt

Bent was on his way to better things and he accrued brownie points for doing what was demanded of him and which he did with alacrity. The rank and file distrusted him and his motives but he cared not a jot! Those in the know valued his contributions to the collective corporate goals, aims and objectives, and he felt satisfied with his progress … for now.

Bent negotiated, fawned, and crawled his way to a principalship. He stayed connected with his mentors and they fed off each other’s egos and they’d meet and regale their successes and wins in the business of education.

'To be a leader one has to risk the dislike and disdain of others but in the end it doesn't matter as long as I get what I want.' A. R. Sole

Mr Bent eventually, found himself appointed as a local education director and he felt appropriately chuffed at the speed at which he’d reached this milestone and he thought the sky was the limit though he’d focus on this role for the time being. He had an office and staff to tend to his administrative needs and he was set. But it wasn’t as easy as he thought. He was accountable and had oversight over a network of schools and he soon realised he was out of his depth.

One local school was doing particularly well and he fell into a cosy relationship with the principal there. He knew he had to look after those who made him look good but this was his undoing, the great unravelling, the beginning of his demise, the beginning of the end.

How could this be? How could our golden teacher prodigy get so close but in the end fall oh so far from the world he had imagined in the early days? He had fallen foul of his own underhanded shenanigans.

The local school which he had cosied up to had what we will call staff troubles. Though the school had ‘performed’ exceedingly well in the national tests and everyone was appropriately well chuffed there was a simmering undercurrent of discontent, a potential powder keg of resentment of the disenfranchised, a disquiet that detracted from the overall health and wellbeing of the people who worked there and which could explode at any moment, a toxic slurry of discontent!

'The shit would surely hit the fan. A big jobby was on its way!' Jim 'Jobby' McGregor

What had Mr. Bent done? A school employee had been the subject of a targeted vendetta against them, not too dissimilar to the experiences of many others over the years whose ‘miscreance’ had seen them cast out the door, dismissed and discarded at the behest of a chosen few who ran the place. One particular ‘golden child’ so much loved and respected by the principal would every now and then decide that a particular ‘other’ didn’t fit their conception of how the school should look and feel. It may be that a person was popular, vivacious, competent, and skilled or well liked by the students or their parents enough to detract from the ‘golden child’s’ self-aggrandising and overinflated sense of importance (that’s another story!).

'I don't like that one. They're not nice. Get rid of them!'  Prudence Putty Nose

So, the boss did as they were told and began the process of ‘termination’ as had happened so many times over the years. The principal couldn’t countenance a situation where their favourite mentee felt uncomfortable, tearful, and unhappy and like the proverbial knight on their white steed rode to their rescue.

The targeted other had made a complaint about bullying to the appropriate authorities and confidential correspondence which went to Mr. Bents office, found its way back to the local school where the principal and his mentee were privy to information which would be prejudicial to the bullied educator’s chances of justice and fair play. Mr Bent, Roger Bent, had stepped over the line of everything ethical, professional, and right to help a ‘mate,’ to add to the bullying dynamic of bully, victim, and bystander.

Long story short, Mr Bent was investigated by the police and duly held to account and the local school principal and their sycophant enablers were disciplined accordingly. A new school leadership team was appointed and the school moved on from this unfortunate situation.

No, wait! That’s not right! Mr Bent was moved sideways with all the usual pay and privileges due a Regional Director and the principal and their bullying buddies remained where they were. Mysteriously, the corporate protection squad made the problem go away. Nothing to see here, all’s well that ends well, no?

The bullied educator was left to ponder the imponderable and though they had some satisfaction knowing that they were heard, they were left with a sense of helplessness and disappointment in a system that favours the favoured while the rest go and suffer in their jocks!

'Suffer in your jocks!' Darryl Kerrigan

PS 'I teach kids because I want to and I like it. I don't want to 'escape' to any 'leadership' position. I have standards!' Ed. E. Cated, classroom teacher 

PPS Any similarity to actual persons, living or dead (or those who just seem that way), is purely coincidental.