Albert Ellis Legacy Lives On! - Rational Emotive Behaviour Education in Schools, South Australia

Schools are showing keen interest in the good work of teachers at Para Hills School P-7. The Rational Emotive Behaviour Education in Schools Program continues to have positive outcomes for students' social and emotional well being. There is growing evidence also that students are 'switching on to' learning as they develop and build their personal capabilities to believe in themselves and to hang in there when things seem too hard. As the term draws to an end much respect goes out to all educators who work tirelessly in often challenging situations to help students fulfil their potential. 

As Albert Ellis said many years ago he believed the future of psychotherapy was in the school system and this message continues to resonate strongly today and is not lost on educators far and wide who help students understand how their constructed philosophies are linked to how they feel and behave.

Ellis said on many occasions that we construct how we feel because of the habits of thinking we have developed. This is in evidence daily in schools where young children will articulate how 'bad' or 'dumb' they are. These ideas are reflected in various ways emotionally and behaviourally. They don't just feel annoyed or upset but rather angry and/or extremely sad. They may withdraw and refuse to do their set tasks or lash out in anger.The job of the Rational Emotive Behaviour Educator is to help students identify, challenge and change irrational self defeating habits of thinking. This will in turn help them to make better choices and to manage their emotions more effectively. 

Mental Health Promotion - South Australian schools on the ball!

According to 'A Way Forward: Equipping Australia’s Mental Health System for the Next Generation :

'Online mental health services can involve cognitive behaviour courses that help people identify unhelpful thoughts and behaviours and learn healthier skills and habits.'

Online MH support services the report says are low cost and highly effective. Young people who are struggling with mental health concerns are finding online support useful to them. Cognitive Behaviour Therapy (CBT) courses are available to help young people identify, challenge and change unhelpful thoughts.

This is precisely what teachers are doing at Para Hills School P-7 in Adelaide South Australia.

Through the Rational Emotive Behaviour Education Program children are taught how to develop healthy habits of thinking about themselves, others and the world. Teachers do this across all curriculum areas at every year level day in and day out. This very important school based approach to MH promotion/development/prevention/intervention complements and supports community based mental health promotion like ReachOut, HeadSpace and the like.

Albert Ellis who is considered the grandfather of CBT was aware of what schools were doing in South Autsralia and supported work here up until his death in 2007.

Well done all teachers who embed MH teaching and learning in daily practice.

Para Hills School P-7 teachers a step ahead and cooking with gas! smile emoticon

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Positive Psychology and Rational Emotive Behaviour Therapy

The ABC Theory of Emotional Disturbance illustrates how feelings and behaviour at C are determined by what happens at A and B i.e. what we believe (B) about what happens (A). This is an A+B=C philosophy. What happens when our constructed view of ourselves equates to an A=C way of believing e.g. failing at A makes me feel depressed at C and causes me to give up.

An A=C philosophy ‘If I fail at A I feel really bad at C 'it' (A) makes me angry and sad’ is problematic for our less resilient kids because they are unaware that constructed beliefs at B have a lot to do with it!


A is what happens e.g. 'someone has rejected me!' and C is how I feel and act in response to A e.g. 'I feel really sad because she has rejected me so I stay at home etc' The depth of despair and how long it lasts will depend on how self accepting the person is.

If a child ‘needs’ the approval of others he/she is at risk of depression, anger, anxiety because their psychological well being depends on how others view them. We want students to have such a strong sense of self-worth that rejection and failure will not be as damaging as could otherwise be (What I think of me is more important that your view of me!)

Don't tell me your problems

It is easy to say 'you're OK no matter what' but how do you demonstrate how this is true, factual? Here are some strategies you can try!


1. Draw the outline of 3 people with one full of pluses (+) one full of minuses (-) and one containing both (more pluses of course). Discuss which best represents us i.e. are we perfect, are we 'rubbish' or are we a composite of each? Does a negative attribute take away all the positive ones? Does someones negative opinion of you take away your positive attributes?

Don't let istakes define you


2. Let children know they are not their behaviour. Tell them they can act badly but that doesn't make them bad.


3. Tell them that anothers opinion of them does not mean they are that opinion i.e. they don't have to accept another persons appraisal of them (refer to 1. above)

I think I can even if you don't


4. Always give behaviour specific feedback and don't use global rating terms like naughty, bad, lazy etc.


5. Train yourself not to say 'good boy/girl.' Why? Because they can choose good or bad behaviours but they are always worthwhile!

Bully for You! REBT and Self Acceptance - a protective factor against bullying

Rational Emotive Behaviour Education is taught at Para Hills School P-7. REBE helps students to develop a strong and healthy sense of self worth i.e. a confidence that is hard to shake especially when others disapprove of them/bully them. This a way to 'psychologically immunise' students against bullying. 

Bully for You!

Do you think you have nothing to offer

Use self-talk which is negative and untrue

And you don’t think you amount to much?

Then I have just the thing for you!

Bully for you, bully for you

I have a bully for you!

I look for people to victimise

My admiring buddies think I’m great

I like to see fear in your eyes

You deserve to suffer mate!

Bully for you, bully for you

I’m the bully for you.

I will persist, never let up

I don’t consider how you feel

My life’s work is to see you suffer

You don’t matter; you’re no big deal!

Bully for you, bully for you

I’m the bully for you!

We control our thoughts

We are what we perceive

We can choose to be powerless victims

Until we change what we believe

Victim for you, victim for you

Will I be the victim for you?

I’m a worthwhile person

I have qualities unique to me

We are all different from each other

That makes us the same you see?

No, I will not allow you to bully

You don’t have my permission you see

I will not be your sporting obsession

You are not the bully for me!

Bully for me, bully for me.

You are not the bully for me.

The cloak of silence

Is the bully’s best friend

So speak out, everybody

It’s the cloak that’s specially tailored
For you and for me!

Giulio Bortolozzo

THINKING FEELING DOING

Behaviour is linked to how we act and feel and Albert Ellis' ABC Theory of Emotional Disturbance is a useful tool to help us (teachers, counsellors, parents) understand what is 'making' that behaviour. 

Should ought and must believing characterise a mindset that generates extreme negative feelings and self defeating behaviours. These constructions have taken away the individuals ability to think and act independently. How?

Conditioned to live up to the expectations of others may render the individual impotent, powerless and paralysed. Consider young Sharon who was brought up to be a good girl. Her parents told her that she should always 'be' polite and she should never 'be' impolite. Polite people were good and 'impolite' people were bad. Sharon strove to be a good girl and to please her parents who would tell her how good she was when she did good. You know the story. Sharon developed extreme anxiety about making mistakes and 'disappointing' others. She would often not attempt things if she thought there was a chance she could stuff up etc etc. All up Sharon danced to the beat of someone elses drum:

• I must do well and achieve my goals
• I must not offend, disappoint, let others down
• I should always be polite 
• Others should treat me well; they're bad if they don't 

..and the list goes on.

Ellis coined some interesting turns of phrase like musturbation; the tendency to think in musts (and oughts and shoulds). Rational Emotive Behaviour Education helps children develop the ability to question and challenge what underlies the extreme unhelpful emotions and behaviours that conspire against them. Better to think in preferences like:

• I'd prefer to reach my goals and succeed. (It's OK to try and fail I am not a failure).
• I'd prefer others to approve of me and appreciate my qualities and capabilities. (It's OK for others to challenge and criticise my actions or other qualities. My worth is not at risk unless I believe it is!)
• I'd like things to work out for me. (I expect that life will throw up challenges to me - that's how it goes!)

A habit of doing something is linked to a habit of thinking (believing) something. The habit of doing won't change until the habit of thinking that underlies it is changed. This can only be done if the students:

• Know that thinking feeling and doing are connected
• Know what they believe 'makes' them act and feel as they do
• Work hard to replace their 'must' beliefs with 'preference' thinking

A rational and healthy perspective on the self

Life is not meant to be easy, my child; but take courage: it can be delightful.

Rational Emotive Behaviour Education (REBE) is a psychotherapy-based system of behaviour education based on Albert Ellis' ABC Theory of Emotional (and behavioural) Disturbance. It teaches that the events in our lives PLUS our constructed beliefs (personal philosophies about self, others and life) drive our behavioural and emotional responses to situations (A+B=C). It is not the event itself alone that causes emotional and behavioural disturbance. (A=C).

This is not a ‘think positive and everything will be OK’ approach, it is not the vacuous ‘there, there all will be OK’ mantra of the ‘warm fuzzy’ movement of the 80’s.

Each day students whither in the face of challenge and discomfort, withdrawing from activities they don't like or find 'boring.' 'I don't want to do sport because it's boring' or 'maths is boring and makes me mad.' Each time a student withdraws from challenges her ability to bounce back in adverse times diminishes. They construct the view that 'in life I shouldn't have to do things that are hard and boring and it's not fair when things don't go my way as they must do and I just can't stand it.' This is the motto of the helpless, those who have not been held to account when the going got tough. And the result? Young people are not ready for the real world where they will be held to account and their livelihood will depend on it. Will they then default to the care of their families, the government to look after them in a world that is 'unfair and boring' and which makes them so 'angry/anxious/depressed?'

REBE challenges students to consider if their anger/boredom/anxiety/depression is indeed ‘made’ by other people and events. It explains what constructivism is and how our constructed beliefs drive how we feel and behave. If a student believes that a challenge is not a catastrophe and she can stand discomfort she is more likely to hang in there when the going gets tough. If she believes on the other hand that she ‘shouldn’t be inconvenienced by difficulty and that she can’t stand tough situations' she is more likely to give up and feel angry.

REBE teaches students how to take control of their emotions and behaviours so that they continue to work towards their goals in life. It teaches them that life is not a cakewalk and that things won’t always go their way but to hang tough when the going gets tough.

The staff at Para Hills School P-7 South Australia teach REBE across all curriculum areas and the benefits are many:

•        Improved attendance
•        Improved mental health outcomes
•        Students more engaged in learning
•        More confident learners

As Dr Albert Ellis once said: 'The universe doesn’t care about you, it’s not for or against you, it just doesn’t give a shit.

Malcom Fraser

This blog post is dedicated to the late Malcolm Fraser. Vale.

Approvalism - the need to be needed

The professional victim is adept at deflecting blame, using hard luck stories to win sympathy, making herself ‘indispensible’ to influential others. This all feeds her need to be needed. She has low self worth and has such a poor opinion of herself that she relies on the approval of others to feel good about herself, an approval addiction/dependence. In previous posts we have discussed Serious Approval Dependence (SAD) where the individual needs to be noticed and esteemed by others. When this is taken away, the individual can be left with feelings of inadequacy, self-doubt and self-loathing. She may also resent those who don’t acknowledge her talents and capabilities (as they absolutely should! – see Albert Ellis’ ABC Theory of Emotional Disturbance). She is often left feeling angry, anxious and depressed.

Approval needy people are worthy of understanding and respect but at the same time those around her would be wise to protect themselves from her manipulative behaviour.

1. Be aware of she who sits on every or most committees

2. Don’t feed her need to be needed – she needs your approval, don’t give it!

3. Be prepared to become a target of her anger/resentment if you are strong enough not to be drawn into her web of lies and deceit.

4. Tears and claims of victimhood will be the strategy of choice used when there is any sense that she has been caught out (‘My integrity is at stake here! This is so unfair.’)

5. She will put others down strategically when others who are ‘on side’ are around.

6. She will delegate difficult jobs to others (that she can’t do herself) and criticize them when they fail (as they will do).

7. She will withhold important information from colleagues.

8. She will deny professional learning opportunities to her 'underlings' and then criticize them when they don’t perform as well as they ‘should’.

9. She will tell her line manager that so and so is lazy, inefficient (who will believe her as she is his confidante at his disposal 24/7 and therefore must be right)

10. The above strategies will be used to her advantage e.g. engineer the employment of people she knows to positions on staff (to replace those inefficient others who ‘don’t do a good job’) who she can control.

11. She will tell lies to get what she wants.

12. She will be aided and abetted by line managers who wouldn’t want to get her offside as she is greatly needed (just as she likes to be).