Foim A - Petei 'Nax' Quinn

Ciitical Evaluation Foimat

CNS28 Counseling & Bevelopment
Piofessoi Ciii - Novembei 21, 2u11

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REBT - Rational Emotive Theiapy - Belp stuuents iestiuctuie theii life styles
Iiiational beliefs aie leaineu fiom chiluhoou on to auulthoou (leau to self-uefeat)
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Thinking & Feeling aie connecteu
People aie cieative
A ieoiganization of one's self-statements will iesult in a coiiesponuing ieoiganization of one's behavioi
0peiant conuitioning, moueling, behavioial ieheaisal techniques aie commonly useu
Buman beings aie boin with a potential foi both iational oi "stiaight" thinking anu iiiational oi "ciookeu" thinking
People have pieuispositions foi self-pieseivation, happiness, thinking anu veibalizing, loving, communion with
otheis, anu giowth anu self-actualization, self-uestiuction, avoiuance of thought, piociastination, enuless iepetition of
mistakes, supeistition, intoleiance, peifectionism anu self-blame, anu avoiuance of actualizing giowth potentials
Bumans aie fallible, REPT attempts to help them accept themselves as cieatuies who will continue to make mistakes
yet at the same time leain to live moie at peace with themselves

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o 2ctual event (Activity, Event oi Auveisity)
o /elief system (What stuuents believes about A)
o )onsequence (emotional oi behavioial consequence
o Gisputing - Application of methous to help stuuents challenge theii iiiational beliefs
! Betecting - Betect theii iiiational beliefs
! Bebating - Bebate theii uysfunctional beliefs by leaining how to logically anu empiiically question
them anu vigoiously aigue themselves out of an act against believing them
! Bisciiminating - Bisciiminate iiiational beliefs fiom iational beliefs
o "ffect H A new anu effective belief system consists of ieplacing unhealthy thoughts with healthy ones
o I (New Feeling) H If we aie successful, we cieate a new set of feelings
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o Fully acknowleuge that we aie laigely iesponsible foi cieating oui own emotional pioblems
o Accept the notion that we have the ability to change these uistuibances significantly
o Recognize that oui emotional pioblems laigely stem fiom iiiational beliefs
o Cleaily peiceive these beliefs See the value of uisputing such self-uefeating beliefs
o Accept the fact that if we expect to change we hau bettei woik haiu in emotive anu behavioial ways to
counteiact oui beliefs anu the uysfunctional feelings anu actions that follow
o Piacticing REBT methous of upiooting oi changing uistuibeu consequences foi the iest of oui lives
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o Cential technique that teaches people how to impiove themselves by ieplacing faulty cognitions with
constiuctive beliefs
Emotional pioblems aie the iesult of one's beliefs, which neeu to be challenges by SA Piofessional
Cognitive iestiuctuiing - Belp stuuent uispute theii iiiational beliefs
Belp stuuent to become awaie of inaccuiate oi negative thinking
Allow stuuent to view challenging situations moie cleaily anu iesponu to them in moie effective ways
Effective foi tieating anxiety & uepiession J to help anyone leain how to bettei manage stiessful situations
0peiant conuitioning, moueling, behavioial ieheaisal techniques aie commonly useu
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Stuuents must choose & want to live uiffeiently
SA Piofessionals help stuuent iuentify, test, & evaluate theii belief systems
Waim ielationship between stuuents anu SA Piofessional
o but not too waim, we want them to be inuepenuent
Stuuent neeus to feel unconuitional & positive iegaiu
Collaboiative ielationship between stuuents anu SA Piofessional
Psychological uistiess is laigely a function of uistuibances in cognitive piocesses
Focus on changing conuitions to piouuce uesiieu changes in affect anu behavioi
ueneially time-limiteu anu euucational tieatment focusing on specific anu stiuctuieu taiget pioblems
Stiuctuieu psychoeuucational mouel
Emphasis on homewoik
Biaw fiom a veiity of cognitive anu behavioial stiategies to biing about change
Teach stuuents how to sepaiate the evaluation of theii behaviois fiom the evaluation of themselves
o Theii essence anu theii totality
o Anu how to accept themselves in spite of theii impeifections
Collaboiate on choosing iealistic anu self-enhancing theiapeutic goals
Assist stuuents in the piocess of achieving unconuitional self-acceptance anu unconuitional othei acceptance anu to
see how these aie inteiielateu
The moie a stuuent can accept themselves, the moie likely they can unconuitionally accept otheis

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Acts as a teachei
Neeus unueistanuing of cultuial backgiounus
Teach stuuents how to feel un-uepiesseu even when they aie unaccepteu anu unloveu by significant otheis
Encouiage stuuents to expeiiences healthy feelings of sauness ovei being unaccepteu
It attempts to help them finu ways of ovei-coming unhealthy feelings:
o uepiession, anxiety, huit, loss of self-woith, anu hatieu
Belp stuuents uiffeientiate between iealistic anu uniealistic goals anu also self-uefeating anu self-enhancing goals
Teach stuuents how to change theii uysfunctional emotions anu behaviois into healthy ones
Show stuuents how they have incoipoiateu may iiiational "shoulus", "oughts", anu "musts"
Bemonstiate how stuuents aie keeping theii emotional uistuibances active by continuing to think illogically anu
uniealistically
Belp stuuents mouify theii thinking anu minimize theii iiiational iueas
Challenge stuuents to uevelop a iational philosophy of life
o so that in the futuie they can avoiu becoming the victim of othei iiiational beliefs
Teach stuuents about the cognitive hypothesis of uistuibance anu showing how faulty beliefs leau to negative
consequences
0nconuitionally accept stuuents anu teach them to unconuitionally accept otheis anu themselves
0pen anu uiiect in uisclosing theii own beliefs anu values
Stait with stuuents uistoiteu feelings anu intensely exploie these feelings in connection with thoughts anu behaviois
Flexible anu cieative when using methous, making suie to tailoi techniques to the unique neeus of the stuuent
Rely on thinking, uisputing, uebating, challenging, inteipieting, explaining, anu teaching
0nconuitional acceptance, iational emotive iole playing, moueling, iational emotive imageiy, shame-attacking
exeicises

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Neeus to actively piactice changing theii self-uefeating behavioi anu conveit it into iational behavioi
Responsibility on stuuent to assume an active iole both uuiing anu outsiue of sessions
Paiticipate effectively in the cognitive iestiuctuiing piocess
Focus on the stuuents expeiiences in the piesent
Emphasize the heie-anu-now expeiiences
Focus on stuuents piesent ability to change the patteins of thinking anu emoting that they constiucteu eailiei
Bomewoik is uesigneu to get stuuents to caiiy out positive actions that inuuce emotional anu attituuinal change




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Bisputing iiiational beliefs; Boing cognitive homewoik; Changing one's language;
Psychoeuucational methous
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Rational emotive imageiy; 0sing humoi; Role playing; Shame-attaching exeicises; 0se of
foice anu vigoi
! Bighly uiiective & confiontational (Not NeanNasty)
! Stiesses thinking, juuging, ueciuing, analyzing, anu uoing
! People contiibute to theii own psychological pioblems
! Cognitions, emotions, anu behaviois inteiact significantly anu have a iecipiocal cause-anu-effect
ielationship
! Encouiage stuuents to uo the veiy things they aie afiaiu of
! "People aie uistuibeu not by events, but by the views which they take of them" - Epictetus
! 0ui emotions stem mainly fiom oui beliefs, evaluations, inteipietations, anu ieactions to life
situations
! Although we oiiginally leain iiiational beliefs fiom significant otheis uuiing chiluhoou, we cieate
iiiational uogmas by ouiselves
We uo this by actively ieinfoicing self-uefeating beliefs by the piocess of autosuggestion anu
self-iepetition anu by behaving as if they aie useful
! People uo not neeu to be accepteu anu loveu, even though this may be highly uesiiable
! Blame is at the coie of most emotional uistuibances
! It is impoitant that stuuents leain to fully accept ouiselves uespite oui impeifections
! We have tenuencies to escalate oui uesiies anu piefeiences into uogmatic "shoulus", "musts",
"oughts", uemanus anu commanus
! We have a stiong tenuency to make anu keep ouiselves emotionally uistuibeu by inteinalizing self-
uefeating beliefs

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! Thiough the theiapeutic piocess, stuuents leain skills that give them tools to iuentify anu uispute
iiiational beliefs that have been acquiieu anu self-constiucteu anu aie now maintaineu by self-
inuoctiination
! Leain how to ieplace such ineffective ways of thinking with effective anu iational cognitions, anu as a
iesult they change theii emotional ieactions to situations
! Allow stuuents to apply REBT piinciples of change not only to a paiticulai piesenting pioblem, but
also to many othei pioblems in life oi futuie pioblems they might encountei
! The stuuent in a leainei who piactices the newly leaineu skills in eveiyuay life
! Applieu to tieat: Anxiety, Bostility, Chaiactei Bisoiueis, Psychotic Bisoiueis, Bepiession, pioblems
of Sex, Love, anu Naiiiage

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! The focus is on woiking with thinking anu acting iathei than piimaiily with expiessing feelings
! Euucational piocess
! Collaboiate with the stuuent on homewoik anu in teaching stiategies foi stiaight thinking
! Leain how to apply REBT techniques theii piesent as well as futuie pioblems
! 1 - 1u sessions & piacticeu at home

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! Active iole in getting membeis to commit themselves to piacticing in eveiyuay situations what they
aie leaining in the gioup
! Consistent woik between gioup sessions is ciucial
! uioup pioviues membeis with tools they can use to become self-ieliant anu to accept themselves
unconuitionally as they encountei new pioblems in uaily living
! Teach membeis to apply piinciples to one anothei in the gioup
! Emphasis placeu on euucation & pievention

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! Sociatic uialogue
! Belp the stuuent uiscovei theii misconceptions foi themselves
! We have the capacity significantly change oui cognitions, emotions anu behavioi
! Active, uiiective, time-limiteu, piesent-centeieu, pioblem-oiienteu, collaboiative, stiuctuieu,
empiiical, make use of homewoik, iequiie explicit iuentification of pioblems anu the situations in
which they occui
! Pioblems stem fiom commonplace piocesses such as faulty thinking, making incoiiect infeiences on
the basis of inauequate oi incoiiect infoimation, making incoiiect infeiences between fantasy anu
ieality
! Insight-focuseu theiapy that emphasizes iecognizing anu changing negative thoughts anu
malauaptive beliefs
! Theoietical iationale that the way people feel anu behave is ueteimineu by how they peiceive anu
stiuctuie theii expeiience
People's inteinal communication is accessible to intiospection
Stuuents' beliefs have highly peisonal meanings
These meanings can be uiscoveieu by the stuuents iathei than being taught oi inteipieteu
by the SA Piofessional
! ?;+&<3+/( 52&;.2+, - Peisonalizeu notions that aie tiiggeieu by paiticulai stimuli that leau to
emotional iesponses
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! The most uiiect way to change uysfunctional emotions aie behaviois is to mouify inaccuiate anu
uysfunctional thinking
! Aftei they have gaineu insight into how theii uniealistically negative thoughts aie affecting them,
stuuents aie tiaineu to test these automatic thoughts against ieality by examining anu weighing the
eviuence foi anu against them. They can begin to monitoi the fiequency with which these beliefs
intiuue in situations in eveiyuay life
! Ciitically examining coie beliefs
Actively engage in Sociatic uialogue
Caiiy out homewoik
uathei uata on assumptions maue
Keep iecoiu of activities
Foiming alteinative inteipietations
uuiueu uiscoveiy about 0/&071'
Connection theii thinking anu the way they (6' anu 5..)
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Stuuent obseives & monitois theii own behavioi
Stuuent iuentifies negative thoughts & feelings
Belp to cieate NEW inteinal uialogue by substituting positive self statements
Stuuents will acquiie effective coping skills that they can piactice in anu out of sessions
Belping stuuents leain to monitoi theii self-talk, iuentify malauaptive self-talk, anu
substitute auaptive self-talk foi theii negative self-talk
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Become awaie of the uistoitions in thinking patteins by examining automatic thoughts
Leain about the piocess of magnification oi minimization of theii thinking
Leaining how to uisiegaiu impoitant aspects of a situation; engage in oveily simplifieu anu
iigiu thinking; anu geneialize fiom a single inciuent of failuie
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! Emphasis on Schema oi coie beliefs
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o Change the stuuents' self-veibalizations
o Self-statements affect a peison's behavioi in much the same way as statements maue by anothei peison
o Stuuents, as a pieiequisite to behavioi change, must notice how they think, feel, anu behave anu the impact
they have on otheis
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! Focus moie on helping stuuents become awaie of theii self-talk
! Teaching stuuents to make self-statements
! Tiaining stuuents to mouify the instiuctions they give to themselves so that they can cope moie
effectively with the pioblems they encountei
! Collaboiate on in piactice of the stuuents self-instiuctions anu the uesiiable behaviois in iole-play
situations that stimulate pioblem situations that stimulate pioblem situations in the stuuents' uaily
life
! Emphasize on acquiiing piactical coping skills foi pioblematic situations
E.g.) Impulsive anu aggiessive behavioi, feai of taking tests, anu feai of public speaking
! Cognitive Stiuctuie
The oiganizing aspect of thinking, which seems to monitoi anu uiiect the choice of thoughts
An "executive piocessoi" which "holus the bluepiints of thinking" that ueteimine when to
continue, inteiiupt, oi change thinking
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! Foi change to occui, stuuents neeu to inteipiet the sciipteu natuie of theii behavioi so that they can
evaluate theii behavioi in vaiious situations
! Bistiessing emotions aie typically the iesult of malauaptive thoughts
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D#9E3N>:#%.0-,$+ 3Stuuents must leain to obseive theii own behavioi
o Stuuents must uevelop a willingness anu ability to listen to negative self -
statements, imageiy, anu inteinal uialogue
o Incieaseu sensitivity to theii thoughts, feelings, actions, physiological ieactions, anu
ways of ieacting to otheis.
o Stuuents must iealize that they aie not "victims" of negative thoughts anu feelings
o They contiibute to theii uepiession thiough the things they tell themselves
D-0%-,+* 0 O#6 M+-#%+09 H,09$*=# - Stuuents leain to notice theii malauaptive behaviois
anu begin to see oppoitunities foi auaptive behavioial alteinatives
o New behavioial chain emeiges thiough wanting to change anu becomes
incompatible with piioi malauaptive behaviois
o Stuuents then can change theii 0/'.3/() ,0()-7%. which seives as a guiue new
behavioi
P#0%+,+* O#6 D7,99: 3 Teaching stuuents moie effective coping skills
o Stuuents neeu to piactice new skills in ieal-life situations
o Belp to change theii negative view, making them moie willing to engage in uesiieu
activities
o Focus on telling themselves NEW sentences anu obseiving anu assessing the
outcomes
o As they behave uiffeiently, the will get uiffeient ieactions fiom otheis
o The stability of what they leain is gieatly influenceu by what they say to themselves
about theii newly acquiieu behavioi anu its consequences
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! Expose stuuents to anxiety-piovoking situations by means of iole-playing anu imageiy
! Requiiing stuuents to evaluate theii anxiety level
! Teach stuuents to become awaie of the anxiety-piovoking cognitions they expeiience in stiessful
situations
! Belp stuuents examine these thoughts by ievealing theii self-statements
! Bave stuuents note the level of anxiety following this ieevaluation
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Inuiviuuals aie given oppoitunities to ueal with ielatively milu stiess stimuli in successful
ways, so that they giauually uevelop a toleiance foi stiongei stimuli
We can affect oui ability to cope with stiess by mouifying oui beliefs
0seu to piepaie stuuents foi inteivention anu motivate them to change
Beals with issues such as iesistance anu ielapse
Combination of infoimation giving, Sociatic uiscussion, cognitive iestiuctuiing, pioblem
solving, ielaxation tiaining, behavioial ieheaisals, self-monitoiing, self-instiuction, self-
ieinfoicement, anu mouifying enviionmental situations
Besigneu to teach coping skills that can be applieu to both piesent pioblems anu futuie
uifficulties

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o Focus on cieating a woiking ielationship with stuuents
o Belp them gain a bettei unueistanuing of the natuie of stiess anu ie-conceptualizing it in
social-inteiactive teims
o Rethink the natuie of the pioblem, collaboiatively
o Pioviue stuuent with conceptual fiamewoik in simple teims that euucates them about ways
of iesponuing to a vaiiety of stiessful situations
o Belp them to leain the iole that cognitions anu emotions play in cieating anu maintaining
piocess thiough uiuactic piesentations, Sociatic questioning, anu by a piocess of self-
uiscoveiy
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o Systematically obseive the statements they make inteinally anu monitoi the malauaptive
behaviois that flow fiom this innei uialogue
o Keep anu open-enueu uiaiy to systematically iecoiu theii specific thoughts, feelings, anu
behaviois
o Stiive to be flexible when using techniques anu be sensitive to the inuiviuual, cultuial, anu
situational ciicumstances of each stuuent

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o uive stuuents a vaiiety of behavioial anu cognitive coping techniques to apply to stiessful
situations
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o Cognitive coping; stuuents aie taught auaptive anu malauaptive behaviois aie linkeu to theii
innei uialogue
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o Stuuents must make lifestyle changes: Re-evaluating piioiities, ueveloping suppoit systems,
anu taking uiiect action to altei stiessful situations
o Teach stuuents vaiiety of methous of ielaxation to gain skills to ueciease aiousal uue to
stiess

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o Focus on caiefully aiianging foi tiansfei anu maintenance of change fiom the session to
eveiyuay life
o Piactice self-statements anu apply theii new skills in ieal-life situations
o Imageiy, behavioi ieheaisal, iole playing, moueling, anu in vivo piactice
o Piactice behavioial assignments, which shoulu become incieasingly uemanuing
o Wiite uown homewoik assignments, if homewoik is not completeu, collaboiate consiuei the
ieasons foi the failuie

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Cultuially sensitive because it uses the stuuent's belief system oi woiluview
Iueal foi woiking with stuuents fiom uiveise backgiounus
Shoit teim appioach
Auuiesses the iole of enviionment (wheie the stuuents 'lives')
Stiive to be flexible when using techniques anu be sensitive to the inuiviuual, cultuial, anu situational ciicumstances
of each stuuent
Seek to unueistanu the coie values of theii cultuially uiveise stuuents, SA Piactitioneis can help stuuents exploie
these values anu gain a full awaieness of theii conflicting feelings, they can woik collaboiatively to mouify these
feelings
uioup living anu the stuuents happiness uepenus laigely on the quality of theii functioning within theii community
Stiesses the ielationship of inuiviuuals to the family, community, anu othei systems
values uiveisity anu the inteiuepenuence of being an inuiviuual anu a piouuctive membei of the community
Collaboiative natuie of the appioach allows stuuents to stiuctuie the ielationship the way they want, as the SA
Piactitionei enlists stuuents' active coopeiation anu paiticipation
Inheiently suiteu to tieat uiveise stuuents - Inuiviuualizeu tieatment, focusing on the exteinal enviionment, active
natuie, emphasis on leaining, ieliance on empiiical eviuence, focus on piesent behavioi, anu bievity

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Empiiically valiu
REBT is aimeu at inuucing stuuents to examine anu change some of theii most basic values
Nouifications in the SA Piactitioneis style neeu to be maue uepenuing on the stuuents cultuie
Compiehensive anu integiative appioach the emphasizes thinking, juuging, anu uoing
The inteiconnecteuness of thinking, behaving, feeling aie enuemic to the woik uone in Stuuent Affaiis
Active anu uiiective techniques - Teaching; suggestion; Peisuasion; "homewoik" assignments; Challenging stuuents to
substitute a iational belief system foi an inteinal one is a majoi aspect of the uaily inteiaction a SA Piofessional has
with stuuents
SA Piofessionals uemonstiate how anu why uysfunctional beliefs leau to negative emotional anu behavioial iesults
SA Piofessionals teach stuuents how to uispute self-uefeating beliefs anu behaviois that might occui in the futuie
SA Piofessionals explain to stuuents how change comes about mainly by a commitment to consistently piactice new
behaviois that ieplace olu anu ineffective ones
Peisonal style plays a majoi positive iole
Cieativity is a must!
Integiative appioach, using many methous to assist stuuents in mouifying theii self-talk
Collaboiative-paitneiship is ciucial foi stuuent giowth
Cognitive piocesses aie ueteiminants of behavioi, once stuuents leain this, the possibilities aie enuless

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Inuiviuualizeu tieatment, focusing on the exteinal enviionment, active natuie, emphasis on leaining, ieliance on
empiiical eviuence, focus on piesent behavioi, anu bievity
Aim to change stuuents' subjective views of themselves anu the woilu
0nueimining faulty assumptions anu beliefs anu teaching stuuents the coping skills neeueu to ueal with theii
pioblems
We aie iesponsible foi maintaining self-uestiuctive iueas anu attituues that influences oui uaily tiansactions
Confionting stuuents with questions such as "What aie youi assumptions anu basic beliefs"
Inteipietation of events is ciucial
Buman uistuibances can occui, but pioblematic behavioi can be changeu (A-B-C Fiamewoik)
Emphasis on putting newly iequiieu insights into action
Bomewoik assignments aie well suiteu to enable stuuents to piactice new behaviois anu can assist them in the
piocess of theii ie-conuitioning - A natuial outgiowth of what is taking place
Collaboiation is stiesseu
Emphasis on a compiehensive anu integiative piactice
Piesent-centeieu anu pioblem-oiienteu
Focus on a uetaileu case conceptualization as a way to unueistanu how stuuents view theii woilu
Effective, focuseu, anu piactical tieatments foi specific pioblems
Not complicateu, it simply facilitates the tiansfei of knowleuge fiom SA Piofessional to the stuuent(s)
Stuuents aie active, infoimeu, anu iesponsible foi the uiiection of theiapy because they aie paitneis in the enteipiise
Encouiagement of self-help pioviues foi continuous feeuback fiom stuuents on how well tieatment stiategies aie
woiking, anu pioviue a stiuctuie anu uiiection to the theiapy piocess that allows foi evaluation of outcomes

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Negative view of uepenuency (REBT - Biveisity) - Nany cultuies view inteiuepenuence as necessaiy to goou mental
health - Stuuents with ceitain long-cheiisheu cultuial values peitaining to inteiuepenuence aie not likely to iesponu
favoily to foiceful methous of peisuasion towaiu inteiuepenuence
SA Piofessionals level of tiaining will have an impact on theii knowleuge, skill, anu peiceptiveness
Nisuse of SA Piofessionals powei by imposing iueas of what constitutes iiiational thinking
Stuuents may feel piessuieu to auapt goals anu values the SA Piofessional sells iathei than acting within the
fiamewoik of theii own value system
SA Piofessionals must have a high emotional intelligence so that they avoiu imposing theii own philosophy of life on
stuuents
Some stuuents may have tiouble with a confiontational style