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Videos of Lecture Questions The answer to Question 1 is found in Track 1 of the Course Content. The Answer to Question 2 is found in Track 2 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question.


1. According to the speaker, what are the basic components to humans?
2. How did the speaker differentiate rational and irrational thoughts to his young clients?
3. How did the speaker disprove the common excuse that other people control your emotions?
4. What was given as the reason why there are no good or bad emotions?
5. Why is avoiding getting angry not a good goal for "anger management"?
6. When emotions are referred to as "pleasant" or "unpleasant" instead of good or bad, what negative action is prevented?
7. How do you know if someone is replacing happiness with pleasure?
8. When dealing with guilt, what is the most important question a client should ask himself or herself?
9. When a parent is in a cycle of lecturing the child with negative words, how can the therapist still reach the child?
10. According to the speaker, 9 times out of 10 all-inclusive phrases like should, must, have to, never, and always are what kind of thoughts?
11. What does it mean to "over personalize" a situation?
12. What did the audience member give as a possible reason for why teenagers invite drama into their lives?
13. What was the major lesson the speaker helped the woman learn in the anecdote about dealing with her family?
14. What was the reason why it is important to get the client to ask him or herself what their friends "bring to the table"?


A. Irrational thoughts
B. Drama can equal excitement, and if teenagers do not have drama in their lives they feel bored.
C. Emotions are not good or bad; how we deal with emotions can be good or bad.
D. "Did I do anything wrong?" Bad things can happen that are not anyone’s fault. If the client did not do anything wrong, there is no reason to feel guilty. If he or she did do something wrong, they should fix it and move on, not hold onto guilt.
E. By showing that he could react many different ways to the volunteer’s insult, he showed that he controls his own reaction to a situation.
F. We assume the situation involves us when it does not.
G. Thoughts, Feelings, and Actions
H. Anger is not the problem, the problem is what you do with that anger.
I. Avoidance of the emotion is prevented.  Calling an emotion "bad" leads to avoidance of the action.  The emotion does not need to be fixed or avoided, but the actions need to be fixed.
J. The child needs to be reminded that the parent does not "make" them feel guilty or mad. Parents may not be willing to change their behavior, but the child is still in control of how he or she reacts to feelings.
K. People often have friends in their lives that are not a positive influence.  The therapist can help the client to see that some people do not benefit their life in any way.
L. They are constantly needing some sort of pleasure stimulus in order to think they are feeling happy.
M. When you keep repeating the same behavior and expecting a different outcome, you are going to be disappointed. She was over personalizing her interactions with her parents, and just because they treated her badly did not mean that she caused it.
N. Rational thoughts make sense and are logical; Irrational thoughts do not make sense.

Course Article Questions
The answer to Question 15 is found in Section 15 of the Course Content. The Answer to Question 16 is found in Section 16 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question.


15. How does rational-emotive therapy (RET) overlap with Adlerian Indi­vidual Psychology (IP) in four important respects? 
16. According to Bernard, what childhood problems typically encountered by school psychologist does RET treat?
17. How does ECC help enhance the use of RET in different environments? 
18. What are four similarities between REBT and AA?
19. How is stress related to rational-emotive behavior therapy? 
20. What are the main disputational strategies used with children?
21. According to Ellis, what is the major difference between CBT and RET/REBT?
22. According to Cohen, what is a syllogism? 
23. Like the other cognitive-behavior therapies, what does REBT help people to give up? 
24. What is "inelegant" RET? 
25. What technique did Ellis use to accept the sinner and not his or her sins, and thereby refuse to feel angry? 
26. Why did Ellis believe that some people may not be helped by AA?


A.  a deductive form of reasoning consisting of two prem­ises and a conclusion.
B.  (1) It is active-directive and problem-solving. (2) It teaches people that they largely (consciously or un­consciously) upset themselves. (3) It briefly and authoritatively zeroes in on clients’ basic irrational beliefs and mistaken life-styles and helps them subsequently do this for themselves. (4) It is antiper­fectionistic and antigrandiose and keeps forcefully showing people that they can surrender childish grandiosity and rationally believe—and accept—the ideas that they do not have to achieve outstandingly, that there is no reason why they must be treated well by others, and that they do not need to have exactly what they want at the very moment they want it
C.  1. the serenity prayer 2. emphasis of belief systems 3. encourage new ways of thinking 4. the use of cognitive-behavioral coping statements
D.  unconditional other-acceptance (UOA)
E. is nonpreferential, "virtually synonymous with cognitive behavior therapy,' and incorporates a wide array of psychotherapeutic techniques, including in vivo desensitization, flooding and implosive therapy, stimulus control, skill training, modeling, operant conditioning
methods, encounter exercises, Gestalt therapy, and psychodrama techniques.
F. CBT does not tend to help the client to effect a philosophical shift at the most elegant level possible by challenging and changing these four irrational beliefs posited by REBT
G.  conduct disorders, low frustration tolerance, impulsivity, academic underachievement, anxieties, fears, and phobias, social isolation, obesity, and childhood sexuality
H.  in specific situations, rational self-statements, and empirical analysis/disputing
I. because they insist on interpreting its steps in an absolutistic fashion
J. It represents the result of several kinds of dysfunctional or irrational thinking which are the focus of change in REBT.
K. their unrealistic, anti-empirical attributions and inferences.
L. It is an effective cue/reminder for the application of alternative, cognitive rational thinking.

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Additional post test questions for Psychologists, Ohio Counselors, and Ohio MFT’s