The ABC Theory

The ABC Theory consists of a set of techniques for thinking about how we get into and out of the negative and irrational ways of thinking. It was described by Albert Ellis (1962,1975,1987), the founder of Rational-Emotive Therapy.

A – Activating event of some kind.

B – Beliefs which ‘A’ in reality triggers

C – The consequences.

The theory is that an Activating event triggers a particular series of Beliefs. These beliefs trigger emotional and behavioural responses (Consequences) which may be maladaptive. These irrational beliefs give rise to faulty thoughts that in turn lead to feelings of anger, rejection, depression, anxiety or whatever. The bottom line is that these states lead us away from what we want to attract into our lives.

These faulty ABC patterns may be tackled in various ways.

1) Isolate and then avoid the events that activate the relevant ‘B’ and ‘C’ elements.

2) Take some action on the belief system. You do this by identifying the relevant Cognitive Distortions. A feature of these cognitive distortions is Negative Self-Talk. These are also called ‘automatic thoughts’. They arise spontaneously and are part of our internal language. We are so used to it that we often don’t notice that we are doing it.

The ABC technique is relevant to the process of developing a more Positive Self Image and to the things which work against this – self-defeating beliefs and negative self-talk.

ABC also relates to interpersonal relationships. Relationships often suffer from the distorted thinking of one or more of the partners.

Here and Now

Here and Now

 

There is no end. There is no beginning. There is only the infinite passion of life.
                                                                                                                                    Federico Fellini

That we should live predominantly in the present, and not in the past or the future, is central to some perspectives of self improvement, especially Gestalt therapy, enlightenment and spiritual development. From this standpoint, we can only develop ourselves if we are highly aware of what we sense, feel and think from moment-to-moment.

Remaining stuck in our memories or expectations is considered unhealthy. It keeps us from connecting with ourselves and our feelings, and of acting upon them. Living totally in the moment enables us to be in contact our lives and so deal with our problems.

Awareness of the moment is linked to trusting our experiencing, being open to experience and willing to respond to it in an open way instead of forcing it into preconceived categories.

‘What am I feeling right now?’ is the kind of question we might ask ourselves if we live in the here and now.

Note that living in the present is not a denial of the past. We experience past events not directly but in our awareness of them in the present. What is going on in the here and now regulates and redefines past experiences and its application to the present moment. This applies to learning. Full awareness of the present can help us see more clearly how we can apply past learning to present circumstances.

If we can recall a past event, then it must have some significance in the present moment. If it concerns unfinished business, then living in the here and now may not be easy. Past experiences draw energy away from how we are functioning now and therefore inhibits our ability to participate in the present.

Living in the past is thought to be psychologically unhealthy. However it is important to remember that the past is not the future.

Accepting that living in the now is healthier for our development than being future-oriented is a different kettle of fish. The emphasis on goal-setting, planning to achieve goals and techniques such as mental rehearsal enable us to experience the future in the here and now. The mind has the capacity to escape the present. Re-editing memories and visualizing the future life scripts are examples of this.

 

The Deficit Model

This model assumes there is something lacking and there is a process of ‘making good’ rather than ‘building upon’.

We begin by asking the question: ‘What is lacking here?’
An example would be a training program which set out to highlight and then remedy the ‘deficiencies’ of those concerned.

Opposed to the deficit model is the growth model. The emphasis is on growth. Many programmes today share the belief that we already have the resources and potential for development, and that we get what we focus on. Focusing upon our potential for wholeness is very different from focusing upon our ‘brokenness’.

There is some hard evidence that playing to our strengths is actually more productive than working on our weaknesses. See Signature Strengths. Follow-up studies indicate that people make more progress in their ’strong’ rather than their ‘weak’ competencies.