Pemikiran Tidak Rasional - REBT

Ellis telah mengemukakan 11 pemikiran tidak rasional (Sabariah Siron, 2005) yang menggangu sistem kepercayaan manusia iaitu:
i. Adalah sangat perlu seseorang itu dikasihi dan disayangi oleh orang yang signifikan.
ii. Adalah sangat seseorang itu lengkap, cekap dan berjaya dalam semua perkara.
iii. Sesetengah orang adalah jahat dan kejam. Orang sebegini seharusnya dihukum dan dipersalahkan yang setimpal dengan kesalahannya.
iv. Adalah lebih senang lari daripada kesulitan dan tanggungjawab daripada menghadapinya.
v. Setiap perkara yang terjadi sepatutnya mengikut apa yang dirancang. Adalah teruk dan malang apabila sesuatu perkara yang terjadi tidak seperti yang diharapkan atau diimpikan.
vi. Manusia tidak berupaya untuk mengawal diri kerana kesengsaraan yang berlaku disebabkan oleh faktor-faktor luaran atau diluar kawalan individu.
vii. Peristiwa masa lalu dalam kehidupan individu menentukan tingkah laku manusia dan ianya tidak dapat diubah. 
viii. Jika sesuatu perkara itu merbahaya dan merosakkan individu sepatutnya seseorang itu mengambil berat dan sentiasa berwaspada sepanjang masa untuk mengelakkan segala kejadian yang tidak diingini.
ix. Individu seharusnya bergantung kepada orang lain yang lebih berkuasa dan kuat. 
x. Seseorang itu sepatutnya mengambil berat dan merasa susah hati dengan masalah orang lain. 
xi. Selalunya ada jawapan yang betul dan tepat kepada sesuatu masalah.

Reality/Choice Theory

Slaid Reality Theory
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Choice Theory, developed by William Glasser, MD., provides an explanation of motivation which is markedly different from what many of us have been taught. A central aspect of Choice Theory is the belief that we are internally, not externally motivated. While other theories suggest that outside events "cause" us to behave in certain predictable ways, Choice Theory teaches that outside events never "make" us to do anything. What drives our behavior are internally developed notions of what is most important and satisfying to us. Our "Quality World Pictures," these internally created notions of how we would like things to be, are related to certain Basic Needs built into the genetic structure of every human being. The Basic Needs which provide the foundation for all motivation are: to be loving and connected to others; to achieve a sense of competence and personal power; to act with a degree of freedom and autonomy; to experience joy and fun; and to survive.

Another major concept in Choice Theory is the notion that we always have some choice about how to behave. This does not mean that we have unlimited choice or that outside information is irrelevant as we choose how to behave. It means that we have more control than some people might believe and that we are responsible for the choices we make.

Knowingly or not, humans constantly compare their perception of the world with how they would like it to be, their current Quality World picture. Consciously or not, they determine if their current behavior is the best available choice to take them in the direction they want to go. When people learn to apply the principles of Choice Theory, they are taught how to more consciously self-evaluate so that the behaviors they choose have the best chance of helping them achieve what they want in ways that are responsible.

* Source : Inspiring Quality in Your School: From Theory to Practice by Bob Sullo

Choice Theory is based on the assumption that all behavior represents the individual's constant attempt to satisfy one or more of five basic inborn needs. In other words, no behavior is caused by any situation or person outside of the individual. Accepting this idea requires a paradigm shift on the part of those who view life according to stimulus-response theory. According to the stimulus-response paradigm, we answer the telephone because it rings and stop the car because the traffic light is red. From the stimulus-response perspective, behavior is caused by someone or some thing(the stimulus) outside the individual; the action following is a response to that stimulus. According to the Choice Theory paradigm, people or events outside us never stimulate us to do anything. Rather, our behavior always represents the choice to do what we believe most satisfies our need at the time. From this perspective, we follow the rules of a game to achieve a meaningful outcome. We answer the phone because we choose to do so in order to communicate, not because we react to the ring. We stop at a red light because we choose to avoid risking a traffic ticket or an accident, not because the light turned red. When we repeat a choice that is consistently satisfying, we exercise less and less deliberation in making that choice. Even a quick action is chosen and not automatic.

Basic Needs

All individuals are driven by genetically transmitted needs that serve as instructions for attempting to live their lives. The needs are equally important, and all must be reasonably satisfied if individuals are to fulfill their biological destiny.

These basic needs are:

     (a) the need to survive,
     (b) the need to belong,
     (c) the need to gain power,
     (d) the need to be free, and
     (e) the need to have fun.

The individual has no choice but to feel pain when a need is frustrated and pleasure when it is satisfied. When any need goes unsatisfied, there is a continual urge to behave. This urge is as much a part of human genetic instructions as is eye color. Instructions related to survival - such as hunger, thirst, and sexual desire - are relatively distinct. Individuals quickly learn that the particular discomfort is attached to this need, and it is plain what they must do to satisfy the survival instructions. The nonsurvival, or psychological, needs are challenging because it is often less clear what an individual must do to satisfy them. Psychological needs, like biological needs, have their source in the genes, even though they are much less tangible and the behaviors that fulfill them are more complex than the physical behaviors used to fulfill the survival needs. Glasser (1984) holds that we are essentially biological beings, and the fact that we follow some of our genetic instructions psychologically rather than physically makes neither the instructions less urgent nor the source less biological.

The ways in which we fulfill psychological needs can be summarized as follows:

     1. We fulfill the need to belong by loving, sharing, and cooperating with others.
     2. We fulfill the need for power by achieving, accomplishing, and being recognized and respected.
     3. We fulfill the need for freedom by making choices in our lives.
     4. We fulfill the need for fun by laughing and playing.

Even though individuals may not be fully aware of their basic needs, they learn that there are some general circumstances that strongly relate to the way they feel. For example, people behave lovingly with their parents because it feels good; they realize that when people pay attention to their words or actions they feel powerful; by making choices they feel the importance of freedom; and through laughter they learn about fun.

Even though human needs are essentially the same for everyone, the behaviors through which individuals choose to satisfy those needs may be quite different. Beginning at birth, individuals have unique experiences that feel either pleasurable or painful. Through these experiences, individuals learn how to satisfy their needs. Because individuals have different experiences, the things they learn to do to satisfy their needs will be different as well. Each individual has memories of need-fulfilling behaviors specific to his or her unique life experiences. These pleasurable memories constitute the individual's quality world and become the most important part of the person's life. For most people, this quality world is composed of pictures (or, more accurately, perceptions) representing what they have most enjoyed in life. These perceptions become the standard for behavioral choices. Unlike the basic survival needs, which are the same for everyone, the perceptions in each person's quality world are very specific and completely individual. Individuals choose to behave in different ways to fulfill their needs because their quality worlds are different. To be in effective control of one's life means integrating this knowledge into the way one deals with others. 

* taken from The School for Quality Learning: Managing the School and Classroom the Deming Way by Donna K.Crawford,Richard Bodine,& Robert Hoglund, pp. 45 - 50

Buku Rekod Perkhidmatan Bimbingan dan Kaunseling

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