Subsequently, it was mutually agreed that no further sessions would be necessary unless requested otherwise. Whilst communication was maintained with Zara over the following months no further REBT sessions were completed. REBT provides a framework that is in its approach and also re-active towards the client’s needs. In the case of Zara REBT provided a brief therapy (Ellis, 2013), focused on dealing and resolving Zara’s specific issues, in the instance deeper problems exist a longer program can be provided. Structured Intervention To ascertain intervention effects, self-report and performance scores were collected throughout the intervention and at follow-up time points. To provide social validity a semi-structured interview was conducted with Zara at the end of the REBT program (Page & Thelwell, 2013). Questions were orientated around changes in dependent variables, the intervention process and objective archery performance (Hrycaiko & Martin, 1996). To monitor changes in Zara’s IBs the SGABS (Lindner et al., 1999) was administered at pre-, middle, post-intervention and three and six month follow-up time points (see Figure 1). The SGABS reported meaningful short and increases in Zara’s RBs and decreases in IBs. REBT theory posits that RBs and IBs are not bi-polar constructs (e.g., high IBs does not signify low RBs; David, Lynn, & Ellis, 2010). Overlapping with the disputation phase Zara reported increases in RBs simultaneously with decreases in IBs between sessions one to five. The long-term maintenance of these changes supports that REBT successfully guided Zara from an irrational to a rational philosophy. Such a shift was reflected in the following transcript: wasn’t convinced at the beginning that you could help. I followed what you “I said to the letter, slowly I was surprising myself, my mind-set was changing as well as improving my scores as I went along. I wasn’t as anxious when little issues arose I had those little statements which I carried which helped a lot.”
Subsequently, it was mutually agreed that no further sessions would be necessary unless requested otherwise. Whilst communication was maintained with Zara over the following months no further REBT sessions were completed. REBT provides a framework that is in its approach and also re-active towards the client’s needs. In the case of Zara REBT provided a brief therapy (Ellis, 2013), focused on dealing and resolving Zara’s specific issues, in the instance deeper problems exist a longer program can be provided. Structured Intervention To ascertain intervention effects, self-report and performance scores were collected throughout the intervention and at follow-up time points. To provide social validity a semi-structured interview was conducted with Zara at the end of the REBT program (Page & Thelwell, 2013). Questions were orientated around changes in dependent variables, the intervention process and objective archery performance (Hrycaiko & Martin, 1996). To monitor changes in Zara’s IBs the SGABS (Lindner et al., 1999) was administered at pre-, middle, post-intervention and three and six month follow-up time points (see Figure 1). The SGABS reported meaningful short and increases in Zara’s RBs and decreases in IBs. REBT theory posits that RBs and IBs are not bi-polar constructs (e.g., high IBs does not signify low RBs; David, Lynn, & Ellis, 2010). Overlapping with the disputation phase Zara reported increases in RBs simultaneously with decreases in IBs between sessions one to five. The long-term maintenance of these changes supports that REBT successfully guided Zara from an irrational to a rational philosophy. Such a shift was reflected in the following transcript: “I wasn’t convinced at the beginning that you could help. I followed what you said to the letter, slowly I was surprising myself, my mind-set was changing as well as improving my scores as I went along. I wasn’t as anxious when little issues arose I had those little statements which I carried which helped a lot.”
Andrew%20Wood%20Completed%20Manuscript%20TSP.docx