Content area
Abstract
Rational emotive behavior therapy (REBT) is based on a cognitive model, which identifies irrational beliefs as the core factors in generating emotional disturbance (Ellis, 1977). Despite widespread of the REBT therapy approach in more than a dozen countries, there is a limited research testing the model from a cross-cultural perspective. According to the REBT theory, irrational beliefs are organized by process (i.e., Awfulizing, Demandingness, Frustration Intolerance, and Self-Rating) and content (i.e., Comfort, Approval, and Achievement). The current study explored irrational beliefs in the context of four distinct cultures (i.e., United States, Romania, India, and Costa Rica). First, the study identified culturally unique patterns of irrational thinking. Second, we identified potential factors that promote and maintain specific types of irrational beliefs. Third, we provided a new measurement model to support further cross-cultural research of rational and irrational beliefs. We collected data from the general population in the United States (N=240), Romania (N=178), Costa Rica (N=142) and India (N=101) using the Attitudes and Beliefs Scale 2 (DiGiuseppe et al., 1989). The ABS 2 has 72 items organized according to a 4x3x2 matrix (process x content x modality). According to our results, the US participants endorsed the highest levels of irrational thinking. Romania, Costa Rica, and India however, endorsed similar patterns of irrational thinking, for both content and process. Frustration Intolerance was the highest process irrational belief endorsed, except for Costa Rica, suggesting distinct cultural particularities further explored. On the other hand, achievement was the highest endorsed content domain across all cultures. From a measurement perspective, current findings suggest the primacy of the content-based model for conceptualizing irrational beliefs cross-culturally. Contrarily to Ellis' assumption that demandingness is the core belief related to psychopathology, our cross-cultural findings indicated that frustration intolerance and self-rating irrational beliefs may play that role instead. Further implications for the REBT theory and research are discussed, along with practical applications for the field of school psychology and counseling of culturally diverse individuals.
