The fundamental premise of REBT emphasizes that children ordinarily do not get dismayed by unfortunate adversities; rather their response to those adversities is contingent on their perception of its reality. This reality is indeed an appraisal made on the basis of personal language, interpretive beliefs, meanings and philosophies about children themselves, others around them and the world in general. In REBT, children usually learn and begin to apply this concept by learning the A-B-C-model of psychological disturbance and the need to change. According to the model, it isn’t merely an A (adversity or activating event) that generates the emotional C (consequence). There is a very significant B (belief about the adversity) that underwrites the disturbed and dysfunctional behavioral C (consequence). Unless we D: dispute this, we cannot E: enjoy our existence

Adversity is a common noun. Everything in the surrounding can qualify as a hardship. External situations, a sudden worrisome thought or an internal emotion driven by an event of the past; all can generate frenzy in kids. If we consider the A (adversity as mother refusing to buy a new toy), the C (consequence) is likely to be irritability, and anger for some time, and a transient tantrum. Although it seems that the C directly follows the A, what is worthy of attention is the underlying B (belief) that is mitigating the C. In this case, the B maybe:

• How can I not get what I want?
• My mummy is a very bad mummy!
• My mummy doesn’t really love me!
• I am unloved and an unwanted child!
• I will never listen to my mummy ever again!

Therefore we tend to belief that If A occurs then C follows. However, in actuality A X B = C.

Beliefs are important variables in the A-B-C equation. They are the underlying philosophical meanings and assumptions about events, wishes, and preferences in every child’s mind. According to REBT, if a person’s evaluative B: belief about the A: activating event is rigid, absolutistic and dysfunctional; the C: emotional and behavioral consequence is likely to be self-defeating and destructive. When the B leads to a dysfunctional C, this B would qualify as an IRRATIONAL BELIEF. Alternatively, if a person’s evaluative B: belief is preferential, flexible and constructive, the C: emotional and behavioral consequence is likely to be self-helping and productive in which case this B would qualify as a RATIONAL BELIEF.

There isn’t much unknown about desirable consequences. If granted 3 wishes, each has their demands ready! Everyone truly longs for peace, contentment and satisfaction; but are indeed presented with sadness, restlessness and discontentment on account of these apparent adversities. Little do people realize the impact of their beliefs on the appraisal of actions thus they themselves generate unwanted consequences.

Through REBT, by understanding the role of their underlying, interpretive and evaluative irrational beliefs, children and adolescents can learn to identify them, see their futility then go on to the next step D: dispute, refute, challenge and question them, distinguish them from the rational beliefs, and subscribe to more constructive and self-helping behavior. Rationality comes with a small price, it takes courage to be positive; but once conditioned, rationality becomes an answer to all problems and life’s adversities never get out of hand.