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REFERENCES Banmen, J. Reality Therapy Bibliography. Los Angeles REFERENCES Banmen, J. Reality Therapy Bibliography. Los Angeles, Institute For Reality Therapy, 1982. Bennight, K. C. A Model Program for Counseling and Placement of Offenders. Journal of Employrnent Counseling, 1975,12(4), 168-173. Brown, W., and Kingley, R. F. Treating alienated, unmotivated, drug abusing adolescents. American Journal of Psychotherapy, 1973,27(4),585-598. Browne, L. L, and Ritter, J. I. Reality therapy for the geriatric psychiatric patient. Perspective in Psychiatric Care, 1972, 10(3), 135-l39. Browning, B. D. Effects of reality therapy on teacher attitudes, student attitudes, student achievement and student behavior (Doctoral dissertation, North Texas State University, 1978). Dissertation Abstracts International, 1979, 39(7-A), 4010-4011. Butcher, R. H., and Heaps, R. A. Predicting Student teacher effectiveness. Journal of the Student Personnel Association For Teacher Education, 1974, 12(3),82-87. Coleman, B. J. Reality Therapy with offenders: J. Practice. International Journal of Offender Therapy, 1970, 14 (I), 26-30. Crowley, J. J. Reality versus client-centered group therapy with adolescent males (Doctoral dissertation, Florida State University, 1973). Dissertation Abstracts International, 1974, 34(9- B), 4657. Dakoske, T. J. Short and long-term effects of reality therapy on self-concept and discipline of selected fifth grade students (Doctoral dissertation, University of Cincinnati, 1977). Dissertation Abstracts International, 1977, 38(5B), 2338. Gang, M. J. Empirical validation of a reality therapy intervention program in an elementary school classroom (Doctoral dissertation, the University of Tennessee, 1974). Dissertation Abstracts lnternational, 1975, 35(8-B), 4216. German, M. J. The effects of group reality therapy on institutionalized adolescents and-group leaders (Doctoral dissertation, George Peabody College for Teachers, 1975). Dissertation Abstracts International, 1975,36 (4-8), 1916. Glasser, W. Stations of The Mind. New York, Harper & Row, 1981. Hawes, R. M. Reality Therapy in the Classroom (Doctoral dissertation, University of the Pacific, 1970). Dissertation Abstracts Lnternutional, 1971, 32(5-A), 2483. vlartig , Roger M. The behavioral and psychological effects of group reality therapy on male and female college students. (Doctoral dissertations, Florida Institute of Technology 1978.) Dissertarion Abstracts International, 1979, 40(4-B), 1902-1903. ilalthews, D. B. The effects of reality therapy on reported self-concept, social adjustment, reading achievement, and discipline of fourth and fifth graders in two elementary schools (Doctoral dissertation, University of South Carolina, 1972). Dissertation Abstracts International, 1973, 33(9-A), 4342-4843. lelson , P. Involvement with Belly: An experience in reality therapy. American Journal of Nursing, 1974, 74(8), 1440-1441. oppen, W. A.; Thompson, C. L., Cates, J., and Gang, M. J. Classroom discipline problems and reality therapy: Research support. Elementary Guidance and Counseling, 1976, /J(2),131-137. ·haughency, B. S. The design, implementation and evaluation of a group supervision workshop utilizing the assumptions of reality therapy (Doctoral dissertation, University of Pittsburgh, 1977). Dissertation Abstracts International, 1977, 38(4-A), 1904-1905. earn, D. F., and Randolph, D. L. Effects of reality therapy methods applied in the class- room. Psychology in the Schools, 1978, 15 (I), 79~83. earon , E. M. L. The effects of psychodrama treatment on professed and inferred self concepts of selected fourth graders in one elementary school (Doctoral dissertation, University of Florida, 1975). Dissertation »costracts International, 1976, 36(8-A), 5161-5162. ornpson, C. L., and Cales, 1. T. Teaching discipline to students: An individualized leach- ing-counseling approach. Focus on Guidance, 1976, 9(4), 3-12. Ich, F. C.; and Dolly, J. A systematic evaluation of Glasser's techniques. Psychology in the Schools, 1980, 17(3), 385-389. Iiams, E. W. Reality therapy in a correctional institution. Corrective and Social Psychiatry and Journal of Behavior, Methods, and Therapy, 1976, 22( I), 6-11. 'f, R. F. Group therapy with retarded adults: A reality therapy approach (Doctoral disserta- tion, Fordham University, 1973). Dissertation A bstracts International, 1974,34 (8-A), 4889-4890. 32 Journal of Reality Therapy Vol. 2 NO.1 ------------------ Fall 1982 Table of Contents Lawrence Litwack Editor's Comment 2 Edward E. Ford Case Examples of the Therapeutic Process in Family Therapy 3 Russell S. Mattimore-Knudson Using Reality Therapy as a Judicial Officer in a Residence Hall Situation 11 Stella Lybrand Norman Evaluating Counselors' or Students' Knowledge and Use of Reality Therapy 15 Arlin V. Peterson Pathogram: A Visual Aid to Gerald D. Parr Obtain Focus and Commitment l S Linda S. Barnard _. _. A Reality Therapy Staff Irene Mehnert Development Model 23 Robert Drummond John Banmen - _ Reality Therapy Research Review 28 Guidelines to Contributors Inside Back Cover Editor Editorial Board Lawrence Litwack Kent, Ohio John Banmen CASE EXAMPLES OF THE THERAPEUTIC Vancouver, British Columbia PROCESS IN FAMILY THERAPY Assistant Editor Alex Bassin Alice Randolph Tallahassee, Florida Burton, Ohio Thomas Bratter Edward E. Ford* Scarsdale, New York Business Manager Sam Buchholtz Shirley Mains Brooklyn, New York This article is a selection from the chapter emitted Reality Therapy in Family Therapy by Kyle Conway Edward E. Ford in the book Family Counseling and Therapy by Arthur M. Horne and Merle Independence, Missouri M. Ohlsen. published bv Peacock Publishing Co .. Itasca. 111.1982. A reprint of the entire chapter entitled A Summary Of Reality Therapy in pamphlet form is available through Ed Naomi Glasser Ford. 10209 N. 56th St.: Scottsdale. Arizona 85253 at $1 per copy. A Spanish edition is also Los Angeles, California available. Mr. Ford is a faculty member of the Instirutc for Reality Therapy. Perry Good Chapel Hill. North Carolina Diane Gossen When we teach reality therapy, we explain it in eight steps. These were Saskatoon, Saskatchewan, Canada originally described in The Identity Society. Glasser has since developed Robert Wubbolding them more fully in a recent explanation: What Are You Doing? It is Cincinnati, Ohio important to remember that the steps of reality therapy will be the same when used by any certified reality therapist, but the application may vary slightly depending on the therapist. I refer to how I use reality therapy. The book What Are You Doing? is a collection of case histories by 24 certified reality therapists and shows different ways reality therapists use the same techniques. But the basic concepts, including the steps, are always the same. The first part of Step One is "make friends. " This is often the most misunderstood step of reality therapy. Students hear this, agree with the idea and then want to move on to the "action part" of therapy. But a therapist's ability to deal with the client depends heavily upon this first, EDITOR'S COMMENT critical step. And it is an "action step." Clients or patients must believe that anyone trying to work effectively This issue marks the start of the second year of publication for the with them is a caring person who cares especially about them. In What Are Journal of Reality Therapy. We ran into major problems in the distribution You Doing? for example, Lee Silverstein's client Kit, describes the of VoL 1 No.2, the Spring 1982 issue, to our subscribers. At this point, we numerous ways her therapist attempted to come into her life. "Some days have no way of knowing who did or did not receive their copy. If you were a we would have lunch, some days Lee would involve me with some of the subscriber and did not receive a copy of the second issue, please let me know paperwork he was doing in the office ... some days we would get into his and we will send you a copy at once. We do not anticipate running into the car and ride to a record shop or bookstore ... he always gave me something same problems in the future. to take home to read . and each week . an assignment to do We ask for your help in publicizing the Journal to libraries and something. " departments of counseling, social work, psychology, corrections-in short any setting you believe should know of the Journal. We would be happy to "Making friends" can be very tough and demanding, requiring a great send sample copies of the Journal to possible subscribers. deal of patience, acceptance, and a sense of humor. It is rarely the same from one client to another. In the same book Ann Lutter describes how she We would also encourage you to publicize the Journal at regional made friends with an acting-out, drug-abusing teenager. She never passed meetings of reality therapists, as well as at short-term and intensive judgment on the child's behavior, not even her colorful choice of words, or workshops. With your help, we can place the Journal on a solid her (to her parents) radical opinions, but listened to the girl express her professional and financial footing. If you wish to obtain copies of previous values and her analysis of the situation and then proceeded. Lutter says that issues, they are available. by applying her client's attitudes, not the therapist's, they were able to find practical, realistic solutions to the problems. 2 ,-S5¥f5tatT?tsr"CFBft%W''''f'W5U 11". This constant showing of caring will become apparent as the steps are my wife." When I asked, "Do You really believe I can do it?", he replied, explained, but there are some specific ways of working with the client that "No, I guess not." Keeping clear in the client's mind precisely what the are important to learn. We treat with respect what the client has to say. We underCOunsstandingelor can. do prOvides an honest relationship and saves many a mis- do not necessarily agree but wc respect the opinion, as Lutter did in the case above. When the client contradicts him or hersel f (as is often the case with members of a family), it is best for the therapist to accept the responsibility Step Two of reality therapy is to help the clients examine what they are for clearing up the contradiction by saying, for example, "I don't doing.
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