Through disputation, the child answers primarily two kinds of questions: evidence-gathering questions (evidence supporting or against the belief) and alternative interpretation questions (what are other ways of seeing this problem). Disputing a negative or irrational belief means answering questions like:
-What evidence supports my belief? Alternatively, where is the evidence for my belief?
-In which way my belief is true or false.
-Do I base my belief on fact, opinion, or inference?
-How am I exaggerating this situation?
-Is this really terrible and awful, or only annoying?
-Is this something that I cannot tolerate? In what manner cannot I?
Answering questions like these help the student in identifying the thoughts or irrational beliefs that are troubling him. The therapeutic teacher challenges the student to prove his belief; for instance, "What can you do to test your belief?" The two key questions to ask a student to dispute and challenge the child’s irrational belief are:
-What is the evidence that this belief is true? And,
-What is another way to see this situation?
Another technique used in the disputation process is debating. Once the child identifies the ideas that led to emotional upset, the next step is to challenge the irrational thinking through a debate. The cognitive technique used to debate is called rational analysis of the belief, a forceful dialogue between the rational and irrational ideas to determine if the belief makes sense. The student answers a set of "why" questions similar to these ones:
-Why must she be the way you want?
-Why must she agree with you?
-Why do you have to like what she did/said?
-Why must Jonathan be nice to you? Why cannot he be "not nice"?
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