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Teacher: What if I say you are a smart girl. Would you believe Dennis or me?
Maria: Maybe you… But I also believe Dennis.
Teacher: (Taking out an eraser.) This is a magic eraser. It turns everything into "smartness." You can have it for twenty dollars.
Maria: No way! That is no magic eraser!
Teacher: What if Dennis agreed this eraser makes magic?
Maria: I would not believe him either!
Teacher: Then, why did you believe Dennis when he said that you are retarded?
Using RET Self-Statements
Teach students to use RET self-statements (e.g., "I upset myself about _____") and self-questions; for example, "What am I thinking (or saying to myself) that is causing me to feel angry?" and "What can I say to myself to change my thinking?"

Reciting Rational Beliefs
Have the child recite a rational belief that he can use when feeling angry or upset. For instance, we can teach the child to use one of these rational beliefs when other children call him names: "Just because they call me a name does not make it true" or "I do not like when they call me names, but is not terrible and I can stand it."
The Key Words Technique
Teach the student to recast the way he talks about a problem by changing one key word in the sentence with the word choose; for example, changing ―She made me angry‖ to "I choose to be angry" or "I must yell" to "I choose to yell."
Teach students to say, "I feel angry about this situation" rather than "This situation makes me feel angry."
Teach students to say, "I failed in this particular situation" instead of "I am a total failure."
Approach Negative and Self-Defeating Beliefs from an Empirical Standpoint
Do not counter an irrational belief by taking the opposite stance; for example, "Yes, you can do it if you try." Approach negative and self-defeating beliefs from an empirical standpoint, "Would you be willing to test your belief?" (Shaw and Beck in Ellis and Grieger, 1977)

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