WHAT IS REALITY THERAPY?

Reality Therapy was developed in the mid-sixties by William Glasser MD, an American Psychiatrist, and its techniques, theory and wider applications continue to evolve at his hands. 
Reality Therapy is a method of counseling which teaches people how to direct their own lives, make more effective choices, and how to develop the strength to handle the stresses and problems of life. 
The core of Reality Therapy is the idea that regardless of what has "happened" in our lives, or what we have done in the past, we can choose behaviors that will help us meet our needs more effectively in the future. 
In 1967 William Glasser founded the Institute for Reality Therapy and in 1996 this has been renamed as The William Glasser Institute. 

THE PRACTICE OF REALITY THERAPY
The practice of Reality Therapy is an ongoing process made up of two major components: 
1.	Creating a trusting environment; and 
2.	Using techniques, which help a person discover what they really want, reflect on what they are doing now, and create a new plan for fulfilling that 'want' more effectively in the future. 
Those interested in developing skills in Reality Therapy are recommended to consider Training in Reality Therapy and to consult publications by William Glasser. 

OTHER APPLICATIONS OF DR GLASSER'S IDEAS
Reaching beyond the world of therapy, Dr. Glasser has successfully applied the same basic principles to education and management. 

WHAT IS CHOICE THEORY?
In the 1980's Dr. Glasser found in the ideas of Control Theory an excellent explanation of the underlying processes of human behavior and the procedures of therapy and management. Control Theory is a biological theory which explains both the psychological and physiological behavior of all living creatures. Recently Dr Glasser has decided to use the term CHOICE THEORY in preference to CONTROL THEORY since he has adjusted the original theory so much by incorporating the ideas of basic needs, quality world and creativity amongst others. Choice Theory explains in precise detail how we make our choices as we attempt to balance our needs and has a very broad area of possible applications.
Choice Theory contends that all we do is behave, and, in contrast to external control theory which claims that all of our behavior is externally motivated, this theory explains that all behavior is internally motivated. 
Specifically, all of our behavior is our best attempt to satisfy one or more of five basic needs built into our genetic structure. Glasser identifies these basic needs as Love/Belonging, Freedom, Fun, Power and Survival. 
Choice Theory contends that the only person's behavior we can control is our own. By using Choice Theory, we help people learn that what we do is not determined by external causes, but by what goes on inside of us. 
Since all that is taught by the William Glasser Institute (counseling, education and managing) is based upon this theory, teaching Choice Theory in great detail is an integral part of all programs offered or approved by the Institute. 
The best summary of Dr Glasser's ideas on therapy, management and education is to be found in his book "Choice Theory" published in 1998 by Harper-Collins. 

WHAT IS THE APPEAL OF REALITY THERAPY?
From the counselor’s point of view it is both efficient and straightforward. Students of Reality Therapy comment frequently on the clear structures it gives to their counseling. It respects the client emphasizing his or her responsibility. From the clients' point of view, Reality Therapy is self-empowering. It does not delve into a client's past failures but looks forward towards a change of behavior.

IS REALITY THERAPY ONLY OF INTEREST TO PEOPLE INVOLVED IN COUNSELLING, THERAPY OR SOCIAL WORK?
No, any good counseling approach is a useful skill for people in all walks of life. At the same time, Reality Therapy and Choice Theory link to a wider range of associated techniques such as success-oriented education, learning teams, etc. 
Reality Therapy/Choice Theory attracts counselors, educators, psychologists, psychiatrists, social workers, youth leaders, parents, and anyone interested in developing themselves or their helping skills. 

Arnold A. Lazarus, PhD, earned a PhD in clinical psychology from the University of the Witwatersrand, Johannesburg, South Africa, and after 6 years as a private practitioner, emigrated to the United States. He has taught at Stanford University, Temple University Medical School, Yale University, and Rutgers University where he has held the rank of Distinguished Professor of Psychology since 1972. Lazarus teaches in the Graduate School of Applied & Professional Psychology and has a private practice in Princeton, New Jersey. His professional awards include the Distinguished Service Award from the American Board of Professional Psychology, an Outstanding Contributions to Mental Health Award from the Association of Outpatient Centers of the Americas, and the Distinguished Psychologist Award from The American Psychological Association's Division 29. 

Multimodal Therapy 
The multimodal approach rests on the assumption that unless seven discrete but interactive modalities are assessed, treatment is likely to overlook significant concerns. Initial interviews and the use of a Multimodal Life History Inventory (Lazarus & Lazarus, 1991) provide an initial overview of a client's significant Behaviors, Affective responses, Sensory reactions, Images, Cognitions, Interpersonal relationships, and the need for Drugs and other biological interventions. The first letters yield BASIC I.D., an acronym that is easy to recall. These modalities exist in a state of reciprocal transaction and flux, connected by complex chains of behavior and other psychophysiological processes.
The therapist, usually in concert with the client, determines which specific problems across the BASIC I.D. are most salient. Whenever possible, the choice of appropriate techniques rests on well-documented research data, but multimodal therapists remain essentially flexible and are willing to improvise when necessary. They are technically eclectic, but remain theoretically consistent, drawing mainly from a broad-based social and cognitive learning theory (because its tenets are open to verification or disproof). Multimodal therapy is essentially psychoeducational and contends that many problems arise from misinformation and missing information. Thus, with most outpatients, bibliotherapy, the use of selected books for home reading, often provides a springboard for enhancing the treatment process and content.
An assiduous attempt is made to tailor the therapy to each client's unique requirements. Thus, in addition to mastering a wide range of effective techniques, multimodal counselors or clinicians address the fact that different relationship styles are also necessary. Some clients require boundless warmth and empathy, others prefer a more austere business-like relationship. Some prefer an active trainer to a good listener (or vice versa). Because the therapeutic relationship is the soil that enables the techniques to take root, it is held that the correct method delivered within and geared to the context of the client's interpersonal expectancies, will augment treatment adherence and enhance therapeutic outcomes. Another issue that requires careful scrutiny is whether individual therapy, couples therapy, family therapy, or participation in a group (or some combination of the foregoing) seems advisable. Judicious referrals are effected when necessary and feasible.

Reference
Lazarus, A. A., & Lazarus, C. N. (1991). Multimodal life history inventory. Champaign, IL: Research Press.