Suppose a student is anxious about doing poorly in school. In a two-hour session, one might essentially re-write the anxiety script. The script for anxiety involves (1) an event in the future (such as being wiroll.biz expelled from school) and (2) a threat to one’s well-being (such as “my parents are going to kill me”). We might borrow Ellis’s technique of disputing irrational ideas and challenge that statement, because the parents are not really going to kill the student, one would hope. Then one might attempt to re-write the “anxiety” script into a “hope” script by giving a different scenario of future events.
How is an anxiety script converted into a hope script? To stay faithful to the principles outlined above, the re-appraisal must be accurate but also a new, less negative perspective. One might point out, for example, that all those older, so-called non-traditional students on campus (who are usually excellent students and a delight to professors) must come from somewhere. Obviously they are people who never completed college at an earlier age.