Reality Therapy, also known as lead management, is a technique that empowers individuals to assume control over their lives and build resilience to handle difficulties. This approach can be utilized not only in the mental health field but also in coaching, management, consulting, supervision, and education.
The main emphasis of the ideas and skills is to help individuals find solutions to their current problems and behaviors. Additionally, it aims to identify and focus on the root cause(s), which is crucial for lasting change. Reality therapy’s core concept is that we have the power to redirect our lives and choose more effective behaviors that meet our needs today and in the future, regardless of past experiences or neglected needs.
William Glasser MD established reality therapy in the mid-1960s in Los Angeles, in both a psychiatric hospital and a correctional institution. At the start of his career, Glasser emphasized therapy that focused on the present moment, helping clients concentrate on their current reality. His primary objective was to aid them in fulfilling two essential psychological needs: the need for love and being loved, and the need to feel valuable to oneself and others (Glasser 1965).
Glasser (1998) posited that the root cause of many long-term psychological issues, unhappiness, various health-related problems, and much of what is classified as mental illness is the persistent failure to successfully fulfill these two core human needs. Furthermore, based on his extensive observation and professional experience, Glasser discovered that facilitating clients to assume accountability for their actions rather than perceiving themselves as victims of their own impulses, past experiences, or external factors allowed them to achieve significant transformations.
Although the core principles of ‘need-satisfaction’, responsibility, choice, and focusing on the present have remained vital to reality therapy, both the theory and practice have undergone significant development and refinement. This approach has been widely utilized in various counseling and psychotherapy settings across North America, Asia, Australasia, the Middle East, and several European countries (Wubbolding, 1999). It is particularly notable that reality therapy has gained substantial popularity among counselors in Ireland over the last two decades.
Training in reality therapy and its certification process in the UK has only been accessible for approximately ten years. Despite this brief timeframe, it has attracted interest from various practitioners, agencies, and organizations. Currently, reality therapy is integrated into different counseling certificate, diploma, and degree programs across the UK. The usual aims of participating in psychotherapy involve gaining understanding, establishing connections, and attaining a higher level of self-awareness. However, the primary objective of reality therapy does not revolve around acquiring insight or resolving unconscious conflicts.
The primary aim of psychotherapy is to promote behavioral transformation that improves personal contentment. People turn to therapy when they perceive dissatisfaction in their lives. As per the reality counselor, these individuals are not adequately meeting their needs, leading to feelings of unease, nervousness, sadness, remorse, apprehension, or embarrassment. Some may exhibit undesirable conduct or experience psychosomatic symptoms. Even if individuals are content with their behavior but others perceive issues, they may still choose therapy. Initially, these individuals might lack motivation for change.
Through the skilled implementation of reality therapy, individuals are able to assess the desirability and feasibility of behavioral change, as well as whether adjusting to the demands of reality would be fulfilling and appropriate. If clients determine that change would be beneficial, they are supported in making improved choices that aim to maintain or enhance their fulfillment of needs. Reality therapy is rooted in control theory, a framework of brain functioning (Powers, 1973). Glasser (1981, 1985) adapted this theory for clinical settings, making it applicable and valuable for counselors and other professionals.
Control theory posits that the human brain functions similar to a thermostat. It seeks to regulate its own behavior, similar to how a furnace or air conditioner changes the temperature of its surroundings. Building upon the theoretical findings of William Powers (1973), Glasser viewed the human being as driven by five internal forces. These needs are inherent, not acquired; comprehensive, not particular; and global, not exclusive to any particular ethnicity or civilization. All actions are intended to satisfy the four psychological needs of affiliation, authority, amusement, and autonomy, as well as the fundamental need for survival.
The effective satisfaction of these needs leads to a sense of control, which other theories describe as self-actualization, self-fulfillment, or becoming a fully functioning person. These needs are both specific to individuals and universal, not limited by race or culture. All behavior is directed towards fulfilling the four psychological needs of belonging, power, fun (or enjoyment), and freedom, as well as the physical need for survival. Achieving effective satisfaction of these needs results in a sense of control, as referred to by other theories as self-actualization, self-fulfillment, or becoming a fully functioning person.
According to Glasser (1997), reality therapy focuses on the idea of total behavior, which suggests that behavior is made up of four interconnected elements: acting, thinking, feeling, and physiology. In this therapeutic method, the emphasis is on individuals’ control over their actions and thoughts rather than their emotions or brain functioning because these two aspects cannot be directly controlled or predicted (Glasser, 1997).
According to Petersen (2005), improving our emotional state requires making better choices in both actions and thoughts. For example, when we feel lonely, actively seeking out a friend can be beneficial. This not only brings happiness but also causes changes in brain chemistry. Instead of experiencing the chemical reactions linked to loneliness that may result in depression, we experience the usual chemical reactions associated with fulfilling our need for love and connection (Glasser, 1997; Howatt, 2003; Jones, 2005).
Reality therapy is grounded in the belief that individuals bear responsibility for their actions and choices, as opposed to being swayed by external forces such as society, heredity, or history. It highlights the capacity for personal development and transformation, urging individuals to seize command of their own lives rather than meekly acquiescing to external circumstances. Individuals are urged to actively mold their surroundings in accordance with their inner aspirations and meet their needs. As stated by Glasser (1997), reality therapy seeks to comprehend and tackle clients’ needs while aiding them in confronting the truths of the world.
Client needs encompass various aspects: survival, power, love, freedom, and fun. Survival pertains to essential requirements like food, clothing, and shelter. Power is related to personal achievement and the drive to succeed. Love and belonging involve social acceptance and connection with groups, families, and loved ones. Freedom refers to the desire for independence and autonomy. Fun encompasses the need for pleasure and enjoyment. According to various sources (Glasser, 1997; Howatt, 2003; Jones, 2005; Loyd, 2005; Petersen, 2005), we consistently strive to fulfill these needs, whether we are aware of it or not.
The concept of blaming others and society for our problems is directly challenged by choice theory, which supports reality therapy (Loyd, 2005). I believe that when we cannot meet one or more of the five fundamental needs encoded in our genetics, which drive human motivation, we may resort to behaviors currently classified as mental illness. Furthermore, choice theory argues that not only do we consciously choose all our negative behaviors, but each behavior comprises four elements, including our emotional state during its occurrence (Howatt, 2003).
According to the Diagnostic and Statistical Manual of Mental Disorders (DSM), happiness is not addressed. Positive emotions result from choosing behaviors that meet our needs, while negative emotions stem from selecting behaviors that do not fulfill our needs. However, being unhappy does not necessarily indicate mental illness. In our society, many people display anxious, fearful, depressive, obsessive, crazy, hostile, violent, addictive, and withdrawn behaviors and experience intense unhappiness. There are numerous individuals in the world who are unhappy (Turnage et al., 2003).
Despite rejection from some mental health practitioners who view therapy as useless or time-consuming, there are interventions within reality therapy that are undoubtedly effective. Glasser (1990a) emphasizes the importance of weaving these components together to help clients evaluate their lives and make decisions that lead to more effective paths. Wubbolding (1991a, 1992) further developed these components into the WDEP system, which represents a collection of skills and techniques that assist clients in taking control of their lives and meeting their needs in ways that satisfy both themselves and society.
The WDEP system consists of the following components:
W = WANTS: This involves asking clients about their desires, goals, needs, and perceptions in relation to their specific circumstances. This includes clarifying what they want from counseling sessions, group interactions, relationships with partners, friends, family, the organization they belong to, colleagues, and their job or career. Most importantly, clarification of wants is an ongoing process that is repeatedly addressed throughout the counseling journey.
D = DOING: This component explores all aspects of “total behavior,” including specific actions, thoughts, feelings, and physiological responses that the client has chosen or generated in relation to the issue at hand or the presenting problem.The aim of the WDEP system is to assist clients in becoming aware of their specific current total behaviors. This will enable the facilitation of the next crucial aspect.
The keystone of reality therapy is helping clients conduct a searching inner self-evaluation, based on the fact that people do not voluntarily change their behavior until they evaluate that what they’re doing isn’t working. The reality counselor/lead manager asks evaluation questions such as ‘Is what you want attainable?’, ‘Is what you’re doing getting you closer to the people you need?’, ‘Does it help you to repeatedly go over your past mistakes?’, ‘What impact does your behavior have on your partner/family/colleagues/friends?’, ‘If nothing outside you changes – such as at work or other people – what will you do?’, and ‘What other choices do you have right now?’. Helping the client make a plan of action is an important part of reality therapy, with the focus on ‘action’ because it is the component of ‘total behavior’ over which individuals have the most direct control. Glasser identified five needs that guide individuals through life and motivate people to seek deep and lasting relationships.
These genetically coded needs encompass survival, love and belonging, power or achievement, freedom or independence, and fun. Although each person possesses different levels of each need, they exist and require opportunities for exploration and fulfillment throughout life. Reality therapy recognizes individuals as inherently social beings who require both the receipt and giving of love. The therapist’s role involves assisting individuals in prioritizing their needs, determining what holds utmost significance, and implementing the necessary changes to facilitate increased happiness and accountability for their decisions and consequences. This integration of Choice theory into Reality therapy has occurred in recent years under Glasser’s guidance.
According to Glasser, individuals create a quality world which represents their desired life. Counselors must tap into this concept by encouraging clients to take ownership and responsibility for themselves and make decisions using choice therapy. This will lead to experiencing happiness. In the perspective of reality theory, four components (acting, thinking, feeling, and physiology) work together to understand one’s happiness. Glasser believes that an individual’s feelings and behaviors are active rather than constant states of being.
Glasser’s approach to identifying mental states involves reframing them as active verbs. Instead of labeling someone as depressed, Glasser views them as depressing. Similarly, instead of perceiving someone as angry, Glasser sees them as angering. These verb forms empower individuals to take control and alter their state of being. In therapy, the counselor works together with the client to recognize and enhance desired relationships. It is recognized that only the client can make changes in themselves. The focus remains on the present moment, acknowledging that individuals are influenced by their past experiences but are not powerless unless they opt for it.
The therapist’s role is to build a positive relationship with the client, providing a safe environment for pursuing fulfilling activities and finding happiness. In reality therapy, it is crucial for the counselor to reassure the client that there is always hope, even in difficult circumstances. Once this foundation is established, specific procedures are used to bring about behavioral change. Regardless of the setting, the practitioner creates a supportive environment that encourages change while maintaining firmness and friendliness. Although change may happen rapidly at times, it often requires continuous effort.
A system of therapeutic interventions, in which the client sees the counselor as a need-satisfying person, is built upon this foundation, and these basic principles comprise the essence of the practice of reality therapy (Wubbolding, 1991a).
The School Counseling Curriculum program component is used to impart guidance and counseling content to students in a systematic way. Activities in this component focus on student’s study and test-taking skills, post-secondary planning, understanding of self and others, peer relationships, substance abuse education, diversity awareness, coping strategies and career planning (ASCA, 2006). Guidance lessons are usually presented to students in regular classroom settings.
The collaboration between school counselors, the Steering Committee, and the School Community Advisory Committee is crucial in determining the competencies that students should acquire at each grade level (Gysbers & Henderson, 2006). This curriculum enables counselors to proactively address student needs rather than reactively respond to them. While school counselors are ultimately responsible for creating and organizing the school counseling curriculum (Wittmer & Clark, 2007), its successful implementation relies on the cooperation and support of faculty, staff, parents, and guardians. This is why Reality Therapy practitioners can have a significant impact in schools.
Reality Therapy highlights the significance of certain personal qualities that counselors must possess in order to build positive therapeutic relationships with students. These qualities include warmth, sincerity, congruence, understanding, acceptance, concern, openness, and respect for each individual. These characteristics not only aid in developing relationships with students but also help counselors gain respect, cooperation, and support from parents, guardians, and other school staff. Furthermore, when determining the appropriate lessons and activities for the school counseling curriculum at different grade levels, Reality Therapy practitioners take into account the five fundamental needs that all humans have: survival, love and belonging, power or achievement, freedom or independence, and fun.
According to Glasser (1998), love and belonging are always given special attention, as they are considered the primary need. These needs, along with other basic needs, create an individual’s Quality World. The Quality World consists of specific images of people, activities, events, beliefs, possessions, and situations that fulfill personal needs (Wubbolding, 2000). The most crucial component of the Quality World is people. In order to achieve a successful therapeutic outcome, a counselor must possess the qualities that a client would want in their Quality World. When Reality Therapy practitioners engage with students, their personal characteristics allow them to appeal to one or more of each student’s basic needs.
Reality Therapy practitioners prioritize the importance of academic achievement, personal/social development, and career information. However, before delving into these aspects, they first strive to engage, encourage, and support all students in order to create a sense of belonging and care within their specific group and school community. This approach helps to establish trust between the students and the counselor, allowing for effective teaching and learning. Additionally, school counselors at each grade level emphasize the fundamental principles of reality therapy during guidance lessons from the structured curriculum. These principles include emphasizing choice and responsibility.
Students are taught the concept of personal responsibility and the power of choice in their actions. They are challenged by reality counselors to assess their own behavior and its alignment with their academic, personal, and career goals. Through class discussions, students learn to make more constructive choices that will lead to improved relationships, increased happiness, and a greater sense of control over their lives (Wubbolding, 1988). Many psychotherapies were developed in North America.
Reality therapy, an American theory initially developed for the diverse cultures of the United States and Canada, is now widely taught, studied, or practiced in various countries. However, due to differences in values, desires, and communication styles, reality therapy must be modified to accommodate the distinct characteristics of these other cultures. While it is typically a straightforward approach, it may need to be used indirectly in cultures with more indirect communication styles, such as those found in the Pacific Rim. In some of these cultures, psychotherapists are regarded as authoritative figures rather than collaborative partners.
To maintain a delicate balance between accurately practicing and teaching theory on one hand, and adapting it to different cultures on the other hand, one must be sensitive to the culture and have knowledge of its social, economic, historical, political, and psychological processes. For instance, when assisting an American student in evaluating her behavior, the counselor might focus on questions like “Is your current behavior beneficial or harmful to you?” and “Do your actions have a realistic chance of achieving your desired outcome?”. Conversely, when counseling a Chinese youth in Singapore, similar questions should be asked, but with more emphasis on factors like “What does your family think about your actions?”, “Do they approve or disapprove?”, and “Do your actions bring honor or shame to your parents?”. Although reality therapy relies on specific skills and procedures outlined in the WDEP system, these methods should still be adaptable to fit the individual style and personality of the practitioner, as well as the unique needs and thought patterns of individuals from different cultures. Despite its clarity as a delivery system, reality therapy can still inadvertently lead therapists to try to “fix the problem” by imposing their own values and attempting to correct others’ behavior (Wuddolding, 2007). Even reality therapists are not immune to this inclination.
While recognizing that human actions have more control than thoughts and emotions, the concept of choice is applied to various DSM diagnoses involving feelings, like phobias and depression, as well as everyday emotions such as guilt and sorrow. Nonetheless, individuals may face limitations in their choices. Consequently, altering actions, particularly in relationships, might not completely eliminate the pain caused by certain past events like childhood trauma or current environmental constraints like social rejection and discrimination. Reality therapy is a comprehensive treatment system applicable to anyone who interacts with others, including psychotherapists, counselors, teachers, corrections officers, youth workers, group leaders, parents, business managers and supervisors, administrators, and others.
Reality therapy is a comprehensive approach that is grounded in the way all individuals interact with one another and with their surroundings in a free and conscious manner. This approach is suitable for professionals who aim to provide assistance at any level. It encompasses universal human needs and can be implemented in diverse cultural settings, accommodating both indirect cultures and the forthright behavior exhibited by North Americans. It does not necessitate that “other” cultures conform to it but rather can be adapted to suit clients from indirect cultures. Despite its apparent simplicity, reality therapy is more complex than it appears.
To incorporate the system into professional behavior requires time, practice, and effort. Over the past thirty years, reality therapy has undergone significant changes, being applied to various forms of interaction and developing a theoretical foundation. In the future, it is likely that further modifications will occur. Presenting the procedures as a WDEP system not only gives substance to the theory but also makes it more accessible to individuals from all walks of life. For the survival of therapies in the future, they must be built upon a strong theoretical framework and proven effectiveness. Long-term psychotherapy systems have lost much popularity, and with the rise of managed care, they are now only within reach for the wealthy.
Systems that will flourish are those that provide measurable outcomes in a few sessions, are applicable to people of all socioeconomic levels, and are taught and used by individuals other than psychotherapists, such as teachers, group workers, and drop-in center employees. Reality therapy offers a results-centered approach that can be learned by mental health service providers in any setting.
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