Reality therapy was developed by William Glasser as a response to his recognition that the therapeutic systems already in existence were not sufficient for generating change that was rapid enough and long-lasting enough (Prout & Brown, 2007, p. 332). In reality therapy, the individual accepts responsibility for his or her own behavior as a means of achieving success and happiness. Along with this responsibility comes personal participation in the therapy and growth processes (Prout & Brown, 2007, p. 332). The value of reality therapy is that it teaches the individual better ways of getting needs fulfilled and emphasizes the idea that the individual can learn more responsible and productive approaches within a supportive but confrontational atmosphere (Prout & Brown, 2007, p. 332).
The major contributors to reality therapy were Glasser and G.L. Harrington, with whom he began developing reality therapy in 1962 while still working at a California Veterans Administration hospital (Prout & Brown, 2007, p. 332). At the same time, Glasser also held the position of chief psychiatrist at the Ventura School for Girls, where 14- to 16-year-old girls that had been deemed incorrigible were sent (Prout & Brown, 2007, p. 332). Glasser developed the principles of reality therapy in this crucible of female incorrigibles and implemented them in the development of specific programs geared toward the girls and toward the school as a whole (Prout & Brown, 2007, p. 332). Glasser had as one of his immediate goals to help the girls overcome their poor self-esteem by incorporating success into their experience (Prout & Brown, 2007, p. 332). To facilitate the achievement of this goal, Glasser placed the girls in charge of themselves, enabling them to take responsibility for their own behavior, and set up some clearly defined rules with the associated consequences of breaking them (Prout & Brown, 2007, p. 332). By focusing on the girls<...