A review of rational-emotive education outcome studies.

Abstract

Examined research studies to determine the efficacy of rational-emotive education (REE), the educational derivation of rational-emotive therapy, with various populations of school-aged children (non-clinical; learning disabled; "high-risk"; low self-esteem; anxious; and a mixed group of single subject studies). The findings from 21 studies include the effectiveness of REE in (a) decreasing irrationality in over 88% of the studies using a measure of irrationality, (b) increasing the internal locus of control of subjects in 71% of the studies using such a measure, particularly with learning disabled students, and (c) decreasing the anxiety of subjects in 80% of studies using measures of anxiety. Support was also found in over 50% of the studies in the areas of self-esteem and of behavioral problems. Significant, from a theoretical perspective, was the consistent finding that when changes in irrationality occurred there were concomitant changes with other dependent measures. Of the small number of studies using a follow-up design, the overall results were positive in terms of maintenance of gains made at posttest. This review finishes with a list of recommendations for conducting and reporting REE research.In a recent review, the efficacy of psychotherapy with children, particularly cognitive-behavioral therapies, has been supported (Casey & Berman, 1985). Although a number of review articles has evaluated the efficacy of different types of cognitive-behavioral interventions with diverse childhood problems (e.g., Abikoff, 1985), scant attention has been directed toward examining the Requests for reprints should be sent to

Emotional relief for parents: Is rational-emotive parent education effective?

“…Studies applying RET as an educational intervention are known as rational emotive education (REE) and have been reviewed in detail by Hajzler and Bernard (1991). The rational parenting program evaluated in this study draws on the psychoeducational REE methods which have been developed to teach the basics of RET in an educational rather than therapeutic context (e.g., Bernard & Joyce, 1984).…”

Helping students manage emotions: REBT as a mental health educational curriculum

“…It is a theory and strategy that can be used to help individuals combat extremely negative feelings and behaviours. REBT has been implemented successfully 384 T. Banks with adults and children to address problems such as anxiety, depression, low frustration tolerance, perfectionism, obsessive compulsive disorders, post-traumatic stress disorders (Ellis, 2003), self-esteem, test-anxiety, locus of control (Omizo, 1986), emotional disturbance (Banks, 2006), learning disabilities, and academic performance (Ellis & Wilde, 2002;Hajzler & Bernard, 1991). The purpose of REBT is to help people learn to deal with serious emotional disturbances.…”

“…Lamarine recommended specific teaching strategies that can be used in various educational settings, including discussions, role playing, simulation games, bibliotherapy, reading, and discussing rational stories. Hajzler and Bernard (1991) conducted a meta-analysis of affective education programmes to determine their efficacy with school-aged children. In their review, they found that programmes that included a more comprehensive component by providing opportunities for students to practice within and outside of treatment sessions enhanced the likelihood of observing positive differences.…”

Effect of the Bullying: The Power to Cope Program on Children's Response to Bullying

“…It specifically aims to aid how children handle being a victim of bullying in a number of ways. Based on the extensive research on the efficacy of REBT and REE on children and adolescents with and without clinical problems (e.g., Bernard, Ellis & Terjesen, 2006;Hajzler & Bernard, 1991), the program teaches children the ideas espoused in the practice of REBT; for example, 'things are neither good or bad but thinking makes it so', emotional responses to bullying can vary from strong to weak, choosing to think rational rather than irrational thoughts ('this is not the end of the world') and self-acceptance ('I accept myself no matter what'). The Bullying: The Power to Cope program differs from other programs (e.g., Fun Friends, SNAP) through its heavy emphasis on cognitive interpretation and change, while sharing similar teachings of specific coping skills (actions to take) in response to bullying.…”