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Shannon, Henry D.; Allen, Thomas Wesley

doi:10.1023/a:1024963131417

Cited by 17 publications

(7 citation statements)

References 12 publications

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“…REBT principles have been used with children and adolescents and found to be an effective intervention (Ellis & Wilde, 2002). REBT has been found to be successful in reducing anxiety (Rosenbaum, McMurray, & Campbell, 1991), increasing frustration tolerance, improving academic performance (Sapp, 1996;Shannon & Allen, 1998), reducing depression (Wilde, 1994), improving social skills (Flanagan, Povall, Dellino, & Byrne, 1998), and improving self-concept and coping capabilities (LaConte, Shaw, & Dunn, 1993;Morris, 1993).…”

Section: Educational Applications Of Cbismentioning

confidence: 99%

Interdisciplinary Collaboration: Cognitive Behavioral Interventions in Special Education and School Psychology

Banks

Squires²,

Anhalt³

2014

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Cognitive behavioral interventions (CBIs) attempt to affect behavior change by teaching relevant tasks that are based around strategies to correct cognitive distortions through the application of logic and the search for evidence. Goals are clearly specified; decisions are made on how to best meet specified goals and how to measure progress toward goals to provide feedback. The intervention is task-oriented and focused on problem-solving. This article provides a brief review of the theoretical tenets of CBIs and use with children and adolescents. A review of the literature describes the efficacy and practical implementation of CBIs in school settings. An interdisciplinary collaborative framework is discussed to better support the implementation of school-based mental health programming in schools.

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Section: Educational Applications Of Cbismentioning

confidence: 99%

Interdisciplinary Collaboration: Cognitive Behavioral Interventions in Special Education and School Psychology

Banks

Squires²,

Anhalt³

2014

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“…REBT can therefore be applied to sharpen the content of as well as to implement social learning as REBT has been widely used with children and young people, for example, in the context of therapy (Adomeh, 2006;Flanagan, Korrie, & Henry, 2010;Gonzalez, Nelson, Gutkin, Saunders, Galway, & Shweny, 2004), school psychology (DiGiuseppe & Bernard, 1990), education (Kachman & Mazer, 1990;Sapp, 1996;Sharp & McGollum, 2005;Trip, Vernon, & McMahon, 2007;Vaida, Kallay, & Opre, 2008), and school performance (Shannon & Allen, 1998).…”

Section: Social Learning From a Rational-emotive Perspectivementioning

confidence: 99%

“…Such methods consist of both curricular programs (Vernon, 2002) and specific programmatic material for Anger Management (Flanagan et al, 2010;Sharp et al, 2005) or advancement in mathematics (Shannon et al, 1998). There are also methods that, with the aid of imagination, show children that they can influence their own behavior and feelings (e.g., Garcia & Pellegrini, 1974;Waters, 1980).…”

Section: Social Learning From a Rational-emotive Perspectivementioning

confidence: 99%

Social Learning and Rational-Emotive Education: An Exploratory Investigation of Students’ Perspective

Steins¹,

Haep²

2015

PSYCH

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There is no doubt about the relevance of social learning from the perspective of many groups of adults, such as teachers and researchers. However, do students share this evaluation, especially if students are socially disadvantaged? The current study explored whether rational-emotive education (REE) was a suitable concept for social learning with disadvantaged students and what to consider when students' perspective was involved. Mixed methods were used. Social problem solving was explored with a pre-post design in three groups (Social learning Treatment, Control, and Follow-Up: Social learning Treatment after one year) of 239 seventh and eighth graders. The attitudes of the students in the Treatment Group toward the usefulness of social learning played a crucial role in social problem solving. The reasons for the variance in students' attitudes were subjected to a content analysis. A key finding was that students expected more entertainment and less formal education so that more effort was needed to motivate students at the beginning of a curriculum. In addition, most students appreciated the opportunity to learn a self-technology such as rational-emotive behavior therapy (REBT) as core element of REE.

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“…With REBT, the therapist's role is to actively and directly challenge the clients and their beliefs to help them restructure their thoughts and create rational beliefs that will lead to less disturbed feelings. Ellis (1962) Maes, 1987;Nicastro, Luskin, Raps, & Benisvich, 1999;Shannon & Allen, 1998;Warren, McLellarn, & Ponzoha, 1988) and depression (Balter & Unger, 1997;Szentagotai, David, Lupu, & Cosman, 2008). However, limited efficacy studies exist on REBT because of perceptions that each therapeutic session must be different (Hays, 1999).…”

Section: Rational Emotive Behavior Therapy (Rebt)mentioning

confidence: 99%

“…However, limited efficacy studies exist on REBT because of perceptions that each therapeutic session must be different (Hays, 1999). Effectiveness studies do exist and outline the applicability of REBT (e.g., Abosi, 2004;Hutchinson, Patock-Peckham, Cheong, & Nagoshi 1998;Kahn & Kahn, 2001;Shannon & Allen, 1998;Trip, Vernon, & McMahon, 2007). The major limitation of these studies is the potential for self-report bias.…”

Section: Rational Emotive Behavior Therapy (Rebt)mentioning

confidence: 99%

Using rational emotive behavior therapy to initiate and maintain regular exercise in college-age men

Greenfeld¹

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Unfortunately, there are as many barriers to people exercising (e.g., time, cost, and accessibility) as there are benefits. Consequently, approximately two-thirds of individuals living within the United States do not engage in regular exercise (i.e., 3 days per week for at least 45 minutes; CDC, 2006). Multiple interventions have been implemented to help individuals initiate regular exercise (e.g., psychotherapy, physicians, and community programs), but none of them review how an individual alters his or her thoughts about exercise that could lead to initiation. Addressing an individual's beliefs about engaging in regular exercise will add to the understanding of how modifying thoughts can help lead to initiation. The purpose of the current study was to monitor the use of Rational Emotive Behavior Therapy (REBT)-style interviews to help three male participants who have had difficulties beginning and sustaining regular exercise explore their thoughts about exercise and potentially begin an exercise routine. In this dissertation, a comprehensive background is provided, outlining and explaining definitions affiliated with REBT, exercise, and mental health. Then a thorough literature review is provided, which outlines previous research on exercise interventions. In response to the specific research questions posed, the results of the current study indicate that using a variety of active directive REBT style interviews helped three men modify their beliefs about exercise and ABSTRACT Engaging in regular exercise has multiple health benefits-for example, physical;

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Cited by 17 publications

References 12 publications

Interdisciplinary Collaboration: Cognitive Behavioral Interventions in Special Education and School Psychology

Interdisciplinary Collaboration: Cognitive Behavioral Interventions in Special Education and School Psychology

Social Learning and Rational-Emotive Education: An Exploratory Investigation of Students’ Perspective

Using rational emotive behavior therapy to initiate and maintain regular exercise in college-age men

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