Rational Emotive Behavior Education in Schools

Vernon, Ann; Bernard, Michael E.

doi:10.1007/978-3-319-93118-0_13

Cited by 7 publications

(7 citation statements)

References 18 publications

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“…In other words, this training was used to address the lack of social skills that may negatively affect students' mental health and make their relationships with peers difficult during school life. Addressing social skill deficits and then supporting the cognitive and emotional philosophical change are important factors for promoting positive mental health through developing adolescents' rational thinking (Kabasakal, 2019; Vernon & Bernard, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…If students can manage their coping behaviour in difficult situations, they will have more competence in critical thinking, developing a positive self‐concept and realistic perspective, and tolerating frustration. REE can enhance typical students' social acceptance of disabled students by developing special ways of thinking, such as self‐interest, social interest, tolerance and accepting probabilities (Vernon & Bernard, 2019). Interventions with typical peers have become more important as an effective and applicable method to avoid social adaptation problems related to disabled students.…”

Section: Introductionmentioning

confidence: 99%

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The effect of rational‐emotive education on irrational thinking, subjective wellbeing and self‐efficacy of typically developing students and social acceptance of disabled students

Kabasakal

Emıroğlu

2021

Child

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Aim This study aimed to assess the effects of rational‐emotive education on the rational thinking, subjective well‐being and self‐efficacy of typical students and their levels of social acceptance of disabled students in mainstream classrooms. Background Rational‐emotive education exercises can be important for eliminating typical students' problem behaviours, such as poor acceptance of disabled classmates, in mainstream classrooms. Method The study was conducted between 25 October 2017 and 17 January 2018 at two middle schools located in Ankara, Turkey. A quasi‐experimental design and nonequivalent control group were used. The research sample consisted of 212 typical students and 16 disabled students from the middle schools. A socio‐demographic questionnaire and the Irrational Beliefs Scale for Adolescents, Adolescent Subjective Well‐being Scale, General Self‐Efficacy Scale and Social Acceptance Scale were used to collect data. Students in the intervention group participated in a 12‐week rational‐emotive education programme. Results The results showed that, for the students who took part in the rational emotive‐education programme, there was a significant increase in subjective well‐being, self‐efficacy and social acceptance of peers with special needs, and a significant reduction in irrational beliefs, compared to those in the control group (p < 0.001). Social Validity Questionnaire, which was completed by the parents of the students with special needs to assess the social validity and the effects of the intervention, indicated that the rational‐emotive education programme provided a positive classroom atmosphere, which positively affected the disabled students. Conclusions The study results supported previous findings on rational‐emotive education, which has been adopted in Turkey and in the world as a humanistic approach. Rational‐emotive education can be used in mental and school health nursing to increase social acceptance of the disabled students, and to eliminate their social–emotional problems, and to create a positive classroom atmosphere for all students.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The effect of rational‐emotive education on irrational thinking, subjective wellbeing and self‐efficacy of typically developing students and social acceptance of disabled students

Kabasakal

Emıroğlu

2021

Child

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“…A rational emotive behavioral therapeutic manual [39] was redesigned for this study to help schoolchildren with low self-esteem acquire rational emotive behavioral skills and techniques to address and manage their mental health, emotions, and behavior-related problems. Low self-esteem REBT manual is a psychoeducational program remarked to be effective in dealing with various levels of individual psychological and behavioral-related problems commonly found among children.…”

Section: Methodsmentioning

confidence: 99%

Raising the self-esteem and reducing irrational beliefs of schoolchildren: The moderating and main effect study

Ede

Okeke

Oneli³

2023

Medicine

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Background: Several systematic reviews and meta-analyses studies have called for moderators of treatment outcomes and their main effect with regard to disadvantaged populations. In view of that, this study investigated the impacts and moderators of rational emotive behavior therapy (REBT) on the self-esteem and irrational beliefs of Schoolchildren in Ebonyi State Nigeria. Methods: A group randomized controlled design was utilized to assign 55 schoolchildren to the treatment group and 55 schoolchildren to waitlisted control group. Two self-report measures (Self-Esteem Scale and Children Adolescent Scale of Irrationality) were used to assess the participants. There were pretest, posttest, and follow-up tests given at different intervals to ascertain the baseline, main effect, and long-term effects of the treatment. The data collected were analyzed using a 2-way analysis of covariance statistic. Results: The results of the 2-way analysis of covariance demonstrated a difference between participants in the waitlisted control group at the pretest, posttest, and follow-up test and a positive improvement in schoolchildren with illogical beliefs as a result of exposure to REBT intervention. It was discovered that the REBT intervention changed schoolchildren’s self-esteem and irrational views into rational ones. A later test result supported the intervention’s consistent and significant effects in lowering illogical beliefs and raising students’ self-esteem. The results also showed that there is no connection between gender and group membership. Conclusion: This study suggests that REBT is a significant treatment strategy that reduces irrational beliefs and improves the self-esteem of primary school children. Based on these outcomes, further studies should replicate the study in other cultures with such a disadvantaged group.

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“…This doesn’t mean they are stupid; they can learn from their mistakes and create goals for personal development, but they should never compare their self-esteem to how they appear. [32]…”

Section: Introductionmentioning

confidence: 99%

“…This doesn't mean they are stupid; they can learn from their mistakes and create goals for personal development, but they should never compare their self-esteem to how they appear. [32] Adults such as teachers are more likely to experience anger, anxiety, and despair due to irrational beliefs and reality distortions. [33] Numerous research has been carried out to show the effectiveness of REBT principles in lowering anxiety, [34] raising frustration tolerance, [35] decreasing impulsivity, [36] and enhancing the capacity to cope with general issue circumstances.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of rational emotive behavior education (REBE) on computer anxiety among school teachers enrolled in e-learning

Onah,

Ede,

Eze

et al. 2023

Medicine

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Background: Reports from past studies indicated that research on anxiety disorder is not extensive and further investigation is needed using different populations. Besides, psychological intervention for computer anxiety has not been given the required empirical attention. Given this, we investigated the effectiveness of rational emotive behavior education on computer anxiety among primary school teachers enrolled in e-learning. Methods: A pure experimental design was used, which helped to randomly assigned recruited 112 primary school teachers to 2 arms (treatment and control groups). The Computer Anxiety Scale was distributed before, immediately after, and 4 weeks after completion of intervention with 12 sessions that were given to the treatment group. Results: The ANOVA results showed that rational emotive behavior education significantly decreased teachers computer anxiety. The mean computer anxiety score among instructors did not significantly differ by group or gender. Therefore, we recommended that computer educators, policymakers, and rational emotive behavior educators should organize rational and emotive-oriented conferences for schoolteachers.

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Rational Emotive Behavior Education in Schools

Cited by 7 publications

References 18 publications

The effect of rational‐emotive education on irrational thinking, subjective wellbeing and self‐efficacy of typically developing students and social acceptance of disabled students

The effect of rational‐emotive education on irrational thinking, subjective wellbeing and self‐efficacy of typically developing students and social acceptance of disabled students

Raising the self-esteem and reducing irrational beliefs of schoolchildren: The moderating and main effect study

Effectiveness of rational emotive behavior education (REBE) on computer anxiety among school teachers enrolled in e-learning

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