Rational-emotive staff development

Forman, Susan G.; Forman, Bruce D.

doi:10.1002/1520-6807(198001)17:1<90::aid-pits2310170116>3.0.co;2-2

Cited by 14 publications

(5 citation statements)

References 8 publications

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“…The apparent impact of the face-to-face RE-SB group consultation on teachers' irrational beliefs is consistent with previous studies exploring face-to-face REBT group consultation (see Forman & Forman, 1980;Warren, 2010bWarren, , 2013a. In each of these studies, group consultation was found to reduce irrational beliefs and promote positive mental health among teachers.…”

Section: Discussionsupporting

confidence: 86%

Professional Identity Development of Counselor Education Doctoral Students: A Qualitative Investigation

Limberg¹,

Bell²,

Super³

et al. 2013

TPC

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Professional school counselors are largely responsible for developing and maintaining comprehensive school counseling programs. Comprehensive programming includes collaboration and consultation aimed at supporting teachers and influencing student achievement. The recently released third edition of the ASCA National Model further supports collaboration and consultation to help teachers influence student achievement (ASCA, 2012). Consultation has been defined by Caplan (1970) as "a process of interactions between two professional persons-the consultant, who is a specialist, and the consultee, who invokes a consultant's help in regard to a current work problem" (p. 19). More recently, Kampwirth and Powers (2012) noted that engaging in collaborative endeavors during the consultation process fosters egalitarian relationships and often yields the greatest degree of change. School counselors engaging in consultation with teachers from a collaborative perspective are typically successful in advancing educational opportunities and fostering student growth (

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Section: Discussionsupporting

confidence: 86%

Professional Identity Development of Counselor Education Doctoral Students: A Qualitative Investigation

Limberg¹,

Bell²,

Super³

et al. 2013

TPC

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“…Teachers contribute to the development of a child's self-concept and shape their expectations regarding school and academic performance (Entwisle et al, 1987). Several studies have demonstrated that teachers harbour irrational beliefs (e.g., Caruso et al, 2018;Forman & Forman, 1980) which is further evidenced via measures of teacher specific irrational beliefs (e.g., Teacher Irrational Belief Scale; Bernard, 2016). When children fail an exam or perform badly on an assignment, teachers punish them for their perceived bad behaviour.…”

Section: Teachersmentioning

confidence: 99%

The Socialisation of Athlete Irrational Beliefs

King

Turner

Plateau

et al. 2022

J Rat-Emo Cognitive-Behav Ther

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According to Rational Emotive Behaviour Therapy (REBT), humans have a strong biological tendency to adopt self-defeating irrational beliefs which are subsequently driven by the socio-cultural environment one lives in Ellis (J Individ Psychol 32:145–168, 1976). Sport of all levels presents a unique environment which may serve to explain sport-related irrationalities harboured by athletes given that sport seems to endorse irrationality evident by the language used by key personnel and outlets (e.g., coaches and the media; (Turner in Front Psychol 7(9):1–16, 2016. https://doi.org/10.3389/fpsyg.2016.01423). An athlete’s beliefs and philosophies are shaped by a myriad of people within and outside of sport with whom they look to for guidance, such as coaches, medical professionals, parents, and the media. These key social agents within an athlete’s micro- and macro-environment harbour and model irrationality through their behaviour, language and processes. These irrationalities may then be internalized, giving rise to the development and maintenance of irrational beliefs in athletes. Research has consistently demonstrated the association between irrational beliefs and deleterious mental health outcomes in athletes, such as psychological distress (e.g., Turner in Bernard and Dryden (eds.) REBT: advances in theory, research, prevention, promotion, Springer Press, pp. 307–335, 2019). Therefore, the aim of our commentary is twofold: (1) to critically explore how key stakeholders within an athlete’s micro- and macro- environment contribute to the development, maintenance, and strengthening of irrational beliefs in athletes and, (2) to provide guidance to key stakeholders on weakening irrational beliefs and strengthening rational beliefs, thereby promoting a healthy and successful sport environment and positive mental health outcomes in athletes.

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“…In addition, REBT and stress management programmes have been found to have a positive impact on irrational beliefs (de Jesus & Conboy, 2001;Forman & Forman, 1980), but were not found to be more effective in improving teachers' classroom management skills than direct classroom management training alone (Sharp & Forman, 1985).…”

Section: Rational-emotive Behaviour Therapymentioning

confidence: 99%

“…Previous research has indicated that REBT interventions may be successful in reducing irrational beliefs (de Jesus & Conboy, 2001;Forman & Forman, 1980). However, the evaluations were conducted without the use of control groups, signifying that it was not possible to determine whether the REBT intervention produced greater improvement than could be expected through maturation or through other factors, such as the increased attention provided to participants.…”

Section: Limitations Of the Present Studymentioning

confidence: 99%

Teacher stress and pupil behaviour explored through a rational-emotive behaviour therapy framework

Robertson

Dunsmuir

2013

Educational Psychology

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Using the psychological framework of rational-emotive behaviour therapy, the principal aim of this study was to establish whether irrational beliefs, selfefficacy or pupil behaviour predicted teacher reports of stress. A secondary aim was to establish whether these variables, in addition to teachers' verbal feedback to pupils in class, predicted on-task pupil behaviour. Participants consisted of 58 teachers from five secondary schools, who completed three self-report questionnaires examining teacher stress, self-efficacy and irrational beliefs. In addition, both teachers and pupils were systematically observed in class using a structured schedule. The results indicated that high self-reported irrational beliefs and low self-efficacy predicted high levels of teacher stress. In addition, high self-efficacy and low levels of negative comments directed at pupils' social behaviour and academic work in the classroom predicted high levels of on-task pupil behaviour. The implications for supporting teachers in these areas are discussed.

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Rational-emotive staff development

Cited by 14 publications

References 8 publications

Professional Identity Development of Counselor Education Doctoral Students: A Qualitative Investigation

Professional Identity Development of Counselor Education Doctoral Students: A Qualitative Investigation

The Socialisation of Athlete Irrational Beliefs

Teacher stress and pupil behaviour explored through a rational-emotive behaviour therapy framework

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