Reducing Irrational Personality Traits, Trait Anxiety, and Intra- Interpersonal Needs in High School Students

Ross, G.R.

doi:10.1080/00256307.1978.12022147

Cited by 6 publications

(6 citation statements)

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“…(Maultsby, 1971, p. 30) Considered as a pilot, the present study fits into the evolving RBT literature. The use of RBT in a school setting is consistent with a major emphasis of RBT enthusiasts (Maultsby, Knipping, & Carpenter, 1974;Ross, 1978). It lends itself to classroom applications and can be integrated into the curriculum without substantial redesign.…”

mentioning

confidence: 89%

Cognitive‐Behavioral Intervention in School Discipline: A Preliminary Study

Zelie

Stone²,

Lehr³

1980

The Personnel and Guidance Journal

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confidence: 89%

Cognitive‐Behavioral Intervention in School Discipline: A Preliminary Study

Zelie

Stone²,

Lehr³

1980

The Personnel and Guidance Journal

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“…The five remaining studies used a variety of measures of irrationality or content acquisition. These measures were the Idea Inventory (DiGiuseppe & Kassinove, 1976;Miller & Kassinove, 1977), Children's Survey of Rational Beliefs (DiGiuseppe & Kassinove, 1976Miller & Kassinove, 1977;Rosenbaum, 1986), Inventory of Rational Thinking (Harris, 1976), Student Needs Questionnaire (Ross, 1978), and the Irrational Personality Trait Inventory (Ross, 1978). With the exception of the grade 8 students in DiGiuseppe and Kassinove's study who showed improvement on This document is copyrighted by the American Psychological Association or one of its allied publishers.…”

Section: Nonclinical Populationsmentioning

confidence: 99%

“…In addition to the case studies examined above, five studies (Block, 1978;Harris, 1976;Rosenbaum, 1986;Ross, 1978;Warren et al, 1984) utilized a follow-up design. The durations for the follow-up were 3 weeks (Warren et al), 4 weeks (Block;Harris),and 6 months (Rosenbaum;Ross).…”

Section: Information From Follow-up Studiesmentioning

confidence: 99%

“…All but one study revealed maintenance of the gains observed at the posttest. Specifically, decreases in irrationality (Ross, 1978;Warren et al, 1984), trait anxiety (Ross), and a range of behavioral measures: "disruptive behavior"; "class cuts"; and "grade point average" (Block, 1978) were maintained. This latter finding is impressive when one considers the target population, i.e.…”

Section: Information From Follow-up Studiesmentioning

confidence: 99%

“…In the five studies (DiGiuseppe & Kassinove, 1976;Harris, 1976;Miller & Kassinove, 1977;Rosenbaum, 1986;Ross, 1978) that allow the relationship between irrationality and psychological functioning to be investigated, the picture that has emerged is inconclusive. On one hand, changes in irrationality were correlated with changes in neuroticism (DiGiuseppe & Kassinove; Miller & Kassinove), trait anxiety (DiGiuseppe & Kassinove; Miller and Kassinove; Ross, and locus of control (Rosenbaum).…”

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confidence: 99%

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A review of rational-emotive education outcome studies.

Hajzler¹,

Bernard²

1991

School Psychology Quarterly

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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

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A Historical View of Blacks’ Distrust of Psychiatry

MaultsbyJr.¹

1982

Behavior Modification in Black Populations

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Reducing Irrational Personality Traits, Trait Anxiety, and Intra- Interpersonal Needs in High School Students

Cited by 6 publications

References 1 publication

Cognitive‐Behavioral Intervention in School Discipline: A Preliminary Study

Cognitive‐Behavioral Intervention in School Discipline: A Preliminary Study

A review of rational-emotive education outcome studies.

A Historical View of Blacks’ Distrust of Psychiatry

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