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

Abstract

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.

Using rational-emotive language education to improve communication and social skills of adolescents with autism spectrum disorders in Nigeria

“…The challenges faced by adolescents with ASDs can be summed up as poor communication and social skills. [12] It is possible that adolescents with ASDs might have trouble taking turns in conversations. They might talk a lot about a favorite topic but find it problematic to talk about a variety of topics.…”

“…[36] Studies have shown that the rational, explicit, and direct teaching of content is important for the development of stable knowledge and skills. [12] From this frame of reference, we chose the RELE, which is based on the applied principles of Rational Emotive Behavior Therapy (REBT).…”

“…REBT holds the individual at the center of attention. [12] The basic idea underlying REBT is that emotional disturbances emerge from defective thinking about events rather than the events themselves. [36] A distinct feature of REBT has been the notion that the individual is not independent of the social context but is also responsible and has degrees of freedom.…”

“…[36] A distinct feature of REBT has been the notion that the individual is not independent of the social context but is also responsible and has degrees of freedom. [12] Studies show that REBT-based intervention can be used to strengthen the components of communication and social skills within a scientifically oriented frame of reference. [12,37–39] Different REBT-based interventions exist in the literature, but there are limitations.…”

“…[12] Studies show that REBT-based intervention can be used to strengthen the components of communication and social skills within a scientifically oriented frame of reference. [12,37–39] Different REBT-based interventions exist in the literature, but there are limitations. Therefore, as part of our research we developed RELE as a REBT-based intervention to improve communication and social skills among adolescents with ASDs.…”