The Effects of Rational Emotive Education on Locus of Control, Rationality and Anxiety in Primary School Children

Abstract

The present study examined the impact of rational emotive education (REE) on locus of control, rationality and anxiety in order to evaluate REE's potential in promoting the psychological adjustment and growth of Year 4 primary school children. Individual differences in the external-internal dimension of locus of control were considered a possible predictor of intervention outcome. The sample consisted of two regular Year 4 classes in a private girls school in metropolitan Melbourne which were randomly assigned to either REE or attention control condition. Results indicated that REE was effective in increasing children's perception of internal control and rationality and that program effectiveness in increasing children's rationality was not associated with their pre-intervention locus of control orientation. No evidence was found for REE's efficacy in producing significant changes in trait anxiety.

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

“…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).…”

Helping students manage emotions: REBT as a mental health educational curriculum

“…A number of studies have supported Ellis's theory that cognitions can modify behaviour and are related to emotional disturbance (Flanagan, Povall, Dellino, & Bryne, 1998;Knaus, 2001;Morris, 1993;Rosenbaum et al, 1991;Shannon & Allen, 1998;Wilde, 1996). From a REBT perspective, an effective mental health programme should increase rationality and thereby reduce emotional disturbance.…”

“…Educational REBT programmes have been implemented in various educational settings, ranging from traditional classroom environments (LaConte, Shaw, & Dunn, 1993;Knaus, 2001;Rosenbaum, McMurray, & Campbell, 1991;Sapp, 1994;Sapp, Farrell, & Durand, 1995;Wilde, 1996Wilde, , 1999 to non-traditional educational settings with special populations, such as after school programmes, Upward Bound programmes, school programmes housed in a psychiatric hospital, and day treatment settings (Banks, 2006;Morris, 1993;Patton, 1995;Rudish & Millice, 1997;Shannon & Allen, 1998). A number of studies have supported Ellis's theory that cognitions can modify behaviour and are related to emotional disturbance (Flanagan, Povall, Dellino, & Bryne, 1998;Knaus, 2001;Morris, 1993;Rosenbaum et al, 1991;Shannon & Allen, 1998;Wilde, 1996).…”

Okul Çaği Çocuklarinda Pozi̇ti̇f Ruh Sağliğini Geli̇şti̇rmeye Yöneli̇k Psi̇ko Eği̇ti̇m Öneri̇si̇: Rasyonel Duygucu Davranişçi Eği̇ti̇m

“…Ellis her yaştan çocuklara çeşitli yollarla koruyucu bir psiko-eğitim müfredatı sağlamanın önemini vurgulamıştır. RDDE çocuklarda, yapılandırılmış bir yaklaşımla rasyonel düşünceyi somut bir şekilde öğreterek problem çözme, duygusal iç görüler geliştirip çocukluk çağı duygusal stresini azaltma amacı taşımaktadır (Wilde, 1996 (Streeter, 1999;Donegan and Rust 1998;Rosenbaum, 1991;Watter, 1988;Leibowitz, 1979;Miller, 1977;Knaus and Bokor 1975;Maultsby, Knipping and Carpenter 1974). Kabasakal 2018 Gossette ve O'Brien (1993)'e göre tartışma, geliştirilen irrasyonel inanışları çürütmeye yardımcı olmak için en çok kullanılan tekniktir.…”