Effectiveness Of Rational Emotive Behavior Therapy Research Articles

국내 우울증 치료에서 REBT와 MBCT기반치료의 현황 고찰

This study focuses on understanding the role and detailed treatment process of RBET (rational emotive behavior therapy), a second-generation theory in cognitive behavior therapy, and MBCT (mindfulness-based cognitive therapy), a third-generation theory in cognitive behavior theory. The research method compared and analyzed the two theories and domestic papers related to depression. The result of the study shows that RBET plays a fundamental role in treating depression by philosophically changing and modifying key beliefs that cause depression. The effectiveness of RBET has already been verified in many previous studies. The result of the study also shows that MBCT is used as maintenance therapy in cases where depression has improved. The process of MBCT is as follows: to notice signs of worsening or recurrence of symptoms; to get past negative emotions by focusing on the present; to learn to relate to the senses, emotions, and thoughts arising from within; and to switch to the “being mode” from cognitive defusion and the “doing mode”. In summary, RBET is effective as a quick and early treatment technique, and MBCT is effective as a maintenance treatment technique to prevent recurrence once depression has improved. This study is meaningful in maximizing the effectiveness of depression treatment by comparing the differences and commonalities between REBT and MBCT theories and clarifying the cooperative relationship.

Perceptions of organizational value and unethical/deviant behaviors among lecturers in Archeology and Religion and Cultural Studies: An intervention study.

Understanding an organization's ethical standards assists employees in abiding by stipulated rules and regulations and reduces the prevalent rate of inappropriate behaviors. Unfortunately, some workers do not know and as a result, they become dysfunctional, affecting their professional identities. Given this, scholars have called for psychoeducational strategies that coach workers to improve their perceptions. With this in mind, we investigated the impact of psychoeducational coaching on workplace ethical perceptions and deviant behaviors among lecturers in Archeology and Religion and Cultural Studies. A group randomized control design was adopted, and a sample of lecturers was assigned to intervention and control groups using a simple allocation sequence method. Three dependent measures were used to assess the participants' irrational beliefs, work values, and deviant behaviors before the intervention, after, and 2 months later as a follow-up test. Data collected were cued into SPSS version 28. A multivariate analysis was performed to test postulated hypotheses at .05 probability level. The results showed that rational-emotive behavior occupational coaching has a significant impact on reducing unethical work values and work-deviant behaviors among lecturers in Archeology and Religion and Cultural Studies. The finding of this study justified the effectiveness of rational-emotive behavior therapy (REBT) approaches in treating irrational beliefs that occasioned work-deviant behaviors among the employees. It is concluded in this study that rational-emotive behavior occupational coaching is beneficial and effective in decreasing unethical work values and work-deviant behaviors among lecturers in Archeology and Religion and Cultural Studies. Therefore, REBT practitioners should liaise with lecturers in Archeology and Religion and Cultural Studies to advance the practice of REBT in workplaces.

A STRESS MANAGEMENT INTERVENTION FOR SECONDARY TEACHERS

Several studies have reported the prevalence of stressors and work- related conditions among educators in Nigerian school environments, but there are limited reports on the coping mechanisms of physics teachers. Therefore, this study aims to investigate the effect of rational-emotive behavior therapy (REBT) on stress management among secondary school physics teachers. A randomized controlled group trial design was used, and the sample population comprised 64 physics teachers who served as participants. Pretest, posttest, and follow-up data were collected using the Job Stress Questionnaire (α=.73). The results showed that participants undergoing REBT experienced a significantly greater reduction in work- related stress compared to those in the control group. The findings of this study were expected to contribute to the knowledge base in measurement, counseling, and physics education. In addition, the incorporation of REBT programs was recommended to assist physics teachers in effectively managing their work-related stress.

Effect of Rational-Emotive Behavior Therapy on Physics Teachers’ Stress Management in Nigeria

Purpose: This study investigated how rational-emotive behavior therapy (REBT) helped secondary school physics teachers manage work-related stress. Design/methods/approach: 86 secondary school physics teachers participated in this study using a randomised control trial group design as the study population. An appropriately validated and trial-tested job stress questionnaire was used to gather data for the study (α=.84). Prior to receiving a 12-week REBT intervention treatment, the participants underwent a pretest. After the intervention ended, the subjects underwent a posttest and were also given a follow-up test two months later. Data generated for this research was analysed analysis of variance (specifically repeated analysis of variance). Findings/Results: The outcome of the research revealed that the work stress of the physics teachers exposed to REBT was reduced significantly more than those of the control group.Implications: The research implication is that the work stress of physics teachers can be better managed using the REBT program. The study contributes to advancing the therapeutic space and concern that REBT treatment can be applied.

Effectiveness of rational-emotive behavior therapy on self objectification among psychotic females

Effectiveness of rational-emotive behavior therapy on self objectification among psychotic females

Management of Mental Health Problem among Primary School Teachers using Rational-emotive Behavior Therapy

Background: Teachers in the Nigerian education system, especially at the primary level, experience various mental health issues. This is likely to be so as primary school teachers carry out a lot of responsibilities ranging from teaching all the primary school subjects to taking care of their families. Studies have revealed that mental health issues limit the academic responsibilities of teachers. However, there is a dearth of literature on mental health issues management among primary school teachers. Objective: This study explored the effect of rational-emotive behavior therapy (REBT) on work stress management among primary school teachers. Methods: Using a randomised control trial group experimental design, this research used 45 primary school teachers as the study participants. Data for the study were collected using a work stress questionnaire which was properly validated and trial tested (α = .84). The participants were pretested before being exposed to a 12-week REBT intervention treatment. Participants were then retested and received follow-up care two months after the end of the intervention. Data collected were analysed using mixed-design repeated analysis of variance. Results: It was revealed that the work stress of the primary school teachers who were exposed to REBT intervention significantly (p < .05) reduced after the treatment. Conclusion: REBT intervention significantly affected work stress management among primary school teachers. Therefore, it was recommended that REBT intervention be used as a workplace stress management intervention among primary school teachers.

The effects of rational emotive behavior therapy for depressive symptoms in adults with congenital heart disease

BackgroundOver 30% of adults with congenital heart disease (CHD) experience depression. ObjectivesTo evaluate the effectiveness of Rational Emotive Behavior Therapy (REBT) in reducing depressive symptoms in adults with CHD. MethodsForty-two adults with CHD were recruited from an outpatient clinic and randomized to a study group (n = 21), which comprised 8-weekly group-based counseling sessions, or a control group (n = 21), which received usual care. REBT effectiveness was examined using the Hamilton Depression Rating Scale, Beck Depression Inventory, Shorten General Attitude and Belief Scale, and salivary cortisol levels before therapy, after the last session, and at follow-up 4 weeks later. ResultsAverage participant ages were 30.1 ± 7.58 and 33.3 ± 7.1 years in study and control groups, respectively; 52.4% of participants in each group were female. After REBT, depression (p < 0.001), irrational beliefs (p < 0.001), and salivary cortisol levels (p = 0.006) were significantly lower in the study group than in the control group. Effects of REBT in the study group remained consistent at the 4-week follow-up. ConclusionREBT may be effective in reducing depression in adults with CHD.

Investigation of burnout syndrome among electrical and building technology undergraduate students in Nigeria.

Background:The investigation of burnout among undergraduate students is yet to receive the same amount of attention as burnout in employees. Despite the negative effects of burnout among students, there is dearth of literature on burnout problem among electrical and building technology undergraduate students. Therefore, this study aimed to determine the burnout levels and the effect of rational-emotive behavior therapy (REBT) on symptoms of burnout among electrical and building technology undergraduate students in South–East zone of Nigeria.Method:A group randomized trial design involving a treatment group versus no-treatment group was adopted for this study. One hundred fifty four undergraduate students of electrical and building technology who met the study's inclusion criteria were selected from public universities in the South–East zone of Nigeria. The intervention consisted of 10 weeks of REBT treatment and 8 weeks of follow-up meetings conducted at 4 months. A self-report questionnaire was used for data collection. Repeated-measures analysis of variance, paired sample t test, and Chi-Squared were used for data analysis.Results:The outcome indicated that the levels of burnout syndrome among the students are high and REBT had a significant effect on the symptoms of burnout syndrome among the electrical and building technology students in the treatment group compared to their counterparts in the no-treatment group. Finally, the positive gains were significantly maintained by the treatment group at follow-up.Conclusion:The current study suggests that an REBT program can be effective for dealing with burnout syndrome among the population of undergraduate students of electrical and building technology in Nigeria.

The effect of rational-emotive behavior therapy on anxiety and resilience in students.

Adolescence and youth are important periods in the growth and excellence of an individual. Given the importance of the study, its purpose was to determine the effect of rational-emotive behavior therapy (REBT) on anxiety and resilience in students. Students admitted to the counseling centers of Ilam University were randomly assigned to experimental and control groups. Using convenient sampling method, 30 subjects were selected and randomly assigned to either REBT tests or a control group (10 subjects in each). The 26 codes of ethics were observed in the study and the data were analyzed using SPSS17. Before the intervention, the anxiety score was 26.75 (4.43) and after the intervention it was 18 (4.403) (p < 0.05), but in the control group it was 31.34 (6.04) before the intervention and after the intervention it was 32.35 (5.17) (p > 0.05). Before the intervention, the anxiety score was 52.77 (13.37) and after the intervention it was 60.00 (14.31) (p < 0.05), but in the control group it was 47.00 (8.73) before the intervention and after the intervention it was 49.76 (9.10) (p > 0.05). REBT was effective in students as it reduced anxiety and increased resilience. Thus, it is suggested for use in students' care.

The Effects of REBT, and the Use of Credos, on Irrational Beliefs and Resilience Qualities in Athletes

The use of rational emotive behavior therapy (REBT) in sport psychology has received little attention in research to date, but is steadily growing. Therefore, to further add to the building body of research, this study examines the efficacy of REBT (comprising five counseling sessions, and four homework assignments) in decreasing self-reported irrational beliefs, and increasing self-reported resilient qualities in five elite squash players from Malaysia. The study uses a single-case multiple-baseline across-participants design. Visual and graphical analyses revealed that REBT reduced self-reported irrational beliefs significantly in all athletes, and raised self-reported resilient qualities significantly in some athletes. Athlete’s feedback, reflections on the usage of REBT, Athlete Rational Resilience Credos, and the practice of sport psychology across cultures are discussed, along with guidance for the future use of REBT in relevant settings.

Effect of Rational Emotive Behavior Therapy on Negative Career Thoughts of Students in Technical Colleges in Nigeria.

Negative career thoughts are cognitive barriers that interfere with an individual's career decision-making and successful career development. The current study examined the effect of rational-emotive behavior therapy (REBT) on negative career thoughts of students in technical colleges in Nigeria. The study utilized a pretest-posttest control group design. One hundred and seventy-three participants from technical colleges in the Southeast zone of the country completed a measure of career thoughts at pretest, posttreatment, and follow-up: the College Students' Career Thoughts Scale. An REBT career program manual guided the intervention for 12 weeks. Data collected were analyzed using repeated-measures analysis of variance, chi-square, and t-test. Results show that the negative career thoughts of the REBT group participants were significantly reduced relative to a waitlist control group at the end of the intervention. Follow-up tests conducted after three months and six months revealed that the significant decrease in negative career thoughts of the REBT group participants was sustained. The outcomes of the current study suggest that REBT is an invaluable group therapy for assisting college students in overcoming negative thoughts associated with career choice and decision. It would be helpful if further longitudinal evaluation were implemented in Nigeria and in other countries to evaluate whether and how an REBT-based program can improve vocational maturity and vocational identity of technical college students.

Not the End of the World: The Effects of Rational-Emotive Behavior Therapy (REBT) on Irrational Beliefs in Elite Soccer Academy Athletes

Research applying rational-emotive behavior therapy (REBT) with athletes is sparse and findings are equivocal. REBT can be applied using education workshops, but previous studies in sport have not assessed changes in irrational beliefs following REBT. This paper reports the effects of a single REBT education workshop on irrational beliefs in elite soccer academy athletes from pretest to posttest. Statistical analyses indicate temporary reductions in irrational beliefs following the workshop. Results are discussed with reference to mechanisms of change, study limitations, workshop reflections, and recommendations for developing REBT workshops.

RATIONAL-EMOTIVE BEHAVIOR THERAPY IN THE TREATMENT OF ADULT VICTIMS OF CHILDHOOD SEXUAL ABUSE

This study investigated the effectiveness of Rational-emotive behavior therapy in the treatment of adult victims of childhood sexual abuse. A sample of 42 women, seeking help for their psychological distress associated with childhood sexual abuse, was selected by means of an assessment interview and the Trauma Sympton Checklist, and randomly assigned to a treatment (n=28) and a delayed treatment control group (n=14). The treatment group participated in 10 weekly sessions of group Rational-emotive behavior therapy and was followed up 8 weeks after termination of treatment. Repeated measurements were obtained by means of the Beck Depression Inventory, State-Trait Anxiety Scale, State-Trait Anger Scale, Guilt Inventory, Coopersmith Self-Esteem Inventory and Golombok-Rust Inventory of Sexual Satisfaction. Results indicated significant reductions in depression, State anxiety, State anger, State guilt and low self-esteem. These improvements were maintained at follow-up.

Rational emotive behavior therapy research: What we know and what we need to know

Rational emotive behavior therapy (REBT) has achieved positive results in quantitative reviews of treatment outcome studies. In part because of methodological limitations of these studies, however, the generalizability of their favorable results to routine clinical practice is unknown. Also unknown are the clinical significance of outcomes achieved by REBT, the contribution made by its distinctive and specialized procedures, and the types of patients for whom REBT is particularly useful. Recommendations are provided for refining our knowledge of the effectiveness of REBT.