Rational Emotive Imagery Research Articles

PENERAPAN KONSELING RATIONAL EMOTIVE BEHAVIORAL DALAM MENGURANGI TINGKAT IRRATIONAL BELIEF KAUM LESBIAN

Most lesbians are irrational belief in the opposite sex. They consider men to be untrustworthy and evil people. This can be obtained from a bad experience in the family, in which the father is less pleasant towards the mother and from a hostile environment. This condition fosters irrational belief of lesbians towards men. Based on these facts, this study aims to reveal how the application of rational emotive behavioral counseling in reducing the level of irrational belief of lesbians. The research method used is action research. The treatment consists of two cycles, in which one cycle consists of four stages, namely (1) planning, (2) implementation, (3) observation, (4) reflection. Especially at the implementation stage of the counseling steps used are; (a). Accessing the client's self talk, (b). Determining the client's underlying belief, (c) Agreeing on more rational belief, (d) Performing rational emotive imagery, (e). Assigning homework, (f) Positive consequence, and (g) Negative consequence. Respondents in this study amounted to 3 people who indicated lesbians. Respondents were taken based on descriptive random sampling. The results of the analysis of research data revealed that rational emotive behavioral counseling can reduce the level of irrational belief of lesbians. Based on these empirical data it can be concluded that counselors can use rational emotive behavioral counseling in reducing the level of irrational belief of lesbians, so that it is expected to reduce lesbian behavior in society.

PENERAPAN KONSELING RATIONAL EMOTIVE BEHAVIORAL DALAM MENGURANGI TINGKAT IRRATIONAL BELIEF KAUM LESBIAN

Most lesbians are irrational belief in the opposite sex. They consider men to be untrustworthy and evil people. This can be obtained from a bad experience in the family, in which the father is less pleasant towards the mother and from a hostile environment. This condition fosters irrational belief of lesbians towards men. Based on these facts, this study aims to reveal how the application of rational emotive behavioral counseling in reducing the level of irrational belief of lesbians. The research method used is action research. The treatment consists of two cycles, in which one cycle consists of four stages, namely (1) planning, (2) implementation, (3) observation, (4) reflection. Especially at the implementation stage of the counseling steps used are; (a). Accessing the client's self talk, (b). Determining the client's underlying belief, (c) Agreeing on more rational belief, (d) Performing rational emotive imagery, (e). Assigning homework, (f) Positive consequence, and (g) Negative consequence. Respondents in this study amounted to 3 people who indicated lesbians. Respondents were taken based on descriptive random sampling. The results of the analysis of research data revealed that rational emotive behavioral counseling can reduce the level of irrational belief of lesbians. Based on these empirical data it can be concluded that counselors can use rational emotive behavioral counseling in reducing the level of irrational belief of lesbians, so that it is expected to reduce lesbian behavior in society.

Rational Emotive Behaviour Therapy (REBT) dalam Menangani Kecemasan Penderita Ekstrapiramidal Sindrom Mahasiswa UIN Sunan Ampel Surabaya

<p>The focus of this research is to find out how the process and results of Rational Emotive Behaviour Therapy (REBT) to deal with anxiety in patients Extrapyramidal Syndrome student of UIN Sunan Ampel Surabaya. The subjects in this research was a student of the Faculty of Da’wa and Communication UIN Sunan Ampel Surabaya 3rd semester who suffer from anxiety disorders because Extrapyramidal syndrome since the age of 10 years. This research uses qualitative research methods, with a case study and comparative descriptive analysis, the researchers compared before and after the counseling process using Rational Emotive Behaviour Therapy (REBT). The results of this research showed that the process of Rational Emotive Behaviour Therapy (REBT) in dealing with anxiety in patients Extrapyramidal syndrome using three techniques on REBT approaches (techniques disputing irrational belief, rational emotive imagery techniques, and modelling techniques) that do quite successful. It can be seen from the values obtained in the calculation by the standard test with a percentage of 50% - 75% which can be considered quite successful.</p><p><strong><em>Keywords</em></strong>: Rational Emotive Behavior therapy, Anxiety</p>

Conquering Pedaphobia: A Case Study of Counselling Interventions

This paper presents a case study of a 22-year-old female client who came for counselling sessions for the purpose of overcoming her pedaphobia. Symptoms, such as, dizziness, nausea, arousal, sweating palm and body shaking were noticed to be visible not only by the presence of a real child, but also by pictures, stories and imaginations of infants. Systematic desensitization technique, a form of Exposure Therapy, was applied to treat the client. It involved relaxation and breathing techniques, and supported by the application of live modelling guided participation. Along with the interventions, Rational Emotive Behaviour Therapy techniques were also applied, such as, thought recording, irrational thoughts identification and disputation, Rational Emotive Imagery (REI), coping self-statement, and forceful self-statement. By the end of the therapy, the client reported to have experienced a decline in the occurrences of symptoms and demonstrated the ability to overcome her phobia.Keywords: phobia; pedaphobia; systematic desensitization; counselling intervention; rational emotive behaviour therapy

Interventions for Children with Anger Problems

Anger in children has received a lot of attention. This article is a review of several rational-emotive behavioral interventions for children struggling with anger problems. The first step discussed in this article involves helping children learn to recognize their internal signals that they are becoming angry. Children can be taught that there are certain physiological events that occur immediately preceding anger. Another important component of anger management involves the use of distraction, in which children are encouraged to substitute a “happy” or “funny” mental image to interrupt the anger producing thoughts. Finally, a detailed analysis of rational-emotive imagery is provided for children needing more extensive interventions with their anger problems.

The Sport of Avoiding Sports and Exercise: A Rational Emotive Behavior Therapy Perspective

The purpose of this article is to apply the rational emotive behavior therapy (REBT) perspective to motivation to begin and continue regular exercise or sport involvement. A basic premise is that exercise and sports avoidance are usually motivated by low frustration tolerance and/or irrational fears of failing. The treatment of exercise and sports avoidance by REBT is multimodal, integrative, and involves the use of cognitive, emotive, and behavioral methods. Cognitive methods include disputing irrational beliefs, learning rational coping self-statements, referenting, and reframing. Emotive methods include the use of strong dramatic statements, rational emotive imagery, shame-attacking exercises, and role-playing. Various behavioral methods such as anxiety reducing assignments, operant conditioning, paradoxical homework, and stimulus control are explained. REBT focuses on helping exercise and sport avoiders find their inhibitory demands and change the demands into healthy preferences while promoting unconditional self-acceptance.

Components of rational-emotive imagery: Two experiments with nonassertive students

Unassertive students took part in two experiments to assess the contributions of emotional and cognitive rehearsal procedures in rational-emotive imagery. In each study participants received analogue treatment in groups, which met twice for one and a half hours. In Experiment 1 behavior rehearsal (BR) was more effective than emotional rehearsal (ER, which involved tryping to attenuate unwanted feelings in fantasy) and cognitive rehearsal (CR, which involved examining negative, and rehearsing helpful, self-statements) as assessed by a self-report measure of assertiveness. In Experiment 2 combinations of Experiment 1 procedures were tested in a factorial design. On a behavioral test, BR proved more effective than the treatment combinations, but on questionnaire measures of social anxiety and irrational beliefs rational-emotive imagery (the combination of CR with ER) was superior to the other treatment conditions. Results are encouraging in that rational-emotive imagery was more successful than either component in isolation, even within the limits of a brief analogue study. Further clinical trials are needed.

Effects of rational-emotive therapy, rational role reversal, and rational-emotive imagery on the emotional adjustment of community mental health center patients.

Effects of rational-emotive therapy, rational role reversal, and rational-emotive imagery on the emotional adjustment of community mental health center patients.

Effects of rational-emotive therapy, rational role reversal, and rational-emotive imagery on the emotional adjustment of community mental health center patients.

Effects of rational-emotive therapy, rational role reversal, and rational-emotive imagery on the emotional adjustment of community mental health center patients.

Rational Emotive Education and Relaxation Training in Large Group Treatment of Test Anxiety

Underachieving college students often report discomfort during examinations. The object of the study was to provide treatment to students enrolled in a course designed to improve study skills and habits. Since students are often unwilling to undergo comprel~ensive treatment, a short-term presentation in a classroom was given to subjects randomly selected from three sections (N = 150) of a course on improving study. Two sections received rational emotive education (n = 42) or relaxation training (n = 45). while the third section served as controls (n = 36). Each group was administered the Alexander-Husak Anxiety Differential (1) as pre- and post-treatment measures. The Anxiety Differential has a tesr-reresr reliability of .88 (2) and differentiates significantly between anxious and control groups (4). Low scores indicate greater anxiety about examinations. Each of the groups received 3 1-hr. treatments. The rational emotive treatment involved an introduction to the A (activating event), B (beliefs), and C (consequences) paradigm of rational emotive therapy (3). Subjects were then taught to use the model in identifying and replacing beliefs that lead to test anxiety: Irrational beliefs which typically cause text anxiety include: fear of failure, self-downing, perfectionism, need for approval, blocking and low frustration tolerance, and anxiety about test anxiery (5). Techniques such as disputation, thought stopping, and rational emotive imagery were demonscrated and practiced. The relaxation training began with an introduction to the behavioral view of test anxiety, deep muscle relaxation, and systematic desensitization via imagery of stressful situations. Since intact groups were used, the pretest score on the Anxiety Differential served as the covariate. The pre- and adjusted post-test means and standard deviations were M = 87.45 (SD = 6.60) and 88.621(SD = 6.31) for the rational emotive education, M = 89.62 (SD = 7.74), 87.96 (SD = 7.08) for relaxation training, and 87.31 (SD = 7.08), 85.99 (SD = 6.31) for controls. The analysis of covariance indicated differences (F2.19 = 2.83, p < '06). Post hoc comparisons supported differences between the means for rational emotive education and controls (p < .06). When treatment of test anxiety is short term or held in large groups a rational emotive approach may be more useful than relaxation training. Effects of length of treatment and size of group need to be