Rational Emotive Therapy Approach Research Articles

PENERAPAN KONSELING RATIONAL EMOTIVE THERAPY DENGAN TEKNIK REINFORCEMENT UNTUK MENGOPTIMALKAN MOTIVASI BELAJAR DI PONDOK PESANTREN AN-NUUR

This research originates from the problems of students at the An-nuur Islamic boarding school who experience a decrease in learning motivation. Decreased motivation to learn originates from irrational thinking, resulting in irrational behavior. Learning motivation is the urge or desire to do something to achieve a goal. To help with these students' problems, researchers provide counseling services using a rational emotive therapy approach using reinforcement techniques. The goal of rational emotive therapy counseling is to help clients free themselves from illogical ways of thinking or ideas and replace them with logical ways of thinking. Providing reinforcement techniques aims to provide reinforcement in all decisions and changes made by the counselee. This strengthening is expected to help the counselee in making changes.

Efektivitas Pendekatan Rational Emotive Therapy Dalam Layanan Konseling Kelompok Untuk Mengatasi Gangguan Emosional Siswa

This research aimed at knowing the effectiveness of Rational Emotive Therapy approach on group counseling service in overcoming student emotional disturbance. Quantitative pre-experimental research method was used in this research with pretest posttest one group design. The subjects of this research were the students experiencing high emotional disturbance, and the object was Rational Emotive Therapy approach on group counseling service in overcoming student emotional disturbance. Questionnaire, observation, and documentation were the techniques of collecting the data. Pearson product moment was used to test the questionnaire validity and Alpha Cronbach was for testing the reliability. The data were analyzed by using Wilcoxon test to know whether Rational Emotive Therapy approach on group counseling service in overcoming student emotional disturbance could be implemented. The research findings showed the mean score of student emotional disturbance before the treatment (pretest) was 112.9, and the mean score after the treatment (posttest) was 76.5. Based on the hypothesis test using Wilcoxon test, it was obtained that the probability score of Asymp. Sig. (2-tailed) 0.005 was lower than 0.05, it meant that Null hypothesis (H0) was rejected and Alternative hypothesis (Ha) was accepted. It could be concluded that Rational Emotive Therapy approach on group counseling service could be implemented to decrease student emotional disturbance.

Efektivitas Pendekatan Rational Emotive Therapy dalam Konseling Individual untuk Meningkatkan Kepercayaan Diri Siswa SMK

This research was instigated by many of student lack self-confidence. It aimed at knowing student sel-confidence before and after giving individual counseling service with Rational Emotive Therapy approach. The approach of this research using quantitative with pre-experimental and the one group pre-test and post-test design. 275 students of Telecommunication of Vocational High School Pekanbaru was the population in this research. 7 students’s having low self- confidence were the samples through Purposive Sampling technique. Questionnaire and documentation were the instruments of collecting the data. The data analysis, the researcher uses Wilcoxon’s test. The research findings showed that student self-confidence before giving individual counseling service with Rational Emotive Therapy approach was on very low category with the percentage 48.04% and after giving individual counseling service with Rational Emotive Therapy approach, it increase to 73.58%, so, it could be said that there was a difference pre-test and post-test. Based on the data result, it could be concluded that Rational Emotive Therapy approach in Individual Counseling effective to increase student self-confidence that could be seen from the asyimp. Sig (2-tailled) 0.018<0.05 so that H0 was rejected

Anxiety reduction sessions in foreign language classrooms

ABSTRACT This study examined the effect of anxiety reduction sessions conducted in English as a foreign language (EFL) classrooms. EFL anxiety reduction sessions were developed based on two assumptions derived from a rational emotive therapy approach. The sessions consisted of three methods: (a) cognitive–affective talk, (b) reflective self-talk, and (c) positive self-talk. Eight classes of roughly 25 first-year undergraduate students were divided into two groups. During 6 weeks, students in the treatment group engaged in the three methods sequentially for two rounds, whereas those in the control group received regular instruction. Both quantitative and qualitative analyses were performed. Quantitative data were collected by means of the Foreign Language Classroom Anxiety Scale (FLCAS) given before and after the six sequential sessions. Results of t-tests revealed that the FLCAS scores of the treatment group significantly decreased compared with those of the control group. To explore how the treatment group’s beliefs concerning EFL were modified through the anxiety reduction sessions, written scripts from the sessions were analysed using thematic analysis. Results suggested that the sessions were effective in reducing EFL students’ anxiety by changing irrational beliefs.

The Case Study Guide to Cognitive Behaviour Therapy of Psychosis

Back to table of contents Previous article Next article Book Forum: Therapies for PsychosisFull AccessThe Case Study Guide to Cognitive Behaviour Therapy of PsychosisRUSSELL EISENMAN, Ph.D., RUSSELL EISENMANSearch for more papers by this author, Ph.D., Edinburg, Tex.Published Online:1 Jul 2004https://doi.org/10.1176/appi.ajp.161.7.1318AboutSectionsPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InEmail Many of us have attempted to do psychotherapy with psychotic patients and come away with the belief that it is difficult or impossible. As a result, these patients often receive medication but little in the way of psychotherapy. Years ago, during my psychology internship, I attempted to do group psychotherapy with psychotic patients, using Albert Ellis’s rational-emotive therapy approach. It seemed mostly unsuccessful—the patients seemed too disturbed to understand rational thinking principles. However, this book shows that successful psychotherapy with psychotic patients is possible.The exciting finding is that the chapter authors, employing cognitive behavior therapy, successfully confront patients’ distorted thinking and get them to see things in a more rational, realistic way. I gather that the authors do not strongly confront every irrational thought but are selective and slowly but surely get the patients to see alternative ways of thinking about things. Thus, for example, paranoid delusions can change as the paranoid patient comes to see alternative ways of thinking about something.The book has two major sections. The first, Case Studies, has 12 chapters, ranging from such topics as “Managing Voices” to “Tackling Drug-Related Psychosis and Isolation.” Part 2, Training, Supervision, and Implementation, consists of four chapters dealing with such things as “Training for CBT in Psychosis” and “Clinical Supervision.” All of the chapters are important and help us see how psychosis can be treated with cognitive behavior therapy. This book is highly recommended for those concerned with treating psychotic patients.Edited by David Kingdon and Douglas Turkington. Chichester, U.K., John Wiley & Sons, 2002, 238 pp., $95.00; $45.00 (paper). FiguresReferencesCited byDetailsCited byNone Volume 161Issue 7 July 2004Pages 1318-1318 Metrics PDF download History Published online 1 July 2004 Published in print 1 July 2004

Bulimia: A case study with mediating cognitions and notes on a cognitive-behavioral analysis of eating disorders

A case study of a young woman who was following a complex bulimic chain is described. Her emotional-behavioral sequence involved (1) feeling upset, (2) feeling more upset and taking a high dose of laxatives, (3) hinging, (4) taking additional laxatives, (5) feeling depressed, guilty, and angry, and then (6) “starving” herself for days on end. This paper lists the selfdefeating cognitions mediating the above sequence of emotions and behaviors and reports on a successful disputation of them through a Rational-Emotive Therapy approach. She resumed a normal eating pattern; her menstrual cycle returned in 2 months after having been absent for 13 months; and at followup, 15 months after termination of therapy, disclosed normal weight with no regression to any bulimic behavior. The case study concludes with preliminary notes on a cognitive-behavioral analysis of eating disorders. A model for eating disorders is proposed based upon the study and treatment of other selfindulgent disorders.

Reductions in type a behavior, anxiety, anger, and physical illness as related to changes in irrational beliefs: Results of a demonstration project in industry

A series of stress management workshops was conducted in a Rational-Emotive Therapy (RET) format for an entire department in a large corporation (N=49). The population was rather general, i.e., nonstudent, nonclinical, and nonvolunteer. Measures were obtained before the program began and three to four months following completion on the “dependent” variables of Type A behavior, anxiety, anger, depression, assertiveness, and physical illness symptoms, and on the cognitive “independent” variables of irrational beliefs. Major changes were obtained on all “dependent” measures supporting previous work on the usefulness of an RET approach in reducing various types of distress. Further, these changes were shown to be strongly related to changes in irrational beliefs and changing such irrational beliefs was the major focus of the program. It is concluded, therefore, that a fundamental assumption of Rational-Emotive Therapy and theory is given additional empirical support.

Alleviating communication apprehension through rational emotive therapy: A comparative evaluation

This article describes a Rational Emotive Therapy approach to treating classroom communication apprehension. The study compares the RET approach, systematic desensitization, and skills only. Each method of treatment produced significant differences from pretest to posttest. The study opens future discussion about the effects of expectancy theory (such as the Pygmalion effect) as a critical independent variable.