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Dissertations / Theses on the topic 'Rational emotive behaviour therapy'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Meaden, Ann. "The experience of rational emotive behaviour therapy." Thesis, University of Wolverhampton, 2010. http://hdl.handle.net/2436/113730.

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The literature review produced for this thesis systematically analysed qualitative studies of cognitive therapy using a methodology checklist and a meta-synthesis technique. Ten papers which used qualitative analysis to look at clients’ experiences of Cognitive Behavioural Therapy (CBT) met the selection criteria. Seven themes emerged. Three were linked to a therapeutic relationships theme; the trusted listener, power and authority and others like me. Four were linked to the impact of cognitive therapy theme; empowering information, analysing the problem, thinking differently and doing things differently. It was concluded that future research should focus on the components of cognitive therapy and that differences in technique between CBT and Rational Emotive Behaviour Therapy (REBT) should be explored via a qualitative study of clients’ experiences of REBT. A qualitative approach was taken to look at clients’ experiences of REBT. Seven participants were interviewed using a semi-structured interview guide and the resulting transcripts were analysed using interpretive phenomenological analysis. Three themes emerged: one which looked at what it was like to have mental health problems; a second, which looked at clients’ expectations and experiences of the more technical aspects of therapy, and a third which examined the therapeutic relationship. All of the participants appeared to value therapy. However, the extent to which they knew about and used the theory and philosophy of REBT varied greatly. These results suggest that further research needs to be carried out which looks at how people benefit from therapy as clients views may differ from those of therapists. A critical appraisal of the research process was written using the REBT model to reflect the experience of producing the thesis.

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Spencer, Sarah. "Rational emotive behavior therapy it's (sic) effectiveness with children /." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005spencers.pdf.

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3

Haddock, Eleanor. "Clinical and theoretical applications of rational emotive behavioural therapy." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6386/.

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Chapter I is a meta-analysis examining the effectiveness of Rational Emotive Behavioural Therapy (REBT) at reducing emotional distress. A systematic search was conducted according to specific inclusion criteria and all relevant included studies were quality assured. Subsequent data extraction was completed. The results found that REBT was significantly more effective than nonactive treatments at reducing distress for anxiety and anger. However, REBT was equally effective when compared with active treatments. Chapter II is the empirical paper examining the theoretical underpinning of two Cognitive Behavioural Therapies (CBT), Rational Emotive Behavioural Therapy (REBT) and Cognitive Therapy (CT). Participants were recruited from an undergraduate university programme and the National Health Service. There was some evidence supporting the REBT theory of demands being more important than self-downing beliefs when examining the student sample but this was not consistent for the clinical sample. The research highlighted the need for more understanding on both forms of implicit and explicit demands, the need for better measures and suggested recommendations for future research.

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4

Ngai, Suet-man Beatrice. "Evaluation of a rational emotional behaviour therapy (REBT) group programme for students with low self-esteem." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057908.

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5

Ngai, Suet-man Beatrice, and 倪雪敏. "Evaluation of a rational emotional behaviour therapy (REBT) group programme for students with low self-esteem." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3196039X.

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6

Musser, Mim. "Training the church in rational Christian thinking." Theological Research Exchange Network (TREN), 1987. http://www.tren.com.

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7

Jensen, Peter Eli. "Evaluating the ABC model of rational emotive behavior therapy theory an analysis of the relationship between irrational thinking and guilt /." Click here for download, 2008. http://proquest.umi.com/pqdweb?did=1588785791&sid=1&Fmt=2&clientId=3260&RQT=309&VName=PQD.

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8

Wood, Andrew George. "Demanding success : examining the effects of Rational Emotive Behavior Therapy on performance-related outcomes." Thesis, Staffordshire University, 2017. http://eprints.staffs.ac.uk/4267/.

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Rational Emotive Behavior Therapy (REBT) is a psychotherapeutic approach based on the premise that when faced with adversity, irrational beliefs determine unhealthy negative emotions and maladaptive behaviors, whereas rational beliefs lead to healthy and adaptive alternatives. Using the ABC(DE) model the process of REBT aims to dispute and replace irrational with rational beliefs, ultimately providing a model of human functioning. Although the detrimental effects of irrational beliefs on psychological health are established, less is known about the deleterious effects on human behavior and performance. The thesis adds to the extant literature in two ways. First, the primary aim of this thesis were to examine effects of REBT, and irrational and rational self-statements on performance-related outcomes. A secondary aim of the thesis was to provide an insight into the effective application of REBT with elite athletes, and those with a physical disability. Using the context of sport, five studies were conducted in this thesis. Three applied field-based studies were conducted in Part I, exploring the effects of REBT on psychological, physiological, and performance outcomes in elite athletes. The findings indicated the effects of REBT (i.e., irrational beliefs, self-efficacy, perception of control, physiological markers, and performance markers) were most evident when delivered to an athlete on an individual basis and with a greater number of sessions. Data also indicated when the delivery of REBT was individually specific and sufficient in dose the effects on IBs and associated outcomes were immediate and maintained, signifying a fundamental shift towards a rational view of adversity (e.g., failure, setbacks, and rejection). In Part II, two experimental studies were conducted to examine the effects of irrational and rational self-statements on markers of performance. In contrast to findings from Part I the results showed no distinction in psychological (anxiety), physiological (heart rate), cognitions (eye gaze data), and performance outcomes (BHT and HPT) between irrational and rational approaches to an acute competitive task. Collectively the thesis findings provide partial support to a growing evidence-base demonstrating the value of REBT as an effective means of enhancing an athlete’s psychological approach and response to adversity/challenge (e.g., competition). The findings also offer a nuanced view between IBs/RBs and maladaptive/adaptive responses to adversity, overcoming what appears to be an overly simplistic dichotomy depicted within previous literature that IBs hinder, whereas RBs are wholly adaptive towards performance. Meeting the second thesis aim, in Chapter 7 valuable professional practice insights into the effective application of REBT with elite athletes and those with a physical disability were discussed. Elite sport and performance contexts are inherent with challenges and practitioners would be prudent to balance the short and long-term benefits of REBT on performance, and the detrimental effects of IBs on psychological health. Ultimately, research that examines the efficacy of interventions originally conceived within clinical settings such as REBT mark a shift in perspective for effective psychological support and alter the boundaries of techniques available to practitioners. Limitations and recommendations for future researchers are provided.

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9

Henley, Aimee Gillison. "Psychopathy and career interest in a noncriminal population." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3035949.

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10

Ward, Joseph J. "The Accidental Practitioner: Principles of Rational Emotive Behavior Therapy in the Works of Kurt Vonnegut." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1802.

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Just as psychology and philosophy have influenced the field of literary studies, literature provides insight about the theories and practices of its sister disciplines. The purpose of this thesis is to demonstrate how literary works of Kurt Vonnegut illuminate principles of the influential branch of psychotherapy known as Rational Emotive Behavior Therapy (REBT). This thesis traces the similar philosophies and shared beliefs of Vonnegut and REBT's founder, Albert Ellis, and details how Ellis's REBT is illustrated in selected works of Vonnegut, specifically, Slaughterhouse-Five, Breakfast of Champions, Galapagos, and Timequake. The thesis concludes by suggesting that Vonnegut's works -- and the principles of REBT that they illuminate - provide a much needed guide for living in an irrational, often absurd world.

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11

Hyland, Philip. "A rational emotive behaviour therapy perspective on the nature and structure of posttraumatic stress responses : the mediating and moderating effects of rational and irrational beliefs." Thesis, Ulster University, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.654102.

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Rational Emotive Behaviour Therapy (REBT: Ellis, 2001) represents the original cognitive behavioural therapy (eBT) model of psychopathology. Although there is much empirical support for the basic theory of REBT (see David, Lynn, & Ellis, 2010), the model has never been tested in the context of posttraumatic stress responses to adverse life events. The first empirical chapter of the thesis investigated the construct validity of the Attitudes and Belief Scale 2 (ABS-2: DiGiuseppe, Leaf, Exner, & Robin, 1988). This chapter employed traditional confirmatory factor analysis and confirmatory bifactor modelling to investigate the psychometric properties of the ABS-2. Results indicated that a bifactoral model conceptualisation was found to offer an adequate representation of the underlying factor structure of the scale. Based on these results, an abbreviated version of the ABS-2 with superior psychometric properties was thus constructed. In the second empirical chapter confirmatory bifactor modelling and composite reliability analysis were employed to investigate the psychometric properties of the Profile of Emotional Distress (PED: Opris & Macavei, 2007). The PED was designed to capture the qualitative distinction between dysfunctional emotions, as predicted by REBT theory. Results indicated that the PED does not capture the distinction between functional and dysfunctional negative emotions, however a bifactor model inclusive of a single general distress factor, and four method factors was found to be an acceptable fit of the data. The third empirical chapter utilised structural equation modelling to test the organisation of the irrational beliefs in the prediction of posttraumatic stress responses. A model consistent with the predictions of REBT theory was found to be a good fit of the data and explained a large percentage of variance in each symptom class of posttraumatic stress. The fourth empirical chapter provided the first piece of empirical evidence that generalised irrational beliefs impact upon posttraumatic stress symptoms via trauma-specific irrational beliefs; a frequently hypothesised relationship which had hitherto remained untested. Results of structural equation modelling offered support for this core hypothesis. Subsequently, the fifth empirical chapter investigated the impact of trauma-specific irrational beliefs in the prediction of reporting posttraumatic stress symptoms while controlling for a number of important sociodemographic factors. Binary logistic regression ~ .. ~ ... analysis was employed and found that three irrational belief process positively predicted belong to the strongly symptomatic group. Finally, the sixth empirical chapter employed sequential moderated multiple regression analysis to determine if rational beliefs could positively moderate the impact of irrational beliefs of posttraumatic stress symptoms. Rational beliefs were found to exert a negative, direct effect on posttraumatic stress symptoms, and to lessen the impact of irrational beliefs on posttraumatic stress responses.

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Cheng, Mei-ling. "Application of the rational-emotive behaviour approach in a social skills training programme in a secondary school in Hong Kong." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25752959.

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13

Amankwah-Poku, Margaret. "Dietary self-care in type 2 diabetes and the role of negative emotions : a Rational Emotive Behaviour Therapy (REBT) perspective." Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4614/.

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This thesis conducted three studies to explore negative emotions associated with dietary self-care and the role of rational and irrational beliefs in people with type 2 diabetes, from the Rational Emotive Behaviour Therapy perspective. The first study employed the Interpretative Phenomenological Analysis approach to explore people's experiences of maintaining good dietary self-care and the role of negative emotions. Guilt, anger, frustration, and feeling irritated, annoyed and depressed were negative emotions resulting from poor dietary self-care and resulting in poor dietary self-care. In study two which employed quantitative methodology, beliefs related to negative emotions were used to develop and validate a diabetes-related food beliefs questionnaire. Rational and irrational food beliefs were held concurrently and associated with distress about dietary restrictions. Irrational food beliefs were also linked to people's dietary self-care activities and dietary self-efficacy. The third study used the experimental method to further test the behavioural and physiological effects of beliefs, using three categories of food pictures. Although rational beliefs were associated with positive emotions, beliefs did not affect electrocortical processing of food pictures. Guilt was associated with high calorie foods and a further distinction was made between the high calorie foods, with larger amplitudes recorded for high-fat savoury foods.

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Bray, Jacquelyn L. "Grace, the double bind message, and human relationships." Online full text .pdf document, available to Fuller patrons only, 1999. http://www.tren.com.

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15

Murphy, Michael A. "The effects of rational stage directed therapy and biofeedback on psychological coping and the management of pain : an experimental study /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487259580262508.

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16

Greenfeld, Jay Matthew. "Using rational emotive behavior therapy to initiate and maintain regular exercise in college-age men: a qualitative investigation." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/2709.

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Engaging in regular exercise has multiple health benefits--for example, physical (Anshel, 2003; Penedo & Dahn 2005); mental (Stathopoulou, Powers, Berry, Smits, & Otto, 2006); emotional (Berger Pargman, & Weinberg, 2002); and social (Anshel, Reeves, & Roth, 2003; Dishman, 1994; Lox, Martin, & Petruzzello, 2003). Unfortunately, there are as many barriers to people exercising (e.g., time, cost, and accessibility) as there are benefits. Consequently, approximately two-thirds of individuals living within the United States do not engage in regular exercise (i.e., 3 days per week for at least 45 minutes; CDC, 2006). Multiple interventions have been implemented to help individuals initiate regular exercise (e.g., psychotherapy, physicians, and community programs), but none of them review how an individual alters his or her thoughts about exercise that could lead to initiation. Addressing an individual's beliefs about engaging in regular exercise will add to the understanding of how modifying thoughts can help lead to initiation. The purpose of the current study was to monitor the use of Rational Emotive Behavior Therapy (REBT)-style interviews to help three male participants who have had difficulties beginning and sustaining regular exercise explore their thoughts about exercise and potentially begin an exercise routine. In this dissertation, a comprehensive background is provided, outlining and explaining definitions affiliated with REBT, exercise, and mental health. Then a thorough literature review is provided, which outlines previous research on exercise interventions. In response to the specific research questions posed, the results of the current study indicate that using a variety of active directive REBT style interviews helped three men modify their beliefs about exercise and consequently improve their motivation to routinely engage in the behavior. Finally, limitations, implications, and directions for future research and practice are provided.

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17

Neiders, Gunars Karlis. "Theoretical development of a proposed Rational Emotive Behavior Therapy based model to treat persons with Chronic Perseverative Stuttering Syndrome." Thesis, Argosy University/Seattle, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3537793.

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This theoretical dissertation approaches chronic stuttering from a new, revolutionary point of view. First, the stuttering problem is defined holistically as Chronic Perseverative Stuttering Syndrome (CPSS) that includes dysfunctional ideation, emoting, behaviors, perceptions, and life choices of the person who stutters. The holistic definition addresses visible or audible speech and non-speech producing muscle anomalies, distortions of speech, avoidance behaviors while speaking, self-defeating attitudes and unhealthy negative emotions, and self-limiting general life choices. Second, building on the bio-psycho-social model, based on the neuropsychological and Rational Emotive Behavior Therapy framework, a stage-by-stage model of how developmental stuttering begins and perseveres throughout the lifespan is constructed. The model begins with epigenetic systems theory and subsequently addresses the pre-natal, birthing, and early language acquisition stages, while also addressing the classical and operant conditioning components of associating speech with danger and the development of secondary symptoms, respectively, which are implicated in the development and maintenance of stuttering throughout the lifespan. Third, focusing on REBT techniques the stutterer’s self-concept and mindset are deconstructed and a step-by-step therapeutic approach to modify the brain is presented. The therapeutic approach is meticulously delineated and begins by understanding the client’s worldview while outlining topics to be addressed and examining motivating factors in each specific stage. The author emphasizes changing the irrational (unhelpful) beliefs and unhealthy emotions that interfere with fluent speech and self-actualizing life choices into rational (helpful) beliefs and healthy emotions. The precision in the elucidation of the therapy steps is conducive to building a therapy manual to test out the effectiveness and efficiency of therapy. Because the therapy protocol is delineated in precise, yet accessible, detail, it is accessible to both psychologists and speech-language pathologists. Additionally, this dissertation as a whole captures the current zeitgeist of evidence based practice and is compatible with current searches for the application of psychology to the problem of stuttering.

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Tong, Lai-ching Charmy. "The implementation of a classroom guidance programme in a Hong Kong secondary school." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20134939.

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19

Schmidt, Eric A. (Eric Alexander). "Node-Link Mapping and Rational Recovery: Enhancing the Recovery Process." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc277722/.

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Alcoholics Anonymous (AA) continues to be the most accepted approach for the treatment of addictions in the United States. However, due to recent evidence questioning the effectiveness of AA, the need for alternative approaches to the treatment of addictions has become clear. The following research addresses the efficacy of one such alternative, Rational Recovery (RR). Node-Link Mapping (NLM), a graphic communication technique which uses links and nodes as building blocs to facilitate and enhance communication of information as well as awareness in a counseling environment, was implemented to enhance the recovery process. Three groups of ten (10), chemically dependent, adjudicated subjects were exposed to three different treatment approaches at an outpatient counseling center. The Experimental group received RR with NLM, the Comparison group was exposed only to RR, and the Control group continued in treatment according to the protocol of the counseling agency. All subjects were given the Substance Abuse Subtle Screening Inventory-2 (SASSI-2) as a measurement of symptoms associated with chemical dependency. The subjects were also administered the Rotter Internal-External Locus of Control Scale (Rotter I-E Scale) to determine locus of control prior to treatment and any change after treatment.

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Moore, Budd A. "The Efficacy Of Group Counseling Interventions Employing Short-Term Rational Emotive Behavior Therapy In Altering The Beliefs, Attitudes, And Behaviors Of At-Risk Adolescents." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/27073.

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An experimental, randomized, control-group, pretest-postest design was employed in this study to examine the efficacy of the use of two short-term group counseling interventions employing Rational Emotive Behavior Therapy with at-risk adolescents in changing their beliefs, altering their attitude toward school, and moderating behaviors that are problematic in an educational setting. Forty-eight subjects were included in this study from an alternative evening high school setting and were assessed in the initial stage of treatment using The Idea Inventory and The Majoribanks Attitude-To-School Inventory. The School Social Behavior Scale was employed at this beginning point to observe these students by teachers and administrators with regard to social competence and anti-social behaviors. Subjects were selected from a pool of regularly attending students in an alternative high school program and randomly assigned to three groups, one employing REBT concepts and techniques alone, one using REBT concepts and techniques in conjunction with the therapeutic board game, Letâ s Get Rational, and a control group. The treatment and control group designations were also randomly assigned to the counseling groups. Ten weekly 50 minute group counseling sessions were conducted by two masterâ s level counselors employing the tenets of REBT with adolescents. Group participants had the opportunity to learn new interpersonal skills and behaviors that may be helpful to them in staying in school. At the conclusion of the 10 week treatment group sessions, the subjects in the three groups were re-assessed employing the same instruments mentioned before to determine if the activities in the group sessions made significant differences in the rational thinking, attitude to school, and school social behaviors of these at-risk students in an alternative setting. Data were analyzed using descritpive statistics in addition to a factorial analysis of variance (ANOVA) to measure the pretest and posttest performance and understanding of the subjects. Results revealed that the differences in the scores of the treatment groups were significant the REBT group employing the game, Letâ s Get Rational, contributing to students learning and understanding of the tenets of REBT at the .05 alpha level on the four dependent variables. There were no significant differences between genders regarding the four dependent variables, and there was a lack of a significant interaction between the intervention approach taken and the gender of the group member. There was no significant interaction between the gender of the subject and the treatment group placement. The results from both REBT groups support the efficacy of using the tenets of REBT with school aged populations who are at risk for failure. Appropriate conclusions and recommendations based upon the study findings were made. Implications for secondary school counselors and those counselors working with at-risk students were delineated.
Ed. D.

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21

Davis, Robert A. "Beyond The Erroneous Assumption Tikkun Nefesh (Healing The Soul) From A Jewish Perspective /." Miami, FL : Florida Center for Theological Studies, 2008. http://www.tren.com.

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Baker, David. "Developing a theory of psychopathological perfectionism within a cognitive behavioural framework." Thesis, University of Derby, 2012. http://hdl.handle.net/10545/325046.

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Background: Psychological perfectionism, from a clinical perspective, started to be a topic of interest for cognitive behavioural clinicians at the beginning of the 1950s. Whilst many studies have identified perfectionism as a pivotal motivator in different conditions of neurosis, the exact nature of its interactions remains unclear. In the research community there is still a debate as to whether there is such a thing as good perfectionism, and there remains no consensual theory of psychopathological perfectionism. Aims: The aim of the study was to investigate why the nature of the phenomena remains a contentious issue, and to develop a robust theory of psychopathological perfectionism, within a cognitive behavioural framework, which will find general acceptance. From the literature review this appears to be the first qualitative study to develop such a theory. Method: Substantive grounded theory was developed within a framework of methodical hermeneutics which, it is argued, is capable of generating formative theory. 20 volunteers who came forward in response to advertisements became participants in semi-structured interviews using a post classic qualitative methodology, from which emerging data became the basis of categories leading to the development of the theory, and functions of the phenomena. Results and Conclusions: The study sets out reasons why there remains an impasse amongst researchers and clinicians about the condition of psychopathological perfectionism. A parsimonious theory of pathological perfectionism has been developed, the constructs of which are just necessary and sufficient to describe the condition. The developed theory makes a contribution to theories proposed prior to 1990 and to contemporary research. However as with all theories it is necessarily provisional, so that its usefulness is in need of further research and development. Psychopathological perfectionism has only two constructs, namely a demand to achieve perfectionism in at least one idiosyncratic sphere, which is in response to a core schema of conditional worth. A number of symptoms or functions of psychopathological perfectionism have also been identified, and there are suggestions as to how the condition develops and is maintained to the detriment of the sufferer. The study synthesizes over fifty years of theory and research into the phenomena. The developed theory and its symptoms or functions have important implications for clinical interventions, training, and for further psychological and psychosocial research. These implications are discussed.

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Larner, Chris. "On Making Warriors Out of Worriers: the Management of Trait Anxiety in Competitive Sports." full-text, 2008. http://eprints.vu.edu.au/2048/1/09-04-01_thesis__bound_version_.pdf.

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There were three broad aims for this thesis. These included (1) an investigation of the relationships between the intensity and directional dimensions of trait anxiety, state anxiety and performance in sport, (2) a detailed exploration of mechanisms mediating observed relationships, using the theory of Rational Emotive Behaviour Therapy (REBT) as a framework, and (3), based on the findings of this exploration, an assessment of the efficacy of a tailored REBT treatment as a means of modifying harmful trait anxiety directional interpretations, resulting in changes at the state level and ultimately changes in performance. A total of 189 competitors from the sports of freestyle skiing, athletics, and ten-pin bowling participated in Study 1. Each competitor provided general demographic information, information pertaining to their overall skill level, and also completed the Competitive Trait Anxiety Inventory version 2 – directional (CTAI-2-D), Sport Anxiety Scale (SAS), and Competitive State Anxiety Inventory version 2 – directional (CSAI-2-D) just prior to a competition. Following competition they went on to rate their performance on a scale from very poor to excellent. The results of Study 1 revealed that measures of anxiety correlated as predicted, and provided further support to the utility of directional measures of anxiety as a more precise predictor of skill level and performance than intensity alone measures. In Study 2, six bowlers who obtained negative directional trait anxiety scores on both of the cognitive and somatic subscales of the CTAI-2-D, and six bowlers who obtained positive directional trait anxiety scores on both of the cognitive and somatic subscales of the CTAI-2-D were interviewed on two separate occasions. Interviews were designed to assess the presence and typology of cognitions associated with emotional responses based on the ABC framework adopted in the theory and practice of REBT. Findings from Study 2 provided insight into specific cognitive mechanisms behind directional measures of anxiety, and highlighted the value of REBT as a theoretical model for conceptualising various components of anxiety in sport. In particular, competitors with debilitative interpretive styles were found to endorse self-directed demands, and awfulising, and exhibited secondary emotional disturbance most frequently associated with somatic and behavioural interpretations. In the final study, a total of 60 ten-pin bowlers were allocated to either a six-week course of REBT, a six-week course of a more traditional treatment entailing imagery and relaxation, or a control condition entailing six weeks of befriending. REBT was found to significantly moderate negative directional interpretation scores of anxiety symptoms, and to reduce competitors’ endorsement of irrational beliefs (whilst concurrently increasing their endorsement of rational or non-judgemental thinking styles) to a greater extent than the traditional intervention (relaxation and mental imagery), and control condition. Further, although not statistically significant, competitors who underwent the course of REBT showed greater performance gains than the bowlers in the other two conditions. The main implications of these findings are that anxiety research and management practices should focus on the causal role of underlying beliefs, and the relationship competitors have with these beliefs, in the experience of anxiety. Further, the results of this study highlighted that REBT has a significant role to play in the theory and management of anxiety in sport.

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馮瑞彩. ""理性情緒行為治療小組"對低自尊感兒童輔導效果之研究." Thesis, University of Macau, 2004. http://umaclib3.umac.mo/record=b1636487.

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Pink, Catherine A. "Progressive changes in clients' responses to active-directive intervention in rational-emotive therapy." Thesis, University of Ottawa (Canada), 1986. http://hdl.handle.net/10393/5283.

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SHINOHARA, Hisato, and 尚人篠原. "小学生の対人関係ビリーフに関する研究 : 対人関係ビリーフ尺度（小学生版）の開発." 名古屋大学大学院教育発達科学研究科, 2013. http://hdl.handle.net/2237/19519.

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Cheng, Mei-ling, and 鄭美玲. "Application of the rational-emotive behaviour approach in a social skills training programme in a secondary school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B3196283X.

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Bredenkamp, Francois A. "Die benutting van rasioneel-emotiewe denkskoling in maatskaplike werk met kinders." Thesis, 2014. http://hdl.handle.net/10210/9271.

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Chien, Hsiu-wen, and 簡秀雯. "A Study of Group Counseling Effects of Rational Emotive Behavior Therapy on Transnatioal Family Children's Rational Beliefs, Self-Concept and Life Adjustment." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/85948182808349967293.

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碩士
國立高雄師範大學
輔導與諮商研究所
96
A Study of Group Counseling Effects of Rational Emotive Behavior Therapy on Transnational Family Children’s Rational Beliefs, Self-Concept and Life Adjustment Hsiu-wen Chien Abstract The study was to explore the group counseling effects of Rational Emotive Behavior Therapy（REBT） on transnational family children’s rational beliefs, self-concept and life adjustment. The pretest-posttest quasi-experimental design was used in the study. Participants in the study included 24 4th~6th grade children from transnational family in Kaoshiung County. The experimental group（N=12） had 18 group counseling sessions of REBT in 9 weeks. The control group (N=12) received no treatment. All participants received the pretest and the posttest of the Children Irrational Beliefs Scale, the Children Self-Concept Scale, and Life-Adjustment Scale. One-way Analysis of Covariance (ANCOVA), with the pretest used as a covariance, was used to test the hypotheses. If the data, however, failed to satisfy the assumption of ANCOVA, Johnson-Newman method was used for significant analysis. The results of the study included: 1. The group counseling of REBT for increasing the rational beliefs showed no immediate effects in the “imposed to be approved”; “over expectancy ”; “frustration response ”;“wrong emotional response ”; “over anxiety and depression”; “avoiding a difficulty ”; “over dependence”; “Fixed-Absolutism ”;“over consideration ”; and “perfectionism ”. 2. In the “ child life beliefs ” and “over-blaming”, children in the experiment group with high pretest scores obtained statistically higher scores than children in the control group in posttest. Children in the experiment group with low pretest scores obtained statistically lower scores than children in the control group in posttest. 3. The group counseling of REBT for increasing the rational beliefs showed no follow-up effects in the “child life beliefs ”;“imposed to be approved ”; “over expectancy”;“over-blaming”;“frustration response”;“wrong emotional response”; “over anxiety and depression”; “avoiding a difficulty”; “over dependence”;“Fixed-Absolutism”; “over consideration ”; and “perfectionism ”. 4. The group counseling of REBT for increasing self-concept showed immediate effects in the “family self-concept”; “emotion self-concept”; “appearance self-concept”; and “body self-concept”. 5. In the “Children Self-Concept Scale” and “School Self-Concept Subscale”, children in the experiment group with high pretest scores obtained statistically higher scores than children in the control group in posttest. Children in the experiment group with low pretest scores obtained statistically lower scores than children in the control group in posttest. 6. The group counseling of REBT for increasing self-concept showed follow-up effects in the “family self-concept”; “emotion self-concept”; and “body self-concept”. 7.In the “Children Self-Concept Scale” ;“School Self-Concept Subscale “and “Appearance Self-Concept Subscale”, children in the experiment group with high pretest scores obtained statistically higher scores than children in the control group in follow-up test. Children in the experiment group with low pretest scores obtained statistically lower scores than children in the control group in follow-up test. 8. The group counseling of REBT for increasing the life adjustment showed no immediate and follow-up effects. Based on the results, some suggestions for schools and for future researches were provided. Keywords: Rational Emotive Behavior Therapy, transnational family children, rational beliefs, Self-concept and life adjustment

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30

Sharp, Shannon R. "Effectiveness of an anger management training program based on Rational Emotive Behavior Therapy (REBT) for middle school students with behavior problems." 2003. http://etd.utk.edu/2003/SharpShannon.pdf.

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Thesis (Ph. D.)--University of Tennessee, Knoxville, 2003.
Title from title page screen (viewed Sept. 24, 2003). Thesis advisor: R. Steve McCallum. Document formatted into pages (viii, 81 p. : ill.). Vita. Includes bibliographical references (p. 34-44).

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31

Maharaj, Malthi. "Cognitive coping strategies for parents with learning disabled children." Thesis, 1998. http://hdl.handle.net/10500/17292.

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Although thet:e has been gradual awat:eness of leat:ning disabilities aftet: Wodd Wat: II, it was in the late 1960's that compt:ehensive assessment and special education wet:e provided in schools. Specifically, in the at:ea of services for families, a reaffirmation of the fundamental rights of chilruen and families emerges. Although stress associated with the presence of a learning disabled child is an important consideration, its impact on the family is related to the family members' cognitive appraisal of the stress situation and thett copmg resources. Parents of learning disabled chilruen experience more stress, often exacerbated by faulty, misunderstood coping efforts that increase conflict in the family. Reseat:chers have investigated how: families manage stress; and cope with the multiple stt:esses of rearing a learning disabled children. It has been found that while many families cope, others cannot. Stress theory has dttected our attention to circumstances that weaken families and exacerbate distress. Preventative and ameliorative services at:e needed to assist such families. Stress and coping theory suggest that differences in families' reactions to learning disabilities may be related to amount and quality of resources available to pat:ents. This involves cognitive adaptation using coping skills, enabling them to t:e-evaluate stressful events positively. Another resource would be professionals, whose role would be of a facilitator, strengthening the ability of the family to gain access to needed services while increasing the family's mastery of coping with learning disability. Research has shown that parents' initial contact with learning disability and how to assist their learning disabled child was stressful. After parents received counselling on coping with their stress and stress management, and after the child's psycho-educational assessment and remedial measures were implemented, there has been significant positive feedback from parents and children. Research would embrace relationships between perceptions and family well-being using Ellis's rational-emotive therapy, thereby contributing to better understanding of how families cope with stress. Ayurvedic principles would be used to adopt a holistic approach to life. By using RET and A yurvedics the researcher was able to assist parents with learning disabled children to cope better with their stresses and effectively manage their child's learning disability.
Psychology of Education
D. Ed. (Psychology of Education)

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32

Hsieh, Wei-Hung, and 謝偉宏. "On the Rational Emotive Behavior Therapy(REBT) to the Students'' Mathematic Test Anxiety Reduction and Learning Achievement Enhanced─A Case Study at Song Shan High School of Commerce and Home Economics." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/55227239795721703968.

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碩士
淡江大學
中等學校教師在職進修數學教學碩士學位班
100
Anxiety about Math, namely Math Anxiety, may hinder people from learning Math and even other subjects since Math Anxiety might cause a series of anxiety reaction and thereby result in both learning performance and advanced-learning motivation. The purpose of the study is to help students to mitigate Math Anxiety with appropriate approaches, and thereby improve their learning performance. Sharing the same attributes of Situational Anxiety with Test Anxiety, Math Anxiety, usually regarded as the biggest obstacle in Math learning, points out a kind of emotional anxiety arising from handling number or from utilizing Math concepts. As for Test Anxiety, it’s the primary component of Math Anxiety. Test Anxiety, a kind of psychological disturbance, might hamper students’ Math reasoning with negative emotional reaction. In general, the effects of Test Anxiety on students’ learning are more critical than those of student’ talents, of teachers’ education methodology, and of schools’ course arrangement. We suppose that Test Anxiety can be explored by three dimensions, namely Emotion, Perception, and Physiology, and be mitigated by appropriate education methods and assistance strategies. Regarding the advantage of Ellis’ Rational Emotive Behavior Therapy in directly and quickly revise students’ internal belief and value, we adopt it as the main experimental approach, given the criteria of study practical-value, time-efficiency, and objective-requirement The study body is students of A Case Study at Song Shan High School of Commerce and Home Economics. With well-designed anxiety scale towards Math exam meeting sound validity and reliability, we measure the anxiety difference between those students accepting professional assistance, namely the experiment group, and those under otherwise circumstance, namely the control group. We learn that, in common anxiety factors, students’ most feeling statuses include panic, annoyance, nervousness, crash sense. In excess anxiety factors, those feelings include pessimistic attitude, dizziness, physiological discomfort, and hindered eyesight. Prior to the professional assistance, the experiment group’s anxiety extent in both common anxiety and excess anxiety is higher than the control group. After 40 days of Rational Emotive Behavior Therapy, the experiment group’s anxiety degree of pretest is lower than that of post-test; moreover, it’s even lower than that of control group. Also, the standard deviation of anxiety score is lowered. On the contrary, the control’s group’s anxiety degree of excess anxiety dimension becomes severer, and the standard deviation is raised. The study suggests that with teachers’ timely professional assistance it’s helpful to understand student’s learning, and thereby to lower The group of high Mathematic test anxiety students’ anxiety extent and to raise The group of low learning achievement students’ learning performance, while the assistance might not lead to obvious improvement of high academic achievement students’ anxiety degree.

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33

Booyens, Lorraine. "Streshantering by studente aan 'n teologiese kollege deur middel van Rasioneel Emotiewe Terapie." Diss., 2002. http://hdl.handle.net/10500/935.

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Text in Afrikaans
Students who study part time find themselves in a situation, with much pressure, which causes stress. The reason for this study was therefore to investigate the effectiveness of Rational Emotive Therapy as a coping technique for students in order to handle stress. A qualitative analysis was conducted and data was gathered primarily through group therapy and interviewing. The results of the research led to the conclusion that Rational Emotive Therapy could be effectively applied by students as a stresscoping mechanism
Educational Studies
M.Ed.

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34

Kufakunesu, Moses. "The influence of irrational beliefs on the mathematics achievement of secondary school learners in Zimbabwe." Thesis, 2015. http://hdl.handle.net/10500/20072.

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This study explored the influence of irrational beliefs on adolescent secondary school learners’ Mathematics achievement in Zimbabwe. Learner, home and school factors which influence secondary school learners’ Mathematics achievement were discussed and relevant studies were scrutinised. The theoretical views of Albert Ellis regarding the characteristics, effects, acquisition and maintenance of irrational beliefs were discussed together with the major irrational beliefs and their possible relationship with learners’ Mathematics achievement. A sample of 306 randomly selected adolescent Mathematics learners comprising 182 girls and 124 boys in the 14 to 18 year age range participated in the study. A composite questionnaire with subscales on learners’ irrational beliefs, socio-affective variables and perceptions was used during the empirical investigation. Six major hypotheses were tested. The study established that learners’ irrational thoughts about Mathematics correlate negatively with their Mathematics achievement. Learners’ irrational thoughts about Mathematics correlated negatively with motivation, self-concept, parental involvement, and teacher-learner relationships and positively with stress, anxiety and faulty perceptions. Regression analysis proved that learners’ irrational beliefs, socio-affective variables and perceptions jointly explain a greater proportion of the variance in Mathematics achievement than any one of these factors on its own. Therefore, learners’ Mathematics achievement is affected by irrational beliefs together with their socio-affective variables and perceptions. Practical recommendations were given to Mathematics education stakeholders such as teachers, school counsellors, parents and learners to minimise poor Mathematics achievement attributable to irrational beliefs and the allied variables explored in this study.
Psychology of Education
D. Ed. (Psychology of Education)

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35

Chen, Ching-Fane, and 陳靜芳. "The effects of Rational-Emotive Group therapy on improving irrational belief and depression symptoms of OPD Depression patients." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/82692948778259551952.

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碩士
臺北醫學大學
護理學系
92
The purpose of the study is to examine the effects of rational emotive group therapeutic model to improve the irrational belief and depressive symptoms in the outpatients who are with depressive disorders, and to make a program of rational emotive group therapy to apply in clinics. The role of researcher in this program is the group therapist. This research enrolled the depressive disorder cases from a medical center in central Taiwan, study group 7 persons, and control group 8 persons. The members of study group attended ten times of rational emotive group therapy. Beck Depression Inventory, Rational Beliefs Inventory and Emotional Stability Inventory were applied in both study and control groups. The data were analyzed by SAS static software with nonparametric statistical methods. The results reveal that irrational believes, the severity of depression and the emotional stability of mood are correlated. After taking the programs, the study group had notable improvement in emotional stability, but irrational believes and depressive symptoms. To compare the collecting data between two groups, the study group got more improvement in depressive symptoms and emotional stability. There are no remarkable differences in irrational belief inventory but it is significant in the subscale - Approval Need. These results could be applied in clinic works for depressive disorder cases.

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Chen, Yu-Tzu, and 陳毓孜. "Research on the Effect of Applying Multimedia to the Instruction of Rational Emotion Behavior Therapy for Middle School Students’ Emotional Control." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/98832720629606201054.

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碩士
育達科技大學
資訊管理所
103
Abstract Emotional and behavioral problem has always been an important issue in the field of counseling and education of adolescents. Emotions could be changed through learning and maturing. Therefore, multimedia were combined with Rational Emotive Behavior Therapy (REBT) in counseling program for this study, to change the irrational beliefs of students, to achieve the effect of emotional counseling. The quasi-experimental method, based on Technology Acceptance Model (TAM), would be adopted in this study. The Beck Youth Inventories-Second Edition, evaluation scale of multimedia education and the tool of REBT learning assessment chart that were designed by the author are regarded as research tools to conduct the teaching experiment with the samples of 60 eighth grade students. This experiment investigates the students' acceptance of multimedia learning, the effectiveness of REBT therapy and emotional counseling program. The experiment result shows that there is notable difference for average scores in experimental group by multimedia education, and both experimental group and the control group students got significant improvement after using REBT therapy. The research results showed that there is no significant difference between the students of the experimental group and the control group in immediate counseling results, but on procrastinated emotion counseling, there is a significant effectiveness in depression and anxiety. After teaching experiment, the comparison for average of self-concept, anxiety, anger, and disruptive behavior in Beck inventory, experimental group got better emotion stability than control group.

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Louw, Natasha. "A clinical trial to establish the effectiveness of homoeopathic treatment in conjunction with rational behaviour therapy in the treatment of dysthymic and adjustment disorder." Thesis, 2003. http://hdl.handle.net/10321/2689.

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Thesis submitted in partial compliance with the requirements for the Master's Degree in Technology: Homoeopathy at the Technikon Natal, 2003.
This was a double blind clinical trial, which included both quantitative and qualitative methods of analyses. A placebo group was compared with a treatment group, in order to establish whether or not homoeopathic treatment of dysthymic and adjustment disorder, in conjunction with rational behaviour therapy, altered patient score ratings in terms of the beck depression and yupi inventories. In depth interviews where conducted with each of the participants and content analysis was performed on each individual file.
M

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