View in EDS

A Rational Emotive Behavioral Approach to Improve Anger Management and Reduce Office Referrals in Middle School Children: A Formative Investigation and Evaluation.

Saved in:
Bibliographic Details
Title: A Rational Emotive Behavioral Approach to Improve Anger Management and Reduce Office Referrals in Middle School Children: A Formative Investigation and Evaluation.
Authors: Sharp, Shannon R.1, McCallum, R. Steve1
Source: Journal of Applied School Psychology. 2004, Vol. 21 Issue 1, p39-66. 28p. 3 Charts, 1 Graph.
Subject Terms: *Behavior therapy, *Reason, *Aggression (Psychology), *Emotions, Psychologists
Abstract: Sixteen seventh and eighth graders previously identified as having behavioral problems earned significantly higher post-test scores on a test of REBT concepts immediately after participation in a Rational Emotive Behavioral Therapy (REBT) training program, and this knowledge was retained after an 8-week follow-up period (p < .01). Additionally, the 7th graders' post-test scores were significantly higher than the pre-test scores of the 8th graders (who served as a waiting control group). Although the number of office referrals did not decrease sufficiently to produce a statistically significant reduction from baseline to intervention or from baseline to follow-up, moderate to large effect sizes were found. Participants' level of rational thinking and (stated) action were evaluated through written responses to anger-inducing scenarios; rationality of stated actions increased and rationality of thinking increased for the 7th graders and decreased for the 8th graders. Children were successful in acquiring REBT-based principles, and to some extent, in applying these to reduce aggressive behavior. Recommendations for school psychologists in using a rational emotive behavioral approach with middle school students are provided. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Applied School Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Description
Abstract:Sixteen seventh and eighth graders previously identified as having behavioral problems earned significantly higher post-test scores on a test of REBT concepts immediately after participation in a Rational Emotive Behavioral Therapy (REBT) training program, and this knowledge was retained after an 8-week follow-up period (p < .01). Additionally, the 7th graders' post-test scores were significantly higher than the pre-test scores of the 8th graders (who served as a waiting control group). Although the number of office referrals did not decrease sufficiently to produce a statistically significant reduction from baseline to intervention or from baseline to follow-up, moderate to large effect sizes were found. Participants' level of rational thinking and (stated) action were evaluated through written responses to anger-inducing scenarios; rationality of stated actions increased and rationality of thinking increased for the 7th graders and decreased for the 8th graders. Children were successful in acquiring REBT-based principles, and to some extent, in applying these to reduce aggressive behavior. Recommendations for school psychologists in using a rational emotive behavioral approach with middle school students are provided. [ABSTRACT FROM AUTHOR]
ISSN:15377903
DOI:10.1300/J008v21n01_03