A Rational Emotive Behavioral Approach to Improve Anger Management and Reduce Office Referrals in Middle School Children: A Formative Investigation and Evaluation
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| Title: | A Rational Emotive Behavioral Approach to Improve Anger Management and Reduce Office Referrals in Middle School Children: A Formative Investigation and Evaluation |
|---|---|
| Language: | English |
| Authors: | Sharp, Shannon R. |
| Source: | Journal of Applied School Psychology. Jul 2005 21(1):39-66. |
| Availability: | Haworth Press Inc. 10 Alice Street, Binghamton, NY 13904. Tel: 800-429-6784; Fax: 800-895-0582; e-mail: Orders@haworthpress.com; Web site: http://www.haworthpress.com/journals/default.asp |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 28 |
| Publication Date: | 2005 |
| Intended Audience: | Counselors |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 7 Grade 8 Middle Schools |
| Descriptors: | Aggression, School Psychologists, Effect Size, Scores, Grade 8, Grade 7, Psychological Patterns, Behavior Modification, Emotional Response, Self Control, Evaluation Methods, Student Behavior, Behavior Problems, Outcomes of Treatment, Referral, Cognitive Processes, Middle School Students, Pretests Posttests, Program Effectiveness |
| DOI: | 10.1300/J370v21n01_03 |
| ISSN: | 1537-7903 |
| 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 less than 0.01). 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. |
| Abstractor: | Author |
| Entry Date: | 2008 |
| Accession Number: | EJ783556 |
| Database: | ERIC |
| 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 less than 0.01). 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. |
|---|---|
| ISSN: | 1537-7903 |
| DOI: | 10.1300/J370v21n01_03 |
