Rational
Emotive Education is an exetension of Rational Emotive Behavior Therapy
(REBT), a cognitive behavioral approach to psychotherapy developed
by internationally recognized psychologist Albert Ellis.
According to Albert Ellis (Ellis, 1962; Ellis & Dryden, 1987),
emotional upset occurs when people attempt to fulfill their goals
and encounter an activating event that blocks the goal. In turn, people
have beliefs about this activating event which influence how they
feel and act. Thus, the activating event does not create the feeling,
but beliefs about the event contribute to the emotional disturbance.
These beliefs may be rational ones that result in moderate, healthy
emotions, or irrational beliefs that lead to disturbed emotions and
inhibit goal attainment and satisfaction. Irrational beliefs represent
demanding and unrealistic perceptions of how things should be, statements
of blame directed at self and others, "awfulizing" statements
that reflect an exaggeration of the event, and the inability to tolerate
frustration. To eliminate these thinking patterns, a process known
as "disputing" is initiated. Disputing involves challenging
the irrational beliefs through rigorous questioning, with the goal
being to achieve a more flexible, nonabsolutistic viewpoint.
The primary goal of Rational Emotive Behavior Therapy and Rational
Emotive Education is to help people lead happier and self-actualizing
lives so that they can truly get better, rather than simply feel better
because emotions are understood and expressed.
In the school, Rational Emotive Education is implemented through a
series of structural lessons that are experientially based, allowing
for children and adolescents involvement and group discussion. The
lesson format includes a short stimulus activity such as simulation
games, role-playing, reading stories and art acivities. Following
the activity, students engage in directed discussion about tha content
in the stimulus activity.
Several Rational Emotive Education programs have been developed, and
the lessons have been used extensively throughout the United States,
Europe and Australia. One of theadvantages of Emotional Education
Programs is that the information learned from these lessons can be
applied to current problems and thus it can provide a foundation of
knowledge and isight to use when future difficulties arise.
REFERENCES
Ellis, A. (1994). Reason and emotion in psychotherapy.
New York: Lyle Stuart.
Ellis, A., & Dryden, W. (1987). The practice of rational-emotive
therapy. New York: Springer.
Gerald, M., & Eyman, W. (1981). Thinking straight and talking
sense. New York: Institute for Rational-Emotive Therapy.
Knaus, W.J. (1974). Rational-emotive education: A manual for
elementary school teachers. New York: Institute for Rational-Emotive
Therapy.
Pincus, D. (1990). Feeling good about yourself. Carthage,
IL: Good Apple.
Vernon, A. (1989a). Help yourself to a healthier you: A handbook
of emotional education exercises for children. Champaign,
IL: Research Press.
Vernon, A. (1989b). Thinking, feeling, behaving: An emotional
education curriculum for children. Champaign, IL: Research
Press.
Vernon, A. (1989c). Thinking, feeling, behaving: An emotional
education curriculum for adolescents. Champaign, IL: Research
Press.