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

Autor/in	Sharp, Shannon R.
Titel	A Rational Emotive Behavioral Approach to Improve Anger Management and Reduce Office Referrals in Middle School Children: A Formative Investigation and Evaluation
Quelle	In: Journal of Applied School Psychology, 21 (2005) 1, S.39-66 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1300/J370v21n01_03
Schlagwörter	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 + Suchen Sie Ihr Suchwort? School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; School year 08; 8. Schuljahr; Schuljahr 08; School year 07; 7. Schuljahr; Schuljahr 07; Behaviour modification; Verhaltensänderung; Emotionales Verhalten; Selbstbeherrschung; Student behaviour; Schülerverhalten; Cognitive process; Kognitiver Prozess; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
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. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10