In order to apply rational emotive behavioral therapy in the classroom, it is imperative to understand the irrational beliefs about the self that children face today. A study conducted by Flett, Hewitt and Cheng (2008) analyzed the connections between the societal held impressions of perfectionism on adolescents and the irrational beliefs and self-concepts that ensue. For this particular experiment, a total of 142 females and 108 males between the ages of 15 to 18 years participated with the consent of a guardian. Three separate scales were utilized in order to measure trait perfectionism, mental agony and the irrational beliefs about the self of the high school students. Trait perfectionism was measured by utilizing the Child-Adolescent
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The potential reason for this connection is that the self-concept of an individuals and striving for perfectionism are both related traits, which assist the individual in striving for perfection. Adolescents who demonstrated high levels of perfectionism readily admitted that they base their self worth on not only their perceived performance in addition to the evaluation of others. This is an indication that their self-worth is primarily contingent upon the thoughts of others. Meaning that a person with high levels of perfectionism may be greatly impacted by the thoughts and viewpoints of another individual. The constant need for validation of actions and behaviors is not only time consuming, but could also be harmful. One potentially negative viewpoint could be detrimental to the self. Additionally, results of this study indicated that the higher the trait perfectionism in adolescents, the more they would hold their peers to the same standard. Subjects of the study with elevated levels of perfectionism demonstrated higher levels of depressive symptomology due to their irrational beliefs. This may be due to ruminating activity occurring after a mistake …show more content…
Therefore it is difficult to ascertain the true impact of rational emotive behavior therapy. A study conducted by Trip et al. (2015), sought to identify the effectiveness of a rational emotive behavioral education, which is cognitive behavioral based in addition to a Viennese Social Competence (ViSC) behavioral component. The ViSC takes a holistic approach by engaging not only the children, but the parents and teachers as well. This is due to the fact that bullying and victimization is systemic issue that negatively impacts the entire community. Teachers are utilized in this research by encouraging empathy, responsibility for actions and educating the students on how to react to a variety of social situations. Additionally, the teachers were given instructions on how to handle bullies and their victims. Teachers were responsible for instructing rational emotive behavior education at least nine times a week in addition to teaching aggression prevention ViSC ten times per week. A total of 970 students in the 6th grade from 11 different schools participated in this study, which occurred over the course of one school
The potential reason for this connection is that the self-concept of an individuals and striving for perfectionism are both related traits, which assist the individual in striving for perfection. Adolescents who demonstrated high levels of perfectionism readily admitted that they base their self worth on not only their perceived performance in addition to the evaluation of others. This is an indication that their self-worth is primarily contingent upon the thoughts of others. Meaning that a person with high levels of perfectionism may be greatly impacted by the thoughts and viewpoints of another individual. The constant need for validation of actions and behaviors is not only time consuming, but could also be harmful. One potentially negative viewpoint could be detrimental to the self. Additionally, results of this study indicated that the higher the trait perfectionism in adolescents, the more they would hold their peers to the same standard. Subjects of the study with elevated levels of perfectionism demonstrated higher levels of depressive symptomology due to their irrational beliefs. This may be due to ruminating activity occurring after a mistake …show more content…
Therefore it is difficult to ascertain the true impact of rational emotive behavior therapy. A study conducted by Trip et al. (2015), sought to identify the effectiveness of a rational emotive behavioral education, which is cognitive behavioral based in addition to a Viennese Social Competence (ViSC) behavioral component. The ViSC takes a holistic approach by engaging not only the children, but the parents and teachers as well. This is due to the fact that bullying and victimization is systemic issue that negatively impacts the entire community. Teachers are utilized in this research by encouraging empathy, responsibility for actions and educating the students on how to react to a variety of social situations. Additionally, the teachers were given instructions on how to handle bullies and their victims. Teachers were responsible for instructing rational emotive behavior education at least nine times a week in addition to teaching aggression prevention ViSC ten times per week. A total of 970 students in the 6th grade from 11 different schools participated in this study, which occurred over the course of one school