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A typical REE learning module sequence commences with the REE group leader reading concerning the taught concept, for self-educational purposes. When introducing the lesson, the REE group leader provides background information towards the students. This generates a framework for your lesson. This is accompanied by actively engaging the kids in the lesson, which is accompanied by behavioral assignments, which is then a reporting session where the scholars report the things they learned from your assignment. Let s take one particualr student interaction phase with the program as could be done that has a class of fifth grade students.
The lesson module on which are feelings, begins with the evocative question, what exactly are feelings? The students are invited to react. Typical student responses include physical feelings hot, cold, pain and feeling feelings emotions for instance sad, happy, anger, and love. The teacher counselor accepts all answers, and writes them onto a blackboard. The REE group leader then follows on top of questions around the student s responses. A sample real question is What would you'd like to learn about physical feelings. What would you'd like to learn about emotions? The REE group leader might ask, Have you ever wondered where feelings emotions got their start in? This latter question leads on the next lesson, where do feelings result from?
Prior on the next lesson, the REE group leader offers a self-development behavioral assignment. A sample assignment is with the students to have a list of numerous emotions feelings as each can visualize. At the beginning with the next lesson, students share the outcomes of their assignment with one another, current REE group leader.
We can customize the REE framework for young students in order to accommodate to several developmental levels and ages. For example, the practitioner can scale down the self-concept pinwheel exercise for youngsters who cannot yet write. These youngsters can draw stick figures or pictures to spell out feelings, thoughts, and activities. The REE group leader can scale the exercise up for older students by expanding the module, through increasing the pace in the lessons. Instead of any self-concept pinwheel, your own attribute list may be used with older students. The structure for a real list may include feeling, doing, thinking, values, and the like.
The lesson modules in the manual supply a foundation for learning basic along with advanced or special problem solving ideas. Following the outline for such modules, REE group leaders can turn new learning modules. Seven guidelines give you a framework for lesson module development:
Background information for that teacher or counselor. This phase includes the principles, concepts, and objectives to the lesson.
Module introductions for that students. This provides an introduction towards the students as for the nature and focus on the lesson.
Positive mental-health lessons for college students. This includes a description in the REE activity.
Simulations for role-play and experiential learning. Here children learn coping strategies using an experiential learning process.
Student discussion. This phase is targeted on the meaning and application from the concepts. In this integration phase, students describe the things they got out on the lesson, and its particular application.
Self-development homework assignments. In this phase, children apply whatever they learned through planned behavioral exercises.
Response sessions. Children report the outcomes of their self-development assignments, and consider next steps.
A practitioner can buy many the possiblility to introduce a forward thinking lesson that works with an emergent couple of significance to get a class or group. For example, teachers will have students operate in small groups while on an assignment. When relevant, teamwork can stimulate the roll-out of an REE module on that topic.
REE group leaders who generate a teamwork and productivity learning module, might start with a basic learning module on, say, sharing. A learning module on teamwork can follow, where students explore when levels of competition are appropriate, and where sharing and teamwork is for your general good.
The teamwork lesson can set takes place for a lesson how conflicts arise, and the ways to use ideas through the sharing and teamwork learning modules to solve them. This can result in advanced conflict resolution lesson modules. Thus, REE program evolution can incorporate a stepping stone way of teach interpersonal skills and conflict resolution skills where ne taught lesson causes new questions as well as new lesson modules created to help answer the modern questions.
Teamwork learning module development melds with the final REE basic to special advanced module approach: get started with basic understandings; add ideas and exercises that build on the basics; provide opportunities for individuals to test and customize the ideas dependant on observation, experience, and the outcome of exercises.
The progression of custom lessons provides each REE system a value-added dimension. But, what makes the practitioner determine the custom lesson concepts are acquired? We can assess these custom lessons through content acquisition and application measures. The content acquisition measures range from a multiple-choice test. A concept application measure normally include behaviorally demonstrating the theory. Assuming the lesson accomplishes what it really purports to do in developmental trials, the educational module may be put to an empirical test.
The indisputable fact that a student participates in a REE lesson, will not assure that student absorbed the ideas. Verification is effective. One type of verification involves content acquisition and application measures, many of which are included together with the manual.
One cannot reasonably expect students to apply what you have not acquired and practiced. Thus, content acquisition measures provide students with all the opportunity to demonstrate their cognitive knowledge on the taught ideas. The content acquisition measure is typically a short multiple-choice test or another suitable measure that can offer the practitioner that has a way to tell the extent to which the kids understood madness and application from the concepts. The tests along with their interpretation keep to the same non-failure self-development format along with the case using the implementation in the REE lessons. The idea should be to help a student identify strengths to help promote develop, and gaps in knowledge that profitably might be filled.
Predictably, students who score on top of content acquisition measures will endorse more rational thoughts, score higher on self-concept and frustration tolerance measures, demonstrate an authentic sense of perspective, and behaviorally show problem-solving and coping skills at to the next stage than low scoring students.
Concept application measures involve observing students test the REE ideas through simulated activities. In this behavioral rehearsal phase, students get practice using and revising the concepts. The Challenge game is one particular problem-solving simulation.
Students will discover REE concepts at different rates. However, when the goal is content mastery, then a REE group leader can create buddy systems where student who better comprehend the concepts help those who find themselves yet to perfect some of them. This will involve extra REE group leader supervision, however, this supervision may lead to increased student on-task classroom behavior, fewer disciplinary incidents, and high numbers of constructive risky by students when they learn academic materials.
Teachers or counselors can reinforce taught concepts in spontaneously arising situations Knaus, 1974, 1977a, 1977b, 2004; Knaus Haberstroh 1993. For example, asking trainees to use a coping skill in a very problem situation, when trainees does not understand the skill, is often impractical. On another hand, once each student has learned and practiced an REE concept, promptinga student to utilize a tested coping strategy, can verify productive. This application prompting method shows students that they can truly totally have choices in the direction they respond to problem situations, which enable it to experience a feeling of reward from applying a fresh REE taught skill.
Tim s case illustrates the benefits with the application prompting technique. This 12-year-old were built with a high fight rate of around one to three fights every day with other children. He participated inside expression guessing game. Following that, he saw another child that she reportedly thought was mad at me. Before he got going about what looked like a sure fight, I asked him to spell it out what he learned in the expression-guessing game. He described what he learned. I asked him how he could apply what he knows towards the situation. He immediately asked another child so what happened, and ways in which he felt. The child said his pet cat died that morning, and the man felt sad. A fight was prevented.
After that incident, Tim normally avoided jumping to conclusions. His high fight rate dropped to some low fight-rate level relative to your norms of his school. This is behavioral evidence for just a self-directed application in the taught REE concept.
Following practice together with the REE problem-solving approach, the probability for self-directed applications increases. When students learn and rehearse rational concepts to be a group, they're more likely to spontaneously apply the coping strategies both within and beyond your school setting. To the extent that applying REE principles is a class norm, the applications of these principles will certainly increase inside the classroom. Thus, In some problem situations, application prompting is self-initiated.
REE is usually integrated to the classroom curriculum, and may be supported by related parts on the curriculum Knaus, 1977a, 1977b, 2004;. Knaus Haberstroh, 1993. An educator may use the school curriculum to compliment the REE program, as well as the REE program can reinforce complimentary sections in the school curriculum. This coordination between academic and mental health preparation, can promote enhancing superior critical thinking skills within the targeted areas. For example, we will use an analysis of current events to aid the idea that while there could be one reality, there could be different perspectives of their reality. Nations at war, one example is, are likely to spell it out the cause as well as the process in a different way.
Building from basic REE lesson modules on beliefs, assumptions, opinions, and facts, students can research ways to separate these ideas. For example, different news analysis programs can portray different beliefs assumptions, opinions, and facts on the very same subject. These programs open opportunities for young students to boost their critical thinking skills by learning and applying critical thinking processes for separating fact from opinions and approach can open a conversation about how those that have different cultural or political views, are selective about the things they see, and interpret facts differently. Creating conditions for just a student to judge the statements of others, can transfer when students are prompted to utilize this learning how to their own opinions and beliefs.
The REE curriculum is uniquely positioned to fulfill future challenges, like those outlined through the World Health Organization, the US Surgeon General s set of children s mental health, and The School Psychology Quarterly increased exposure of evidence-based school mental-health programs. REE has got the potential to contribute for the positive mental-health of youngsters and youth of several nations and cultures, who fight to improve their a sense of perspective, self-concepts, tolerance for frustration, and psychological problem-solving skills. This primary prevention program can help to eliminate the need for later interventions. As students grow their critical thinking skills, and stretch for excellence, their feeling of positive self-efficacy predictably rises and stabilizes.
The tested REE psychological education program enjoys substantive research support. It fits in just a general curriculum to be a psychological-education critical-thinking component. Often the REE program will be as much fun to the teachers to show, as it is perfect for students to find out.
Aspects with the curriculum, for example training from the scientific method and examining characters in classic literature, augment the REE program. Academic learning and REE mental health learning may also be supported with the use of special stories that present ideas that the kids can explore and process through REE lesson extensions.
When REE represents a cooperative effort between the teachers, parent, and student, all will normally work with tandem toward exactly the same goal. This can help improve the overall effectiveness from the program.
Albert, S. 1972. A study to look for the effectiveness of affective education with fifth grade students Masters thesis, Queens College.
Ausubel, D. P. 1960. The use of advance organizers inside learning and retention of meaningful verbal material. Journal of Educational Psychology, 51, 267-272.
Ausubel, D. P. 1969. School learning: An introduction to educational psychology. NY: Holt Reinhard Winston.
Ausubel, D. P. 2000. The acquisition and retention expertise: A cognitive view. Netherlands: Kluwer Academic Publishers.
Balther, R. C. Godsey, R. 1979. Rational-emotive education and relaxation education in large group management of test anxiety. Psychological Reports, 45, 326.
Bandura, A. 1986. Social foundations of thought and action: A social-cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Rohde P, Lewinsohn PM, Seeley JR. 2000. Are adolescents changed by an instalment of major depression? American Journal of Psychiatry,15710:1584-91.
Rose, N. 1983. Effects of rational-emotive education and rational-emotive education plus rational-emotive imagery about the adjustment of disturbed and normal elementary youngsters. Dissertation Abstracts International: Section B: The Sciences Engineering. 443-B, 925-926.
Rosenbaum, T. 1991. The connection between rational-emotive education on locus of control, rationality and anxiety in primary young children. Australian Journal of Education, 35, 187-200.
Ross, M. and Fletcher, G. J. O. 1985. Attribution and Social Perception. In G. Lindsey E. Aronson, Eds. The handbook of social psychology, 2, 73-114.
Sabotta, T. A. 1980. An investigation to the relationship between irrational/rational thinking and academic achievement. Dissertation Abstracts International: Section B: The Sciences Engineering, 4201-A, 92.
Sandilos, E. P. 1986. The comparative effectiveness of rational-emotive education and youth effectiveness training on students emotional adjustment Dissertation Abstracts International: Section B: The Sciences Engineering, 468-A, 2240-2241.
Skinner, B. F. 1965. Why teachers fail. Saturday Review, October 16, 80-81, 98-102.
Streeter, K. R. link between Rational-Emotive Education on academic performance and career perspectives of at-risk elementary students. Dissertation Abstracts International: Section B: The Sciences Engineering, 59 7-B, 3728.
Surgeon General s Conference on Children s Mental Health 1999. Mental Health: A Report in the Surgeon General.
Vernon, A. 1990. The school psychologists role in preventative education: Applications of rational-emotive education. School Psychology Review. 193: 322-330.
Vernon, A. 1994. Rational-emotive consultation: A model for utilizing rational-emotive education. In Bernard, Michael Edwin Ed; DiGiuseppe, Raymond Ed. Rational-emotive consultation in applied settings. School psychology. Hillsdale, NJ: Lawrence Erlbaum Associates.
Voelm, C. E. 1984. The efficacy of rational-emotive education for acting-out and socially withdrawn adolescents. Paper presented with the Annual Meeting with the American Educational Research Association 68th, Now Orleans, LA, April 23-27.
Worriers participate in circular thinking. In this world of misguided possibilities, the worrier predicts that because something horrible can occur, it's going to happen. A student might be worried about a truck crashing into the institution, and neglect the probabilities of this happening. Making a cognitive shift from possibility-based worry thinking to probability thinking, can involve listing alternatives, guessing the odds of each event occurring, and measuring the predictions against their results. This can lead to your discussion about how precisely predicting the long run with absolute accuracy, brings absolute wealth and power. Through third , approach, students can generate a competing a reaction to counteract speculative worry.
Literature can be a rich source for describing how characters beliefs make a difference their lives. Stories and novels burgeon with examples. The Chicken Little story describes the cognitive distortions of magnification and overgeneralization. Aesop s fable on the grasshoppers plus the ant opens opportunities for individuals to look in to the different directions for every character depending on the stated beliefs. Literary classics, like Goethe s Faust and Herman Melville s Moby Dick, refer to beliefs that induce great harm. Students can profit through studying the basis for your character s beliefs, and just how the beliefs can lead towards the emotions and actions that led to your outcome. Next, students can explore ways to assist the characters challenge prejudicial kinds of thinking that can result in unfortunate or tragic results.
REE group leaders may use stories, including Jack plus the Bean Stalk, to open the opportunity to examine different perspectives. For example, in a version on the story, Jack took a Giant s harp and goose that laid golden eggs. Then if your Giant chased him, Jack lessen the bean stalk. The Giant fell to his death. We normally see Jack as being the hero. Nevertheless, how might the Giant s death look from your perspective of any prosecuting attorney? Would the Giant s mother see Jack being a hero? This change in perspective will come about by changing how you define the matter.
The American philosopher George Santayana once said, Those who neglect the past are doomed to repeat it. History has 1000s of examples of situations where people maintain self-defeating ideas and behaviors despite poor results. For example, over the dark ages when folks thought mental illness would be a sign of demonic possession, this belief sidetracked many from trying to find physical causes. Nevertheless, the demonic myth theory eventually fell prior to a ax of science. How did scientific means of thinking overcome this powerful myth? What elements of this same science may be used to examine personal beliefs and results?
The 1999 Report on the US Surgeon Generals Conference on Childrens Mental Health pointed to health is usually a critical aspect of childrens learning and our health and wellbeing. Fostering social and emotional health in children like a part of healthy child development must therefore become a national priority. This Surgeon General s report recommends strengthening the link between scientific research and exercise. REE represents a study tested system that school personnel can put on to promote students psychological health, and students general health.
The American Psychological Association, Division 16, School Psychology Quarterly describes a task-force initiative for promoting evidence-based interventions and practices from the schools. The task force goal would be to narrow the gap between research and practice inside the application of school-mental health programs Kratchowill Stoiber, 2002; Kratchowill Shrenoff, 2003. The REE program gets the strong possibility to help bridge that gap.
The Winter 2004 The School Psychologist extended the Surgeon General s recommendation by championing the utilization of evidence-based school psychological education intervention strategies to improving the academic education, and lives of students. This journal report described the value of using multiple interventions to increase students mental health, and identified three major priorities for evidence-based mental-health programming: 1. interventions for low-income children, 2. the situation of bullying, and 3. options for engaging practitioners and trainers inside distribution and make use of of evidence-based systems. The REE curriculum has components that support these three goals.
The economical group psychological education REE delivery system could be upgraded, subject to increase research testing, and carried out to reduce the predicted increased incidence of students mental disabilities. The program has a added value in the event it serves as an intervention platform for teaching the way to cope by using active problem situations. The REE program is one particualr low cost high impact positive mental-health delivery system.
The REE school mental health curriculum can deliver services economically. It is created for research review. Because the REE curriculum incorporates a repeatable structure and content, it is a subject of numerous research outcome studies.
Over earlier times thirty years, researchers have tested the REE curriculum with assorted populations in numerous settings. The populations cover anything from learning disabled kindergarten children to patients in the nursing home.
The response to REE research was summarized in three large-scale literature surveys Watter, 1988; DiGiuseppe Bernard, 1990; Hajzler Bernard 1991. The data offer the REE model as an effective system in comparison with no-treatment and attention placebo controls. To date, there won't be meaningful disconfirming studies.
The following describes research that bears around the REE system, like the relationship between irrational beliefs and distress, as well as research associated with REE with children, REE with diverse populations, and exactly how REE may correspond with school academics.
Children s irrational beliefs undoubtedly are a major reason for emotional distress Bernard, 2004; Ellis Bernard, 2005. REE methods market student critical thinking skills to slow up the negative outcomes of such self-talk. They may also help support student resilience Bernard, 2004a
Researchers empirically tested the REE curriculum with children Albert, 1972; Brody, 1974; Katz, 1974; Knaus Bokor, 1975; DiGiuseppe, 1976; Harris, 1976; Miller, 1977; Miller and Kassinove, 1978; Leibowitz, 1979; Ritchie, 1978; Buckley, 1983; Casper, 1983; Rose, 1983; Grassi, 1984; Greenwald, 1985; Hooper Layne1985; DeStefano, 1988; Rosenbaum, 1991; Wilde, 1996; Streeter, 1999. The REE program demonstrates effectiveness in areas for example increasing rational thinking, boosting self-concept, and reducing neuroticism. Encouraging preliminary longitudinal data claim that children taught rational concepts with an REE program, maintained their gains involving the fourth and eight grades Wilde, 1999. These results offer the efficacy from the REE program.
We can make use of REE with diverse populations Knaus, 1977, 1977a, 1980, 1983, 1985, 2004. The program shows efficacy with learning disabled students Knaus McKeever, 1977; Meyer, 1981; Omizo, Chubberly Omizo 1985; Lo 1986; Omizo, Lo Williams 1986; Gruenke, 2000. It has effectively been carried out having a special needs population Eluto, 1980. REE was adopted effectively having a moderately mentally retarded male that has a history of angry outbursts and violence Knaus Haberstroh, 1993. The curriculum was researched and located effective in middle and high school settings Block, 1976; Dye, 1980; Geizhals 1981; Handleman, 1982; Voelm, 1984; Sandilos, 1986; Wu, 1986; Kachman, 1988; Kachman Mazer 1990; Hernaez, Morales, Francisco 2000. When in combination with college students, the REE curriculum promoted improvement in social skills Wu, 1987. REE may be effective inside the reduction of stress among test-anxious college freshman Balther Godsey 1979. At the end from the life cycle, REE may be effectively utilized on elderly populations Keller, Croake Brookings 1975; Krenitsky 1978. This research implies that REE can appeal to your broad selection of groups at different ages, and the system shows a pattern of efficacy with diverse populations.
Ellis, A. 1971. An experiment in emotional education. Educational Technology, 11, 61-64.
Ellis, A. 1973. Emotional education inside the classroom: The Living School. Journal of Child Psychology, 1, 19-22.