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   Θυγατρικό εκπαιδευτικό κέντρο του Ινστιτούτου Albert Ellis   

Εργαστήριο στο 10ο Συνέδριο Μαθησιακών Διαφορών, 7-9 Μαΐου 2015, American Community Schools (ACS), Αθήνα


Rational-Emotive Behavior Education (REBE) at schools

Chrysoula Kostogiannis

Demetris Katsikis

Hellenic Institute for Rational-Emotive and Cognitive Behavior Therapy, Athens, Greece

This workshop is intended to describe a way of integrating social-emotional curriculum in the dominant curriculum and is consistent with modern considerations (eg., Jones & Bouffard, 2012; Social and Character Development Research Consortium, 2010) on implementing relevant curricula at school and in small group settings.  To integrate a new curriculum at school or in small group settings a theoretical framework is needed that is empirically documented, stating the step by step procedures in which it will take place (Banks & Zionts, 2009a ). The following presentation will be based on Albert Ellis’ Rational Emotive Behavior Theory which has been adapted for children and adolescents (Rational Emotive Education, REE Knaus, 1974, 2001) and the more modern form, Rational Emotive Behavioral Education (REBE Vaida, Kallay, & Opre, 2008). 

REBE has been found helpful with children and adolescents, parents and teachers to identify and manage emotions and behaviors that interfere with student’s overall academic achievement and (mental) health (Banks & Zionts, 2009b. DiGiuseppe & Bernard, 1990. González, Nelson, Gutkin, Saunders, Galloway , & Shwery, 2004. Hajzler & Bernard, 1991. Watter, 1988). It has also been helpful with children who have issues such as teasing, academic underachievement and temporary school failure, parent-child negative interactions, anxiety and phobias, depression, aggression, perception of unfair treatment among others while it is very effective and useful in a wide range of disorders in childhood and adolescence (Ellis & Bernard, 2006). Particular positive contribution has also been found for children who are at risk for the onset of emotional and behavioral difficulties and disorders and it is an efficient method for emotional and behavioral health of children with various disabilities and diseases and when working with children from different cultures.

The goal of REBE is to teach and train children and adolescents to develop helpful and sensible thinking patterns, so that they will think in a clear and rational manner and feel and act in productive ways in their academic and overall life. The aim is to help children to deal with their strong negative emotions such as intense anger, depression, guilt and extreme anxiety which hinder their productivity at school and elsewhere, and to enhance healthier emotions such as annoyance, the regret, repentance and anxiety respectively which promote functionality in everyday life. The ultimate goal is to teach proper reasoning which will help students to acquire healthy, positive habits and will contribute decisively in adopting healthy and positive goals. Because REBE is a psychoeducational model it incorporates skills such as reading, writing, spelling, literature and everyday problems solving skills to support students in their efforts to adopt rational thinking. Thus, REBE is primarily a preventive intervention method that can help students to achieve their potential.

This workshop will introduce REBE and provide participants through live demonstrations with a series of developmental appropriate interventions that will assist them in learning how to create “teachable moments” in the classroom, small group setting and at home.

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