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Purpose: The present study aimed to compare the effectiveness of the written emotional expression strategy and rational emotive behavior therapy (REBT) on the health of infertile women. Methods and Materials: The research method is quasi-experimental, and data collection was conducted using a pre-test, post-test, and follow-up design (three groups), with two experimental groups and one control group. The statistical population of this study consisted of all infertile women living in Tehran in 2023, who had visited infertility centers due to fertility problems and had been classified as infertile by obstetricians and gynecologists. From this population, 45 women were selected using a convenience sampling method and were randomly assigned to two experimental groups (15 participants in each group) and one control group (15 participants). The experimental group undergoing the written emotional expression strategy received eight sessions of 15 to 30 minutes each, while the experimental group undergoing rational emotive behavior therapy received 12 sessions of 60 minutes each. The control group remained on the waiting list. The tools used in the present study included the General Health Questionnaire (GHQ; Goldberg, 1972). Data analysis was performed using SPSS version 24, through both descriptive and inferential statistics (repeated measures ANOVA). Findings: The results indicated that both interventions (the written emotional expression strategy and rational emotive behavior therapy, in comparison to the control group) had an impact on the components of somatic symptoms, social dysfunction, depression, and anxiety/insomnia. Further, the amount of change in the written emotional expression group regarding the components of anxiety, insomnia, and depression was greater than in the rational emotive behavior therapy group. Conclusion: Therefore, considering the effectiveness of the interventions, it can be concluded that both educational interventions, by employing their specific techniques, improved the health of infertile women. [ABSTRACT FROM AUTHOR]

Given the many negative outcomes of anger, including physical aggression and violence, there is a need to improve treatment outcomes. As such, several treatment approaches were evaluated in this study. The autobiographical essay memory task (AEMT) was given to 157 participants on Amazon's Mturk. Using a four (intervention) by three (state anger) mixed design, participants were randomly assigned to one of four conditions: control group (a distraction task), rumination, self-help Rational Emotive Behavior Therapy (REBT), or progressive muscle relaxation (PMR). All participants were instructed to write an anger-evoking memory for ten minutes. Following this, participants were then asked to partake in their respective intervention. Using the State Anger Scale from the State-Trait Anger Expression-2, state anger was measured at baseline, after writing about the anger-evoking memory, and post-intervention. As expected, there was a significant difference across the three time points, p <.001, η2 =.30. Once the AEMT was completed, participants received an intervention. Participants indicated lower levels of state anger post-intervention compared to post-AEMT, p <.001; however, participants post-intervention still reported higher levels of state anger compared to baseline, p <.001. Using the LSD post-hoc test, participants in the rumination condition reported higher levels of state anger post-intervention compared to participants who engaged in PMR (p <.001), self-help REBT (p =.04), and the control condition (p <.001). There were no significant differences noted between PMR, self-help REBT, and the control conditions post-intervention. The AEMT was an effective tool to evoke state anger in a lab setting. Additionally, self-help REBT, PMR, and distraction are effective tools to decrease state anger. [ABSTRACT FROM AUTHOR]

Bullying among adolescents in Indonesia frequently occurs and has shown an increase. Adolescents tend to engage in bullying, partly due to egocentric thinking, which involves difficulty in distinguishing their own perspective from that of others. This study aims to determine the effectiveness of the rational emotive behavior therapy approach in a group setting in reducing the egocentrism of bullying perpetrators. This research employs a quantitative experimental approach using a Control Group Pretest-Posttest design. The study involves 218 students from SMA Negeri 10 Medan who were identified as bullying perpetrators. The sample consists of 16 students selected through purposive sampling. The research instrument is a scale measuring the egocentrism of bullying perpetrators. Data analysis was conducted using the Wilcoxon test and the Mann-Whitney U test. The results indicate that the rational emotive behavior therapy approach is effective in reducing the egocentrism of bullying perpetrators. [ABSTRACT FROM AUTHOR]

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This research study investigated the effectiveness of Rational Emotive Behavior Therapy (REBT) on depression and anxiety during the coronavirus disease 2019 (COVID-19) pandemic in Nigeria. REBT is used in correcting irrational beliefs and behaviors. This study adopted a randomized pretest, post-test, control group design. Two trial-tested instruments covering; depression, anxiety, and irrational beliefs were for data collection. Data obtained with the instruments were analyzed using mean, standard deviation, and analysis of variance. The study revealed that REBT was effective in reducing depression and death anxiety in COVID-19 patients. The result of this study also showed that the introduction of REBT helped to curb the spread of COVID-19 disease by letting Nigerians to know that the existence, mode of spread, and consequences of the disease is real and not a myth. [ABSTRACT FROM AUTHOR]

The present study examined the efficacy of a 6-session Rational Emotive Behavior Therapy (REBT) career intervention program for high school students in reducing career decision-making difficulties and emotional distress. Nine classes of 11th graders in two Romanian public high schools (N = 233) were randomly assigned to a REBT career intervention and a Regular career course. The data were collected in three waves: before and after the interventions and at a 6-month follow-up. Career decision-making difficulties decreased in both intervention groups post-intervention and at the 6-month follow-up. Worry and irrational beliefs decreased more in the REBT group at the 6-month follow-up. Emotional distress and negative dysfunctional emotions decreased in the REBT group both post-intervention and at the 6-month follow-up, but they increased in the Regular group. The Discussion explores factors that may contribute to the decreased career decision-making difficulties in both groups and the benefits of the REBT career intervention. [ABSTRACT FROM AUTHOR]

Rational-Emotive Therapy (RET), as developed by Albert Ellis, is based on the idea that Cognitive, Affective (Emotional) and Behavioral processes can be manipulated to reduce the effects of irrational beliefs and goals, which one sets upon themselves. Ellis' hypothesis moves from understanding how one's thoughts contribute to emotional and behavioral disturbances, while the Tantric traditions employ the understanding that the physical and mental disturbances originate from the imbalance in the emotions. Rasa Sadhana, as Peter Marchand notes ... is a tantric method of fasting on one's emotions. It helps one to overcome negative emotions so as to pursue better physical, mental and spiritual health. This paper explores the possibility of Rasa Sadhana as an intermediary step in RET to understand one's emotions in a better light, in helping the individual avoid the consequences of the negative emotions. [ABSTRACT FROM AUTHOR]

End-Stage Renal disease patients experience a drastic change in physical, psychological, emotional and quality of life after the diagnosis. Various psychotherapeutic interventions were found to be effective in reducing the singular anxiety, depressive, and sleep related issues, however, an integrated approach is required to cater the psychological distress in a collective fashion, and enhance the psychological well-being of end-stage renal disease patients. Rational Emotive Behavior Therapy has been found to be effective in catering to the needs of various chronic disease patients. Therefore, the current study aimed to find the efficacy of rational emotive behavior therapy on the psychological distress and well-being of end-stage renal disease patients. The participants for the study were selected using G*power analysis. Total 64 participants were selected then randomly allocated to experimental and waitlist control groups. Mental Health Inventory (MHI) was used for pre-post assessment. Application of rational emotive behavior therapy was distributed into eight sessions, and two follow-up sessions were provided after the post-assessment. The results suggested statistically significant effectiveness of rational emotive behavior therapy for the alleviation of psychological distress and amelioration of psychological wellbeing. The study suggested efficacy of Rational Emotive Behavior Therapy as an integrated approach to cater to the End-stage Renal Disease patients' needs. [ABSTRACT FROM AUTHOR]

Rational Emotive Behavior Therapy's (REBT's) ABC model proposes that it is B, Beliefs about A, Activating events, not A, Activating events themselves, that create and control C, emotional Consequences. Codified beliefs such as scriptures and creeds are prominent in most religions. Integrating codified religious beliefs with REBT to help D, Dispute irrational beliefs has been studied in REBT for more than 50 years. Broad knowledge of religious cultures, scriptures, creeds, and wisdom literature is likely to help REBTers and other cognitive behavior therapists (CBTers) more effectively treat religious clients. We give a brief overview of the history, culture, doctrine, and scriptures of the Church of Jesus Christ of Latter-day Saints, then give examples of REBT Disputations excerpted from religion integrative sessions with practicing Latter-day Saint clients. We present practice-based evidence for the effectiveness of this approach and offer suggestions for future study and research in integrating religion with REBT and CBT. [ABSTRACT FROM AUTHOR]

Abstract Background Alexithymia, a subclinical cognitive-affective impairment, is prevalent in older people and increases the risk of mental disorders. There is a vast alexithymia treatment gap, with majority of older people in nursing homes lacking access to adequate mental health care. The study aimed to evaluate the effects of rational emotive behavior therapy (REBT) on alexithymia, anxiety, depression and sleep quality of older people in nursing homes. Methods This quasi-experimental study was conducted with two groups (the control group and intervention) from March to November 2021. This study enrolled 86 participants, two of whom were lost to follow-up; 42 received usual care (control group) and 42 received REBT based on usual care (intervention group) in nursing homes. The older people in both groups were evaluated at baseline (T0), within one-week post-intervention (T1), and at 3-month follow-up (T3). Generalized estimating equations were used by SPSS version 26 to assess the differential change in the outcomes between the two groups. Results The intervention group shows significantly greater improvement in alexithymia than the control group at both T1 (β = -8.167, 95%CI= -10.965, -5.368, P

This study delved into a critical concern in academic and professional settings: the impact of irrational work-related beliefs among individuals within the electrical/electronic technology education domain in Nigeria. The prevalence of detrimental work-related beliefs and their potential adverse effects on performance, mental health, and overall well-being necessitated an investigation into effective therapeutic interventions to mitigate these beliefs. The research adopted a quasi-experimental design spanning eight weeks and involving 16 sessions to examine the effects of Rational Emotive Behavioural Therapy (REBT) on these work-related irrational beliefs. The study encompassed a cohort of 330 participants, comprising electrical/electronic technology education technologists and instructors within Nigerian universities. To ensure a robust study design, the participants were randomly allocated to the REBT group (165 participants) or the control group (165 participants). The study uncovered notable findings using an intervention package and structured psycho-educational strategies for data collection. The analysis revealed a significant mean difference between the experimental (REBT) group and the control group, demonstrating the efficacy of REBT in significantly reducing work-related belief scores among electrical and electronic technologists compared to those not exposed to the therapy. Furthermore, the study explored potential variations based on gender in response to the treatment, finding that the interaction effect of therapies and gender was not statistically significant. This suggests that the benefits of REBT in alleviating work-related irrational beliefs were consistent across genders. These findings underscore the potential of REBT as an effective intervention to address work-related irrational beliefs. The study recommends the integration of REBT into the academic curriculum, emphasising its value in mitigating detrimental work-related beliefs among educational staff and students in the field of electrical/electronic technology education. [ABSTRACT FROM AUTHOR]

This study replicates an earlier study (Markopolous & Bernard, 2015) that evaluated the impact of the program, Bullying: The Power to Cope (Bernard, 2019) on potential victim's cognitive, emotional and behavioral responses. The program is aimed at teaching student rational beliefs and coping skills they can employ to cope with various types of bullying. In the present study, participating classes were randomly allocated to either an experimental or control condition. The study conducted in Melbourne, Victoria, Australia, consisted 115 participants (n = 55, experimental group; n = 60 in the control group), 57 males and 58 females, aged 10 to 14 years of age. Self-report data was collected pre- and post-test, measuring children's cognitive, behavioral and emotional coping responses to four written bullying vignettes. Measures of state and trait anxiety were also collected at pre- and post-tests. Results revealed students in the experimental group significantly improved in cognitive and emotional coping responses compared with students in the control group. Nonsignificant differences were found between males and females and between primary and secondary school students on their response to the program. State anxiety did not influence responsiveness to the program, but students with lower levels of trait anxiety (pre-test) made significantly greater improvements on emotional coping responses compared to students with higher levels of trait anxiety. Implications of these findings are discussed as well as limitations and considerations for future research. [ABSTRACT FROM AUTHOR]

Background: Social competence is one of the predictors of academic, psychological and social success in adolescents. Previous studies have shown that reality therapy and rational emotional behavioral therapy are suitable methods for improving social adjustment, but so far the efficacy of these two therapeutic approaches on the social competence of adolescent girls has not been studied and compared. Aims: The present study was conducted with the aim of comparing the efficacy of education based on reality therapy and rational emotional behavioral therapy on the social competence of adolescent girls. Methods: The current research design was a pre-test, post-test semi-experimental with a control group and a 2-month follow-up. The statistical population of the research included all female students of the first year of high school in Bushehr schools in the academic year of 2016-2017. The statistical sample consisted of 60 teenage girls who were selected by multi-stage cluster sampling method and randomly were replaced in three groups of 20 people (two experimental groups and one control group). In reality therapy from a combined protocol (Glasser,2010; Wubbolding,2011) and rational emotional behavioral therapy sessions from a combined training package (Ellis,2004; Dryden & Neenan, 2010; Neenan & Dryden, 2009) and to collect Information was also used from the social competence questionnaire (Smart & Sanson, 2003). Repeated measurement analysis of variance, Benferroni post hoc test and SPSS23 software were used for data analysis. Results: The results showed that reality therapy training and REBT significantly increased social competence compared to the control group. Also, reality therapy training increased social competence more compared to rational-emotional-behavioral therapy (P

The meaning of life is one of the important things in an individuals’s life. The meaning of life can be increased through several efforts, one of which is by maximing the abilities, potential, and talents possessed, including developing personal branding. The purpose of this study is to assist individuals in developing personal branding through Rational Emotive Behavior Therapy to increase the meaning of life. The research methoud use is a pre-experimental one group pretest posttest design with a sampling technique that is simple random sampling. The result showed that group counseling for the development of personal branding thrrough Rational Emotive Behavior Therapy was effective in increasing the meaning of life, that the significance value asymp sig (2-tailed) of Paired Sample T-test is 0,001 < 0,05.

Background: Alexithymia, a subclinical cognitive-affective impairment, is prevalent in older people and increases the risk of mental disorders. There is a vast alexithymia treatment gap, with majority of older people in nursing homes lacking access to adequate mental health care. The study aimed to evaluate the effects of rational emotive behavior therapy (REBT) on alexithymia, anxiety, depression and sleep quality of older people in nursing homes. Methods: This quasi-experimental study was conducted with two groups (the control group and intervention) from March to November 2021. This study enrolled 86 participants, two of whom were lost to follow-up; 42 received usual care (control group) and 42 received REBT based on usual care (intervention group) in nursing homes. The older people in both groups were evaluated at baseline (T0), within one-week post-intervention (T1), and at 3-month follow-up (T3). Generalized estimating equations were used by SPSS version 26 to assess the differential change in the outcomes between the two groups. Results: The intervention group shows significantly greater improvement in alexithymia than the control group at both T1 (β = -8.167, 95%CI= -10.965, -5.368, P < 0.001) and T2 (β=-4.119, 95%CI= -7.171, -1.067, P = 0.008). The two groups showed significant differences at both T1 and T2 in both difficulty identifying feelings and difficulty describing feelings. Compared to the control group, the intervention group shows a significant improvement in sleep quality at T2 (β = -2.048, 95%CI=-4.004, -0.091, P = 0.040). The two groups showed significant differences at both T1 and T2 in both sleep disturbance and daytime dysfunction. For depression and anxiety, no significant differences were found between the intervention and control groups. Conclusions: REBT showed to be an effective method for improving alexithymia and sleep quality of older people in nursing homes. However, it failed to significantly alleviate anxiety and depression at least in a short-term trial. Refining this intervention may have a broader, more substantial impact on future research. [ABSTRACT FROM AUTHOR]

Background: Social competence is one of the predictors of academic, psychological and social success in adolescents. Previous studies have shown that reality therapy and rational emotional behavioral therapy are suitable methods for improving social adjustment, but so far the efficacy of these two therapeutic approaches on the social competence of adolescent girls has not been studied and compared. Aims: The present study was conducted with the aim of comparing the efficacy of education based on reality therapy and rational emotional behavioral therapy on the social competence of adolescent girls. Methods: The current research design was a pre-test, post-test semi-experimental with a control group and a 2-month follow-up. The statistical population of the research included all female students of the first year of high school in Bushehr schools in the academic year of 2016-2017. The statistical sample consisted of 60 teenage girls who were selected by multi-stage cluster sampling method and randomly were replaced in three groups of 20 people (two experimental groups and one control group). In reality therapy from a combined protocol (Glasser,2010; Wubbolding,2011) and rational emotional behavioral therapy sessions from a combined training package (Ellis,2004; Dryden & Neenan, 2010; Neenan & Dryden, 2009) and to collect Information was also used from the social competence questionnaire (Smart & Sanson, 2003). Repeated measurement analysis of variance, Benferroni post hoc test and SPSS23 software were used for data analysis. Results: The results showed that reality therapy training and REBT significantly increased social competence compared to the control group. Also, reality therapy training increased social competence more compared to rational-emotional-behavioral therapy (P<0.05). Conclusion: According to the obtained findings, it seems that reality therapy and REBT increase social competence in adolescent girls. Therefore, school counselors can use these therapeutic methods to improve the five components of social competence (courage, cooperation, empathy, responsibility and self-control). [ABSTRACT FROM AUTHOR]

There are several symptoms experienced by students who have low academic self-efficacy, namely quickly giving up when working on difficult exam questions, only understanding some subject matter which they think is easy and not sure if their test scores pass in subjects they do not master. The purpose of this study was to determine the effectiveness of group counseling approach to rational emotive behavior therapy with psychodrama techniques to improve academic self-efficacy in class XI MA Madania Bantul Yogyakarta students. This study uses quantitative research methods using experimental types, this experimental research design uses a quasi-experimental research pattern with a nonequivalent control group design. The design of this study consisted of two sample groups selected by purposive sampling technique, namely the experimental group and the control group, each group consisting of 10 students. The data collection technique used is the Likert scale with the aim of measuring students' academic self-efficacy. The result of this research using independent t test is that the t-count value is greater than the t-table value (23.526 1.734). Based on the results of this test, there is a significant difference in values between the experimental and control groups. So it can be concluded that the hypothesis Ho is rejected and Ha is accepted. This means that psychodrama techniques are effective for increasing academic self-efficacy in class XI students of Madrasah Aliyah.Madania Bantul Yogyakarta.

Objective: This study aimed to explore the effects of our rational emotive behavior therapy (REBT) program on symptoms, anxiety, depression, and sleep state in patients with colorectal cancer (CRC) undergoing chemotherapy. Methods: From October 2020 to May 2021, fifty-six patients with CRC in a hospital in the Hunan Province were randomly divided into an intervention group (n = 28) and a control group (n = 28). The patients in the intervention group completed a 6-week REBT program based on routine nursing care, including four courses: 1) establish a relationship and formulate health files; 2) group communications and study symptom management; 3) continuously provide health knowledge and strengthen healthy behavior; and 4) review the treatment and summary. The control group maintained routine nursing care. The simplified Chinese version of the Memorial Symptom Assessment Scale Short Form (MSAS–SF–SC), the Hospital Anxiety and Depression Scale (HADS), and the Pittsburgh Sleep Quality Index (PSQI) scale were used to investigate and compare the intervention effects of the two groups at baseline (T1, before the intervention), four weeks (T2), and six weeks (T3) after the intervention. Results: The intervention group was significantly improved in symptoms, anxiety, depression, and sleep state, compared with the control group. At T2, MSAS–SF–SC (24.43 ± 4.26 vs.28.07 ± 3.91), symptom distress (17.29 ± 4.04 vs. 19.39 ± 3.59), symptom frequency (7.14 ± 1.51 vs. 8.68 ± 1.42), HADS (13.68 ± 3.38 vs. 15.86 ± 3.79), anxiety (3.89 ± 1.85 vs. 5.18 ± 2.18), and depression (9.79 ± 2.06 vs. 10.68 ± 2.23), showed that the difference between the two groups was statistically significant (P

Background Depression is a common mood disorder that seriously affects the recovery of various functions in patients after stroke. Antidepressant drug therapy alone could not achieve satisfactory treatment responses. Objective To investigate the effects of rational emotive behavior therapy (REBT) on sleep and mood in patients with post-stroke depression. Methods Seventy-one patients with post-stroke depression were selected from Department of Neurological Rehabilitation, the Second Affiliated Hospital of Zhengzhou University from June 2019 to June 2020, and according to random number table, they were divided into the control group (n=35) or combined treatment group (n=36) . The control group received four consecutive weeks of treatment with oral sertraline hydrochloride tablets (25 mg per day within the first week, and 50 mg per day within other three weeks) . The combined treatment group received four consecutive weeks of treatment with REBT (three times per week, the treatment duration for each time lasting for 30 minutes) plus the same treatment for the control group. Pittsburgh Sleep Quality Index (PSQI) , Insomnia Severity Index (ISI) , 17-item Hamilton Depression Rating Scale (HAMD-17) , Hamilton Anxiety Rating Scale (HAMA) , and Modified Barthel Index (MBI) were used to assess pre- and post-treatment sleep quality, insomnia severity, depression prevalence, anxiety prevalence and ability to engage in basic activities of daily living, respectively. Results The mean scores of PSQI, ISI, HAMD-17, and HAMA showed a significant decrease and the mean score of MBI demonstrated a significant increase in both groups after treatment (P0.05) . The combined treatment group had lower mean post-treatment scores of ISI and HAMD-17 and higher mean post-treatment score of MBI than the control group (P

Recurring cases of suicide, escapement, riots, and overcapacity have been observed in correctional institutions in Indonesia. Mental health issues are one of the causes of such a phenomenon. The emergence of this mental health issue may negatively impact inmates and cause disturbances in correctional institutions. Rational Emotive Behavior Therapy (REBT) focuses on transforming an irrational concept into a rational belief. This study aims to investigate the effects of REBT counseling with patronage technique on reducing anxiety levels. This new Patron-Client platform, equipped with the signification of gratitude and contentment, becomes a new form of proper counseling in a correctional institution. This study adopted the quasi-experiment before-after method with the Solomon four-group design. To garner the data, it involved four groups divided into two experimental and two control groups, consisting of 240 research population and 160 research subjects. ANOVA and T-test analysis were used to further analyze the obtained data. The findings show significantly different anxiety levels in the inmate groups before and after the treatment. Besides, no difference was observed in the inmates who did not receive the treatment. This study concludes that REBT counseling with patronage technique significantly decreases the inmates’ anxiety levels in the correctional institution. Doi: 10.28991/ESJ-2022-06-02-08 Full Text: PDF

Academic success has been studied about self-efficacy and cognitive abilities but one phenomenon that has received less attention is academic grit. Recent evidence suggests that reductions in irrational beliefs brought about by REBT can facilitate increased academic success. This paper reports the findings of a study that used an A–B–A single-case research design to investigate the effect of rational emotive behavior therapy on academic grit. Participants consisted of three students (N = 3) in vocational high schools who experienced a low level of grit. Rational emotive behavior therapy intervention to increase academic grit was provided in 6 sessions. Treatment focused on developing consistency of passion and perseverance using disputing irrational beliefs, tape-recorded examination of beliefs, rational-emotive imagery, time projection, self-monitoring, and behavior reinforcement. Participants completed the Student Grit Inventory. Data were collected before, during, and after the REBT intervention. The results showed an increase in the level of grit during and after the intervention. Thus, rational emotive behavior therapy could be an intervention to increase academic grit. [ABSTRACT FROM AUTHOR]

Previous studies established a relationship between the historical prevalence of pathogens and the individualism-collectivism cultural dimension. In this article, we argue that this relation can be mediated by distorted information processes derived from the Rational Emotive Behavior Therapy (REBT) model (i.e., irrational beliefs in the form of rigid/absolutistic/inflexible thinking). We hypothesize that populations living in dangerous environments, expressed through the historical prevalence of pathogens, have developed a psychological tendency towards rigid information processing strategies, which have in turn contributed to the formation of collectivistic cultural organization. We extracted data on the prevalence of historical pathogens and individualism-collectivism cultural dimension from previous sources, and we computed an index of irrationality based on two items extracted from the World Values Survey. Using the sample of 41 countries we tested a mediation model between these variables. The results pointed that irrational beliefs partially mediated the relationship between pathogen prevalence and individualism—collectivism cultural dimension (b = −.07, SE = 0.28, 95% boot CI [− 0.13, − 0.02]). This result support the idea that demanding beliefs about social interactions emerges as an adaptation to harsh environments and partially promotes collectivistic cultural organization. [ABSTRACT FROM AUTHOR]

In Nigeria's remote learning centers, science and social science educators are responsible for a variety of tasks, including teaching, examination supervision, distance learners' projects, research work, and attendance at conferences. As a result, this study on the impact of rational emotive behavior therapy (REBT) on occupational stress management among science and social science educators in the South East and South West of Nigeria is necessary. With 42 individuals, this study used a true experimental design. For data collection, two stress index measures were used. A pretest was given to the participants before the treatment began, and a posttest was given at the conclusion of the treatment. A follow-up measure, on the other hand, was delivered two months after the treatment ended. The collected data were processed and analyzed using a unique type of analysis of variance. According to the findings, REBT had a considerable impact on occupational stress management among study participants. In open and distance learning institutions in South East and South West Nigeria, REBT is beneficial in the management of occupational stress among science and social science educators. The findings of this study have implications for educational assessors/evaluators in terms of effective curriculum implementation in ODL facilities. REBT's efficiency must be further assessed by educational evaluators in order to improve working circumstances in diverse fields of endeavour especially at ODL centers for effective curriculum implementation. [ABSTRACT FROM AUTHOR]

Abstract Background Research on traditional gender beliefs has highlighted their psychological impact and social implications for women. The purpose of this study was twofold. First, we aimed to adapt and validate the Spanish version of the Multicultural O’Kelly Women’s Beliefs Scale. Next, we explored its sources of validity evidence in relation to intimate partner violence, stress, and depression. Based on the Rational Emotive Behavior Therapy framework, traditional gender beliefs were expected to be associated with higher levels of intimate partner violence, stress and depression. We also expected to obtain a psychometrically-sound factor structure of the Multicultural O’Kelly Women’s Beliefs Scale. Methods A sample of Spanish women (N = 322) completed the Multicultural O’Kelly Women’s Beliefs Scale, the Beck’s Depression Inventory II, the Modified Conflict Tactics Scale, and the Stress Perceived Scale. To test the psychometric properties of the Multicultural O’Kelly Women’s Beliefs Scale we implemented exploratory and confirmatory factor analyses and an analysis of the area under the curve. Results Regarding the psychometric properties of the scale, statistical analysis revealed a one-factor dimensionality (Global traditionalism) and supported a reduction of items in the original instrument. The abbreviated version (eight items) obtained the best fit indices. Considering the association between traditional gender beliefs and psychological outcomes, we found that traditional gender beliefs were associated with increased severity of stress, depressive symptoms and reciprocal verbal aggression. Conclusion The Spanish adaptation of the Multicultural O’Kelly Women’s Beliefs Scale provided a very short, psychometrically robust and clinically relevant measure of traditional gender beliefs. In addition to the association between traditional gender beliefs and mental health outcomes, an important finding was the relationship between traditional gender beliefs and intimate partner violence. Our scale might be used in clinical settings by helping women to identify their traditional gender beliefs and replace them by healthy and goal-oriented beliefs, which would also contribute in achieving a more egalitarian society.

Hoarding is a common problem behavior worldwide and is detrimental to the physical and mental health of individuals and groups. Currently, effective interventions for hoarding are cognitive-behavioral therapies, but their post-intervention efficacy is questionable, and the available research does not examine the mediating variables of the effects of interventions on clinical outcomes. Moreover, current research on hoarding has focused on Western countries. Therefore, there is a need to investigate the efficacy of other forms of cognitive behavioral therapy on hoarding as well as other psychological outcomes related to hoarding and mediating variables that contribute to its effectiveness in different cultural contexts. One hundred thirty-nine college students with higher hoarding behaviors were randomly divided into three groups: 45 in the Acceptance and Commitment Therapy (ACT) group, 47 in the Rational Emotive Behavior Therapy (REBT) group, and 47 in the control group. They completed the Saving Inventory-Revised (SI-R), Obsessive-Compulsive Symptom Scale (OCSS), Difficulties in Emotion Regulation Scale (DERS), Experiences in Close Relationships Inventory-Attachment Anxiety Subscale (ECR), Depression Anxiety Stress Scales (DASS-21), Acceptance and Action Questionnaire II (AAQ-II), and Cognitive Fusion Questionnaire (CFQ) before and immediately after the intervention. The results showed that ACT and REBT improved individuals' psychological flexibility, cognitive fusion, acquisition-difficulty discarding, clutter, negative affect (anxiety, depression, stress), attachment anxiety, obsessive-compulsive disorder, and difficulty in emotion regulation compared to the control group. In addition, ACT was more effective than REBT in improving psychological flexibility and reducing hoarding, cognitive fusion, depression, stress, and obsessive-compulsive disorder; there were no significant differences between the two in anxiety and emotion regulation difficulties. Furthermore, psychological flexibility is a mediator of the effect of ACT and REBT on some behavioral and psychological outcomes (hoarding, negative affect, attachment anxiety). Limitations were discussed.

Abstract This study aimed to evaluate the belief of frustration intolerance of individuals with internet gaming disorder (IGD) and its association with depression among them. We recruited 69 participants with IGD and 138 controls (69 regular gamers and other non‐gamers). IGD is diagnosed based on DSM‐5 (DSM stands for diagnostic and statistical manual of mental disorders) criteria through psychiatric interviews. They had completed the questionnaire for the belief of frustration intolerance, depression, and severity of IGD. The participant with IGD had a higher score on the frustration discomfort scale and its subscales, discomfort intolerance, entitlement, emotional intolerance, and achievement. Further regression analysis demonstrated an independent association between entitlement and IGD in control of depression. The frustration intolerance is also associated with depression and the severity of IGD among the IGD group. The discomfort intolerance and achievement were the most associated factors of depression. Frustration intolerance is a crucial irrational belief of IGD. It contributes to the severity of IGD and depression among individuals with IGD. The frustration intolerance, particularly for discomfort intolerance, entitlement, and achievement, should be assessed and intervened while treating individuals with IGD.

The present study examined the effects of a rational emotive personal-disclosure mutual-sharing (REPDMS) intervention on the rational and irrational beliefs of a group of Greek adolescent athletes that had previously participated in four rational emotive behavior therapy (REBT) educational workshops. Measurements were taken before REBT workshops (baseline), during the REBT workshop period, and after the REPDMS session (postintervention). Further, a comparison group received REBT education, but did not receive REPDMS, allowing the between-subjects comparison between participants who received REPDMS and participants who did not. Findings support the hypotheses that REPDMS has positive effects on further reducing irrational beliefs, enhancing rational beliefs, and prolonging the duration of these positive effects, over and above REBT education alone. Qualitative inspection of the REPDMS transcript also revealed participant perceptions of REBT, and served to stimulate critical author reflections on REPDMS. [ABSTRACT FROM AUTHOR]

The use of rational emotive behavior therapy (REBT) in sport psychology has received little attention in research to date, but is steadily growing. Therefore, to further add to the building body of research, this study examines the efficacy of REBT (comprising five counseling sessions, and four homework assignments) in decreasing self-reported irrational beliefs, and increasing self-reported resilient qualities in five elite squash players from Malaysia. The study uses a single-case multiple-baseline across-participants design. Visual and graphical analyses revealed that REBT reduced self-reported irrational beliefs significantly in all athletes, and raised self-reported resilient qualities significantly in some athletes. Athlete's feedback, reflections on the usage of REBT, Athlete Rational Resilience Credos, and the practice of sport psychology across cultures are discussed, along with guidance for the future use of REBT in relevant settings. [ABSTRACT FROM AUTHOR]

Abstract The improvement or acquisition of socioemotional skills contributes to the academic and personal adaptation of university students. The way students think about themselves and others influence their social skills and well-being. Considering the importance of social competence for professional practice in the face of new social realities, the university must invest in programs that promote the socio-emotional development of students. This study compared the effects of interventions based on Rational Emotive Behavior Therapy and Psychoeducation on assertive skills and subjective well-being. This study involved 25 undergraduate students of a public university. The students were randomly allocated to three groups, including the Control group, and they were evaluated by means of questionnaires, inventories, scales, and written evaluation of the group process. The program consisted of 10 meetings and a 6-week follow-up. Irrational beliefs were reduced and their assertive skills’ scores increased in the post-intervention and follow-up evaluations, regardless of the group. Only verbal reports from participants indicated an increase in well-being. The students’ written reports after the end of the meetings indicate that the two forms of intervention were evaluated as promoting change by the students. One of the limitations of the study is the size of the groups. Despite the very small sample size, the study highlights that developing a set of flexible beliefs is fundamental to the exercise of assertiveness.