scholarly journals PENERAPAN KONSELING RATIONAL EMOTIVE BEHAVIORAL DALAM MENGURANGI TINGKAT IRRATIONAL BELIEF KAUM LESBIAN

2018 ◽  
Vol 1 (1) ◽  
pp. 80
Author(s):  
Silvianetri Silvianetri
Keyword(s):  
Irrational Belief ◽  
Rational Belief ◽  
Hostile Environment ◽  
Behavioral Counseling ◽  
Self Talk ◽  
The Family ◽  
Rational Emotive ◽  
Opposite Sex ◽  
Evil People ◽  
Implementation Stage

Most lesbians are irrational belief in the opposite sex. They consider men to be untrustworthy and evil people. This can be obtained from a bad experience in the family, in which the father is less pleasant towards the mother and from a hostile environment. This condition fosters irrational belief of lesbians towards men. Based on these facts, this study aims to reveal how the application of rational emotive behavioral counseling in reducing the level of irrational belief of lesbians. The research method used is action research. The treatment consists of two cycles, in which one cycle consists of four stages, namely (1) planning, (2) implementation, (3) observation, (4) reflection. Especially at the implementation stage of the counseling steps used are; (a). Accessing the client's self talk, (b). Determining the client's underlying belief, (c) Agreeing on more rational belief, (d) Performing rational emotive imagery, (e). Assigning homework, (f) Positive consequence, and (g) Negative consequence. Respondents in this study amounted to 3 people who indicated lesbians. Respondents were taken based on descriptive random sampling. The results of the analysis of research data revealed that rational emotive behavioral counseling can reduce the level of irrational belief of lesbians. Based on these empirical data it can be concluded that counselors can use rational emotive behavioral counseling in reducing the level of irrational belief of lesbians, so that it is expected to reduce lesbian behavior in society.

Beliefs and Inferences: A Test of a Rational-Emotive Hypothesis: 2. On the Prospect of Seeing a Spider

1989 ◽  
Vol 64 (1) ◽  
pp. 115-123 ◽  
Author(s):  
Windy Dryden ◽  
Julia Ferguson ◽  
Sean McTeague
Keyword(s):  
Irrational Belief ◽  
Rational Belief ◽  
Complex Relationship ◽  
Behavioral Consequences ◽  
Independent Variables ◽  
Lighting Conditions ◽  
Rational Emotive ◽  
The Subject ◽  
Recent Formulation ◽  
Made In

96 subjects were asked to imagine that they were about to enter a room in which there may have been one or more spiders. They were also asked to imagine that (a) they either held a rational or an irrational belief about spiders, (b) they were about to enter the room either alone or with someone, and (c) that the room was either dark or light. Having absorbed their assigned role, the subjects were then asked to make inferences about various elements of their situation. The results supported the hypothesis that holding an irrational belief leads to more negative inferences. It was also found that the lighting conditions in the room and whether the subject was alone or with someone affected the negativity of the inferences made. In addition, there were several two-way and three-way interactions between the independent variables which indicated that entering a light room or being with someone else tended to moderate the negativity of inferences made by those holding a rational belief rather than the opposite, amplifying the negativity of inferences made by those holding an irrational belief. The results supported Ellis's (1985) recent formulation concerning the complex relationship between events and inferences (A), beliefs (B), and emotional and behavioral consequences of beliefs (C).

scholarly journals GAMBARAN PELAKSANAAN KONSELING KELOMPOK DENGAN TEKNIK REBT (RATIONAL EMOTIVE BEHAVIOUR THERAPY) DALAM UPAYA MENGATASI KECEMASAN MATEMATIKA SISWA SMP

2019 ◽  
Vol 4 (1) ◽  
pp. 37
Author(s):  
Rahma Muti’ah
Keyword(s):  
Group Counseling ◽  
Mathematics Anxiety ◽  
Irrational Belief ◽  
Mathematics Learning ◽  
Learning Activities ◽  
Behaviour Therapy ◽  
Self Talk ◽  
Mathematical Anxiety ◽  
Home Work ◽  
Rational Emotive

Abstract: Mathematical learning anxiety (anxiety mathematic) has a very important role in mathematics learning activities. This is because the anxiety felt by students influences the students' concentration ability to take part in learning activities. Besides that mathematics anxiety also influences students' ability in understanding concepts and reasoning abilities which both of these aspects greatly influence the results of a student's mathematics learning. Mathematical anxiety can be derived from the irrational belief and emotional belief and students' mastery of the basic concepts of mathematics in calculating students. To overcome the above problems, the most appropriate solution to be used is the implementation of group counseling with the REBT technique, so that expectations with students' mathematical anxiety will be low so that student learning outcomes will increase.The method used in this study is descriptive qualitative. The population in this study were 115 students with high anxiety and low initial numeracy abilities. Consisting of 5 study groups, namely groups A, B, C, D and E, and the sample used was group A based on random results. Data collection tools used are observation and interviews, by testing the validity of the data using triangulation of sources (students, teachers and parents) and place.From the results of the implementation it was concluded that there was a decrease in mathematics anxiety of students after participating in group counseling activities with the REBT technique. The description of the implementation of group counseling with group REBT techniques consists of 5 stages of activity, namely 1) first meeting consisting of 4 steps, namely a) initial disputing, b) identification of self-condition, c) stop irrational belief and emotional belief, d) formulate thoughts and rational feeling about mathematics, 2) second meeting, namely a) persuasive stage, b) relaxation exercise, c) home work, 3) third meeting consists of 2 steps namely a) confrontation stage, and self talk writing, 4) fourth meeting namely a) working on the task and b) facing the real situation, 5) the fifth meeting namely a) homework discussion and b) conducting an evaluation. Keywords: REBT Counseling (Rational Emotive Behavior Theray), group, Mathematical Anxiety Abstrak Kecemasan belajar matematika (anxiety mathematic) memiliki peran yang sangat penting pada kegiatan pembelajaran matematika. Ini karena kecemasan yang dirasakan siswa mempengaruhi kemampuan konsentrasi siswa untuk mengikuti kegiatan pembelajaran. Selain itu kecemasan matematika juga mempengaruhi kemampuan siswa dalam pemahaman konsep dan kemampuan penalaran yang mana kedua aspek ini sangat mempengaruhi hasil belajar matematika seorang siswa. Kecemasan matematika bisa berasal dari irational belief dan emotional belief serta penguasaan siswa terhadap konsep-konsep dasar matematika siswa dalam berhitung. Untuk mengatasi permasalahan diatas maka solusi yang paling tepat digunakan adalah pelaksanaan konseling kelompok dengan teknik REBT, sehingga harapannya dengan kecemasan matematika siswa menjadi rendah maka hasil belajar siswa akan meningkat.Metode yang digunakan dalam penelitian ini adalah kualitatif deskriptif. Populasi dalam penelitian ini adalah 115 siswa dengan kecemasan tinggi dan kemampuan awal berhitung rendah. Terdiri dari 5 kelompok belajar yaitu kelompok A, B, C, D dan E, dan sampel yang digunakan adalah kelompok A berdasarkan hasil random. Alat pengumpul data yang digunakan adalah observasi dan wawancara, dengan pengujian keabsahan data dengan menggunakan triangulasi sumber (siswa, guru dan orangtua) dan tempat.Dari hasil pelaksanaan diperoleh kesimpulan terjadi penurunan kecemasan matematika siswa setelah mengikuti kegiatan konseling kelompok dengan teknik REBT. Adapun gambaran pelaksanaan konseling kelompok dengan teknik REBT kelompok terdiri dari 5 tahap kegiatan yaitu 1) pertemuan pertama  yang terdiri dari 4 langkah yaitu a) disputing awal, b) identifikasi keadaan diri, c) menghentikan irrational belief dan emotional belief, d) merumuskan pemikiran dan perasaan yang rasional tentang matematika, 2) Pertemuan kedua, yaitu a) tahap persuasif, b) latihan relaksasi, c) home work, 3) pertemuan ketiga terdiri dari 2 langkah yaitu a) tahap konfrontasi, dan menulis self talk, 4) pertemuan keempat yaitu a) mengerjakan tugas dan b) menghadapi situasi nyata, 5) pertemuan kelima yaitu a) pembahasan homework dan b) melakukan evaluasi. Kata kunci: Konseling REBT (Rational Emotive Behaviour Theray),  kelompok, Kecemasan Matematika

Effects of a Rational–Emotive Education Program on Heightened Anxiety Levels of Female Collegiate Gymnasts

1991 ◽  
Vol 5 (3) ◽  
pp. 235-255 ◽  
Author(s):  
P. Kevin Elko ◽  
Andrew C. Ostrow
Keyword(s):  
Education Program ◽  
State Anxiety ◽  
Sport Competition ◽  
High Anxious ◽  
Self Talk ◽  
Rational Emotive ◽  
Rational Emotive Education ◽  
Anxiety Levels ◽  
Collegiate Gymnasts ◽  
And Performance

This study examined the effects of a Rational-Emotive education program on the competitive state anxiety levels and performance of female collegiate gymnasts who were identified as anxiety prone. The gymnasts (n=6) were participants on a Division I gymnastic team during the 1988–89 season. The high-anxious gymnasts were distinguished from their teammates via the Competitive State Anxiety Inventory-2 (Martens, Burton, Vealey, Bump, & Smith, 1983) and the Sport Competition Anxiety Test (Martens, 1977) and were interviewed by the investigator prior to competition. They ranged from 17 to 22 years of age (M=19.25 yrs). Additionally, this study analyzed the effects of the education program on performance and thought listening (positive vs. negative self-talk). The results revealed that the Rational–Emotive education program significantly decreased levels of cognitive anxiety in five of the six gymnasts. However, the influential effect of the program on somatic anxiety, performance, and thought listening was not significant.

scholarly journals FAMILY COMMUNICATION PORTRAIT IN THE MIDDLE OF SOCIAL CHANGE IN BOGOR

2019 ◽  
Vol 4 (1) ◽  
pp. 171
Author(s):  
Firdanianty Pramono ◽  
Djuara P Lubis ◽  
Herien Puspitawati ◽  
Djoko Susanto
Keyword(s):  
Social Change ◽  
Group Discussion ◽  
Personal Problems ◽  
Family Ties ◽  
Television Shows ◽  
The Family ◽  
Information And Communication ◽  
Opposite Sex ◽  
Negative Impacts

The advancement of information and communication technology have a positive and negative impacts on family ties and values. These developments also change the order of family life as the smallest unit in society. Family interaction and communication also change along with social change in society. The purposes of this study are: first, to explore the topics of conversation and interaction of adolescents with their families. Second, to depict four types of communication between adolescents and their families. This study was conducted for 6 months in 6 high schools in Bogor with qualitative methods. Data were obtained through focus group discussion (FGD) in each high school with a total of 12 FGDs. The number of informants involved in the FGD were 60 students aged 15-18 years old. The FGD results show that most of theadolescents shared their personal problems to peers than to parents. The topics presented by adolescents to parents included events at school (lessons, teachers, friends), television shows, ideals, sports, and politics. Some adolescents who had close relationships with parents did not hesitate to share their personal problems and interests of the opposite sex to their parents. Adolescents who had closeness to parents tend to be more open and were able to control their emotions. The findings of this study are expected to provide inputto the family as well as to improve the quality of communication between adolescents and parents.

scholarly journals Rational emotional behavior: How to reduce irrational beliefs in victims post-natural disasters

2021 ◽  
Vol 8 (1) ◽  
pp. 01-08
Author(s):  
Mawardi Djamaluddin ◽  
Suryani Hi Umar
Keyword(s):  
Natural Disasters ◽  
Irrational Beliefs ◽  
Irrational Belief ◽  
Emotional Behavior ◽  
Traumatic Experiences ◽  
Research Subjects ◽  
Behaviour Therapy ◽  
Rational Emotive Behaviour Therapy ◽  
Rational Emotive ◽  
The Individual

Natural disasters that occur over a long period of time and the level of damage that occurs often affect the psychological condition of the individual causing individuals to experience traumatic experiences that are hard to forget. Traumatic experiences experienced as a result of natural disasters also influence one's view of the natural disaster itself. Some people may have rational views while others have irrational views. This irrational view often makes individuals feel even more traumatized by the bad experiences they have experienced. Therefore, this study aims to examine the effectiveness of rational emotive behaviour counselling in reducing irrational beliefs experienced by people experiencing natural disasters. The research method used was quantitative with an experimental design. The research subjects were earthquake victims in Tomara Village, South Halmahera Regency who had irrational beliefs in the high category based on the results of filling in data from the irrational belief scale. The results showed that rational emotive behaviour therapy counselling was effective in reducing irrational beliefs experienced by people experiencing natural disasters.

HOW RATIONAL BELIEFS AND IRRATIONAL BELIEFS AFFECT PEOPLE'S INFERENCES: AN EXPERIMENTAL INVESTIGATION

2000 ◽  
Vol 28 (1) ◽  
pp. 33-43 ◽  
Author(s):  
Frank W. Bond ◽  
Windy Dryden
Keyword(s):  
Experimental Investigation ◽  
Irrational Beliefs ◽  
Irrational Belief ◽  
Rational Belief ◽  
Rational Beliefs ◽  
Behaviour Therapy ◽  
Principal Mechanism ◽  
Primary Mechanism ◽  
Rational Emotive Behaviour Therapy ◽  
Functional Content

Rational Emotive Behaviour Therapy (REBT) hypothesizes that the functionality of inferences is primarily affected by the preferential and demanding nature of rational and irrational beliefs, respectively. It is then, secondarily, influenced by the functional and dysfunctional contents to which rational and irrational beliefs, respectively, refer. This hypothesis was tested by asking 96 participants to imagine themselves holding one of four specific beliefs: a rational belief with a preference and a functional content, an irrational belief with a demand and a dysfunctional content, a rational belief with a functional content and no preference, and an irrational belief with a dysfunctional content and no demand. Participants imagined themselves holding their belief in an imaginary context, whilst rating the extent of their agreement to 14 functional and dysfunctional inferences. Contrary to REBT theory, results indicated that rational and irrational beliefs had the same magnitude of effect on the functionality of inferences, whether they referred to a preference/demand+contents, or only contents. The discussion maintains that preferences and demands may not constitute the principal mechanism through which rational and irrational beliefs affect the functionality of inferences. Instead, consistent with Beck's cognitive therapy, belief contents may constitute this primary mechanism.

scholarly journals DISAGREEMENT AND EASY BOOTSTRAPPING

Episteme ◽  
2019 ◽  
pp. 1-20
Author(s):  
Eyal Tal
Keyword(s):  
Irrational Belief ◽  
Rational Belief ◽  
Central Question ◽  
Rational Beliefs ◽  
Rational Agents ◽  
Epistemic Akrasia ◽  
First Response ◽  
The One

ABSTRACTShould conciliating with disagreeing peers be considered sufficient for reaching rational beliefs? Thomas Kelly argues that when taken this way, Conciliationism lets those who enter into a disagreement with an irrational belief reach a rational belief all too easily. Three kinds of responses defending Conciliationism are found in the literature. One response has it that conciliation is required only of agents who have a rational belief as they enter into a disagreement. This response yields a requirement that no one should follow. If the need to conciliate applies only to already rational agents, then an agent must conciliate only when her peer is the one irrational. A second response views conciliation as merely necessary for having a rational belief. This alone does little to address the central question of what is rational to believe when facing a disagreeing peer. Attempts to develop the response either reduce to the first response, or deem necessary an unnecessary doxastic revision, or imply that rational dilemmas obtain in cases where intuitively there are none. A third response tells us to weigh what our pre-disagreement evidence supports against the evidence from the disagreement itself. This invites epistemic akrasia.

Toward Resolution of Conceptual Issues in the Assessment of Belief Systems in Rational-Emotive Therapy

1990 ◽  
Vol 4 (2) ◽  
pp. 171-184 ◽  
Author(s):  
Philip M. Burgess
Keyword(s):  
Emotionally Disturbed ◽  
Irrational Belief ◽  
Belief Systems ◽  
Attitudes And Beliefs ◽  
Rational Emotive Therapy ◽  
The Past ◽  
Rational Emotive ◽  
Main Effects ◽  
Consistent Support ◽  
Normal Controls

This article reviews the major developments within the theory of rational-emotive therapy (RET) over the past decade. The absence of adequate validation of the theory’s assumptions is argued to be a function of poorly operationalized irrational belief instruments and the use of inappropriate samples. The present study undertakes the development of a research instrument to assess irrational belief processes. The instrument, the Attitudes and Beliefs Inventory (ABI), was administered to groups of emotionally disturbed and non-disturbed individuals (i.e., anxiety neurotics, agoraphobics, depressive neurotics, and normal controls). Findings from analyses of the simple main effects offer strong and consistent support to the rational-emotive model.

Entrepreneurship and Family Business in a Hostile Environment: The Case of Lithuania

2005 ◽  
Vol 18 (3) ◽  
pp. 247-258 ◽  
Author(s):  
W. Gibb Dyer ◽  
Svetlana Panicheva Mortensen
Keyword(s):  
Family Business ◽  
Family Firms ◽  
Financial Capital ◽  
Survival Strategies ◽  
Hostile Environment ◽  
Family Resources ◽  
Light Industry ◽  
Family Networks ◽  
The Family ◽  
Gain Access

This article compares the survival strategies used by the founders of family and nonfamily businesses in the hostile economic environment of Lithuania. In this exploratory study, six firms were studied in depth: three family firms and three nonfamily firms. These firms were in that sector of the Lithuanian economy designated as “light industry.” The major strategies used by founders to keep their firms viable include (1) developing social capital to gain favor with local authorities and important customers and suppliers and (2) using family networks to gain access to human and financial capital. The family businesses appeared to be more successful than the nonfamily enterprises. Moreover, the ability to draw on family resources seemed to be the predominant reason for their modest success.

Sign in / Sign up

Export Citation Format

Share Document