An Analysis of Individual Counseling with Rational Emotive Therapy Used With a Student With Low Self-Confidence

This study aimed to implement and describe individual counseling services with rational emotive therapy used with a student at Al Azhar Junior High School in Yogyakarta named “FS” who experienced low self-esteem. A qualitative descriptive approach was used with a single participant. Data were collected through observation, interviews, and triangulation. The results showed that after being treated with a process of individual counseling using rational emotive therapy, there was an improvement in the behavior of student “FS” who become more confident. This increase was seen when researchers carried out direct observations of “FS” in class after one week of the counseling process; information was also obtained from the counseling teacher and classmates of “FS” who observed that “FS” started to participate in group work, ask for help from other classmates, and try to familiarize themself with friends in class. Therefore, it can be concluded that individual counseling using rational emotive therapy can be utilized for students with low self-confidence at Al Azhar Junior High School in Yogyakarta. Keywords: individual counseling, rational emotive, self-confidence

The socio-cognitive theory of personality and its clinical applications

Personality is a cognitive-affective processing system, which, according to the socio-cognitive theory, creates four dimensions. They are reflected in the skills, beliefs, standards and goals of the individual, which are consistent and consistent patterns of behaviour. Self-efficacy judgments and self-patterns determine the choice of goals and persistence in achieving them. On the other hand, the emotions preceding and accompanying the achievement of goals affect coping with stress and problems. The review of the clinical and therapeutic applications of this theory included stress inoculation training, REBT rational emotive therapy, Beck's cognitive depression therapy, schema therapy and modelling methods. The great advantage of this theory is the possibility of verifying its theoretical assumptions and confirming their huge amount of research. Besides, it has a practical application as many types of cognitive-behavioural therapies have been developed on its basis.

THE EFFECT OF RATIONAL EMOTIVE THERAPY GROUP COUNSELING ON SELF ESTEEM OF MIDDLE SCHOOL STUDENTS IN SMP NEGERI 27 MEDAN NORTH SUMATRA

The purpose of this study was to determine the effect of rational emotive therapy group counseling on the self-esteem of grade VIII students at SMP Negeri 27 Medan. The sample in this study amounted to 7 students who have low self-esteem who were found through the purposive sampling technique. This research is a quasi experimental research with pre-post test one group design. The data were collected using a questionnaire called the self-esteem instrument. There were 57 items tested, then obtained 39 valid items and 18 invalid items. Based on the results of calculations using the Cronbach Alpha formula, it is known that r11 = 0.919 and after being compared with the correlation index, it is concluded that the instrument has very high reliability. Furthermore, the data were analyzed using the Wilcoxon test to see whether there was an effect of rational emotive therapy group counseling on students' self esteem. From the research data, the results of the calculation with the pre-test score in the sample obtained an average = 73.1 while the post-test score obtained an average = 127.71. Data analysis using the Wilcoxon level test obtained J count = 13 while J table = 2.From the critical value table J for the Wilcoxon cascade test for n = 7, α = 0.05 in accordance with the criteria for acceptance and rejection of the hypothesis, the hypothesis is accepted if J count> J table, namely J count> J table where 13> 2 which means the hypothesis is accepted. The results of this study are expected to be the main input for educators to alleviate problems that arise in students due to low self-esteem.

Mental Imagery and its Relevance for Psychopathology and Psychological Treatment in Children and Adolescents: a Systematic Review

This review provides an overview of the current state of research concerning the role of mental imagery (MI) in mental disorders and evaluates treatment methods for changing MI in childhood. A systematic literature search using PubMed/Medline, Web of Science, and PsycINFO from 1872 to September 2020 was conducted. Fourteen studies were identified investigating MI, and fourteen studies were included referring to interventions for changing MI. Data from the included studies was entered into a data extraction sheet. The methodological quality was then evaluated. MI in childhood is vivid, frequent, and has a significant influence on cognitions and behavior in posttraumatic stress disorder (PTSD), social anxiety disorder (SAD), and depression. The imagery’s perspective might mediate the effect of MI on the intensity of anxiety. Imagery rescripting, emotive imagery, imagery rehearsal therapy, and rational-emotive therapy with imagery were found to have significant effects on symptoms of anxiety disorders and nightmares. In childhood, MI seems to contribute to the maintenance of SAD, PTSD, and depression. If adapted to the developmental stages of children, interventions targeting MI are effective in the treatment of mental disorders.

Rational emotive therapy pada permasalahan hubungan sosial

Subjek seorang laki-laki berusia 20 tahun dengan keluhan sering merasa sedih hingga menangis, saat ada masalah dengan teman dekat. Asesmen yang digunakan pada Subjek adalah wawancara, observasi, tes grafis (DAP, BAUM, HTP) dan tes SSCT. Hasil asesmen, Subjek memiliki pemikiran irasional terkait dengan hubungan sosial, Subjek berpikiran bahwa dirinya tidak sepemahaman dengan teman-temanya, dan Subjek hanya memiliki satu teman dekat dan sering merasa iri dan cemburu saat teman dekatnya tersebut dekat dengan orang lain. Intervensi yang diberikan adalah rational emotive therapy yang disusun sebanyak 6 sesi. Tujuan intervensi yaitu untuk mengubah pemikiran irasional (Subjek berpikiran bahwa teman-teman tidak satu pemahaman dengan dirinya, berpikir bahwa hanya bisa berteman dengan satu orang, Subjek berpikir saat mencoba bergabung dengan teman pasti akan terjadi perkelehaian, dan saat memiliki teman dekat takut kehilangan) menjadi rasional sehingga Subjek dapat menjalin hubungan sosial yang lebih baik. Hasil intervensi, Subjek dapat mengembangkan dan memunculkan pemikiran irasional/positif untuk menggantikan pemikiran dan keyakinan irasional agar Subjek tidak lagi mengalami masalah emosional, Subjek saat ini membuka diri dengan sosialnya dan fokus menyelesaikan tugas-tugas perkuliahan.

Efficacy of Rational Emotive Therapy in the Management of Antisocial Personality Disorder among Adolescents in Owerri Municipal, Imo State, Nigeria

This study investigated the efficacy of Rational Emotive Therapy in, the management of (ASPD) among adolescents in Owerri municipal, Imo State, Nigeria. It adopted a quasi-experimental design of pre-test post-test control group. Three research questions and three hypotheses tested at 0.05 level of significance guided the study. Thirty adolescents who were eighteen years formed the sample. Mean, standard derivation, t-test and 2 ways ANOVA were used to analyze the data obtained. The results obtained showed that Rational Emotive Therapy is efficacious in the management of antisocial personality disorder at post and follow up tests. The results also indicate that male and female adolescents have ASPD and are amenable to change using cognitive restructuring technique of Rational Emotive Therapy. Based on the findings, it was recommended that counselling psychologists should be posted to schools and made teaching subject free to enable them identify and work on adolescents with ASPD and its antecedents of Attention Deficit Hyperactivity Disorder, Oppositional Defiant Disorder and Conduct Disorders.