Effects of Rational-Emotive Group Therapy Upon Anxiety and Self-Esteem of Learning Disabled Children

<p>Previous research has indicated the effectiveness of rational-emotive education techniques in reducing anxiety and building self-esteem with regular classroom children. The purpose of this study was to investigate the effects of rational-emotive group therapy on anxiety and self-esteem of learning-disabled children. One hundred ten learning-disabled children (ages 8-13) were assigned to one of three experimental conditions: rational-emotive therapy (N=32), recreational-educational programming (N=31), or no-contact (N=47). Within the two experimental treatments that actually met, groups of seven to nine members, similar in chronological age, were formed. The rational-emotive groups received therapy based on rational-emotive theory. The recreational-educational programming groups engaged in such activities as arts and crafts, table-top games, gym activities , sports, auditory center, and hiking. The no-contact group did not meet. A total of nine sessions over a ten-week period were conducted with the children who were in the rational-emotive and recreational-education groups. Pre- and posttest measures of self-esteem (SEI) and anxiety (TA3C) were obtained. In this quasi-experimental study, a non-equivalent control-group research design was employed. The data were studied statistically by univariate and multivariate analysis of covariance and discriminant analysis. Results indicated significantly lower mean anxiety scores for the rational-emotive therapy group (p < .0005) after treatment. No significant difference was obtained in mean self-esteem estimates. It was concluded that rational-emotive group therapy shows potential for use in reducing anxiety in learning disabled children. This study supports the findings of earlier research that rational-emotive therapy is highly effective in reducing anxiety. It is suggested that self-esteem may be less susceptible to change over relatively short-term therapy periods. Recommendations for further research are offered.</p>

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Psychology, Ed.D.

Year

1981

Author dc:creator

• Meyer, Donna J

Contributors dc:contributor

• Conrad A. Reichert
• Roy E. Hartbauer
• Wilfred W. Liske

• School Psychology
• Special Education and Teaching

Repository record dc:identifier

https://digitalcommons.andrews.edu/dissertations/575

OAI identifier oai:identifier

oai:digitalcommons.andrews.edu:dissertations-1574