Effects of a rational-emotive school mental health program on children's emotional adjustment

Abstract

The effectiveness of a rational emotive mental health program on children's emotional adjustment was examined. Fourth and eighth grade students (n = 204) were given 15 weekly classroom sessions of rational emotive education. Comparisons were made with alternate treatment and no treatment controls at each grade level. In general, the results supported the hypotheses that rational emotive principles can be acquired by school children, and that such acquisition corresponds to lowered trait anxiety and neuroticism scores. Contrary to prediction, younger students benefited more than older students. Implications and suggestions for further research are discussed.

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