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SELF Kit program: a key instrument for socio-emotional development and academic performance

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Adrian Opre
Workshop presentation from Cross-Border Seminar 2017 in Belgrade

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SELF Kit program: a key instrument for socio-emotional development and academic performance

  1. 1. SELF Kit program: a key instrument for socio- emotional development and academic performance Euroguidance Cross-Border Seminar Belgrade, Serbia 2017 ADRIAN OPRE BABES - BOLYAI UNIVERSITY ROMANIA adrianopre@psychology.ro
  2. 2. PPT Structure Part I. Theoretical and empirical fundamentals of SELF kit program Individul Practical session Part II. SELF kit Program Group Practical session
  3. 3. Theoretical and empirical fundamentals of SELF kit program
  4. 4. THE HIGH INCIDENCE OF AFFECTIVE AND PSYCHO- BEHAVIORAL PROBLEMS IN CHILDREN Two explanations
  5. 5. What is THE RESPONSIBILITY OF SCHOOL COUNSELORS /TEACHERS ?
  6. 6. PROVIDING CHILDREN WITH SURVIVAL ABILITIES / SOCIAL EMOTIONAL COMPETENCES COUNSELLING PROGRAMS RATIONAL EMOTIVE BEHAVIOR COUNSELING (REBC) RATIONAL EMOTIVE BEHAVIOUR EDUCATION (REBE)
  7. 7. THE THEORETICAL AND EMPIRICAL FUNDAMENTALS OF REBT/REBE COUNSELING
  8. 8. Cognitive behavioral (psycho) therapies (CBT) A. The most scientifically validated B. There are several schools/paradigms: 1) Rational emotive behavioral therapy (REBT) – A. Ellis 2) Cognitive (psycho)therapy (CT) – A. Beck 3) Cognitive behavioral modification (CBM) – D. Meichenbaum 4) Acceptance and comimitment therapy (ACT) S. Hayes
  9. 9. Core assumptions of CBT
  10. 10. I. Life events 1. Life events don’t affect directly our responses/reactions The way in which we perceive and interpret these events determine the quality of our responses: Cognitive Behavioral Subjective (emotional) Biological
  11. 11. Depression -responses- a) cognitive (the idea that life is not worth living) b) behavioral (isolation, lack of communication) c) subjective - emotional (feeling depressed) d) biological (high blood pressure)
  12. 12. II. The cognitions by which we interpret the life events can be identified as: Ø direct (in the case of conscious cognitions) Ø indirect – by behavioral indicators (in the case of unconscious cognitions)
  13. 13. III. Once identified, cognitions CAN be changed through specific psychological techniques (cognitive / behavioral)
  14. 14. Rational emotive behavior theory/therapy REBT Albert Ellis REBT 1955 “People are not disturbed by things but by the view they take of them.” Epictetus
  15. 15. THE ABC MODEL ALBERT ELLIS (1955)
  16. 16. A B C Activating event Beliefs regarding that event Emotional and/or behavioral consequences The ABC Model
  17. 17. • A – Activating event • B – Beliefs – rational or irrational • C – Consequences – emotional or behavioral
  18. 18. A A – Activating event - external or internal - real or virtual - past, present, future
  19. 19. B Beliefs regarding that event Rational vs Irrational • Rational beliefs - which helps individuals to achieve their basic goals; • Irrational beliefs - which blocks the achievement of basic goals of a person;
  20. 20. The Triad of Irrationality Core belifs/Imperatives 1) I have to/ I must do well and to earn the others’ approval for my performance, otherwise I would look like a loser. 2) The others have to/ must treat me with respect, exactly how I want to be treated; if they don’t do that, society and the entire universe should condemn them and punish them for their disregard relative to me. 3) Life has to/ must be arranged in such a way that I should obtain all I want, in a comfortable, fast and easy way and I shall not get any of the things I don’t want.
  21. 21. Irrational Derivatives of the Imperatives • Awfulizing (“It is terrible and horrible if I don’t do everything as it should be done”). • Low frustration tolerance (“I can not stand the things that happen to me and that should not happen at all.”). • Lack of value as a person (SD) (“ I am a worthless person if I don’t do an excellent job and if I don’t win the others’ approval to the extent that I want.”)
  22. 22. C EMOTIONAL AND BEHAVIORAL CONSEQUENCES • Rational beliefs>> functional negative consequences (eg: sadness) • Irrational beliefs>> dysfunctional negative consequences(eg: depression)
  23. 23. Dysfunctional Consequences: Why? 1) Lead to experiencing pain and psychological discomfort. 1) Motivate a person to resort to a behavior contrary to their own interests 2) Prevent the person to engage in behaviors that are necessary in order to achieve their goals.
  24. 24. Functional Consequences: Why? 1) Warn the person that something blocks their goals, but doesn’t immobilize the individual. 2) Motivates the person to resort to behaviors that lead to personal growth. 3) Encourages the effective implementation, in practice, of the behaviors necessary to achieve one’s goals.
  25. 25. D Disputing Challenging the irrational beliefs by questioning the assumptions about a particular event.
  26. 26. Disputation • EMPIRICAL • PRAGMATIC (FUNCTIONAL) • LOGICAL
  27. 27. E Finding an Efficient solution.
  28. 28. A B C Irrational Rational END ENF Must Prefer Anxiety Concern Awfulizing Unpleasant Depression Sadness LFT FT Anger Annoyance Global Evaluation Behavior Evaluation Guilt Remorse
  29. 29. THE DISTINCTION BETWEEN NEGATIVE FUNCTIONAL EMOTIONS /NEGATIVE DYSFUNCTIONAL EMOTIONS A: exam failure IB: this threat shouldn’t happen in any form and it would be awful if it happened DF: ANXIETY RB: I hope that this threat won’t happen, but if it does, it will be only unpleasant. FE: CONCERN
  30. 30. IRRATIONAL BELIEFS INDUCED BY PARENTS AND EDUCATORS
  31. 31. • You must always benefit from the love and support of the people that are important to you • You must prove that you are extremely competent, adapted and successful on all levels (disciplines), or at least talented at something important
  32. 32. People who cause you injustices are mean, insidious and should be punished and blamed for their acts
  33. 33. Conclusions • There are a worrying incidence of emotional and behavioral problems in children • People/Children are not disturbed by things/events but by the view they take of them • In most cases children irrational beliefs are induced by their parents and educators
  34. 34. Empirical data – REBE programs are very efficient strategies for fighting with emotional and behavioral problems of children and adolescents There is a real need for REBE counseling programs in educational settings
  35. 35. ADRIAN OPRE BABES - BOLYAI UNIVERSITY ROMANIA adrianopre@psychology.ro adrianopre@gmail.com

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