The effect of rational emotive education program on irrational beliefs and problem solving self appraisal of high school students

The purpose of this research is to investigate the effect of Rational Emotive Education Program on irrational beliefs and self-appraisal of problem solving skills of high school students. An experimental design with pre-test, post-test and follow-up tests was used in this investigation. The participants of the research were 9th grade students who have high level irrational beliefs and low level of problem solving skills appraisal. The participants were randomly assigned to experimental (n=10), placebo (n=10) and control group (n=9). Dependent variables of research; problem solving skills appraisal was measured `Problem Solving Inventory? and irrational beliefs measured by `Irrational Beliefs Scale-Adolescent Form?. A 12 session Rational Emotive Education Program was implemented to experimental group. A group guidance program aimed teaching communication and self disclosure skills implemented to placebo group, at the same length. There was not any program application to control group. The post-test measures were collected after 15 days from end of the experiments and follow-up measures were taken three months and one year after from the end of the sessions. It was used two-way Anova technique for 3x4 Mixed Measures for data analysis. The results of reserach demonstrated that the Rational Emotive Education Program is affective to reduce irrational beliefs also to improve self-appraisal of problem solving skills except planfulness and monitoring style.Key words: Rational Emotive Education, Irrational beliefs, Problem solving skills self-appraisal