Rational-emotive therapy to help teachers control their emotions and behavior when dealing with disagreeable students

Research output: Contribution to journalReview article

9 Citations (Scopus)

Abstract

Students with challenging behaviors are very deft at engaging teachers in power struggles as a way to either feel empowered, obtain attention, or escape an unpleasant task. The more frustrated that teachers permit themselves to get, the less capable they are of responding in a therapeutic, productive fashion to students'challenging behaviors. The purpose of this article is to describe a system, based on principles of rational-emotive therapy, to help teachers stay composed when dealing with disagreeable students. Emotionally controlled teachers have greater access to behaviors in their repertoire for responding effectively to students' challenging behaviors.

Original languageEnglish (US)
Pages (from-to)52-57
Number of pages6
JournalIntervention in School and Clinic
Volume44
Issue number1
DOIs
StatePublished - Sep 1 2008

Fingerprint

Emotions
emotion
Students
teacher
student
power struggle
Therapeutics

Keywords

  • Burnout
  • Cognitive/cognition
  • Teacher(s)
  • Therapy

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Clinical Psychology

Cite this

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abstract = "Students with challenging behaviors are very deft at engaging teachers in power struggles as a way to either feel empowered, obtain attention, or escape an unpleasant task. The more frustrated that teachers permit themselves to get, the less capable they are of responding in a therapeutic, productive fashion to students'challenging behaviors. The purpose of this article is to describe a system, based on principles of rational-emotive therapy, to help teachers stay composed when dealing with disagreeable students. Emotionally controlled teachers have greater access to behaviors in their repertoire for responding effectively to students' challenging behaviors.",
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