European Journal of Social Sciences Volume 10, Number 2 (2009)

An Application of Rational Emotive Behavior Therapy in Group Counseling: A Case Study on Adolescents Whose Parents Were Divorced
Mohammad Nasir Bin Bistamam Department of Guidance & Counseling Universiti Pendidikan Sultan Idris, Malaysia E-mail: nasirbistamam@ymail.com Rohany Nasir School of Psychology & Human Development Faculty of Social Sciences & Humanities Universiti Kebangsaan Malaysia, Malaysia E-mail: rohanyn@gmail.com Abstract There are three main objectives of this study. First, to identify the cause of disturbance among adolescents whose parents were divorced. Second, to explore the changes on the subjects due to the group counseling/intervention process. Finally, to identify the effects of group counseling/intervention process on subjects academic and career planning. This experimental study was conducted on 10 female form two students who were selected to participate in the group counseling by purposive random sampling. The qualitative data was collected on a single case. The case study was done on a subject who was selected from the counseling group. The data collected was analyzed using explanation-building. The results of the study indicated the following: first, group counseling was able to determine that the disturbance among the adolescents was due to their irrational belief system. Second, group counseling was proven to be effective in changing irrational thinking to a more constructive thinking among the subjects and in moving them towards a more positive emotion and behavior. Finally, group counseling was able to improve career and academic planning among the subjects.

Keywords: Group counseling, group therapy, rational emotive behavior therapy, career and academic planning.

1. Introduction
Family dysfunction (including divorce), poverty and unsafe neighborhood are said to be the antecedents of risks for adolescents. Children and adolescents who grew up in risky environments are believed to be more vulnerable, less resilient and less efficient. With those kind of characteristics, the children and adolescents will fail to behave appropriately when they are faced with stressful situations and they are also more prone to be involved in problematic behaviors (Paternoster & Mazerolle 1994; Garmezy 1991). The lack or absence of protective factors, leads the adolescents towards negative behaviors such as school problem (frequent truants, long absence from school, violent behavior), involvement in sexual behavior, substance abuse (tobacco, alcohol and drug abuse), run away from home or care centers, and involvement in delinquent peer group activities (Burt, Resnick & Novik 1998). 334

European Journal of Social Sciences Volume 10, Number 2 (2009) Researches in western countries such as USA and Britain showed that early intervention and prevention using developmental approach was effective in reducing problem behaviors among adolescents in school as well as in social environments both in short and long term period of time. Based on the success of western researches, a counseling model of early intervention orientation with special emphasis on prevention and development was developed for this study. The counseling model was based on Rational Emotive Behavior Therapy (REBT) used on subjects who came from broken homes. The effects of the counseling process on adjustments among the subjects was expected to show in the data collected and analyzed through qualitative analysis.

2. Adolescents whose parents have been divorced from the perspective of REBT
Since this research was based on REBT approach, the characteristics of adolescents whose parents were divorced were analyzed according to the REBT model. With reference to the model, parental divorce is known as A that is the event in the life of the individual. Psychological problems such as (low self esteem, depression and inferiority feeling) as well as other indicators (low social skills, low academic achievements and inactive in school activities) is C which is the resulting negative emotional effects and maladaptive behavior which is caused by B. B (Belief System) is the belief that a person has about A. Based on REBT, B is the irrational belief among adolescents in regard to their parents divorce. In this research, B was analyzed based on four irrational belief system themes which are as follows: 1. Demandingness - that is when the individual sees the event with certain condition such as with the use of the terms should and/or must. This leads to a belief in looking at an event as either should/must or should not/must not happen or as expected. Demandingness involved certain norms or rules that must be abide to by oneself or others. Demandingness is the most important theme in demonstrating irrational thinking in REBT compared to the other three themes. 2. Awfulizing - that is the tendency for an individual to exaggerate the effects and consequences from a certain event whether after, during or in the future. Past phenomena, present and future will always be looked at and evaluated as an awful, terrible and very frightening event. 3. Discomfort Intolerance that is the inability of an individual to tolerate or accept an event that had occurred to him/her. This unacceptance is followed by awfulizing and insistence that things must happen or not happen as expected. 4. People Rating that is an individual will go through a process of self-assessment or self rating or assessing of other individuals. People rating, is an attempt to identify an individual total value or self or for self punishment based on traits, behavior and actions according to the standards or norms. People rating will be the cause for inferiority feeling, depression, defensiveness, arrogance, hostility and overly worried about something (Froggat, 1997). Such faulty belief system will have several negative effects on the adolescents whose parents have divorced, such as it will deter them from achieving their objectives, form negative and exaggerated emotions that will further lead to destructive behavior towards self, others and their lives. Apart from that, they will also distort their realities whereby the adolescents will have faulty assumptions with regard to events or anything that happens without actually trying to get real evidences or proofs. Finally, they will develop a method that is not logical in assessing themselves, others and the world around them (Froggatt, 1997). If there is no active effort in understanding this phenomena, it is feared that self destructive emotion and behavior will result. Hence, based on REBT, faulty belief system should be disputed by D that is through counseling intervention (by challenging and disputing the irrational/faulty belief system) a more positive behavior will result from a belief system that is more open. For further actions, F that is the strategy for further actions towards a better quality of life will be planned. For this research, further actions will give emphasis on social skill training, specifically training in academic and career planning. 335

European Journal of Social Sciences Volume 10, Number 2 (2009) Figure 1 will explain further group counseling intervention framework based on REBT on adolescents of divorced parents.
Figure 1: REBT Group Counseling Intervention Framework On Adolescents Whose Parents Were Divorced

A Activating Event

B Belief System
Evaluation Based on 4 Main Themes Demandingness Awfullizing Unwilling to accept reality (discomfort intolerance) Judging someone (people rating)

C Emotional Consequences (Negative Feeling & behavior)

Psychological problem Low perception towards family. Low self esteem Depression

Antecedent
Parental Divorce

-Low self resilient

Indicator System Low social skill Low academic performance

Inactive in school

D
Intervention (Disputes)
-Show influence of belief system on life. Challenge and dispute irrational belief systeml. Teach client to challenge & dispute irrational belief

E
New Belief System A more open philosophy of life. More realistic view/perception. Evaluate events rationaly More tolerance towards others Able to accept oneself.

Outcome After Intervention Process Identification of disturbances resulting from irrational belief Changing irrational thinking to a rational thinking & developing positive emotion & behavior Improve academic & career planning

Strategies for Further action

Academic and career planning skill

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3. Research Objectives and Questions

The main objective of this research was to explore the use of group counseling based on Rational Emotive Behavior Therapy to explain the kind of disturbance experienced by the subjects, and their process of internal adjustments in terms of their thinking, feeling and behaving in dealing with external disturbances among adolescents whose parents were divorced. This research would also ascertain the effects of group counseling on the academic and career planning of the subjects. 336

European Journal of Social Sciences Volume 10, Number 2 (2009) The explanation on group counseling using REBT will be done based on the research objectives. The following are the research questions: 1. What are the kinds of disturbances experienced by the subjects and how did they develop? 2. What are the kinds of changes (internal adjustments) experienced by the subjects as a result of the group counseling intervention? 3. What are the effects of group counseling on the subjects academic and career planning?

4. Method
This is an experimental research using weekly REBT group counseling on 10 form two girls (age: 14 years old) who were selected by purposive random sampling method. The qualitative data was collected based on the case study of one individual subject who was chosen from the ten subjects that had gone through the experimental group. According to Yin (1994) qualitative data collection framework can be done by one single case study or in the form of multiple case study. Case research frame work can also be done in three different forms that is exploratory case study, descriptive case study and exploratory case study. Yin also emphasized on the use of a theoretical framework in a case research that would give a strong basic guide in identifying the kind of data collection and strategies in data analysis. Based on Yins (1994) suggestions, a single exploratory case qualitative data collection framework was used in this research. As such, a subject was selected from a group of subjects (clients) who participated in the group counseling. Rational emotive behavior therapy was used as a theory of counseling for this research. The data for this study was collected by using document analysis, direct observation and personal interview technique. Data analysis was done by using explanation-building method. The group counseling that was conducted for this research involved eight sessions which lasted for two hours for each session. The first session, focused on preparing the right environment for group counseling and conditions for worth such as empathy, warmth and respect; relationship building and assessment of family background. The second session encouraged group members to have an insight of their personal experiences in their respective environment, assess things/situations/events that lead to problems or ecological problems for example family, friends, school, neighbors and others. The third session prepared members to go through group counseling intervention, as well as to be introduced to REBT counseling approach including bio-psychological cause and effect model. The fourth and fifth sessions were the intervention phases based on REBT. The fourth session involved, identifying members problems, determining members objectives and problem solving strategies by using rational analysis technique, that is by looking at various episodes specifically targeted at members problems as follows: A >B->C that is by looking at the effects of A on B and by looking at the effects of B on C. The fifth session guided the members to look at their irrational belief system in objectively based on the four main themes as well as to reassess events that took place (A). The fifth session also allowed the members to feel the effects of irrational belief by disputing (D) in assessing the event that took place (A). The outcome of the intervention (D) would be new feeling/emotion (E). The sixth and seventh sessions focused on action plans that is to plan support strategies through academic and career plans which aimed at guiding the group members in developing a more optimistic attitude and having realistic visions and objectives for the future in short, medium and long term. The eight sessions was the final or the concluding session, which aimed at preparing members to become less dependent on the group and be able to conduct themselves well when they are confronted with stressful situations in their daily lives.

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5. Research Findings and Discussions

5.1. Background Information The subject of this study was Jem (not her real name), a 14 year old girl. Jems parents have divorced. Jem has a younger brother who was 12 from the same parents. After her parents divorce Jem lived in a village with her grandmother while her brother lived with her mother in the city, Kuala Lumpur. Jems mother worked as a marketing officer in a private company while her father held a very senior post in a government department. Both Jems parents lived and worked in Kuala Lumpur. Jems parents were divorced four years ago. Both Jems parents had since remarried. Jem was fully brought up and supported by her grandmother. Jems grandmothers worked in a fruit and rubber plantation. During the counseling session, Jem explained that she felt more comfortable living with her grandmother in the village leading a simple life because she felt that in the village she received full attention, love and care from her grandmother. 5.2. Disturbances and The Process Of Developing The Disturbances Jems case was analyzed using REBT. It was concluded that there were two types of disturbances experienced by the subject, external and internal disturbances as explained in figure 2 below.
Figure 2: External and Internal Disturbances of the Case (Jem)
External Disturbance Feeling (emotion) 1. Parental Divorce 2. Parents refusal to raise her 3. Parents did not care for her 4. Lived with grandmother 1. Was not happy with parents divorce. 2. Hated and angry with mother. 3. Hated and angry with father. 4. Sympathetic towards grandmother. Internal disturbance Behavior 1. Have a boy friend 2. Always in communication with boyfriend 3. Always return home late from school 4. Too lazy to do school work

Based on REBTs analysis, external disturbances is also known as A that is the event/what had happened and internal disturbances which is C that is the effect that is the negative emotion and the maladjusted behavior as a result of the assesment B , that is the faulty/irrational belief system or the belief that the subject had in regard to A. In this research, the irrational belief system is being evaluated by 4 themes, that is: i. Demandingness, ii. Awfulizing, iii.Discomfort intolerance and iv. People rating. The subjects irrational belief system can be seen based on the following verbal response of the subject, such as:1. I should be just like other people.... having both mother and father..... 2. If my mother can raise my brother..she should also be able to raise me... 3. My father should go back to the village more often, to visit me and my grandmother.... 4. My father should be able to raise me in Kuala Lumpur..but.. Based on the above verbal response, the subjects irrational belief system fall in the theme demandingness that is the subjects tendency to look at the event /what had happened to her with condition. The subject believed that something should/must happen or should not/must not happen.

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Figure 3: Subjects Negative Bio-Psychological Figure
B Irrational Belief System Theme C Emotional Consequences Resulting From Evaluation of B on A Negative Emotion Maladjusted behavior 1.Unhappy with the divorce. 1.Too attached to boyfriend. 2.Hated, angry & unhappy 2. Being too influenced by with mother. boyfriend 3. Hated & unhappy with 3. Always return home from father school late 4. Sympathy towards 4. Too lazy to do school grandmother . work

A Activating Event 1. Parents Divorce/the event 2. Mother did not want to take care of her 3. Father never cared for her 4. Live with grandmother

Demandingness

The above figure shows the event that took place in the life of the subject that is the parents divorce (A). The effect of the irrational belief system (B) which is under the demandingness theme, was negative emotions and maladjusted behavior (C). 5.3. Internal Adjustment Process After having gone through the intervention (the fourth and the fifth sessions) that is through the sixth and seventh activities, three adjustments took place in the subjects behavior in terms of her belief system, emotional adjustment and expectation adjustment. The subjects adjustment in terms of her belief system could be seen based on the analysis of the subjects verbal response during the fourth and fifth sessions as demonstrated in Figure 4 below.
Figure 4: Adjusted Belief System Based on Analysis of the Subjects Verbal Response Before and After the Intervention
Adjustment Before Intervention Verbal Response Analysis 1. I should be just like other people.... having both mother and father..... 2. If my mother can raise my brother..she should also be able to raise me... 3. My father should go back to the village more often, to visit me and my grandmother.... 4. My father should be able to raise me in Kuala Lumpur..but.. Reflecting irrational belief system Adjustment After Intervention Verbal Response Analysis 1. This is the way it is for me...I have to accept it.. 2. It does not matter who I live with...I will still do my best.. 3. It does not matter if my father seldom visit me..what is important is I always have grandma with me 4. I would prefer to live with grandma in the Village..

Reflecting a more tolerant and open belief system (Rational Belief system)

Figure 4 shows that the subjects verbal response after the intervention was not so demanding. This was demonstrated by the abscence of the use of shoulds compared to her verbal response before the counseling intervention. As a result of the counseling intervention, the subject had changed her belief system from irrational to a rational belief system. The subjects emotional adjustment based on the comparative analysis done between the emotional expression before the intervention with the verbal response of the subject after the intervention during the fourth and fifth sessions are shown in Figure 5.

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Figure 5: Emotional Adjustment Based on a Comparative Analysis of Subjects Emotional Expression and Verbal Response Before and After the Counseling Intervention
Adjustment Before Intervention Emotional Expression Analysis 1. Unhappy with the divorce. 2.Hated, angry & unhappy with mother. 3. Hated & unhappy with father 4. Sympathy towards grandmother. Adjustment After Intervention Verbal Response Analysis 1. Since they are already divorced..theres no point to be unhappy anymore... 2. Whatever I do they are still my parents...theres no Reflects more positive point getting angry response resulting from anymore... rational belief system 3. I love grandma. I dont want her to worry about me anymore..

Reflects negative emotions resulting from irrational belief system

Figure 5 shows a more positive verbal response of the subject after the intervention compared to her emotional expression before the intervention. This change reflects the effectiveness of the group counseling intervention in changing her belief system. The subjects behavioral adjustment (changes) was seen based on the comparative analysis between early maladjusted behavioral symptoms before the intervention with her verbal response after the intervention during the later part of the third, fourth and fifth sessions as shown in figure 6 below.
Figure 6: Adjustment Behavior Based on Comparative Analysis of Early Symptoms of Maladjusted Behavior Before Intervention and Verbal Response After Intervention
Adjustment Before Intervention Early Symptoms of Analysis Maladjusted Behavior 1.Too attached to boyfriend. 2. Being too influenced by boyfriend 3. Always return home from school late 4. Too lazy to do school work Adjustment After Intervention Verbal Response Towards Analysis Behavior 1. Difficult to be separated from himbut I will try not to see him too often 2.I promise not to return home late 3. I will study hard Shows her resolution to change to a more adaptive and constructive behavior

Reflecting maladjusted and risky behavioral symptoms

Figure 6 shows that the subjects verbal response to her maladjusted behavioral symptoms were more positive after the counseling intervention. Based on the subjects verbal response, it was observed that the subject had made a resolution to change to a more positive and constructive behavior. On the whole, after going through the counseling intervention process, that is to be specific, after the fourth and fifth sessions, the subject went through a process of internal adjustment. The internal adjustment process is demonstrated in figure 7 below.

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Figure 7: Positive Biopsychological Figure Reflecting the whole Process of the Subjects Internal Adjustment
D Rational Belief System Assesment of what had happened with more tolerance and openess E Positive Effects Resulting from Assesment D (Disputes) on A Positive Emotion Adaptive Behavior Developed a more positive emotion as a result of rational and more open belief system A resolution to have a more adaptive and constructive behavior

A Activating Event 1. Parents Divorce 2. Mothers refusal to raise her 3. Father did not care 4. Live with grandmother

Figure 7 shows the event that took place in the subjects life that is the parents divorce. As a result of the intervention that was carried out on the subject, her irrational belief was being replaced by rational belief and she developed a more tolerant and open attitude. This was followed by positive emotion and more adaptive behavior. 5.4. Total Effects Of Group Counseling Intervention On The Subject The total effect of group counseling intervention was assesed based on what the subject wrote to the counselor on a piece of paper which she read to the group: " I feel that the group experience is very meaningful to me, because I gain alot from the group... friends who understand me and allow me to pour out my feelings. I feel relieved and happy to participate in this group and after this I will try to achieve my life objectives and aims that I have set my mind on. Thank you very much, counselor.

6. Conclusions
Based on the descriptive data analysis discussed above, one can conclude that group counseling using REBT is effective in helping the adjustment of adolescents who had shown maladaptive behavioural symptons after the divorce of their parents. REBT was effective in identifying the disturbances experienced by the subjects mainly the internal as well as the external disturbances. The external disturbances was a result of the negative environment which is the divorce of the parents. While the internal disturbances was the negative feeling (emotion) and the maladaptive behavior which developed from the subjects negative assesment of the external disturbances. Based on REBT model, the external disturbances is known as the activating event which took place that is, A and the internal disturbance is the effect that took place in the form of negative emotion and maladaptive behavior that is C. According to REBT, C is the result of irrational belief system that is B towards A. Group counseling based on Rational Emotive Behavior Therapy was found to be effective in changing the subjects belief system from irrational to a rational belief system. The rational belief system was able to adjust total feeling and behavior of the subject mainly: i. Help develop future objective which is more realistic and clear, develop positive emotion such as reducing depression, having a more constructive behavioral expectation and did not cause harm to self and others; ii. Being able to accept reality whereby the subject was guided to make a right and positive expectation towards the event that took place; iii. Finally the subject developed a more logical way of assesing herself, others and the world around her.

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