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Educational Psychology in Practice:

theory, research and practice in
educational psychology «實踐中的教育
心理學:教育心理學的理論、研究與實踐»
Publication details, including instructions for authors and
subscription information: «出版物詳細資訊，包括作者說明和訂閱
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http://www.tandfonline.com/loi/cepp20

Helping students manage emotions:

REBT as a mental health educational
curriculum «幫助學生管理情緒:作為心理
健康教育課程的 REBT»
Tachelle Banks a «塔切爾銀行»
a
Department of Teacher Education , Cleveland State University , Cleveland, OH, USA «美國俄
亥俄州克利夫蘭市克利夫蘭州立大學教師教育系»
Published online: 14 Dec 2011. «網上發佈:2011 年 12 月 14 日。»

To cite this article: Tachelle Banks (2011) Helping students manage emotions: REBT as a mental
health educational curriculum, Educational Psychology in Practice: theory, research and practice in
educational psychology, 27:4, 383-394, DOI: 10.1080/02667363.2011.624303 «引用這篇文章:塔切爾·
班克斯(2011)幫助學生管理情緒:作為心理健康教育課程的 REBT，《實踐中的教育心理學:教育心理學的
理論、研究和實踐》，27:4，383-394，DOI:10.1080/02667363 . 2011 . 202667363»
To link to this article: http://dx.doi.org/10.1080/02667363.2011.624303 «連結到這篇文
章:http://dx.doi.org/10.1080/02667363.2011.624303»

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 Educational Psychology in Practice
Vol. 27, No. 4, December 2011, 383-394

Helping students manage emotions: REBT as a mental health educational

curriculum «幫助學生管理情緒:作為心理健康教育課程的 REBT»
Tachelle Banks* «塔克爾銀行»

Department of Teacher Education, Cleveland State University, Cleveland,

OH, USA «美國俄亥俄州克利夫蘭市克利夫蘭州立大學教師教育系»

In preparing children to deal with life in an increasingly complex society, it is important that schools
devote attention to well-organised and theoretically sound programmes employing a preventive
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approach to mental health. «在讓兒童做好準備以應對日益複雜的社會生活時，重要的是學校要

重視組織良好、理論上合理的方案，對心理健康採取預防措施。» Rational Emotive Behaviour
Therapy (REBT), as indicated in its name, incorporates changes to thought processes and behaviours.
«理性情緒行為療法(REBT)，顧名思義，包含了對思維過程和行為的改變。» It is a cognitive-
emotive-behavioural system of therapy, and is based on the assumption that emotional problems result
from illogical and irrational patterns of thinking about an event rather than from the event itself. «這是
一個認知-情緒-行為的治療系統，基於這樣一個假設，即情緒問題是由對一個事件的不合邏輯
和非理性的思維模式引起的，而不是由事件本身引起的。» REBT is a mental health and an
educational intervention. «REBT 是一種心理健康和教育干預。» It attempts to teach students how
to help themselves by providing a structured method of processing extreme emotions. «它試圖通過提
供一種處理極端情緒的結構化方法來教學生如何自助。» The purpose of this article is to provide
practitioners with a knowledge base and practical applications of REBT that have been successfully
implemented in various educational contexts. «本文的目的是為從業者提供一個知識庫和 REBT 的
實際應用，已經在各種教育背景下成功實施。»
Keywords: Rational Emotive Behaviour Therapy; «關鍵字:理性情緒行為療法；» classroom; «教
室；» mental health curriculum «心理健康課程»

Introduction «介紹»
Cognitive behavioural interventions (CBIs) attempt to effect behaviour change by teaching
relevant tasks that are based around strategies to correct cognitive distortions through the
application of logic and the search for evidence (Etscheidt, 1991; «認知行為干預試圖通過教授
相關任務來實現行為改變，這些任務基於通過應用邏輯和尋找證據來糾正認知扭曲的策略
(Etscheidt ， 1991 ； » Squires, 2001). «Squires ， 2001 年 ) 。 » The interventions are task-
oriented and focused on problem solving. «干預措施以任務為導向，側重於解決問題。» The
purpose of this article is to provide practitioners with a knowledge base of CBIs and provide
practical examples of a CBI - Rational Emotive Behaviour Therapy (REBT) - that has been
successfully implemented in various educational contexts. «本文的目的是為從業者提供一個
CBI 的知識庫，並提供一個 CBI 的實際例子——理性情緒行為療法(REBT)——它已經在各
種教育背景下成功實施。»

Empirical investigation of CBIs in educational settings «教育環境中基於內容的創新的實證研

究»
Cognitive behaviour theory (CBT) posits that emotional and behavioural problems result from
either cognitive distortions and/or cognitive de ficits (Silverman & DiGiuseppe, 2001). «認知行為

*Email: t.i.banks@csuohio.edu

ISSN 0266-7363 print/ISSN 1469-5839 online © 2011 Association of Educational Psychologists http://dx.doi.org/10.1080/02667363.2011.624303http://www.tandfonline.com
384 T. Banks

理 論 (CBT) 認 為 ， 情 緒 和 行 為 問 題 是 由 認 知 扭 曲 和 / 或 認 知 缺 陷 引 起 的 (Silverman &

DiGiuseppe，2001)。» Cognitive refers to thinking or reasoning aptitude. «認知是指思維或推
理能力。» Cognitive deficits occur because of a failure to develop cognitive processes, such as
problem-solving skills, to mediate adaptive behaviours. «認知缺陷的發生是因為未能發展認知
過程，如解決問題的技能，來調節適應性行為。 » Silverman and DiGiuseppe (2001) stated
that cognitive distortions are conceptualised through faulty schema or illogical reasoning
tendencies that result in negative automatic thinking patterns. «Silverman 和 DiGiuseppe (2001)指
出，認知扭曲是通過錯誤的圖式或導致消極的自動思維模式的不合邏輯的推理傾向來概念
化的。» Theories based on «基於...的理論»
 Educational Psychology in Practice 385

cognitive distortions premises contend that emotional and behavioural problems result from the
presence of dysfunctional, irrational, and inappropriate thinking patterns. «認知扭曲前提認為，
情緒和行為問題是由功能失調、不理性和不恰當的思維模式造成的。 » These theories
consider the internalisation of self-statements that are central in developing self-control. «這些理
論認為自我陳述的內在化是發展自我控制的核心。» Maladaptive self-statements are seen to
contribute to emotional behaviour problems. «不適應的自我陳述被認為會導致情緒行為問題。
» The underlying premise of CBIs is that thinking precedes feelings and feelings precede
behaviour. «基於內容的資訊系統的基本前提是思維先於感覺，感覺先于行為。» Therefore,
if cognitions change, then feelings and behaviours will change. «因此，如果認知改變，那麼感
覺和行為也會改變。» Goals are clearly specified; «目標明確；» decisions are made on how
to best meet specified goals and how to measure progress toward goals to provide feedback. «就如
何最好地實現特定目標以及如何衡量實現目標的進展以提供回饋做出決定。 » CBIs for
children and youth include a variety of techniques in which children are taught to use cognitive
strategies to guide their behaviour and, thus, improve their adjustment (Bernard, 1990; «兒童和青
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年的社區基礎設施包括各種技術，在這些技術中，兒童被教導使用認知策略來指導他們的
行為，從而改善他們的適應能力(Bernard，1990；» DiGiuseppe, 1990). «DiGiuseppe，1990
年)。»
CBIs encompass a variety of instructional strategies and have been utilised across diverse
populations; «社區基礎設施包含各種教學策略，並已在不同人群中使用；» therefore, it
may be more difficult to ascertain their effectiveness, as there is no prescribed method of CBI. «因
此， 可 能 更難 確定 它 們 的有 效性 ， 因 為沒 有規 定 的 CBI 方 法。 » The efficacy of CBI
treatment programmes is directly related to the speci fic characteristics, traits, and attributes
associated with each group (Morris, 1993). «CBI 治療方案的療效與每組的具體特徵、特性和
屬 性 直 接 相 關 (Morris ， 1993) 。 » Many programmes utilise combinations of instructional
strategies that contribute to the lack of clarity regarding specific treatment effects. «許多專案採用
多種教學策略的組合，導致具體治療效果不明確。» CBI researchers have discussed the
associated difficulties in determining the efficacy of CBIs, due to variations in training approaches.
«CBI 研究人員已經討論了由於訓練方法的差異，在確定 CBI 的有效性方面的相關困難。»
Components of CBI training include, but are not limited to; «CBI 培訓的組成部分包括但不限於:
» self-instruction, selfcontrol, role-play, modelling, coaching, problem-solving, and response-
cost procedures (Ager & Cole, 1991; «自我指導、自我控制、角色扮演、建模、輔導、問題
解 決 和 反 應 成 本 程 式 (Ager & Cole ， 1991 ； » Etscheidt, 1991; «Etscheidt ， 1991 年 ； »
Kazdin, 1991; «卡茲丁，1991 年；» Kendall, Reber, McLeer, Epps, & Ronan, 1990). «肯德爾，
雷柏，麥克勒，埃普斯和羅南，1990)。»
In preparing children to deal with life in an increasingly complex society, it is important that
schools devote attention to well-organised and theoretically sound programmes employing a
preventive approach to mental health. «在讓兒童做好準備以應對日益複雜的社會生活時，重
要的是學校要重視組織良好、理論上合理的方案，對心理健康採取預防措施。 » Vernon
(1989) stated that the goal of effective programming is to create “learning experiences through
which children can gain knowledge about themselves and their feelings and can learn how to
apply this knowledge in solving problems and coping with situations throughout life” (p. 9).
«Vernon (1989)指出，有效程式設計的目標是創造“學習體驗，通過這種體驗，兒童可以獲
得關於他們自己和他們的感受的知識，並可以學習如何在一生中應用這些知識來解決問題
和應對情況”(第 9 頁)。» Preventive mental health curricula should focus upon developing in
children an awareness of self, of feelings, of self in relation to others, and of decision-making and
problem-solving skills (Vernon, 1989; «預防性心理健康課程應側重于培養兒童的自我意識、
情感意識、自我與他人的關係意識以及決策和解決問題的技能意識 (弗農，1989 年；»
Zionts, 1996). «Zionts，1996 年)。»
This paper supports the contention that a mental health curriculum should be delivered in
classroom settings to address and remediate the socio-emotional needs of students with and
386 T. Banks

without disabilities and to support the need of creating safe learning environments for all students.
«本文支援這樣一種觀點，即應在課堂環境中提供心理健康課程，以解決和補救殘疾和非殘
疾學生的社會情感需求，並支援為所有學生創造安全學習環境的需求。 » One such CBI,
REBT, has been used with children and adolescents in schools and found to be an effective
intervention with many commonly occurring difficulties (Ellis & Wilde, 2002). «一個這樣的基於
社區的倡議，REBT，已經用於學校的兒童和青少年，發現是一個有效的干預，許多常見
的 困 難 ( 艾 理 斯 和 王 爾 德 ， 2002 年 ) 。 » The following section will review research that
examines the effectiveness of REBT as a mental health curriculum in various educational
contexts. «下一節將回顧在各種教育背景下檢驗 REBT 作為心理健康課程有效性的研究。»

REBT as a mental health classroom curriculum «作為心理健康課堂課程的 REBT»

REBT, as indicated in its name, incorporates changes to thought processes and behaviours. «顧名
思義，REBT 融入了思維過程和行為的變化。» It is a cognitive-emotive-behavioural system
of therapy, and is based on the assumption that emotional problems result from illogical and
irrational patterns of thinking about an event rather than from the event itself (Ellis & Harper,
1975). «這是一個認知-情緒-行為的治療系統，基於這樣一個假設，即情緒問題是由對一個
事件的非邏輯和非理性的思維模式引起的，而不是由事件本身引起的 (艾理斯 &哈珀，
1975) 。 » It is a theory and strategy that can be used to help individuals combat extre mely
negative feelings and behaviours. «這是一種理論和策略，可以用來幫助個人對抗極端消極的
感覺和行為。» REBT has been implemented successfully «REBT 已經成功實施»
 Educational Psychology in Practice 387

with adults and children to address problems such as anxiety, depression, low frustration
tolerance, perfectionism, obsessive compulsive disorders, post-traumatic stress disorders (Ellis,
2003), self-esteem, test-anxiety, locus of control (Omizo, 1986), emotional disturbance (Banks,
2006), learning disabilities, and academic performance (Ellis & Wilde, 2002; «與成人和兒童一
起解決諸如焦慮、抑鬱、低挫折承受力、完美主義、強迫症、創傷後應激障礙
(Ellis，2003)、自尊、考試焦慮、控制點(Omizo，1986)、情緒障礙(Banks，2006)、學習障
礙和學習成績(Ellis & Wilde，2002)等問題；» Hajzler & Bernard, 1991). «哈茲勒&伯納德，
1991)。»
The purpose of REBT is to help people learn to deal with serious emotional disturbances.
«REBT 的目的是説明人們學會處理嚴重的情緒障礙。 » It is based upon the premise that
emotions and behavioural reactions are a result of how an individual perceives a current situation
or event (Knaus, 2001). «它基於這樣一個前提，即情緒和行為反應是個人如何看待當前情況
或事件的結果(Knaus，2001)。» REBT attempts to reduce extreme levels of anger, anxiety,
and depression that may interfere with a student’s ability to achieve goals and/or work out how to
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overcome the specific problem (Bernard, 1990). «REBT 試圖減少極端水準的憤怒、焦慮和抑

鬱，這些情緒可能會干擾學生實現目標和/或解決具體問題的能力(Bernard，1990)。» In
essence, the objective of REBT is to teach individuals to base thinking on factual events and act
on the basis of an objective outlook (that is, “what would a camera see if it were aimed at the
situation?” «從本質上說，REBT 的目標是教會個人基於事實事件進行思考，並基於客觀的
觀點採取行動(也就是說，“如果攝像機瞄準的是情況，它會看到什麼？”» ), rather than
on self-defeating feelings about or perceptions of events. «)，而不是基於對事件弄巧成拙的感
覺或認知。» The tenets of REBT with children and adolescents are similar to those developed
for adults. «REBT 教關於兒童和 青少 年的 原則類似于 為成年人 制定 的原則 。» “Goal-
defeating behaviours and emotional consequences result from and are mediated by an individual’s
faulty beliefs about activating events (also referred to as ‘triggering events’ or ‘antecedents’)”
(Gonzalez et al., «“破壞目標的行為和情緒後果是由個人對啟動事件(也稱為‘觸發事件’或
‘前因’)的錯誤信念造成的，並由這種錯誤信念介導”(Gonzalez 等人，» 2004, p. 223).
«2004 年，第 223 頁)。» REBT maintains that it is an individual’s beliefs and perceptions of the
events that cause consequences that the individual may be satis fied or disturbed by. «REBT 認為，
是個人對事件的信念和看法導致了個人可能感到滿意或不安的後果。»
Not only will children have cognitions that result in emotions, but children will also
automatically have evaluative cognitions about their emotions (DiGiuseppe, 1990). «不僅兒童會
有導致情緒的認知，而且兒童也會自動對他們的情緒有評價性的認知
(DiGiuseppe ， 1990) 。 » As in adults, children may present irrational beliefs that can lead to
emotional disturbance. «和成年人一樣，兒童可能會表現出非理性的信念，這會導致情緒紊
亂。» Irrational beliefs are a type of reasoning that may predispose children to arrive at illogical
conclusions when assessing typical problem situations (Lamarine, 1990). «非理性信念是一種推
理類型，在評估典型的問題情境時，它可能會使孩子傾向于得出不合邏輯的結論
(Lamarine ，1990) 。 » Ellis (1974) identified several of these illogical ideas that are extant in
society and Waters (1982) adapted the 12 irrational beliefs as related to adults and applied them to
children, developing 10 irrational beliefs of children: «艾理斯(1974)發現了一些存在於社會中
的不合邏輯的想法，沃特斯(1982)將這 12 種非理性信念改編為與成人相關的，並將其應用
于兒童，發展了兒童的 10 種非理性信念:»

(1) It is necessary to be liked by everyone you meet. «被你遇到的每個人喜歡是必要的。»

(2) Worthwhile people do not make mistakes. «有價值的人不會犯錯。»
(3) Life should be fair and justice must be equitably administered. «生活應該是公平的，正
義必須得到公平的管理。»
(4) Life should always be as one wants it to be. «生活應該永遠如你所願。»
(5) Others are to blame for our unhappiness. «其他人應該為我們的不快樂負責。»
388 T. Banks

(6) The world is full of dangers that necessitate great personal concern. «這個世界充滿了危
險，需要極大的個人關注。»
(7) Procrastination makes life easier. «拖延讓生活變得更容易。»
(8) Children should be dependent upon adults. «兒童應該依賴成人。»
(9) Every problem has one correct solution that must be found. «每個問題都有一個必須找到
的正確解決方案。»
(10) People should disguise their feelings. «人們應該掩飾自己的感情。»

REBT is a mental health and an educational intervention. «REBT 是一種心理健康和教育干預。

» It attempts to teach students how to help themselves by providing a structured method of
processing extreme emotions. «它試圖通過提供一種處理極端情緒的結構化方法來教學生如
何 自 助 。 » REBT is not only designed to help students solve current problems, but also to
reduce extreme levels of anger, anxiety, and depression which make it harder to work out how to
overcome a specific problem (DiGiuseppe, 1990). «REBT 不僅旨在幫助學生解決當前的問題，
還旨在減少極端水準的憤怒、焦慮和抑鬱，這使得解決特定問題變得更加困難
(DiGiuseppe ， 1990) 。 » According to the tenets of REBT, external events do not cause
emotional disturbance. «根據 REBT 的信條，外部事件不會引起情感上的困擾。» Rather, it
is an individual’s perception and evaluations of the events that create the disturbance (Wilde,
1999). «相反，是個人對事件的感知和評價造成了騷亂 (王爾德，1999)。» The individual’s
perception then results in «個人的感知會導致»
 Educational Psychology in Practice 389

emotional responses that will affect goal attainment positively or negatively. «積極或消極影響目
標實現的情緒反應。» Applied to students, the assertion is that extreme emotions disrupt the
thinking process and impair their ability to achieve goals. «適用于學生，斷言是極端情緒擾亂
思維過程，損害他們實現目標的能力。»
Previous studies have demonstrated REBT to be effective in helping students work on their
emotional and behavioural problems through use of teacher-student or teacher-structured groups
or classroom lessons (Banks & Zionts, 2009; «先前的研究表明，REBT 通過使用師生或教師組
織的小組或課堂課程，在幫助學生解決情緒和行為問題方面是有效的 (班克斯和齊昂茨，
2009 年；» DiGiuseppe, 1990; «DiGiuseppe，1990 年；» Morris, 1993). «莫里斯，1993)。»
Research studies have demonstrated the ef ficacy of REBT with school-aged children in treating a
number of psychological and behavioural problems including: conduct disorders (DiGiuseppe,
1990), low frustration tolerance (Knaus & McKeever, 1977), obesity (Foreyt, 1987), and
increasing selfesteem and self-concept (Omizo, 1986). «研究表明，REBT 教對學齡兒童在治療
一些心理和行為問題方面的功效，包括 :行為障礙(DiGiuseppe，1990 年)、低挫折承受力
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(Knaus & McKeever ， 1977 年 ) 、 肥 胖 (Foreyt ， 1987 年 ) 以 及 增 強 自 尊 和 自 我 概 念

(Omizo，1986 年)。» REBT has long received professional acceptance from teachers as well as
school psychologists, as evidenced in the section on REBT for school psychologists in The
Handbook of School Psychology (Reynolds & Gutkin, 1982). «REBT 長期以來一直
得到教師和學校心理學家的專業認可，正如《學校心理學手冊》(Reynolds & Gutkin，1982)
中關於學校心理學家的 REBT 一節所證明的那樣。»
Educational REBT programmes have been implemented in various educational settings,
ranging from traditional classroom environments (LaConte, Shaw, & Dunn, 1993; «REBT 教育方
案已經 在各種 教育 環境 中實施， 從傳統的教 室環境 (拉孔特， 肖和鄧恩 ，1993 年；»
Knaus, 2001; «Knaus，2001 年；» Rosenbaum, McMurray, & Campbell, 1991; «羅森鮑姆，
麥克默里和坎貝爾，1991 年；» Sapp, 1994; «Sapp，1994 年；» Sapp, Farrell, & Durand,
1995; «薩普、法雷爾和杜蘭德，1995 年；» Wilde, 1996, 1999) to non-traditional educational
settings with special populations, such as after school programmes, Upward Bound programmes,
school programmes housed in a psychiatric hospital, and day treatment settings (Banks, 2006; «王
爾德，1996 年，1999 年)對特殊人群的非傳統教育環境，如課後計畫，向上發展計畫，精
神病院的學校計畫和日間治療環境(班克斯，2006 年；» Morris, 1993; «莫里斯，1993；»
Patton, 1995; « 巴 頓 ， 1995 ； » Rudish & Millice, 1997; «Rudish & Millice ， 1997 年 ； »
Shannon & Allen, 1998). « 香農 和艾 倫， 1998 年) 。 » A number of studies have supported
Ellis’s theory that cognitions can modify behaviour and are related to emotional disturbance
(Flanagan, Povall, Dellino, & Bryne, 1998; «許多研究支持了艾理斯的理論，即認知可以改變
行為，並與情緒障礙有關(弗拉納根，波瓦爾，德爾里諾，布萊恩，1998；» Knaus, 2001;
«Knaus，2001 年；» Morris, 1993; «莫里斯，1993；» Rosenbaum et al., «羅森鮑姆等人，»
1991; Shannon & Allen, 1998; «香農和艾倫，1998 年；» Wilde, 1996). «王爾德，1996)。»
From a REBT perspective, an effective mental health programme should increase rationality and
thereby reduce emotional disturbance. «從 REBT 的角度來看，一個有效的心理健康計畫應該
增加理性，從而減少情緒困擾。» Educational REBT programmes have been taught to groups
of children as young as eight who learned to accept responsibility for their emotions and to use
cognitive, behavioural, and affective techniques in order to reduce selfdefeating attitudes, feelings,
and behaviours. «向 8 歲的兒童群體教授了 REBT 教育方案，他們學會了對自己的情緒負責，
並使用認知、行為和情感技巧，以減少弄巧成拙的態度、感覺和行為。»
Despite the associated difficulties in measuring the impact of REBT, the literature is replete
with suggestions on how to implement it in various classroom settings. «儘管在衡量 REBT 的影
響方面存在相關的困難，但文獻中充滿了關於如何在各種課堂環境中實施這一方法的建議 。
» When successful implementation in classroom environments had been supported, the
researchers utilised a systematic integration of REBT principles and included activating tasks that
promoted student engagement. «當在課堂環境中的成功實施得到支持時，研究人員利用了
390 T. Banks

REBT 原則的系統集成，並包括啟動促進學生參與的任務。» Many have described various

ways to implement REBT educational programmes in classroom settings with school aged
children and adolescents (Banks, 2006; «許多人描述了在教室環境中對學齡兒童和青少年實施
REBT 教育方案的各種方式 (班克斯，2006 年；» Banks & Zionts, 2008, 2009; «Banks &
Zionts，2008，2009；» Barnes, 2000; «巴恩斯，2000 年；» Knaus, 2001; «Knaus，2001 年；
» Lamarine, 1990; «拉馬林，1990 年；» Morris, 1993; «莫里斯，1993；» Patton, 1995; «
巴頓，1995；» Rudish & Millice, 1997; «Rudish & Millice ，1997 年；» Sapp & Farrell,
1994; «薩普&法雷爾，1994；» Vernon, 1996; «弗農，1996 年；» Wilde, 1996; «王爾德，
1996；» Zionts & Zionts, 1997). «Zionts & Zionts，1997)。»

REBT: practical classroom strategies «REBT:實用的課堂策略»

The literature described in this section will provide practical suggestions for implementation. «本
節中描述的文獻將為實施提供實用的建議。» Affective programming is a curriculum that
recognises the inter-relationship between thinking, feelings, and behaviour, and includes an
educational component that provides a strategy to manage extreme emotions. «情感程式設計是
一門認識到思維、情感和行為之間相互關係的課程，包括提供管理極端情緒策略的教育部
分 。 » Moreover, the educational feature can be integrated in classrooms as a mental health
curriculum that teaches emotional regulation. «此外，教育特色可以作為教授情緒調節的心理
健康課程融入課堂。» For example, Zionts and Zionts (1997) contended that «例如，齊昂茨
和齊昂茨(1997 年)認為»
 Educational Psychology in Practice 391

affective programming needs to be integrated as part of the classroom curriculum. «情感程式設

計需要融入課堂課程。» The authors suggested that teachers should teach the basic principles
of REBT, including distinguishing fact from opinion, identifying and understanding feelings, and
recognising and identifying irrational thinking patterns. «作者建議教師應該教授 REBT 的基本
原則，包括區分事實和觀點，識別和理解感情，識別和識別非理性思維模式。 » Ellis
(1974) developed a simple ABC model to address emotional concerns. «艾理斯(1974)開發了一
個簡單的作業成本法模型來解決情感問題。» “A” was defined as an activating event, and “B”
was defined as a student’s belief system about “A”. «“A”被定義為啟動事件，“B”被定義為學
生關於“A”的信念系統。» “C” was defined as emotional and behavioural consequences. «“C”
被定義為情緒和行為後果。» It was indicated that “B” largely causes “C”. «有人指出，“乙”
主要是“丙”的原因。» Disputing intervention, “D”, is employed to challenge beliefs. «爭論
干預“D”被用來挑戰信念。» Zionts and Zionts (1997) recommended the following sequence
for teachers who would like to integrate the affective programme: REBT principles ? «齊昂茨和
齊昂茨(1997)為希望融入情感課程的教師推薦了以下順序:REBT 原則？» problem solving
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? «解決問題？» ABC model. «ABC 模式。»

Morris (1993) investigated the effects of a 12-week treatment programme (of which the
intervention period lasted 10 weeks), based on REBT, with adolescents identified as having
conduct disorder (CD) and attention-de ficit hyperactivity disordered (ADHD). «Morris (1993) 研
究了基於 REBT 的為期 12 周的治療方案(其中幹預期持續 10 周)的效果，其中青少年被確定
為 具 有 行 為 障 礙 (CD) 和 注 意 缺 陷 多 動 障 礙 (ADHD) 。 » The treatment programme was
implemented during the school day twice a week for one hour. «治療方案在上學期間實施，每
週 兩 次 ， 每 次 一 小 時 。 » The first two weeks of the intervention focused on assessment,
relationship building, and personal issues relevant to the participants. «干預的前兩周集中在評估、
關係建立和與參與者相關的個人問題上。» The following eight weeks focused on dealing
with self-defeating thoughts leading to emotional disturbance. «接下來的八周專注於處理導致
情緒困擾的弄巧成拙的想法。» Special attention was paid to anger and depression. «憤怒和抑
鬱 受 到 特 別 關 注 。 » Participants learned to identify concepts related to irrational beliefs,
automatic thoughts, and emotional responses reflective of thoughts and beliefs. «參與者學會了識
別與非理性信念、自動思維以及反映思維和信念的情緒反應相關的概念。» The results of
the intervention indicated that REBT used with a homogenous group of students identi fied as
having CD significantly reduced irrational thinking, depression, and symptoms of anger. «干預的
結果表明，REBT 與一組被確定患有慢性疾病的同質學生一起使用，顯著降低了非理性思
維、抑鬱和憤怒的症狀。» Students who participated in the treatment programme developed
new skills in deriving new alternatives for problematic events, approaches, and options to
problem-solving situations. «參加治療計畫的學生發展了新的技能，為有問題的事件、方法
和解決問題的選擇獲得新的選擇。»
Sapp and Farrell (1994) described how CBIs can be employed to help students improve
academic achievement. «Sapp 和 Farrell (1994)描述了如何利用 CBI 來幫助學生提高學習成績。
» The authors described how teachers, both in special and mainstream education, who teach
academically at-risk students can apply REBT educational strategies to help students improve
academic self-concept, control anger, reduce anxiety and stress, and reduce test anxiety. «作者描
述了在特殊教育和主流教育中，教授學業有風險的學生的教師如何應用 REBT 教育策略來
幫助學生改善學業自我概念、控制憤怒、減少焦慮和壓力以及減少考試焦慮。 » Sapp
(1996) outlined procedures for implementing a seven session REBT curriculum that was based on
seven of the 10 irrational beliefs (Waters, 1982). «Sapp (1996)概述了實施七期 REBT 課程的程
式，該課程基於 10 種非理性信念中的 7 種(Waters，1982)。» In Sessions 1 and 2, students
learned the meaning of academic self-concept and how irrational beliefs can be internalised and
result in low academic self-concept. «在第一節和第二節課中，學生學習了學業自我概念的含
義，以及非理性信念如何被內化並導致低學業自我概念。» Students were introduced to and
directly taught the ABCs of REBT in Sessions 3 and 4. «在第 3 節和第 4 節課中，學生被介紹
392 T. Banks

並直接教授了 REBT 的基礎知識。» Age appropriate examples were used to teach students
how to apply the ABCs and D of REBT. «使用適合年齡的例子來教學生如何應用 REBT 的基
本知 識 和 基本 技能 。 » In Sessions 5 and 6, rational emotive imagery was used to improve
students’ academic self-concept and for cognitive restructuring. «在第 5 節和第 6 節課中，理性
情緒意象被用來改善學生的學業自我概念和認知重構。»
Wilde (1996) proposed that elementary students could learn rational thinking skills in a short-
term developmental guidance programme. «王爾德(1996)提出小學生可以在短期發展指導計畫
中學習理性思維技能。» A total of 95 fourth-grade students (aged 9-10 years) participated in
the study. «共有 95 名四年級學生(9-10 歲)參加了這項研究。» Two 30-minute weekly lessons
were conducted for a two-week period (10 days). «為期兩周(10 天)的兩次每週 30 分鐘的課程。
» Each of the students in the five fourth grade classrooms received a total of four lessons for 120
minutes. «五個四年級教室的每個學生總共上了四節課，時長 120 分鐘。» The procedures
were completed in a 10-day period. «這些程式在 10 天內完成。» Lesson 1 was designed to
establish the link between thoughts and feelings. «第一課旨在建立思想和感情之間的聯繫。»
Students were taught how to distinguish between rational and irrational beliefs in Lesson 2. «第二
課教學生如何區分理性和非理性信念。» Lesson 3 served as a review of skills learned from
the previous lessons. «第 3 課是對從以前的課程中學到的技能的回顧。 » Active student
participation was encouraged in Lesson 4. « 第 四 課 鼓 勵 學 生 積 極 參 與 。 » Students were
randomly divided into two groups and then played a board game, “Let’s Get Rational”. «學生被隨
機分成兩組，然後玩一個棋盤遊戲“讓我們變得理性”。» Wilde (1994) found that these
activities, utilised in «王爾德(1994)發現，這些活動，利用在»
 Educational Psychology in Practice 393

either group or individual sessions, decreased the endorsement of irrational thoughts and
depression in high school students. «無論是小組會議還是個人會議，都減少了高中生對非理
性思維和抑鬱的認可。» Wilde (1996) also established that fourth grade students could learn
the content of REBT in a short amount of time. «王爾德(1996)還提出四年級學生可以在短時間
內 學 習 REBT 的 內 容 。 » The effectiveness of this comprehensive, short-term intervention
supplies educational professionals with a mental health curriculum that is ef ficient and cost-
effective. «這種全面的短期干預措施的有效性為教育專業人員提供了一個高效且具有成本效
益的心理健康課程。»
Morris (1993) investigated the effects of a 12-week treatment programme, based on Rational-
Emotive Therapy (RET) with 12 adolescents who were identified as having CD and 12 adolescents
with ADHD. « 莫 里 斯 (1993) 調 查 了 12 周 治 療 方 案 的 效 果 ， 該 方 案 基 於 理 性 情 緒 療 法
(RET)，12 名青少年被確定為患有 CD，12 名青少年患有多動症。» The results of Morris’s
study (1993) indicated that the students with CD signi ficantly reduced their irrational thinking,
depression, and symptoms of anger. «莫里斯的研究結果(1993 年)表明，患有光碟的學生顯著
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減少了他們的非理性思維，抑鬱和憤怒的症狀。 » The first two weeks of the intervention

focused on assessment, relationship building, and personal issues relevant to the participants. «干
預的前兩周集中在評估、關係建立和與參與者相關的個人問題上。» Learning to deal with
self-defeating thoughts that lead to emotional disturbance was the focal point for the following
eight weeks. «學會處理導致情緒困擾的弄巧成拙的想法是接下來八周的重點。» Special
attention was paid to anger and depression. «憤怒和抑鬱受到特別關注。» Participants also
learned to identify concepts related to irrational beliefs, automatic thoughts, and emotional
responses reflective of thoughts and beliefs. «參與者還學會了識別與非理性信念、自動思維以
及反映思維和信念的情緒反應相關的概念。» The programme was presented using various
strategies, including lectures, discussions, and watching videos. «該節目採用了各種策略，包括
演講、討論和觀看視頻。» Morris (1993) suggested that intervention programmes based on
lecture, discussion, and video might be appropriate not only for students with CD, but also for
other dysfunctional behavioural patterns. «Morris (1993)提出，基於講座、討論和視頻的干預
方案可能不僅適合患有 CD 的學生，也適合其他功能失調的行為模式。» Students identified
as having emotional disorders (ED) may also require programmatic modi fication to suit the
characteristics of the population. «被確定為患有情緒障礙的學生也可能需要進行程式性修改
以適應人群的特徵。»
Banks (2006) conducted a study to determine if students with ED could understand the content
of REBT. «班克斯(2006)進行了一項研究，以確定患有 ed 的學生是否能夠理解 REBT 的內
容。» REBT was implemented as a pullout programme in a day treatment setting that covered a
span of approximately eight months of the school year. «REBT 是作為一個日間治療環境中的撤
離計畫實施的，涵蓋了一學年大約 8 個月的時間。» The researcher introduced REBT to the
students in three phases. « 研 究 者 分 三 個 階 段 向 學 生 介 紹 了 REBT 。 » REBT readiness
activities were integrated in an effort to remediate skills associated with understanding the content
of the cognitive-emotive-behavioural intervention, such as identifying and rating feelings. «整合
了 REBT 準備活動，以努力修復與理解認知-情緒-行為干預的內容相關的技能，例如識別
和評定感覺。» The goals of the sessions were to (1) build a rapport with the group; «會議的目
標是(1)與團隊建立融洽的關係； » (2) set behavioural expectations regarding participation;
«(2) 設 定 參 與 的 行 為 預 期 ； » (3) help students identify, measure, and connect feelings to
thinking; «(3)幫助學生識別、測量和連接感覺與思維； » and (4) define and determine the
difference between facts and opinions. «以及(4)定義和確定事實和觀點之間的區別。» The
objective of the first phase was cognitive preparation. «第一階段的目標是認知準備。» Phase
two was designed to teach students how to identify the ABCs of the REBT model. «第二階段旨
在教學生如何識別 REBT 模型的基礎知識。» The third phase focused on using the ABC
model by applying skills learned and participating in group discussions. «第三階段側重于通過應
394 T. Banks

用所學技能和參與小組討論來使用 ABC 模式。» Students were encouraged to logically think

about and talk about problematic events. «學生們被鼓勵邏輯地思考和談論有問題的事件。 »
Students were also taught to question reasoning that did not lead to goal attainment in the
classroom. «學生們還被教導質疑不能在課堂上實現目標的推理。»
Banks’ (2006) study led her to suggest that it is imperative that professionals consider the
characteristics of students with ED in educational settings. «班克斯(2006)的研究讓她認為，專
業人士在教育環境中考慮患有 ed 的學生的特點是非常必要的。» Research has indicated that
students with ED have difficulty developing and maintaining interpersonal relationships with peers
and adults (Cullinan, 2004; «研究表明，患有 ed 的學生很難發展和維持與同齡人和成年人的
人 際 關 係 (Cullinan ， 2004 ； » Kauffman, 2004). « 考 夫 曼 ， 2004 年 ) 。 » An integral
component of the REBT model is disputing irrational beliefs. «REBT 模型的一個組成部分是對
非理性信念的質疑。» The literature suggests that disputation, as a traditional clinical approach,
is a direct and at times confrontational approach that challenges current thinking patterns of the
individual (Ellis, 1980, 1991). «文獻表明，爭論作為一種傳統的臨床方法，是一種直接的，
有時是對抗性的方法，挑戰了個人當前的思維模式(艾理斯，1980，1991)。» In practice, it
is important to consider how to introduce strategies that may lead to further emotional distress. «
在實踐中，重要的是要考慮如何引入可能導致進一步情緒困擾的策略。 » In Banks’ study
(2006), the “D”, disputation, was coined as questioning one’s beliefs. «在班克斯的研究(2006)中，
“D”，爭議，被創造為質疑一個人的信仰。»
Considering the difficulty that students identified with ED have with managing emotions and
maintaining relationships, the researcher employed a stylistic variation «考慮到患有勃起功能障
礙的學生在管理情緒和維持關係方面的困難，研究者採用了一種文體變體»
 Educational Psychology in Practice 395

in an effort to make disputation less confrontational and more about questioning. «為了減少爭論
的對抗性，更多的是質疑。» In practice, individual and group dynamics need to be carefully
analysed before introducing strategies that could actually increase emotional distress. «在實踐中，
在引入實際上可能增加情緒困擾的策略之前，需要仔細分析個人和群體的動態。 » REBT
should be implemented in a manner that teaches students new skills, reinforces skills learned, and
fosters student ownership and generalisation of skills in various settings. «REBT 教的實施方式應
該是教學生新技能，強化所學技能，培養學生的主人翁意識和對各種環境下技能的概括。»
The disputation component of REBT can be presented in a fashion that is less confrontational
while reinforcing previous skills learned and encouraging generalisation of skills. «REBT 的爭議
部分可以以一種較少對抗性的方式呈現，同時加強以前學到的技能並鼓勵技能的推廣。»
Barnes (2000) found that students responded well to REBT principles when introduced in a
traditional classroom environment. «Barnes (2000)發現，當在傳統的課堂環境中引入 REBT 原
則時，學生反應良好。» The author suggested that teachers become trained in the principles of
REBT and integrate a REBT-based curriculum in their classroom environment. «作者建議教師接
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受 REBT 原則的培訓，並將基於 REBT 的課程融入他們的課堂環境。 » In an effort to

promote the use of REBT principles in classrooms, Barnes (2000) developed a board game, Mrs
Miggins’ Room. «為了促進 REBT 原理在課堂上的應用，Barnes (2000)開發了一個棋盤遊
戲 ， Miggins 夫 人 的 房 間 。 » The researcher employed a case-based qualitative research
methodology in collaboration with teachers to develop rules and procedures for the game, Mrs
Mig- gins’ Room. «研究者採用了基於案例的定性研究方法，與教師合作，為遊戲《米
格 - 金 斯 夫 人 的 房 間 》 制 定 規 則 和 程 式 。 » Barnes observed teachers working with two
students and developed a game that was based on REBT principles. «Barnes 觀察了老師和兩個
學生的合作，並開發了一個基於 REBT 原理的遊戲。»
The purpose of the game was to introduce REBT concepts in the classroom designed to foster
group discussion using the ABC model. «遊戲的目的是在課堂上介紹 REBT 概念，旨在使用
ABC 模式促進小組討論。 » Mrs Miggins’ Room introduced questions in a fashion that
encouraged appropriate play through discussion. «米金斯夫人的房間以一種鼓勵通過討論進行
適當遊戲的方式介紹問題。» Student participation was encouraged by rewarding participants
with a preferred tangible item. «通過獎勵參與者一個首選的有形物品來鼓勵學生參與。 »
Anecdotal evidence indicated that the students were able to identify which components of the
game were helpful. «軼事證據表明，學生們能夠識別遊戲的哪些部分是有説明的。» Also,
the students were able to discuss principles of REBT, identify challenging events, and dispute
personal beliefs. «此外，學生們能夠討論 REBT 的原則，識別具有挑戰性的事件，並對個人
信仰進行辯論。» The game provided an educational context and interpretation in which REBT
could be introduced to students and used by teachers. «遊戲提供了一個教育背景和解釋，在其
中 REBT 可以介紹給學生和教師使用。»
Vernon (1996) argued that teachers are often required to help students deal with problems. «弗
農(1996)認為老師經常被要求幫助學生處理問題。» However, teachers frequently are not
equipped to assist students to deal with challenging events in ways that ensure sustainability over
time and across settings. «然而，教師往往沒有能力幫助學生以確保長期和跨環境可持續性的
方 式 處 理 具 有 挑 戰 性 的 事 件 。 » The author offered a systematic approach for school
psychologists to work in partnership with teachers in order to improve student classroom
behaviour. «作者為學校心理學家提供了一種與教師合作的系統方法，以改善學生的課堂行
為 。 » First, school psychologists should focus on helping teachers understand the bene fits of
using preventative approaches in the classroom and introduce REBT as a preventative classroom
strategy. «首先，學校心理學家應該重點幫助教師理解在課堂上使用預防性方法的好處，並
介 紹 REBT 作 為 一 種 預 防 性 課 堂 策 略 。 » Vernon (1996) outlined a specific format for
conducting REBT lessons. «弗農(1996)概述了指導 REBT 課程的具體形式。» Similar to that
of a traditional teaching lesson plan, REBT lessons should be goal-oriented and contain objectives
396 T. Banks

related to the core REBT concepts. «與傳統的教學教案類似，REBT 課程應該以目標為導向，

包含與 REBT 核心概念相關的目標。» Each lesson should include an activity designed to
spark the interest of the students and involve the student in the concept being introduced. «每節課
都應該包括一項活動，旨在激發學生的興趣，讓學生參與正在介紹的概念。» Students can
participate in role plays, games, reading, writing or art activities, feelings games, group assign-
ments, or dramatisations. «學生可以參與角色扮演、遊戲、閱讀、寫作或藝術活動、情感遊
戲、小組作業或戲劇表演。» Vernon suggested that 15-25 minutes be reserved for activating
the interest of students. « 弗 農 建 議 預 留 15-25 分 鐘 的 時 間 來 激 發 學 生 的 興 趣 。 » After
increasing student interests, students can engage in discussion and ask content related questions
and talk about how the strategies can be used when presented with a challenging event or
situation. «在增加學生的興趣後，學生可以參與討論並提出與內容相關的問題，並談論當遇
到具有挑戰性的事件或情況時如何使用策略。» The discussion component is essential. «討論
部 分 至 關 重 要 。 » The author recommended that 16-20 minutes be allocated for discussion,
depending on the age of the child and the nature of the activity. «作者建議根據兒童的年齡和活
動的性質，分配 16-20 分鐘進行討論。» REBT lessons should be presented in a logical order
to encourage practice and reinforcement of skills (Vernon, 1996). «REBT 的課程應該以合理的
順序呈現，以鼓勵實踐和強化技能(弗農，1996)。»
Patton (1995) offered an educational sequence for the introduction of REBT in an educational
environment for teaching students with ED. Patton stated that the challenge for many special
education teachers who have students identified as hav- «巴頓(1995)提供了一個教育序列，在教
育環境中引入 REBT 教教學生教育。巴頓指出，對於許多特殊教育教師來說，他們的學生
被認定為 hav-»
 Educational Psychology in Practice 397

ing emotional and behavioural disorders (EBDs) is to determine what instructional model will
meet the individual needs of these students, positively impact their thinking patterns, and improve
student behaviour in the classroom. «ing 情緒和行為障礙(EBDs)是確定什麼教學模式將滿足這
些學生的個人需求，積極影響他們的思維模式，並改善學生在課堂上的行為。 » Patton
(1995) described a seven session sequence for teaching rational behaviour skills to students
identified with EBD in a middle school setting. «巴頓(1995)描述了一個七節課的序列，用於在
中學環境中向患有循證醫學的學生教授理性行為技能。» As with previously described pro-
grammes, Patton presented the lessons in a sequential manner that promoted learning, practicing,
and the reinforcement of skills. «與前面描述的課程一樣，巴頓以循序漸進的方式介紹了這些
課程，促進了學習、實踐和技能的強化。 » In addition, she included scripted goals of the
sessions and learning activities. «此外，她還包括會議和學習活動的腳本目標。» In Patton’s
sequence, students learned how the brain works to create emotions, to de fine the ABCs of
emotions, and how to describe emotions related to a challenging situation or event. «在巴頓的序
列中，學生們學習了大腦是如何創造情緒的，如何定義情緒的基礎知識，以及如何描述與
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具 有 挑 戰 性 的 情 況 或 事 件 相 關 的 情 緒 。 » Students also learned how to de fine REBT

terminology. «學生們還學習了如何定義 REBT 術語。» They learned five rules for rational
and irrational thinking and how to evaluate emotions using the five rules. «他們學習了理性和非
理 性 思 維 的 五 條 規 則 ， 以 及 如 何 使 用 這 五 條 規 則 來 評 估 情 緒 。 » Analysing personal
responses and establishing rational and behaviour goals were considered critical components of
the teaching sequence. «分析個人反應和建立合理的行為目標被認為是教學順序的重要組成
部 分 。 » In addition, active engagement of students was encouraged by having them write a
description of an event, develop rational alternatives, create positive emotional goals, and use a
prescribed format to practice positive self talk. «此外，通過讓學生寫一個事件的描述，發展理
性的選擇，創造積極的情感目標，並使用規定的形式練習積極的自我對話，鼓勵了學生的
積 極 參 與 。 » Students applied and practised skill sets using situations that were relevant to
them. «學生利用與其相關的情境應用和練習技能。» Patton’s sequence also encouraged the
use of rational imagery and self-monitoring, where students visualised themselves using positive
self talk when presented with challenging events. «巴頓的序列也鼓勵理性想像和自我監控的使
用 ， 學 生 們 在 面 對 挑 戰 性 事 件 時 ， 使 用 積 極 的 自 我 對 話 來 想 像 自 己 。 » Next, they
conducted a selfassessment with regard to their application of rational thinking and behaving. «接
下來，他們就理性思維和行為的應用進行了自我評估。» Patton (1995) recommended REBT
as a teaching model. «巴頓(1995)推薦 REBT 作為教學模式。» She also stated that academic
skills should be embedded to assist students in their learning of rational behaviours, and further,
that a systematic scope and sequence of instructional use of REBT activities is amenable to
classroom intervention. «她還指出，學術技能應該嵌入，以幫助學生學習理性行為，此外，
REBT 活動的系統範圍和教學使用順序可以接受課堂干預。»
Knaus (2001) shared his own personal experience integrating REBT into the mainstream
curriculum. «Knaus (2001)分享了他個人將 REBT 融入主流課程的經歷。» He confirmed that
REBT can be integrated in classroom instruction to build positive mental health concepts and
problem-solving skills. «他證實，REBT 可以融入課堂教學，建立積極的心理健康概念和解
決問題的技能。» Further, if concepts are introduced in a systematic fashion, students will learn
these concepts and gain experience using skills learned. «此外，如果以系統的方式引入概念，
學生將學習這些概念，並利用所學的技能獲得經驗。 » Similar to that of the previously
described REBT teaching sequences, Knaus suggested that the teaching sequence should begin
with a stimulating task followed by REBT content. «與前面描述的 REBT 教學序列相似，克努
斯建議教學序列應該從一個刺激的任務開始，然後是 REBT 內容。» One of the primary
skills that students need to acquire and practice before learning the cognitive model is
“understanding feelings”. «在學習認知模式之前，學生需要獲得和練習的主要技能之一是“
理 解 感 受 ” 。 » For example, Knaus incorporated a pantomime game to foster student
understanding. « 例 如 ， Knaus 加 入 了 一 個 默 劇 遊 戲 來 培 養 學 生 的 理 解 力 。 » The
398 T. Banks

Expressions Guessing Game was designed to show different ways feelings can be
expressed. «表情猜謎遊戲旨在展示表達感情的不同方式。 » Students were encouraged to
think for themselves, to determine the facts of an event, and to assess how their thinking impacts
feelings. «學生們被鼓勵獨立思考，確定事件的事實，並評估他們的思考如何影響感受。 »
Knaus integrated discussions and stimulating activities which allowed him to take advantage of
teachable moments to maintain student motivation throughout the teaching sequence. «Knaus 將
討論和激勵活動結合起來，使他能夠利用可教的時間在整個教學過程中保持學生的動力。»
Most importantly, he contended that REBT lessons do not have to be a separate curriculum and
can be integrated into the general classroom curriculum. «最重要的是，他認為 REBT 課程不一
定是一門單獨的課程，可以納入普通課堂課程。» Teacher understanding of REBT concepts
is critical to successful integration of mental health programming. «教師對 REBT 概念的理解對
於心理健康規劃的成功整合至關重要。»
Lamarine (1990) proposed that educational programmes based on the tenets of REBT should
include three categories: self-acceptance, understanding feelings, and examining personal beliefs.
«拉瑪因(1990)提出，基於 REBT 信條的教育計畫應該包括三類:自我接納、理解感受和檢驗
個人信仰。» Central to a REBT educational programme is the notion of exploring feelings and
understanding the relationship between the affective, cognitive, and behavioural constructs.
«REBT 教育計畫的核心是探索情感和理解情感、認知和行為結構之間的關係。» Lamarine
also acknowledged that REBT can be introduced using a variety of methods, but the methods
should be strategic and sys- «拉瑪林也承認 REBT 可以用各種方法引進，但是這些方法應該
是戰略性的和系統的»
 Educational Psychology in Practice 399

tematic. «tematic 。 » Lessons should activate student interests and include students as active
learners. « 課 程 應 該 激 發 學 生 的 興 趣 ， 讓 學 生 成 為 積 極 的 學 習 者 。 » This experiential
component of REBT may enhance the likelihood that students will understand and apply REBT
concepts into their daily experiences. «REBT 的這種經驗成分可能會提高學生理解 REBT 概念
並將其應用於日常體驗的可能性。» Lama- rine recommended specific teaching strategies that
can be used in various educational settings, including discussions, role playing, simulation games,
bibliotherapy, reading, and discussing rational stories. «Lama- rine 推薦了可用於各種教育環境
的具體教學策略，包括討論、角色扮演、模擬遊戲、閱讀療法、閱讀和討論理性故事。»
Hajzler and Bernard (1991) conducted a meta-analysis of affective education programmes to
determine their efficacy with school-aged children. «Hajzler 和 Bernard (1991)對情感教育項目進
行了元分析，以確定它們對學齡兒童的效果。» In their review, they found that programmes
that included a more comprehensive component by providing opportunities for students to practice
within and outside of treatment sessions enhanced the likelihood of observing positive differences.
«在他們的審查中，他們發現，通過為學生提供在治療期內外練習的機會，包括更全面的內
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容的方案增加了觀察到積極差異的可能性。» Practice can be presented as reviewing skills

previously learned, homework, role-play and other methods that provide students with the
opportunity to rehearse and master skills. «練習可以表現為複習以前學過的技能、家庭作業、
角色扮演和其他方法，為學生提供排練和掌握技能的機會。» Automaticity is supported
through rehearsal, and the desired outcome of student ownership of the skills learned will increase
the probability of students using cognitive skills in different settings (Harris & Pressley, 1991; «自
動化是通過排練來支持的，學生對所學技能的所有權的預期結果將增加學生在不同環境中
使用認知技能的概率(Harris & Pressley，1991；» Kendall & Choudhury, 2003; «肯德爾和喬
杜裡，2003 年；» Kilstrom, 1987). «基爾斯特羅姆，1987)。» Thus, the practice of REBT in
educational settings should include a component that allows for reinforcement of skills via
practice, rehearsal, and homework. «因此，REBT 在教育環境中的實踐應該包括允許通過實踐、
排練和家庭作業來強化技能的組成部分。 » The following discussion highlights practical
challenges that were encountered when assessing content attainment of REBT in an alternative
educational setting (Banks, 2006). «以下討論強調了在替代教育環境中評估 REBT 的內容獲得
時遇到的實際挑戰(班克斯，2006 年)。»

Contextual complexity: challenges implementing REBT in classroom settings Classroom variables

can impact fidelity of implementation in educational settings. «情境複雜性:在課堂環境中實施
REBT 的挑戰課堂變數會影響教育環境中實施的保真度。» Environmental factors, such as
influences of home, school, or peers, may potentially negate the impact of the affective education
groups (LaConte et al., «環境因素，如家庭、學校或同齡人的影響，可能會抵消情感教育團
體的影響 (LaConte 等人， » 1993). Banks (2006) noted various practical obstacles that were
encountered while conducting CBI research in an educational setting. «班克斯(2006 年)指出了在
教育環境中進行基於社區的研究時遇到的各種實際障礙。» The increasing responsibilities
of administrators and teachers to meet national and state mandates might have impacted the
motivation of administrators and staff. «行政人員和教師履行國家和州政府任務的責任越來越
大，這可能影響了行政人員和工作人員的積極性。» Lochman, Coie, Underwood, and Terry
(1993) noted that teachers might consider curricula not related to academics as nonessential and
be unmotivated to spend instructional time on student behaviour. «洛克曼、科伊、安德伍德和
特裡(1993)指出，教師可能會認為與學術無關的課程是不必要的，並且無意將教學時間花
在學生行為上。» In Banks’ (2006) study, considering the duration of the study, teachers were
less motivated to devote any additional time that may take away from their instructional time in
the classroom. «在班克斯(2006)的研究中，考慮到研究的持續時間，教師不太願意投入額外
的時間，這些時間可能會佔用他們在課堂上的教學時間。 » Instructional time was very
400 T. Banks

important, as student absenteeism occurred frequently; «教學時間非常重要，因為學生經常曠

課 ； » thus, teachers felt compelled to help those students make-up for missed time and
assignments. «因此，老師們覺得有必要幫助這些學生彌補錯過的時間和作業。»
Participant attrition and classroom changes proved to be major challenges (Banks, 2006). «參
與者流失和課堂變革被證明是主要挑戰(班克斯，2006 年)。» Some students were involved
with the juvenile system and would miss sessions due to placement in juvenile correctional
facilities. «一些學生參與了青少年系統，由於被安置在青少年管教所，他們將錯過一些課程。
» Therefore, not only were the students absent; «因此，不僅學生缺席；» they were placed in
a setting that did not encourage the practice and reinforcement of REBT skills learned, resulting in
the treatment being withdrawn and, thus, decreased the probability that there would be any change
or that the skills would be generalised. «他們被安置在一個不鼓勵實踐和強化所學 REBT 技能
的環境中，導致治療被取消，從而降低了發生任何變化或技能被推廣的可能性。» Also, a
number of classroom changes took place during this study. «此外，在這項研究中，教室發生了
一 些 變 化 。 » Four of the seven students in the experimental group were either placed in
different classrooms or placed in a juvenile correctional facility during the course of the study. «
在研究過程中，實驗組的 7 名學生中有 4 名被安排在不同的教室或青少年管教所。 »
Although the students were still willing to participate in the study, new variables were introduced
(that is, new peer group, «儘管學生們仍然願意參與這項研究，但引入了新的變數(即新的同
伴群體，»
 Educational Psychology in Practice 401

new teachers, new environment, and dealing with changes at school) that could not be controlled
for by the researcher or the teachers. «新老師，新環境，以及應對學校的變化)這些都不是研
究 者 或 老 師 所 能 控 制 的 。 » The unpredictability of contextual variables encountered in
educational settings can impact fidelity of implementation. «教育環境中遇到的環境變數的不可
預測性會影響實施的保真度。» As indicated previously, it is important that teachers plan and
structure REBT lessons and activities in advance so that modi fications can be made to
accommodate student needs. «如前所述，教師提前規劃和組織 REBT 課程和活動非常重要，
這樣可以根據學生的需求進行修改。»

Conclusion «結論»
Students with ED present a spectrum of disorders and a multitude of problems in traditional
classroom settings resulting in poor post-school outcomes. «患有勃起功能障礙的學生在傳統的
課堂環境中表現出一系列的障礙和許多問題，導致不良的課後成績。 » As a result, they
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require intervention strategies that are designed to meet their wide-ranging needs in order to be
successful during, and post, school years. «因此，他們需要旨在滿足其廣泛需求的干預戰略，
以 便 在 學 年 期 間 和 之 後 取 得 成 功 。 » In addition, there is a need to support both special
education and mainstream education teachers with interventions that can be integrated within an
academic curriculum so that they can better help these students. «此外，有必要支持特殊教育和
主流教育的教師，採取可以納入學術課程的干預措施，以便他們能夠更好地幫助這些學生 。
» REBT was designed to be a comprehensive strategy. «REBT 被設計成一個全面的戰略。»
REBT’s cognitive restructuring technique contains several challenging emotive and
behavioural aspects that can be argued to have the potential to meet the broad needs of students
with ED (Ellis, 1974). «REBT 的認知重組技術包含幾個具有挑戰性的情緒和行為方面，可以
說有潛力滿足患有 ed 的學生的廣泛需求(Ellis，1974)。» REBT is directed at bringing about
a reduction in the intensity of inappropriate, negative emotions of students. «REBT 旨在減少學生
不適當的負面情緒。» As in adults, children and youth may present irrational beliefs that can
lead to emotional disturbance. «和成年人一樣，兒童和青少年可能會表現出非理性的信念，
這 會 導 致 情 緒 困 擾 。 » Differentiating between rational and irrational beliefs is important
because irrational beliefs, according to REBT, lead to disturbed emotions, such as depression,
excessive anxiety, guilt, and anger, as well as negative behavioural reactions such as aggression,
withdrawal, and impulsivity (Bernard, 1990). « 區 分 理 性 和 非 理 性 信 念 很 重 要 ， 因 為 根 據
REBT 的說法，非理性信念會導致情緒紊亂，如抑鬱、過度焦慮、內疚和憤怒，以及消極
的 行 為 反 應 ， 如 攻 擊 、 退 縮 和 衝 動 (Bernard ， 1990) 。 » From a REBT perspective, an
effective mental health programme should increase rational thinking and, thereby, reduce
emotional disturbance. «從 REBT 的角度來看，有效的心理健康計畫應該增加理性思維，從
而減少情緒障礙。» An integral component of the REBT model is disputing irrational beliefs
that contribute to ED. «REBT 模型的一個組成部分是對導致 ED 的非理性信念的爭論。»
This review of the educational applications of REBT suggests that, with developmentally
appropriate modifications, REBT can be effective in disputing irrational beliefs with children and
adolescents in classrooms. « 對 REBT 教 育 應 用 的 這 一 回 顧 表 明 ， 經 過 適 當 的 發 展 修 正 ，
REBT 可以有效地在課堂上與兒童和青少年爭論非理性信念。» Moreover, research strongly
suggests that the concepts of REBT need to be taught in a systematic, multi-modal approach and
integrated within classroom settings. «此外，研究強烈表明，需要以系統、多模式的方法教授
REBT 概念，並將其融入課堂環境。» Further research with students who have ED needs to be
conducted so that this promising intervention can be competently applied in various educational
settings. «需要對患有勃起功能障礙的學生進行進一步的研究，以便這種有希望的干預措施
能夠很好地應用於各種教育環境。»
402 T. Banks

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