Abstract
Research has for some time recognized that teaching children social and emotional competence is central not only to their social and emotional well-being but also their academic achievement (e.g., Bernard, Int J Learn Teach Educ Res 16:51–64, 2017; Bernard et al., Handbook of Australian school psychology international research, practice and policy. Switzerland: Springer Publishing, 2017; Durlak et al., Child Dev 82:474–501, 2011; Taylor et al., Child Dev 88:1156–1171, 2017). The purpose of this chapter is to provide a rationale for the derivative of Rational Emotive Behavior Therapy, Rational Emotive Education (REE) being employed as a school’s social–emotional learning program. It will be discussed why REBT principles and REE teaching methods inherently form the basis for a comprehensive form of social–emotional learning that serves the multiple functions of prevention, promotion, and intervention. Examples of core REE concepts and implementation approaches are also addressed, along with specific lessons to illustrate the process. The chapter will review the theory and practice of REE and, then, a REBT- and CBT-based program, You Can Do It! Education.
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Vernon, A., Bernard, M. (2020). Rational Emotive Education as Social–Emotional Learning. In: Bernard, M., Terjesen, M.D. (eds) Rational-Emotive and Cognitive-Behavioral Approaches to Child and Adolescent Mental Health: Theory, Practice, Research, Applications. Springer, Cham. https://doi.org/10.1007/978-3-030-53901-6_20
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