Viorel LUPU*, Felicia IFTENE
Iuliu HaĊ£ieganu University of Medicine and Pharmacy Cluj-Napoca, Romania
Abstract
The present study is based on the assumption that teenagers endorsing high levels of irrational cognitions are prone to higher levels of anxiety, which can be diminished by rational emotive education (REE). To test this assumption we developed a brief REE intervention that was offered to a group of 88 10th-12th grade students from a high school in Cluj-Napoca. ABS II (irrationality) scores and STAI and HADS scores (anxiety) were used to assess the dependent variables, whereas the independent variables were represented by the presence/absence of the rational emotive behavior intervention and by gender, respectively.
The intervention consisted of a one-hour REE lesson, followed by a 14-day period during which the students were required to read the Rationality vs. Irrationality Decalogue (David, 2007) daily. After two weeks, both groups (intervention/non-intervention) were assessed again.
Our results indicate a strong correlation between irrational thinking and anxiety among teenagers. Moreover, REE resulted in a significant reduction in anxiety levels, and a decrease in irrational thinking.
Keywords: anxiety, rational emotive behavior education, teenagers
Pages: 95-105
