Date: 2017-04-11 05:00[embedded content]
Is a setback your fault? Not always. We encounter setbacks at the hands forces beyond our control: disease, natural disasters, and acts of war. Other times, we are intentionally or unintentionally blocked by others. Worst of all, we sometimes get in our way. Did you hinder your progress due to your misjudgment, carelessness, or forgetfulness? Did you fail to consider some outcome that others could have seen? Were you overly optimistic about your ability, or the ability of others?
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The lesson module on &ldquo what are feelings,&rdquo starts with the evocative question, what are feelings? The students are invited to respond. Typical student responses include physical feelings (hot, cold, pain) and &ldquo feeling feelings&rdquo (emotions) such as sad, happy, anger, and love. The teacher (counselor) accepts all answers, and writes them onto a blackboard. The REE group leader then follows up with questions about the student&rsquo s responses. A sample question is &ldquo What would you want to know about physical feelings.&rdquo What would you want to know about emotions? The REE group leader might ask, &ldquo Have you ever wondered where feelings (emotions) came from?&rdquo This latter question leads to the next lesson, &ldquo where do feelings come from?&rdquo
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When REE cooperative planning is desired between the school and home, group discussions can prove productive. Groups of parents, teachers, and mental health professions can go over the purpose of lessons consider the value of maintaining a non-blame learning atmosphere invent ways to make the lessons instructive and fun consider home-based techniques for implementing the ideas.
New York psychologist Albert Ellis, who pioneered Rational Emotive Behavior Therapy (REBT), advocated for teaching rational cognitive and behavioral methods in the classroom (Ellis, 6976, 6978). Indeed, Ellis&rsquo REBT system builds from educational methods that apply to teaching people how to identify and dispute negative thinking, and to engage in problem solving actions. (Ellis, 6967, 6999, 7556, 7559).
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The program started with translating rational ideas into age-appropriate mental-health exercises, followed by testing and modifying the exercises through interacting with students in the classroom. The lesson-modules that form the program&rsquo s core, were the byproduct of that process. Later, I introduced the program at the Living School (A private school at the Albert Ellis Institute). There, the program underwent further refinements.