THINKING, FEELING, BEHAVING An Emotional Education Curriculum for Children GRADES 1-6 ANN VERNON
Producent: Program edukacji emocjonalnej [203N]
Cena: 42,00 zł
RESEARCH PRESS 1989, str. 252, stan db, podpis
Język angielski
FOREWORD
Albert Ellis claims to have invented Rational-Emotive Therapy (RET) in elementary school as a way to cope with his own feelings about being a latchkey child and to have reinvented it in his early 20s as a means to overcome his intense shyness. Later on, in the 1960s, Ellis began to use RET in his professional practice with individuals and couples. In doing so, he noted two interesting things: First, his sex and marital therapy with couples involved more direct teaching than did his more psychoanalytically oriented individual practice. And, second, his sex and marital therapy clients improved much faster than his individual clients. _
Even though RET began as a psychotherapy intended for use with adults, it has always had a psychoeducational emphasis. Not only does RET involve active teaching of principles and ideas, it also can be understood even by young children and readily used outside of the therapeutic setting to overcome emotional problems.
In the present volume and its companion volume for adolescents, Ann Vernon has extended the early work of Ellis and other practitioners of RET to create the most detailed, explicit, and comprehensive lesson plans currently available for teaching RET principles. Importantly, the exercises contained here are based on the results of many research studies into the effects of RET in the educational area. The activities are appropriate for children in regular classes; in addition, they will be especially useful in working with children already identified as having emotional problems.
Finally, research suggests that efforts to help students stay emotionally healthy are best begun long before problems arise. Psychotherapists and counselors working with children and adolescents individually or in groups will no doubt find the activities contained here very helpful. My greatest hope for this volume and its companion, however, is that they will be widely applied in the classroom as a effort toward such primary prevention.
Raymond DiGiuseppe
Institute for Rational-Emotive Therapy
Język angielski
FOREWORD
Albert Ellis claims to have invented Rational-Emotive Therapy (RET) in elementary school as a way to cope with his own feelings about being a latchkey child and to have reinvented it in his early 20s as a means to overcome his intense shyness. Later on, in the 1960s, Ellis began to use RET in his professional practice with individuals and couples. In doing so, he noted two interesting things: First, his sex and marital therapy with couples involved more direct teaching than did his more psychoanalytically oriented individual practice. And, second, his sex and marital therapy clients improved much faster than his individual clients. _
Even though RET began as a psychotherapy intended for use with adults, it has always had a psychoeducational emphasis. Not only does RET involve active teaching of principles and ideas, it also can be understood even by young children and readily used outside of the therapeutic setting to overcome emotional problems.
In the present volume and its companion volume for adolescents, Ann Vernon has extended the early work of Ellis and other practitioners of RET to create the most detailed, explicit, and comprehensive lesson plans currently available for teaching RET principles. Importantly, the exercises contained here are based on the results of many research studies into the effects of RET in the educational area. The activities are appropriate for children in regular classes; in addition, they will be especially useful in working with children already identified as having emotional problems.
Finally, research suggests that efforts to help students stay emotionally healthy are best begun long before problems arise. Psychotherapists and counselors working with children and adolescents individually or in groups will no doubt find the activities contained here very helpful. My greatest hope for this volume and its companion, however, is that they will be widely applied in the classroom as a effort toward such primary prevention.
Raymond DiGiuseppe
Institute for Rational-Emotive Therapy