THE IMPACT OF THE RATIONAL EMOTIONAL BEHAVIOUR THERAPY

(REBT) ON SECONDARY SCHOOL STUDENTS WITH AGGRESSION

BEHAVIOUR

Azemi [email protected] Rahimi Che Aman2 [email protected]

This study seeks to investigate the impact of applying the REBT on secondary school
students with physical behaviour in the Malaysian context. Quntitative quasi experimental
approach are applied in this study. Through stratified random sampling total of 120 secondary
school students with physical aggressive behaviour are selected from a population of 768
teenagers who study at 142 seconday school in the state of Kedah, Malaysia. These group of
student are subjected to the quasi-experimental methods. Another criterion for selection ,
theses students possess records of physical aggression based on their school disciplinary
reports. The sampel group receives REBT. One sets of questionnaire namely Aggression
Questionnaire (AQ) by Bush and Perry (1992), are then administered to the treatment group
before and after the REBT treatment. The results from the analysis of mean difference show
that aggression shows positive effects after being subjected to the REBT treatment. As, such,
it is found that the REBT treatment are effective in reaching the bouts of aggression
experienced by physical aggressive student.

(KEYWORS: Aggressive behaviour, Rational Emotional Behaviour Therapy)

1. Azemi Shaari1 : PhD, Senior Lecturer at School Of Social Development, University

Utara Malaysia, Kedah Malaysia; e-mail [email protected]
2. Rahimi Che Aman2 :PhD, Senior Lecturer at School Of Educational Studies,
University Sains Malaysia, Malaysia; e-mail [email protected]

1.0 Introduction: The Malaysia Minister of Education , Muhyiddin Yassin (2012 ) , stated
that a total numbers of 108.605 school children involved in misconduct, including physically
aggressive behavior . Whereas in year 2010, 344 school students involved in 221 criminal
cases in the state of Kedah, Malaysia (2011 / www.rmp.gov.my ) . Data from the Royal
Malaysian Police (RMP ) in 2009 showed an increase in aggressive behavior among school
children, with 3,654 cases involed in serious crimes such as rape , thefts, robberies and
armed groups fighting with 1,409 cases involving school children.

Due to increasing numbers of school children involving with aggressive behavior, the
Malaysian Ministry of Education set up a special committee addressing behavioral discipline.
Standard Operating Procedure (SOP ) regarding with school discipline applied to all
Malaysian School admistrative as a preventive measure against aggressive behavior among
school children.

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Table 1 shows the data aggressive of behavior in two secondary schools in the state of Kedah
Malaysia in the year 2010 to 2011 .

Aggressive Behaviors Year 2010 Year 2011 Percentage Increase

Physical fight 12 23 95 %

Fighting 3 8 133 %
using weapons

Source: School Cunselor report from two secondary schools in the state of Kedah ( 2010)

Based from the statistical data shown in Table 1, increasing numbers of aggressive behaviour
among school children is an issued to all Malaysian citizen. Therefore, certain measures
should be implemented to address this issue immediately. Holme , (2001 ) addressed that
agrressvie behaviour could be helped by school counselors .

Statement by Holme (2001 ) above was disclosed by Bordin (1994), which stated that
therapy relationship in the counseling process can help school children who behave
aggressively. Helping individual with aggressive behaviour using therapy could help
reducing this behaviour are too accepted by numbers of theories such as the Attachment
Theory (Bowlby, 1984 ) Client Focus Theory ( Rogers , 1951 ) Psychoanalysis Theory (
Luborsky , 1994 ), psychotherapy theory ( Messer and Warren , 1995 ) . The concept of client
and counselor relationship is the best psychotherapy process and agreed by many researchers
( Binder and Strupp , 1984 ; Brent and Kolko , 1998; Follette , Naugle , and Callaghan , 1996;
Horvath and Luborsky , 1993; Kendal and Morris , 1991; shirk and Size, 1992, Smith- Acuna
, Durlak , and Kaspar , 1991 ) . According to Jemkins ( 1996), an effective action should be
taken on school children behaving aggressively in order to maintain harmony in society .
Among the actions that can be done is providing counseling services.

2.0 Research Question : Is there any effect on individual counseling Rational Emotional
Behavior Therapy ( REBT ), Basic Helping Skills ( BHS ) and the control group (CG ) on
aggressive behaviour among school children?

3.0 Theory:Theory Frustration - Aggression hypothesis ) was founded by Miller and

Dollard in 1939 which then undergoes improvements by Berkowitz (1969, 1989) . This
theory says that aggressive behavior occurred from the unfriendly relationship and negative
mood, emotion and behavior. These factors cause aggressive behavior. Miller ( 1941) , stated
that frustration could lead to aggressive behavior , if it fails to channelled to another source
or known as spacegoats . While Anderson and Dill (2000 ) also stated that mind
disagreement too contribute aggressive behaviour.

The concept of a scapegoat by Miller (1941 ), from the theory of Frustration - Aggressive
Behaviors hypothesis when problem occurs people are not going to blame themselves , but
they will find other sources ( black sheep / scapegoats ) to channel their aggressive behavior .
Black sheep ( scapegoats ) refers to individuals or groups channelling anger and frustration,
example bullying behavior .

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Social Learning Theory (Bandura , 1976) : Social Learning Theory by Bandura ( 1976),
defined human behaviour base from learning and observing others as their behavioral model
. It’s means that environment and significant others influence human behavior . Thus, human
aggressive behavior too learned from the social environment such as family style interaction,
interaction with peers and the medias ( Mahmood , 2001).

Bandura ( 1976 ) stated that people learned through observation and imitation. The learning
process is through imitating and matching . He said , each individual , especially children
will evaluate things based on what they had seen from significant others people and the
environment. Learning theory stated that children will emulate the aggressive behavior after
watching aggressive film. Eron , (2011 ) . Bandura ( 1976 ) emphasizes that people learned
by looking at the behavior of others. Observational Learning , also known as modeling ,
when human or kids saw and imitate the behavior of others. Most speech patterns , dressing
styles and aggressive behavior are learned through modeling . Teenagers usually took their
parents, movie actors, athletes, teachers and others as a model.

Theory Rational Emotions and Behavior Therapy ( REBT ) was first introduced in 1959 by
Albert Ellis. In REBT, rational thought often believe people will not be disappointed on
receiving distress but sometimes people can not accept it. This approach depends on how
people develop or build views, evaluate beliefs, and understanding of their world. In REBT ,
clients usually learn the concept of views, beliefs and evaluate psychological problem
through learning . REBT too known as the ABC model .

Ellis ABC Model ( 1979).

B C
A

Event Belief System Consequence

Internal/ External Rational and irrational Emotional and

thingking behaviour

Figure 1.0 : Model ABC Ellis (1979) Dryden dan Giuseppe (1992).

In the ABC model , A stands for the events that led to emotional and behavioral crises in
components C or better known as compute, the effects caused by the event (A) create the
belief ( B ) which cause internal and external crises . Events ( A) refers present and past event
happened to the client
Components of belief ( B ) in the ABC model stands for external and internal beliefs , which
resulted from event in component ( A) . In REBT , if a person has a strong positive belief
(B) from the event (A) the effects on mood and behavior will not happen.
According to Ellis (2004 ) , individual act rational or irrational believe due to humans
having self-consciousness, and vice versa . For example, self-blame , regret , anger , guilt ,
stress and anxiet . Applying REBT approach through educational process requires therapist to
teach the client to replace irrational thoughts using cognitive approaches with the help from
counselor through variety of techniques in REBT. The main objectives in REBT , is to
ensure clients creating positive thinking thats make their lives happier and perfect .

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 4.0 The literature on aggressive behavior : Mahmood Nazar ( 1992 ) defines aggressive
behavior as a means of human releasing their emotional with aggressive behaviour that create
feeling of satisfaction . Psychologists Jacob, (2000 ) argues that aggressive behaviour caused
by various factors, such as the stress , frustration and even injury. He conducted a study to
identify factors of aggressive bullying behavior in schools. His research shown aggressive
behavior bullying among school children is due to stress and frustration with life .

Mahmood Nazar ( 1992), stated too that strict parenting style influence adolescent behavior .
Parents who use authoritative parenting style to control or educate their children greatly
influence the person's behavior . While Margolin and Gordis (2004 ) noted that aggressive
behavior in the family influence adolescent behavior . Margolin and Gordis (2004 )
conducted 118 observational studies in United States towards the oppression of children since
2003 shows thats 63 % suppression children behave aggressively because peer bullying and
37% due to aggressive behavior in the family. Research findings by Margolin and Gordis
(2004 ) also shared by Cerstin , Marius , Peter , Karin , Ferdinand , Peter , Wolfhardt and
Thomas (2004 ) noted that aggressive behavior in family and family conflict might influence
individual behaviour.

Earlier studies by Mahmood Nazar ( 1992), in the state of Kedah, Malaysia towards 120
pupils self- satisfaction relationship with aggressive behavior , using Rosenberg 's Self -
Esteem showed self- satisfaction factors too affect aggressive behavior . His research result
is in line with qualitative research conducted by Harun Rashid (2008 ) at boarding school in
Malaysia. However, when there’s cases of aggressive behavior resulting injury and death are
considered violence . This behavior is also known as gangsterism that could pose major
implications and public disorder .

Hollin and Bloxsom ( 2007), stated thats aggressive behavior associated with an increasing
cardiovascular activity thats increased body temperature and nervous tension . If the
association of cardiovascular and nervous tension are controlled by cognitive approaches
individuals can be helped thier thinking and behaviorl . Davis and Marler (2004 ) mentioned
that frustration also contribute to aggressive behavior among school children, and this
aggressive behavior is a way for them to channel their frustration ( Davis, 2004 )

Larson (2008 ) , also suggested providing counseling by counsellors could help aggressive
behavior among school children mostly during the early stages of the aggressive
behaviour. Gergen (2001 ) in his study found that counselling is very effective tool in
changing behavior . This ideas by Gergen (2001 ) also supported by Kamps , Kravits , Stolze
and Swaggert (1999 ), agreed that school children behaving aggressive can help through
counselling. While Bernard , Ellis and Terjesen (2006 ) found out that REBT approach could
help school children that committed juvenile offenses.

Studies on the effectiveness of REBT against aggressive behavior towards school children
being done by Kendall , (1993) Kendall, Ronan, and Epps , (1991 ) . Their research found
out thats school children who behave aggressively often have irrational thoughts , causing
irrational thingking. Typically , students who are not able to identify the aggressive feelings
of fear , sadness in certain circumstances, especially when they are angry, proven treatment
using REBT therapy can help . Similar studies have been carried out also by Miranda (2000 )
; Kazdin , Bass , Siegel and Thomas ( 1989) ; Kendall, Reber McLeer , Epps and Ronan
(1990); Feindler , Ecton , Kingsley and Dubey ( 1986).

4
Ward (2000 ) , found that pupils behave aggressively change to positive behavior after been
given REBT interventions. Corey (2001 ) , stated that treating school children with REBT
approach can assist them in the development of emotional and cognitive behavior .
A survey by Azemi (2010), found out thats counseling services using REBT approach at five
schools in the district of Kubang Pasu , Kedah Malaysia proven shows that REBT therapy
succeeded in creating insight and changes in mood and behavior

5.0 Research Methodology : Quantitative research approach using quasi- experimental ( pre
-and post- design ) . The samples are divided into three groups . The sample in the
experimental group were exposed to REBT and Basic Helping Skill (BHS) treatment in 10
individual counseling sessions , while the samples in the control group were not given any
treatment. Reseach samples are given 10 individual counseling sessions with each individual
counseling session takes about 45 minutes to 60 minutes. Before and after the treatment , the
samples given Aggressive Questionnaire ( AQ).

5.1.Sampling : Samples selected through randomly stratified based from school discipline
reports , as required by the Student Discipline Handbook ( 1983), from the Malaysia
Ministry of Education. The sample was selected using randomly stratified sampling based on
the size of the table and the table of random numbers. Number 120 school children who
behave aggressively selected from 768 population form all 142 school secondary schools in
the state of Kedah, Malaysia.

5.2 Research Instruments : Inventory Aggression Questionnaire ( AQ ), is produced by the

Bush and Perry ( 1992) and known as Aggression Questionnaire , containing 29 Likert -scale
questions ( 5 Likert scale ) . Bush and Perry (1992), has implemented the reliability of the
AQ and Cronbach alpha reliability of the analytical results for physical aggression was 0.89
and 0.72 verbally aggressive dimensions , the dimension and the dimension of hostility anger
0.72 and 0.80.

5.3 Survey Results

Table 1.1 : Mean Scores and Standard Deviation Pre- Test and Post- Test Student undergo
REBT, BHS Treatment and the Control group .

Pre- Post aggressive behavior Mean Difference

Treatment N Mean SD Mean SD Pre - Post

REBT 40 4.50 0.12 4.00 0.08 0.50

BHS 40 4.53 0.14 4.10 0.16 0.42

Control 40 4.49 0.13 4.36 0.16 0.12

Analysis Table 1.1 shows the mean difference and standard deviation of pre-test and post-test
treatment REBT, BHS and the control group of aggressive behavior . REBT mean score
showed decrease in mean compared to pre-test post-test treatment (4.50 -4.00 = 0.50) . BHS
mean scores showed decreasing in post-test compared to pre test ( 4:53 to 4:10 = 0.42) while
the control group also showed decrease in mean scores from pre- post test ( 4:49 to 4:36 =
0.12).

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6.0 Dicussion : The analysis of the mean difference between pre and post treatment
intervention REBT , BHS and the control group showed a mean decreasing in post-
compared to pre-treatment . Various descriptions in terms of aggressive behavior, particularly
school children, for example in the theory of frustration - aggressive behavior hypothesis by
Miller and Dollard (1939 ) and Berkowitz (1969, 1989 ) proven that aggressive behavior also
cause from unfriendly relationship , frustration to achieve the goals resulted negative
mood, emotion and behavior. Examples from the people do not blame themselves , but they
will find other sources ( black sheep / scapegoats ) as a means to justify their aggressive
behavior .
Ferdinand , Peter , Wolfhardt and Thomas (2004 ) noted that aggressive behavior can be
helped by psychotherapy treatment . While Gergen (2001 ) stated thats aggressive behavior
can be reduced using REBT approach . This research finding consistent with what stated by
Gergen (2001 ) , showing that school children aggressive behavior could be reduced using
REBT.

Apart from the treatment of REBT and BHS received by the research sample , the role of
counselors also contributed to the reducing aggressive behavior among school children .
Counselors who perform counseling sessions in this study were well trained using that REBT
and BHS , as well as background knowledge on counseling skills . This statement is based on
the opinion of Davis (2004 ) noted that aggressive behavior modification school children can
be helped by professionally trained counselors because they are capable of creating thoughts,
feelings and safe environment to the client . The research results also supported research by
Azemi (2001), Davis (2004 ) ; Childre et al . (2002 ), Kendall et al . (1991) finding , which
stated thats changing aggressive behavior of school children need counselors who are able
to make counseling session that could restore rational thinking .

Success using REBT treatment in reducing aggressive behavior of school children in this
study as proposed by Ellis ( 1992 ) . REBT by Ellis ( 1992 ), are capable in changing the
aggressive behavior of school children. Present and previous studies proven the truth of this
study . Windy (2009), stating REBT helps individuals rationalize the irrational thoughts .
Similarly, study by Bernard , Elist and Terjesen ( 2006 ) , Gonzales et.al ( 2004), Fischetti (
2001 ) ; Kendall et.al ( 1991 ), Kendall ( 1993 ), agrees REBT can help pupils correct their
irrational thoughts that cause aggressive behavior . Similarly, stated by Larson (2008 ),
Gergen (2001 ), Kamps , et al . (1999 ) stated that REBT counseling approach is suitable to
cope with school children thats behave aggressively.

7.0 Conclusion: REBT approaches has successfully changed the aggressive behavior of
school children . This success is further strengthened by previous studies which also proven
that aggressive behavior changes can be implemented through therapy , and the therapy is
REBT .

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