Effectiveness of the Rational Emotive Education Model in Reducing Cognitive Distortions: Demands, Awfulizing, Low Frustration Tolerance, and Depreciation in Prospective Teachers
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Abstract
This study evaluates the effectiveness of the Rational Emotive Education Model (REEM) in reducing cognitive distortions—demands, awfulizing, low frustration tolerance, and depreciation—among prospective teachers in Kerala, India. Employing a quasi-experimental pretest-posttest non-equivalent group design, the study involved an experimental group receiving REEM-based training and a control group engaged in standard classroom activities. Findings revealed significant reductions in irrational beliefs across all measured components for the experimental group, as confirmed by ANCOVA results. The intervention notably decreased rigid demands, catastrophic thinking, discomfort intolerance, and self-deprecating beliefs. These results underscore REEM's potential to enhance emotional resilience and rational thinking among future educators, equipping them to manage classroom challenges effectively. The study highlights the importance of integrating structured mental health programs into teacher education to foster well-being and professional competence. Recommendations for curriculum integration and future research directions are also discussed.
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References
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