Implementation of Rational Emotive Behavior Therapy in Children with Emotional Disorders in Pakpak Bharat
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Bibliographic record
Abstract
This study aims to describe the use of Rational Emotive Behavior Therapy (REBT) on a child experiencing emotional disturbances following the death of her mother. Healthy psychological development in children plays a crucial role in their ability to learn and adapt. Good cognitive and emotional development enables children to understand and manage their emotions, communicate effectively, and build positive social relationships. A child with strong emotional skills tends to be more resilient, better able to cope with stress, and has a higher level of life satisfaction. This study employs a qualitative case study design to gain an in-depth understanding of individual experiences within a specific context. Observations and interviews were conducted with the subject, a 10-year-old girl named Icha, who was identified as having emotional and behavioral issues suitable for REBT intervention. Romans 12:2 provides relevant spiritual guidance in the context of children's psychological development, emphasizing the importance of transforming the mind for a better life. Through the stages of REBT, Icha successfully identified and changed the irrational thoughts that caused her emotional disturbances. Significant changes were observed in the fourth session, where Icha became calmer and was able to accept herself. This therapy demonstrates the effectiveness of REBT in addressing emotional disorders in children, especially those experiencing trauma from loss.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it