Conclusions
In addressing the needs of young people who have academic problems including those who underachieve, the view expressed in this chapter that while cognizance needs to be placed on eradicating psychosocial barriers to learning (e.g., social and emotional disabilities), a more productive focus is in developing the social and emotional strengths of students who underachieve (e.g., Epstein et al., 2003). REBT clearly illuminates the irrational beliefs/negative Habits of the Mind and concomitant unhealthy emotions and unhelpful behaviors that need to be identified, challenged and changed in order to help remove the barriers to learning. However, as Albert Ellis has said, there is also the need to develop rational beliefs/positive Habits of the Mind and attendant positive emotion and behaviors that support motivation and school success.
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Bernard, M.E. (2006). Working with the Educational Underachiever: A Social and Emotional Developmental Approach. In: Ellis, A., Bernard, M.E. (eds) Rational Emotive Behavioral Approaches to Childhood Disorders. Springer, Boston, MA. https://doi.org/10.1007/0-387-26375-6_11
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