The Effectiveness of REBT Dealing With Low Self-Esteem Among Teenagers

REBT Dealing with Low Self-Esteem among Teenagers | 1
Running Head: The Effectiveness of REBT Dealing with Low Self- Esteem among Teenagers
The Effectiveness of REBT Dealing with Low Self-Esteem among Teenagers
Nor Aishah Binti Yacob (1115502)
Kuliyyah of Education
International Islamic University Malaysia
Paper submitted as partial fulfillment of requirement for EDG 3402 Action Research Section 5,
instructed by Dr. Nik Suryani Bt Nik Abd.Rahman at Kuliyyah of Education of the International
Islamic University Malaysia in Semester 2, 2014/2015.

Table of Contents
CHAPTER 1: Introduction Page
Background of Study 4
Statement of Problem 7
Purpose of the Study 8
Research Questions 9
Significance of the Study 9
Definition of Terms 10
Limitation of Study 10
CHAPTER 2: Review of the Literature

Definition of REBT 11
Definition of Low Self-Esteem 11
Contributing factors of low self-esteem 12
Characteristics of Individual with Low Self-Esteem 13
Impact of Low Self-Esteem 15
Research how REBT useful in Dealing with Low Self-Esteem 16
CHAPTER 3: Research Methodology

Introduction 19
Population 19
Sample 20
Instrument 20
Research Design and Data Collection Procedure 21
CHAPTER 4: Result and Finding
Rosenberg self-esteem scale 22
Demographic description of participants 24
Factors of low self-esteem 25
Effects of low self-esteem 28

How REBT can be used for low self-esteem problem 32
CHAPTER 5: Discussion 37
REFERENCES 38
CHAPTER 1
INTRODUCTION
Background of Study
A student's self-esteem has a significant impact on almost everything she does. For
instance, it will give impact on the way she engages in activities, deals with challenges, and
interacts with others. Self-esteem also can have a marked effect on academic performance. A
student’s self-esteem is commonly affected during the school years. High and low self-esteem
can cause different experiences for students. Self-esteem is defined as the complication of
feelings that guide behavior, influences attitudes, and drives motivation (Dedmond, 2011) (as
cited in Hisken, 2011). According to Rosenberg (1965), was defined self-esteem as a positive or
negative attitude toward the self, and is one of the dimensions of a person’s self-concept
(Rosenberg & Kaplan) (as cited in Norwati Mansor, 1999)
Struggling with self-esteem creates adverse effects on all areas of a student’s life from
social to academic. Self-esteem is most often lowered by failure, criticism, and rejection (Leary,
1999). In addition, low self-esteem has been shown to be correlated with a number of negative
outcomes, such as depression (Silverstone and Salsali, 2003) (as cited in McLeod (2012)
According to Rosenberg and Owen (2001), (as noted in McLead, 2012) offer the
following description of low self-esteem people based on empirical research.
“People with low self-esteem are more troubled by failure and tend to exaggerate events
as being negative. For example, they often interpret non critical comments as critical.
They are more likely to experience social anxiety and low levels of interpersonal
confidence. This in turn makes social interaction with others difficult as they feel
awkward, shy, conspicuous, and unable to adequately express themselves when
interacting with others” (p. 409)
Furthermore, people with low self-esteem have tended to suffer emotional distress and
mental health problems. Based on the National Health and Morbidity Survey, survey results
show that 14.4 percent of teens aged 16 to 19 years suffer from mental health problems
compared with adults who recorded 11.2 per cent of cases. The study also showed that overall,
11 percent of young people aged 16 to 24 years, ever thought of committing suicide (as cited in
Dewan Siswa 2012)
There's no denying that adolescence is a period of transition from childhood to adulthood
and the many changes in terms of physical, cognitive and emotional place during this period. Not
impossible at this age, teens are often associated with soul who tend to rebel. Furthermore,
adolescence is a period of exposure to a lot of emotional stress. This pressure was mainly due to
educational factors as they need to compete each other in the examination. In addition,
adolescents are also “stuck” with the expectation of parents that are too high, lack of attention
family and low self-esteem, which they always judge themselves negatively.
There have been many studied conducted on the self-esteem. Previous research has
shown there is an association between explicit self-esteem and some irrational beliefs. According
to research by Greiger (1975), (as cited in Maricuţoiu, Rusu, Macsinga & Vîrgă, 2011) suggested
that certain irrational beliefs influence the development of low self-esteem. As a significant
outcome found by Daly and Burton (1983) in their research as the self-esteem has negative
correlation with irrational beliefs. According to their research, they were founded four specific
beliefs to be predictors of low self-esteem: demand for approval, high self-expectations, anxious
over concern and problem avoidance. Similar results were obtained by McLennan (1987) who
found a negative correlation between self-esteem and six irrational beliefs: demand for approval,
high self-expectations, frustration, reactivity, anxious over concern, problem avoidance and
helplessness (as cited in Maricuţoiu, Rusu, Macsinga & Vîrgă, 2011).
Another research conducted by Fennell (1998) found that self-esteem is seen both as part
of an emotional problem, and as a consequence of having a disorder or as a vulnerability factor
for developing a particular disorder. Hence, Chamberlain & Haaga (2001), Davies (2006) & Ellis
(1994) found that Rational Emotive Behavioral Therapy (REBT) abilities in dealing with low
self-esteem. According to them,
“In REBT, focusing on increasing self-esteem, instead of unconditional self-acceptance is
unhealthy and to be avoided since: (a) self-esteem is irrational process, due to the fact
that there are no objective basis for making global evaluations of one’s self; (b) focusing
on self-esteem makes the person vulnerable to life’s little setbacks and rejections; (c)
self-esteem can lead to comparisons with others, at the expense of engaging in healthy
and productive pursuits, and to high emotional vulnerability to criticism” (as cited in
Maricuţoiu, Rusu, Macsinga & Vîrgă, 2011)
The important idea of REBT is that negative emotions are not the result of bad events,
but rather the result of one’s unique perceptions of those events. One practice involved in REBT
is that people take responsibility for their actions (Moore, 2007). The essential idea here is that
we create our own reality by the way we react to the events in our lives. According to Zionts &
Zionts (1997), the following are four REBT interpretations of harmful emotions and behaviors:
1. Anger is caused by low frustration tolerance. A person who is angry believes that
events should not be too difficult or unfair (e.g., “Things should happen easily in the
way that I want them to).
2. Anxiety is fear of the unknown. A person who is anxious believes that something
terrible will happen (e.g., “I won't take the test because it would be an awful thing if I
failed it”).
3. Shame or low self-esteem occurs when students are overly concerned about how they
are perceived by others (e.g., “I won't speak in front of the class because everyone
will laugh at me”).
4. Depression or irrational beliefs involve self-blaming over incidents (e.g., “I can’t
stand the fact that I don't have a girlfriend. I am totally overwhelmed. Nobody likes
me”).
Moreover, according to research by Zionts & Zionts (1997), “REBT is both a theory and
a strategy that can be used to help individual combat extremely negative feelings and behaviors
in a variety of ways (p. 103). REBT an effective classroom counseling intervention designed to
reduce students' intense emotional feelings and behaviors. Similarly with finding suggested by
Bernard, Ellis & Terjesen (1999) was found that REBT was most effective in its reduction of
disruptive behaviors such as irrationality, anxiety, locus of control, neuroticism and self-esteem
Statement of Problem
Self-esteem can be crucial for students of all ages, and the desire to foster positive self-
esteem is an aspect of being in school and among peers. Students with a positive self-esteem
have been shown to have higher levels of reading ability and reading skills, as well as a higher
level of academic achievement. In contrast, students with low self-esteem struggle with problems
they face in school, whether it is academically or socially. Their daily lives outside of school can
also suffer from a lower level of self-esteem. The main problem seen with self-esteem issues is
that students become more focused on how they are viewed by their peers rather than focused on
their schoolwork (Hughes, 213) (as cited in Hisken, 2011). When high self-esteem is in place,
students do not spend as much time worrying about the way they are viewed by their peers. This
also allows students to focus on their schoolwork and learning more than how they are seen by
their peers.
There are numerous study conducted on the effect of low self-esteem among students.
The finding of the research found that people with low self-esteem will have tendency to engage
with the depression, suicidality, eating disorders and social phobia. Even though there are a lot of
researches conducted on the effect of self-esteem and it correlation with depression, yet no study
has been done on self-esteem in relation to the intervention strategy, REBT (Rational Emotive
Behavior Therapy). Therefore, this study should be carried out to find out the answer to this lack
of focus.
Purpose of study
The purpose of this research and study is to review the literature to explore the
effectiveness of using REBT sealing with low self-esteem among This study presents ways to
increase or improve the level of self-esteem in students. This issue of low self-esteem could be
resolve and only if we know the causes of it. Hence, the purpose of this study aimed to identify
the causes of low self-esteem among students. Besides that, this research also attempts to find
out the consequences of low self-esteem among students in their daily life.
Research question
This study was focused around three questions that were intended to guide the research in
a way to gain the most useful knowledge on the subject. These questions address all the areas
mentioned in the thesis statement.
1. What factors contribute to low self-esteem among students?
2. What are the effects of low self-esteem among students?
3. How the effective is REBT in dealing with low self-esteem?
Significance of study
As mentioned earlier, numerous studies have been done on the effect of self-esteem and
its relation to academic performance. The study on the self-esteem of students, especially in
relation with intervention strategy remained almost unexplored yet. Hence, this study attempts to
contribute to the advancement of knowledge in the area. This study aimed to analyze the
effectiveness of REBT in helping low self-esteem problem.
Moreover, this study would be beneficial to those who are involved directly in helping
the students with low self-esteem as they will get the information from this study on how to
improve themselves toward betterment. Besides that, this study would be helpful to the teachers,
counselors and parents as well. Finding of this study would help them when dealing with
problems with self-esteem.
Definition of terms
The terms defined below should be used to clarify their meaning when encountering them
in the following research. Some terms have been defined by the researcher to give the clearest
explanation possible.
Low Self-Esteem: Low self-esteem is very debilitating. It may be associated with feelings of
depression. Or it may mean not thinking very highly of yourself, doubting your ability to get the
things you want or to attract the sort of people that interest you.
Rational Emotive Behavior Therapy (REBT): Rational emotive behavior therapy, or REBT, was
first developed by psychologist Albert Ellis during the 1950s. Ellis believed that it is our
interpretation of events that leads to psychological distress. In this form of psychotherapy, the
therapist helps the client identify and dispute irrational beliefs. The goal is to help people become
aware of their thoughts and change how they think about and respond to various situations
(Cherry, 2013)
Teenagers: a young person whose age falls within the range from thirteen through nineteen
Limitation of Study
The limitations of this study included a limited amount of peer reviewed journals and
texts that are related to or discuss the proper aspects using REBT in helping low self-esteem. The
data collected included journals, articles, and studies dealing with all the subjects listed
previously. There were also topics that were related to this research that were not appropriate to
include in this literature review such as low self-esteem in correlation with sexual behavior, self-
esteem in visually impaired students, and self-esteem and dyslexia. Final limitations to the study
include access to articles with relevant information.
CHAPTER 2
REVIEW OF THE LITERATURE
Definition of REBT
According to Ellis (1994), Rational emotive behavior therapy (REBT), previously called
rational therapy and rational emotive therapy, is a comprehensive, active-directive,
philosophically and empirically based psychotherapy which focuses on resolving emotional and
behavioral problems and disturbances and enabling people to lead happier and more fulfilling
lives.
Generally, one of the goals of REBT is to help clients see the ways in which they have
learned how they often needlessly upset themselves, teach them how to "un-upset" themselves
and then how to empower themselves to lead happier and more fulfilling lives (Ellis, 2001).
Although REBT teaches the therapist or counselor had better demonstrate unconditional other-
acceptance or unconditional positive regard, the therapist is not necessarily always encouraged to
build a warm and caring relationship with the client. The tasks of the therapist or counselor
include understanding the client’s concerns from his point of reference and work as a facilitator,
teacher and encourager.
Definition of Low Self-Esteem
Hewitt (2009) was defined self-esteem as a term used in psychology to reflect a person's
overall emotional evaluation of his or her own worth. It is a judgment of oneself as well as an
attitude toward the self. Self-esteem encompasses beliefs and emotions such as triumph, despair,
pride and shame. Hence low self-esteem refers having a generally negative overall opinion of
oneself, judging or evaluating oneself negatively, and placing a general negative value of oneself
as a person (Fennell, 1998). Here are some examples of what people with low self-esteem might
say about themselves:
“I get nervous talking to people I don’t know at parties. I’m socially inept and I hate it!”
“I couldn’t understand a lot of what the instructor was saying today. I must be really stupid.”
“I’m overweight. I am so fat and ugly.” “I’m unimportant.” “I’m a loser.” “I’m unlovable.”
“I’m not good enough.”
In essence, people with low self-esteem usually have deep-seated, basic, negative beliefs
about themselves and the kind of person they are. These beliefs are often taken as facts or truths
about their identity. As a result, low self-esteem can have a negative impact on a person and
their life. According to Baldwin & Sinclair (1996), individuals with low self-esteem are very
critical of themselves and depend on the approval and praise of others for their own evaluation of
self-worthiness. They believe that a person’s approval of them is dependent on their

performance, whether it be academic, relationship, etc. People with low self-esteem view their
liability in terms of successes: others will accept them if they succeed but will not if they fail.
Contributing factors of low self-esteem
From the literature, it seems that factors contributing to the development of low self-
esteem tend to form the essence of the negative labels that patients associate with their low self-
esteem later in their lives. The contributing factors include family background, specifically
negative parental behavior (Berk, 2003; Hadley & Staudacher, 1996; Modlin, 1999) as cited in
Jacob, Elsje, and Catharine (2006), a bad or negative relationship with the mother or father
respectively (Gunnar & strife as cited in Pollack, 1999) as well as traumatic incidents such as
molestation (Hunter, 1991, Jehu, 1992; Morrow, 1991; Romans, Martin, & Mullen, 1997). In
contrast with the positive parental behavior, which leads to a healthy self-esteem, negative
parental behavior will influence the child’s self-esteem in a negative way. Some negative
parental behavior, for instance, periodic judgment, it is quite common among most parents, and
apparently it does not have a huge negative impact on the psychological development of the
child. If constant parental judgment is involved in the upbringing of the child, however, it will
lead to problems within the child’s self-esteem.
Besides that, as cited in Schult (2002), parental divorce significantly affects children’s
levels of self-esteem (Coopersmith, 1967; Wallerstein & Kelly, 1980). Since we know that
parents play a key role in the development of self-esteem, it is not surprising that a disruption in
the parental relationship would have an effect on that development. After a divorce, a major
change in parenting takes place simply as a result of the absence of the non-custodial parent.
Mruk (1995) found that children with parents who are absent frequently or for long periods of
time display lower levels of self-esteem. Children often view this parental absence as a sort of
rejection and in turn question their worth (Wallerstein & Kelly, 1980).
Characteristics of Individual with Low Self-Esteem
Based on Research conducted by Jones (2003) was highlight some effects of the
characteristics of individuals with low self-esteem. According to him, low self-esteem can result
from various factors, including genetic factors, physical appearance or weight, mental health
issues, socioeconomic status, peer pressure or bullying. In addiction Ash (n.d.) in her article
“The Telling Signs of Low Self Esteem” states that a person with low self-esteem may show
some of the following characteristics:
I. Faulty Self Image
This is often a negative view of a person’s own ability to function in a healthy way. Be it
negative self-talk, putting oneself down, comparing to others and coming to the
conclusion that they are somehow less than others.
II. Poor Self Confidence
Directly relating to a distorted self-image, those with low self-esteem will often be unsure
of their capabilities and will either try really hard to prove themselves or let themselves
go entirely, believing they don’t have the abilities to make their lives a success.
III. Prone To Anxiety And Depression
It is no surprise this trait appears on this list. Anxiety and low self-esteem go hand in
hand like best buddies. If someone’s general view is that they are inadequate and
unworthy, they will live in constant fear that there’s a threatening situation waiting for
them just around the corner. They are always alert for danger and are unable to relax. The
Shyness and Social Anxiety System is a great introduction and effective tool to attack this
symptom for sustained results
IV. Needy
Being needy is a sure sign that someone is lacking self-esteem. They need to look for
other’s reassurance to make themselves feel better. This is very dangerous, as the person
has to constantly find the external evidence they are worthy of love, instead of trusting
they are good enough already as they are. These people spend their lives shopping for
stuff they don’t need, for example, and the next item on the list have to be bigger and
better than anything had come before. They are in a perpetual cycle of searching for
happiness, and attach importance to trivialities.
V. Poor Communication
It is so important that children learn to be social from an early age. If they are missing out
on social and communication skills, it will be hard for them to make meaningful
relationships, and to express themselves assertively. They then carry these traits to their
adulthood, being passive or aggressive or both at the same time.
As previously mentioned low self-esteem can be dangerous as individuals who suffer
with low self-esteem may damage themselves by self-harming, abusing alcohol and drugs,
developing an eating disorder, or not taking care of themselves because they do not believe they
are worth it. Therefore, this problem should solve as soon as possible to prevent it from being
worse.
Impact of Low Self-Esteem
Low self-esteem can have an effect on various aspects of a person. An individual with
low self-esteem probably says a bunch of negative things about themselves. They might criticize
themselves, their actions, and abilities or joke about themselves in a very negative way. As
mentioned by Fennell & Jenkins (2004), people with low self-esteem might expect that things
would not turn out well for them. They might often feel sad, depressed, anxious, guilty,
ashamed, frustrated, and angry. They might have difficulty speaking up for themselves and their
needs, avoid challenges and opportunities, or be overly aggressive in their interactions with
others.
In addition, low self-esteem can also have an impact on many aspects of a person’s life.
It can affect a person’s performance at work or at school. They might consistently achieve less
than they are able to because they believe they are less capable than others. Besides that, people
with low self-esteem might find it hard to believe any good results they get are due to their own
abilities or positive qualities.
In the same research conducted by Fennell & Jenkins (2004) they found that, people with
low self-esteem might become upset or distressed by any criticism or disapproval, bend over
backwards to please others, be extremely shy or self-consciousness or even avoid or withdraw
from intimacy or social contact. They might also be less likely to stand up for themselves or
protect themselves from being bullied, criticized, or abused by their partners or family members.
Due to this, they might be depressed and have tended to involve in immoral behavior to release
their tension. For instance, they might drink excessive amounts of alcohol or abuse drugs.
All in all, low self-esteem brings a lot of negative effects for oneself as it can seriously
impact how they feel about themselves, how they interpret their own appearance, how they feel
they relate to or measure against others, how they interact with others and how they develop
skills.
How REBT is Useful in Dealing with Low Self-Esteem.
Rational emotive behavioral therapy (REBT) Ellis (1973), as cited in (Emler, 2001)
“although also regarded as a cognitive-behavioral technique, concentrates in particular upon
altering maladaptive or irrational beliefs. It functions as a form of persuasion or attitude change,
relying on rational arguments. Recall the earlier observations about self-esteem as an attitude and
about the value in changing attitudes of strong arguments. Recall also the evidence that low self-
esteem appears to entail irrational, inappropriate beliefs about the self” (p. 56)
Hence, in the light of these, Rieckert and Moeller, (2000) was coming out with their
finding that REBT might appear a particularly appropriate technique for overcoming very low
self-esteem. Rational emotive behavioral therapy techniques can form the basis for group-based
interventions and that in this form they can successfully enhance self-esteem (Hajzler and
Bernard, 1991) as cited in Emler, (2001). Based on a research conducted by Davies (2006), low
self-esteem in an individual will lead to irrational beliefs. Due to this, they will lead to develop
unhealthy emotions, dysfunctional behaviors and psychological disturbance. For this issue,
REBT is useful to dispute their irrational beliefs, people can acquire more rational and realistic
ways of thinking that result in greater acceptance of the self.

In addition, as stated in an article in College Cognitive Behavioral Hypnotherapy, in
REBT theory, people do not disturb themselves about events because of the assumptions they
make about these events; rather they disturb themselves because they hold irrational or unhealthy
beliefs about these events. When low self-esteem predominates in people’s problems, their
unhealthy or irrational beliefs have largely taken the form of rigid demands and self-depreciation
beliefs. Therefore, as suggested by Ellis (1991), the first step in the therapy process is to identify
the irrational thoughts, feelings, and beliefs that lead to psychological distress. Then, therapist or
counselor need to play their role as they must dispute these beliefs using very direct and even
confrontational methods. Ellis (1991), recommended that rather than simply being warm and
supportive, the therapist needs to be blunt, honest, and logical in order to push people toward
changing their thoughts and behaviors. Once the client has identified the problematic beliefs, the
process of actually changing these thoughts can be even more difficult. However, rational
emotive behavior therapy is able utilizes cognitive strategies to help clients, it also focuses on
emotions and behaviors as well. In addition to identifying and disputing irrational beliefs,
therapists and clients also work together to target the emotional responses that accompany
problematic thoughts. Clients are also encouraged to change unwanted behaviors using such
things as meditation, journaling, and guided imagery (Ellis, 1993)
In short, REBT has been widely used applied to the treatment of anxiety, hostility,
character disorders, psychotic disorders and depression; to the problems of sex, love, and
marriage (Ellis & Blau, 199); to child rearing and adolescence (Ellis & Wilde, 2001); and to
social skills training and self-management (Ellis, 2001; Ellis et al., 1997) as cited in (Corey,
2009).
CHAPTER 3
RESEARCH METHODOLOGY
Introduction
This action research proposal is aimed to identify the causes of low self-esteem among
students. Besides that, this research also attempts to find out the consequences of low self-esteem
among students in their daily life. Therefore, in identifying the low self-esteem problems, the
researcher was planned to apply the method above in conducting the research.
Population
In this study, I plan to conduct this research among secondary school students. The
rationale for selecting the secondary school students is because normally teenagers are more tend
to have low self-esteem compare to primary school students. Some observers believe that the
youth years have become the worst time or a problematic period of life. Dacey and Kenny (1997)
have noticed that “adolescence is a complex process of growth and change. Because biological
and social are so much focus of attention, changes in the young adolescent’s ability to think often
goes unnoticed” (p. 101). Besides that, the other research on this problem was studied by Caster,
Inderbitzen, and Hope (1999) point out “Adolescents reporting higher levels of social anxiety,
perceived their parents as being more socially isolating, overly concerned about others’ opinions,
ashamed of their shyness and poor performance, and less socially active than did youth reporting
lower levels of social anxiety”(p. 237). The adolescence or youth period involves physical,
cognitive and social change. Everybody looks, feels, thinks differently, and judges right or
wrong differently, and engages in different types of social relationships. Due to this, the
researcher was concerned about the teenager’s issue and was proposed to conduct this research
on teenagers.
Sample
For this study, I was proposed to select 5 students from form 3 with a low self-esteem problem
which are consist of 2 male students and 3 female students. In the selecting process, the students
will go through some steps. First of all, I will publish an advertisement looking for students with
low self-esteem. Then, I will conduct an interview with a student who registered themselves by
distributing Rosenberg Self-Esteem questionnaire to choose the one who really met with the
problem. It was a closed group, which means once the group started no new members will join in
Instrument
The suitable instrument to be used in order to diagnose students’ self-esteem is by using
Rosenberg Self-Esteem Scale. This scale (RSE; Rosenberg 1965) consists of 10 statements
related to overall feelings of self-worth or self-acceptance. The items were answered on four-
point Likert scales ranging from strongly agree to strongly disagree. Highest score able to be
attained was 30 and lowest was 0. Besides that, I will also use an alternative instrumental method
by interviewing the students in the group counseling session.
Research Design
A qualitative research method is used in the present research. As researcher will conduct the
focus group by interviewing them or by observing the group converse about the issue.
Qualitative methodology includes participation observation, students’ sharing during the session.
Qualitative research allows the researcher to do the study in a natural setting, be an instrument of
data collection, trying to make sense of and interpret data in terms of the meaning people bring to
it. Data can be collected in the form of field notes, interviews, conversations, photographs, and
memos to the self.
Data Collection Procedure
A semi-structured interview was conducted in group sessions at convenient times and locations.
That is, the researcher interviewed the participants based on a list of questions expanded from the
three primary research questions. The questions were open-ended, which allowed the participants
to freely express their experiences, thoughts, and feelings about their low self-esteem experience.
Follow-up questions were improvised during the session. Each session lasted approximately 30
minutes and was not tape-recorded due to students’ unwillingness. Nevertheless, session notes
were taken to each session. The total of session conducted with the participants is 5 sessions.
Group Counseling Process
Through group counseling, the client is taught to change their irrational belief such as “I am a
total failure” to a more rational belief such as “I failed the last time because I was sick”. A
change in the belief system will make the client less disturbed. The researcher used a self-esteem
module as a process to teach the clients to stop thinking negatively about themselves that
contribute to their emotional disturbance (Dryden & Ellies, 1998)
Data Analysis Strategy
The researcher conducted 5 group sessions with the participant. Through the sessions, researcher
able to explore the cause and effect of low self –esteem based on the participant’s experience.
Therefore, in order to answer third research question, the researcher was used a few modules of
low self-esteem to see the effectiveness of REBT in dealing with this issue. The finding related
to the research questions were summarized and reported in the section below. In reporting the
research outcomes, pseudonyms were used to protect the students’ privacy.
CHAPTER 4
RESULT AND FINDING
The purpose of this study was to investigate the effectiveness of REBT in dealing with
the issue of low self-esteem. Therefore, the researcher sought the extent to which participants’
low self-esteem experience affected their lives.
The results will be presented in three parts. Part A provides RSE data collection of the
participants, part B provides a demographic description of the participants and Part C provides
detail about the participant’s evaluation of the effectiveness of the REBT conducted in a group
counseling session.
PART A
10 Rosenberg Self-Esteem questionnaires were distributed to the 5 participants in the
screening session to make sure that all the participants meet the needs of the research and the
results were acquired from it. The Rosenberg scale measures an individual’s perception of self-
worth, ability, self-satisfaction, and self-respect. Participants were asked to indicate how strongly
they agree or disagree with overall statements.
The data that was collected showed that all the participants got low scores. A low score
indicates a low level of self-esteem, while high score indicates a high level of self-esteem. Most
of them said that they answer the question based on their experience and their own perspective
about their own self.
The respondents consist of students from form 3 but different classes. The result of the
Rosenberg self-esteem scale taken during the screening session was simplified as below:
Statements Strongly Agree Disagree Strongly

Agree Disagree
1. I feel that I am a person of worth, at least on an

equal plane with others.
2. I feel that I have a number of good qualities.
* 3. All in all, I am inclined to feel that I am a failure.
4. I am able to do things as well as most other people.
* 5. I feel I do not have much to be proud of.
6. I take a positive attitude toward myself.
7. On the whole, I am satisfied with myself.
8. I wish I could have more respect for myself.
*
* 9. I certainly feel useless at times.
10. At times I think I am no good at all.
Scores are calculated as follows:
 For items 1, 2, 4, 6, and 7:
Strongly agree = 3
Agree = 2
Disagree = 1
Strongly disagree = 0
 For items 3, 5, 8, 9, and 10 (which are reversed in valence):
Strongly agree = 0
Agree = 1
Disagree = 2
Strongly disagree = 3
The scale ranges from 0-30. Scores between 15 and 25 are within normal range; scores below 15
suggest low self-esteem.
The score of the participants on the Rosenberg self-esteem scale was simplified as below
Participant Score
Participant 1 10
Participant 2 13
Participant 3 10
Participant 4 11
Participant 5 11
Total 55/5 = 11
Table 1
The score was calculated by summing the responses and dividing by the total number of
responses. Overall, the result in the table above indicates that all participants have low self-
esteem as they have negative perceptions about their own self.
PART B
Demographic Description of the participants

Participant Gender Birth order Academic Parental Family relation/ issue in

achievement relationshi the family
p
Participant 1 Male 3rd of 3 Moderate Divorced Poor (alone at home,
mother is busy woman)
Participant 2 Male 2nd of 5 Poor Married Poor
(2 wives) (hatred feeling toward
father)
Participant 3 Female 2nd of 3 Moderate Divorced Poor
(A parent always out
station
Participant 4 Female 3rd of 3 Moderate Married Poor (stay alone at home,

(foster all sibling are married and
family) live separately)
Participant 5 Female 1st of 6 Poor Divorced Poor (live with aunty)
Table 2
Table 2 showed that 3 out of 5 participants in this study are female students (60 %), and
had shared the same number of academic achievement as 3 out of 5 got moderate achievement
and the rest got poor academic achievement. 3 out of 5 participants have come from divorced
families and 1 out of 5 is from the foster family. The majority of the participants was living in an
unsupportive family environment and experienced poor family relationship. Overall, most of the
participants have an almost similar issue with their family as they spend time at home alone.
During the 5 sessions with the participants in group counseling, the researcher able to
identify three factors of low self-esteem as below:
a. Lack of attention from parents
b. Father and mother’s personalities
a. Lack of Attention from Parents

As explored in the sessions, the researcher found out that student 1, 3 and 5 shared same low
self-esteem experience due to the feeling of rejection by their parents. Their parents spend too
much of their career and sometimes they never stay at home because of out - stations. Hence, due
to this, they never have a proper conversation with their parents. Mostly they spend their time at
home by surfing internet and playing games. They have negative thought as they think that their
parent was neglecting them for the sake of their career. For them, they consider their parent was
being selfish and never concern about their own children as one of them said:
“My parent was divorced, my brother pursued his study at university, and then I stay
alone with my mom at home. But most of the time I stay alone because my mom too busy
with her work. We rarely have a proper conversation because in the morning I go to
school and my mom go to work place and at night my mom return home in the midnight,
I was sleeping at the moment. We only talk each other when watching television, but I
never start the conversation first. I will talk if my mom asks. Basically, I only talk with
my mom only one has important things to share.” (P.1)
“My father was self-employed who always busily worked outside. They were not
available. He was married 2 times, with my mom and another woman. He was very
absent because he always spends his time with his second wife. I felt very frustrated with
my dad and sometimes I felt hatred toward him.” (P.2)
“My mother doesn’t care about me. She let go her responsibility to my aunt. She asks me
to stay with my aunt. I feel like I don’t have a mother” (P.5)
b. The Parent’s Personalities

In this study, within some of the categories, themes of absent fathers, lack of a positive role
model, short temper, strictness, and distance in the relationship between a father or mother and
children abound in the negative ways that children with low self-esteem consistently described
their parent and their relationships with them.
My father married again with another woman. He never felt guilty as he neglect his
responsibility to our family. He should be more responsible if he wants to marry with
many woman.” (P.2)
“My mother is a short tempered person. She always scolds me and want me to follow she
wants. For example, if I do not study, she will be angry with me as I had committed a
worse wrongdoing. She was also angry if I failed to meet her standard. If she said I need
to stay at home and don’t ever go somewhere else after school period, then when I break
her instruction I will scold. She will bring up and mention my mistakes again and
again.” (P.3)
These themes, which occurred in the data, are also reflected in the literature, notably that of
Pollack (1999) where it would seem that the effect of the father-child relationship with self-
esteem mostly corresponds to the availability of the parent and the amount of time they spend
with their children.
Overall, from the above data collection, it is found that low self-esteem among the
participants are caused by their parent’s treatment. All the participants are sharing the common
issue as they have family issues in their family as can see in the table. Besides that, the parental
relationship also contributing to low self-esteem. As illustrated in the table 2, three out of 5
participants come from divorced parents, 1 from foster family and the other 1 is from the
problematic parent relationship as his father was married to another woman (polygamy). It was
supported the finding of the research in literature review, parental divorce significantly affects
children’s levels of self-esteem (Coopersmith, 1967; Wallerstein & Kelly, 1980) as cited in
Schult (2002).
To answer the second research question, researcher distributed check list of effects of low
self-esteem in their life to be ticked. The result drawn in bar graph as below:
List of effects of low self-esteem that you have experienced in your life
6
Less participation in
Less positive peer interaction classroom activities
5
Run away & suicidal thoughts

3
Educational
underachievement Do less well academically
2
From the result above, researcher found out five effects that affected participant’s lifestyle as
stated below:
1. Less positive peer interaction

2. Less participation in classroom activities
3. Run away and suicide thought
4. Educational underachievement
5. Do less well academically
In the result, researcher highlight only major issues that affected participant lifestyle. For the
issue 4 and 5 will discussed in the issue 2 because it has similar theme.
a. Less positive peer interaction
Based on the participant’s experience, all of them agree that low self-esteem was affected their
life as they have less positive peer interaction. Their social relationship is at the low level. They
do not have many friends. They just have a close friend only. The low social relationship that
occurred in the lives of the research participants is illustrated by the following quotes:
“I'm just friends with my close friends ..... In my class have a friend only……. I try to be
friend with other my classmates, but it is hard. I don’t know what I should talk” (P.5)
“My mother did not allow me to make friends with many friends. Because my mother
afraid I was influenced by friends. That’s why she wants me to return immediately after
school period. Sometime I lied, I go to McD with my friend, but I tell her that I have extra
class” (P.3)
I have friends at school only. At home, I’m alone. No one I can talk with….. What I am
doing at home? I spend my time at home by watching Korean drama, surfing internet and
Facebooking. (P.4)
This research finding was supported the previous research proposed by Ash (n.d.) in the
literature review, as he states that a person with low self-esteem may show poor communication
or poor interaction.
b. Less participation in classroom activities
This research found that the other main major effect of low self-esteem is less participation in
classroom activities. All of the clients had shared the same experience as they afraid and
ashamed to take part in classroom activities.
“I never be a volunteer in class. I will take part in classroom activities if teacher
mentions my name” (P.1)
“If the teacher call for volunteers to ask questions, I will hide and look down, I afraid
that the teacher will call me. I afraid stand in front of my class.” (P.2)
“I rarely take part in classroom activities, especially if the teacher asks to do group work
activity. I prefer to do with my own self. I feel do not comfortable if done study group. I
am just being listener.” (P.3)
“My experience is same like the others. I don’t like if the teacher ask me to stand in front
to read a passage or whatsoever. I felt so nervous and my hand will be shaken” (P.4)
“I never participate in classroom activities. Sometimes I have intention to be volunteer to
answer the question given by the teacher. I know the answer, but I do not have
confidence because my classmates will look at me weird. If I stand they will look at me.
Sometimes I confuse what is the meaning behind their looking at me. I will overly think
about my classmates’ interpretation of me.” (P.5)

In connection with the above, the finding of this study linked meaningfully with Fennell (1998)
with the basic assumption that students with low self-esteem experienced negative effects on
judging or evaluating themselves negatively. This finding also supported Ash’s research outcome
of the literature review that someone who are affected by low self-esteem often is unsure of their
capabilities and will either try really hard to prove themselves or let themselves go entirely,
believing they don’t have the abilities to make their lives a success.
c. Run away and suicide thought
All three female participants were agreed that they were experiencing suicidal intention as the
consequence of low self-esteem. They feel like they are worthless. The always questioned the
purpose of life. For what they exist in this world if their parent doesn’t love them. They feel like
they are not like their friends who stay happy with their family. The intention to run away or
want to commit suicide experienced by participants is illustrated by the following quotes:
“I feel like I’m useless. Everything that I do is wrong in my mom’s eyes. I don’t know
what she wants. She always scolds me. What can I say, throughout my life living in this
world for 15 years, my mother never gives freedom for me. Everything was decided by
her. I doesn’t have right to make a decision. I feel worthless. Then for what I live in this
world. I have ever hurt myself because I’m too sad with my life. My life is totally different
with my friends. (P.3)
“After my parent divorced, I felt so down. And it became worse when my mother sends
me to my aunty. Living with my aunty is not my choice. My aunty is a short tempered
person. She controls my life… she hasn't allowed me to watch television. All I need to do
is study, study and study. If I study in my bedroom, she will scold me. She asks me to
study outside. I need to follow her instruction. If she asks me to do something, I need to
do it immediately. If I postpone it for just 5 minutes, then I will be scolded by her. I felt
stress because need to follow her instruction” (P.5)
Anxiety and low self-esteem go hand in hand like best buddies, Ash (n.d). The previous research
is connected in line with the current research. The finding showed that if someone’s general view
is that they are inadequate and unworthy, they will live in constant fear that there’s a threatening
situation waiting for them just around the corner.
PART C
In order to answer third research question, “How REBT can be used to deal with low
self-esteem issues?” I used the self-esteem module to make them aware that they need changes in
their behavior to make them better. They need to do something to change negative behavior
which affected their self-esteem.
Basically, in REBT, it is familiar with the A-B-C framework. Hence, in this study, the researcher
applied A-B-C framework to the issue presented. There are few steps that highlighted by the
researcher in applying this therapy to lead a more optimistic life.
1) Identify the automatic thoughts fitting the consciousness when one feels worst. As in this
research, the researcher was identified the main issues that cause low self-esteem among
the participants
2) Observe how the ABCs affect one’s daily life as stated in the result on how the low self-
esteem experience give impact to participants’ life.

3) Try to dispute or distract automatic thought. Disputing is better in the long term, because
effectively disputed beliefs do not often recur under similar situations. Hence researcher
had done 5 group counseling sessions with the participants. There are four useful ways to
make good disputing convincing:
a) Evidence – researchers observed participant’s performance in the classroom
setting
b) Alternatives – in order to dispute the participants’ beliefs, researcher
identified the causes include exploring the background and issues happened in
the family.
c) Implications – researcher identified the how low self-esteem experience
affected their life.
d) Usefulness – it may not be beneficial to dwell on one’s beliefs. In that case,
researcher use enhancement using self-esteem module. Sometimes
enhancement or distraction maybe better than disputation.
4) Observe the new set of positive feelings.
As mention earlier, self-esteem module used by researcher to see the effectiveness of REBT
dealing with this issue. The module carried out as below
Activity 1: “Tongkat Sakti”/ Magic Stick
Activity 1 : “Tongkat Sakti”/ Magic Stick

Objective To open up participants’ mind and change their negative behavior to be a
better person in future
Material Stick/ ruler
Steps 1. In a group, participants are asked to do reflection and see through
themselves to find out one attitude that they want most to change
2. Participants asked to do role playing
3. Researcher swinging a stick and make a sound “ting”

4. Participants act out a scene in which they change the negative
character to a new character as they want
Summarization The participants need to aware that the negative behavior should be changed
so that they can move forward as others
For this activity, it is useful to help clients open up their mind by doing reflection. After they are
done role play, researcher ask the participants to translate into word so that all group members
could understand. Among the responses of the participants are:
“The most attitude that I want change is passive attitude. I want to be an active one who
is friendly and talk more....Normally, if someone asks me then I will talk. So I want to
change this attitude. I want to start conversation first” P.1
“I want change my lazy attitude. I want to be a hardworking person who able is
successful. I always think that I’m a failure. My sisters have gotten more attention
compared to me. She got the good academic achievement and my mother always praise
her. Sometimes I jealous with her” P.2
“I want to be more confident. I want to have the courage, especially to tell the truth to
my mom. Sometimes I had to lie to her because I afraid she will scold me. I want to have
courage to make my own decision making. My mom always decides what should I do. So
I want to change my afraid attitude to be more confident” P.3
For this activity, researcher found that the participants start to realize their weaknesses. By using
role play, the participants able to change the negative attitude with a positive one.
The second activity conducted is called Pokok Hikmat or Wisdom Tree.

Activity 1 : “Pokok Hikmat”/ Wisdom Tree

Objective 1. Know other’s perception toward ourselves
2. Recognize positive assumption of our own self based on other’s
perception
3. Respect the differences and individual uniqueness
Material A4 paper and Stationaries
Steps 1. The researcher asks participants to sit in the group
2. Researcher distributes a piece of paper to participants
3. Participants are asked to draw a tree which has 5 branches
4. The researcher asked each participant to list down 5 positive attitude
of their friends in the group (without friend’s acknowledgement)
5. After 15 minutes, the researcher selects a participant to read positive
comments toward his/ her friend
6. Then, participants need to give the drawing to their friends
7. The researcher called group member that has been evaluated to share
experience and response to the comments given.
“My comments to (P. 5) are she has strong hearted even though her parent was divorced and
she need to stay with her aunty. If me in her situation, I think I cannot handle this. My second
comment is she is brilliant in art, even she can create “cerpen” or short story. She is a
hardworking and nice girl as she always follows her auntie’s instruction. She able to adapt to
new environments. Even though, I just know her not more than 4 months, but we can close each
other because she do not shy to share her feeling” (P.3)
The participants can know their strengths and uniqueness from other’s perspective. This activity
is also give an opportunity to the participants to evaluate from positive side and appreciate
themselves in building positive self-esteem

In order to evaluate the effectiveness of the counseling session, the researcher distributed
questionnaire on counseling evaluation as below:
Participants' evaluation
6
5
4
3
2
1
0
el m ns g l
l ev te
e io in tia
nt es s s i nk ten
e lf- se th po
fid se g e f
on rin tiv el
-f c ce du eg
a ys
el han m n m
ys en te
e m
y ce
e
m to es g han
ov m lf - g in en
pr iu se an e
im ed se ch p
m
g m ea n l
lin od cr ti he
se go in lo ns
a
oun a
st
o e s io
c is m s
up n ay l p se
ro si o w he in
G se
s ed lo
r ed
rn us
li n
g
le
a se s
se e oun ul
e
un I'v C od
c o M
e nd
att
Strongly Agree Agree Disagree Strongly disagree
Based on participants’ evaluation above, the researcher can conclude that counseling
sessions help them a lot in changing their negative thought about themselves. Using REBT for
low self-esteem is an effective way to dispute irrational belief in the participants. Before the
session, they consider themselves worthless and they always critique themselves. However, after
the sessions, they able to throw away the negative thoughts in themselves as they perceive
positive comments and supports from group members.
CHAPTER 5
DISCUSSION AND CONCLUSION
The purpose of this study is to investigate whether REBT can improve low self-esteem
among teenagers through enhancing their motivation by using self-esteem modules. The
counseling outcomes reflected the participants’ effort to discuss their problems. As mentioned by
Corey (2001)
“The client has to seek help and find ways to heal. As counseling progress they are then able to
express all their fears, anxiety, anger, guilt, jealousy, and other emotions that were suppressed”.
The participants put the effort in attending the group counseling session and applying
REBT was help them much to increase self-esteem. At the last session, they came in good spirits.
They mentioned that they being motivated and beneficial to attend group counseling session.
In conclusion, this study does not provide solutions to the low self-esteem problems that
teenagers are facing. The findings showed that teenagers is a difficult part of growing up,
whereby they encounter environmental and family stress.
Plenty of guidance, support, encouragement, care and understanding are required. The
low self-esteem adolescents do not have any support from their immediate families, resulting
displays of negative behaviors, anger, depression, self-hurting and suicidal attempts. Hence,
there was the counseling session to assist them. REBT was used to counsel low self-esteem
participants who had a negative perception about themselves.
References
Ash Pembroke (n.d).The Telling Signs of Low Self Esteem. Retrieved from
http://www.selfesteemactivitieshub.com/signs-of-low-self-esteem/ . May 10, 2014
Bernard, M. E., Ellis, A., & Terjesen, M. (1999). Rational-Emotive Behavioral Approaches to
Childhood Disorders: History, Theory, Practiceand Research
Caster, J.B., Inderbitzen, H.M., Hope, D. (1999). Relationship between Youth and Prent
Perception of Family Environment and Social Anxiety. Journal of Anxiety Disorders, vol
13,issue 3, 237-251
Cherry, K. (2013). Rational Emotive Behavior Therapy - Psychology Definition of the Week
Corey, G. (2009). Theory and Practice of Counseling and Psychotherapy. USA: Brooks/Cole
Cengage Learning
Dacey, J., Kenny, M. (1997). Adolescent Development (2nd E.d.). USA: Brown & Benchmark
Daly, M. J., & Burton, R. L. (1983). Self-esteem and irrational beliefs: An exploratory
investigation with implications for counseling. Journal of Counseling Psychology, 30,
361-366.
Ellis, A. (1991). Reason and emotion in psychotherapy. New York: Carol.

Ellis, A. (1993). Reflections on rational-emotive therapy. Journal of Consulting and Clinical
Psychology, 61, 199-201.
Ellis, A. (1994) Reason and Emotion in Psychotherapy: Comprehensive Method of Treating
Human Disturbances: Revised and Updated. New York, NY: Citadel Press
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for Rational Emotive Behavior Therapy. Prometheus Books.
Emler, N. (2001). Self Esteem: The Costs & Causes of Low Self Worth. Joseph Rowntree
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Fennell, M. & Jenkins, H. (2004). Low Self-Esteem. In J. Bennett-Levy, G. Butler, M. Fennell et
al (Eds), Oxford Guide to Behavioural Experiments in Cognitive Therapy. Oxford:
Oxford Medical Publications
Fennell, M. (1998). Low Self-Esteem. In N. Tarrier, A. Wells and G. Haddock (Eds), Treating
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Fennell, M. J. V. (1998). Cognitive therapy in the treatment of low self-esteem. Advancesin
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Hewitt, John P. (2009). Oxford Handbook of Positive Psychology. Oxford University Press. pp.
217–224. ISBN 978-0-19-518724-3.
Jones FC (2003). "Low self-esteem". Chicago Defender. p. 33. ISSN 0745-7014.
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Lim, L., Saulsman, L., & Nathan, P. (2005). Improving Self-Esteem. Perth, Western Australia:
Centre for Clinical Interventions.
Maricuţoiu, L.P., Rusu, S., Macsinga,I, & Vîrgă, D.(2011). Implicit and explicit self-esteem and
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REBT Dealing with Low Self-Esteem among Teenagers | 1

The Effectiveness of REBT Dealing with Low Self-Esteem among Teenagers

Nor Aishah Binti Yacob (1115502)

Islamic University Malaysia in Semester 2, 2014/2015.

CHAPTER 2: Review of the Literature

CHAPTER 3: Research Methodology

Effects of low self-esteem 28

(Rosenberg & Kaplan) (as cited in Norwati Mansor, 1999)

following description of low self-esteem people based on empirical research.

awkward, shy, conspicuous, and unable to adequately express themselves when

interacting with others” (p. 409)

Dewan Siswa 2012)

There's no denying that adolescence is a period of transition from childhood to adulthood

helplessness (as cited in Maricuţoiu, Rusu, Macsinga & Vîrgă, 2011).

of an emotional problem, and as a consequence of having a disorder or as a vulnerability factor

self-esteem. According to them,

“In REBT, focusing on increasing self-esteem, instead of unconditional self-acceptance is

Maricuţoiu, Rusu, Macsinga & Vîrgă, 2011)

way that I want them to).

will laugh at me”).

4. Depression or irrational beliefs involve self-blaming over incidents (e.g., “I can’t

mentioned in the thesis statement.

1. What factors contribute to low self-esteem among students?

2. What are the effects of low self-esteem among students?

3. How the effective is REBT in dealing with low self-esteem?

effectiveness of REBT in helping low self-esteem problem.

problems with self-esteem.

include access to articles with relevant information.

REVIEW OF THE LITERATURE

rational therapy and rational emotive therapy, is a comprehensive, active-directive,

teacher and encourager.

Definition of Low Self-Esteem

say about themselves:

“I’m not good enough.”

self-worthiness. They believe that a person’s approval of them is dependent on their

Contributing factors of low self-esteem

lead to problems within the child’s self-esteem.

Characteristics of Individual with Low Self-Esteem

some of the following characteristics:

I. Faulty Self Image

conclusion that they are somehow less than others.

II. Poor Self Confidence

III. Prone To Anxiety And Depression

symptom for sustained results

happiness, and attach importance to trivialities.

adulthood, being passive or aggressive or both at the same time.

As previously mentioned low self-esteem can be dangerous as individuals who suffer

Impact of Low Self-Esteem

abilities or positive qualities.

backwards to please others, be extremely shy or self-consciousness or even avoid or withdraw

How REBT is Useful in Dealing with Low Self-Esteem.

“although also regarded as a cognitive-behavioral technique, concentrates in particular upon

altering maladaptive or irrational beliefs. It functions as a form of persuasion or attitude change,

ways of thinking that result in greater acceptance of the self.

In addition, as stated in an article in College Cognitive Behavioral Hypnotherapy, in

things as meditation, journaling, and guided imagery (Ellis, 1993)

The suitable instrument to be used in order to diagnose students’ self-esteem is by using

by interviewing the students in the group counseling session.

memos to the self.

Data Collection Procedure

Group Counseling Process

contribute to their emotional disturbance (Dryden & Ellies, 1998)

Data Analysis Strategy