The Differential Effects of Teaching Rational Idea Concepts vs. Teaching Insight Concepts On Community College Students in a Course in Human Relations
Date of Award
Dissertation - Restricted
Master of Education (MEd)
Nick John Topetzes
Robert B. Nordberg
Eileen E. Sargent
John N. Ivanoff
Statement of Purpose
While the amenability of youth to the effects of psychological treatment prior to about age eighteen is subject to considerable disagreement, most authorities agree that by age eighteen the adolescent has reached basic maturity; employing psychoanalytic terminology, "ego" has solidified, at least for most youth.
It is at this age that introductory courses in psychology or human relations are commonly introduced. In many
colleges, particularly two-year community colleges, a course in introductory psychology or human relations is required for many programs. Such a course is made a prerequisite on the grounds that such knowledge may have a beneficial effect on the newly mature youth, equipping him to better handle the many problems he will encounter in maturity, including adjustment problems.
However, there is little empirical evidence that traditional psychological knowledge helps improve emotional maturity or adjustment. New behavioral techniques based on strict operant and classical conditioning seem effective in breaking habits, but do not deal with the large areas involving introspection.
In recent years, however, cognitive models, employing behavioristic techniques by analogy, claim to effectively deal with introspective emotionality. Rational Emotive Psychotherapy, originated by Dr. A. Ellis, has been modified by Dr. M. C. Maultsby, Jr., making it easily understood by the average college freshman. The present study attempts to contrast the effects of traditional psychodynamic psychology and Maultsby's Rational Behavior Training on community college students in a regular class room setting in a one-semester Human Relations course.