The Application Of Rebt In University Students’ Ideological Education

The contemporary university students comprise overwhelming majority ofpost-90s with swift thought, broad hobbies, distinct personality and focusing on self.The existence of strong self-awareness has led to ideological problems related to bothindividuals’ physical，psychological harmony and even social relationship harmony.Facing the problems in the “new men”, traditional ideological educators fail to findout solutions.Therefore, this thesis aims at the application of the Rational Emotive Behaviortherapy (REBT in short) in contemporary university students’ ideological education.The thesis at first distinguishes ideological and psychological problems, followed bythe possible and feasible application of REBT in ideological education, and somecases then have been adopted to test the procedures and results of applicationquantitatively, demonstrating the validity of the REBT application to enhancecontemporary university students’ ideological education. Finally, empiricalexperiences to solve problems and implications have been drawn out.The thesis is comprised of five parts to interpret the research process and presentthe views.The first part is the introduction, reviewing the application of REBT at home andabroad, and interpreting research background, rational, thought thread, methods anddevelopment in the light of present situation of university students’ ideologicaleducation.The second part presents the brief introduction of REBT and university students’ideological education. It centers on REBT’s definition, theories, application field,methods and techniques, characteristics of application and achieved results inchanging irrational ideas. It also includes common problems in university students’ideology and irrational ideas’ impact on both thinking and actions of universitystudents.The third part explains the necessity and feasibility of REBT’s application inuniversity students’ ideological education. This part begins with the confusedrelationship of ideological and psychological problems nowadays, and then exploresthe necessities of REBT’s introduction to university students’ ideological education and the feasibility of application from both theoretical and empirical perspectives.The fourth part describes the application of REBT in university students’ideological education. The process and results of solving17university students’ideological problems through techniques in REBT have been provided. The results ontwo occasions, before and after the tests, have been compared to demonstrate thevalidity and promotion of the application of REBT in university students’ ideologicaleducation.The fifth part presents the problems in the application of REBT in universitystudents’ ideological education. The problems about educators and educates havebeen discussed.