USMANU DANFODIYO UNIVERSITY, SOKOTO(POSTGRADUATE SCHOOL)

EFFECTIVENESS OF COGNITIVE RESTRUCTURING AND RATIONAL EMOTIVE COUNSELLING TECHNIQUES IN

REMEDIATING PRONENESS TO VIOLENT BEHAVIOURS AMONG SECONDARY SCHOOL STUDENTS IN KATSINA METROPOLIS

A Thesis Submitted to the Postgraduate School

USMANU DANFODIYO UNIVERSITY, SOKOTO, NIGERIA

In partial fulfillment of the requirement for Award of the Degree of

DOCTOR OF PHILOSOPHY(GUIDANCE AND COUNSELLING)

By

YAHAYA, Shehu TsagemAdm. No. 10311407002

Department of Educational Foundations

OCTOBER, 2014

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DEDICATION

This research work is dedicated to my entire family.

It is also dedicated to all my teachers who have ever taught me.

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CERTIFICATION

This Thesis by Shehu Yahaya Tsagem Adm. No. (10311407002) has met the

requirements for the award of the degree of Doctor of Philosophy (Guidance and

Counselling) of the Usmanu Danfodiyo University Sokoto, and is approved for its

contribution to knowledge.

Dr. Raliya Muh’d Bello Prof. M. U. Tambawal External Supervisor Major Supervisor

Prof. A. M. Isah (MFR) Dr. M. L. Mayanchi Co – Supervisor I Co – Supervisor II

Prof. A. M. Isah (MFR) H. O. D. (Educational Foundations)

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ACKNOWLEDGEMENTS

In the name of Allah the Beneficent the Merciful. All praises be to Almighty Allah

(SWT) for making this work a reality. I thank Him for granting me the knowledge,

effort, health, will and the chance to see the completion of this work. And I continue to

pray for His guidance in my future aspirations and also to bless this accomplishment of

mine at this point in time.

My special thanks go to my major supervisor; Prof. M. U. Tambawal, co-

supervisor I; Prof. A. M. Isah (MFR) and co-supervisor II; Dr. M. L. Mayanchi, who

have each in their own efforts sacrifice their times to look at the work in their highly

tight schedules. Mention need not be made as to how their constructive contributions

had helped craft the direction of my research. I also recognize how they have patiently

listened to my incessant questions, went through my work with an eagle eye and

offered professional advice. Above all, I was deeply moved with how each of them had

attended to me with patience, understanding and supportive parental encouragements.

As a student I hope to model many of the attributes I have witnessed in you and

eulogizing the contributions you have made to my program will be for many years to

come. My special thanks also go to Dr. Raliya M. Bello (External Supervisor) whose

constructive contributions had helped craft the direction of the study.

My gratitude also goes to Prof. A. A. Salawu. I cannot help but think of you as the

consummate professional who is a real champion for the students you work with. My

appreciations also go to all lecturers of Faculty of Education and Extension Services

and particularly of the Educational Foundations Department of UDUS especially Prof.

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F. A. Kalgo, Prof. M. G. Mahuta and Dr. M. A. Yusha’u of the Department of Science

and Vocational Education. You have provided a great deal of encouragement and

support to me, taken a real interest in my development as a scholar, provided me with

multiple opportunities for expanding my horizons. No matter what question I came to

you with, you always took the time to help me and never failed to offer sound

guidance.

My appreciation and thanks go to the former and the present Departmental PG

coordinators in person of Dr. S. D. Manga and Dr. H. S. Abubakar respectively; their

hard work, administrative planning and dedication is impressively contagious and

proved most helpful to all students who graduated during their tenures. As you have

helped others, I pray that may success continue to result in all your endeavors.

I would like to thank my family for their love, support, and understanding,

especially my Mother who though did not fully grasp the meaning of what I was doing

was always showering her blessings and prayers. My sisters and brothers (Abdullahi,

Nana A’isha and Nana Fiddausi to mention but a few) whose belief in me is a great

source of an external motivation for me to carry on with whatever I am doing. My

gratitude also goes to my entire in-laws family for their support and understanding

during this endeavour. My admirable recognition especially goes to my Wife (Badiyya)

who despite the trials of separation for the duration of my degree and the ensuing

difficulties, her support and understanding has never wavered. I could never have

undertaken something of this magnitude without her being there for me. My gratitude

cannot be fully expressed in words and so I simply say thank you. My

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acknowledgements also goes to my children; Muhammad, Safiyya, Abdurra’uf,

Khalifa and Yusuf; who were always disappointed whenever I am leaving for Sokoto,

which has been especially tough. But, I must say that I found respite from the rigors of

work by their insistent enthusiasm to help me with my computer work, whenever I got

a chance to work at home.

My profound gratitude and special thanks go to Mal. Abbas Mahmud, Mal. Isma’il

‘Liman’ J. Ishaq, Mal. Nuhu J. Ishaq, Eng. Zakariya’u Balarabe and their family at

Gidan Sule, UDU Sokoto. There is no doubt in my mind that they made the process a

lot less stressful for me than it would have been without their immeasurable support

and assistance. The jokes and camaraderie will be cherished forever. Words cannot

easily explain how I value all you have been doing for me.

Many appreciations also go to all the principals, counsellors and other staff in the

schools I administered my instruments, for the support they gave me in the general

processes involved in the study and for collecting data, against their tight work

schedules. My simple thank you means a lot.

Many thanks go to all my dear friends Aminu Rabe, Yusuf A. Kaita, Abubakar ‘JJ’

Mohd, Abba Mohd K/Soro, Abdullahi B. Umar, Abubakar ‘Yanshuni’ Ma’aruf,

Haruna ‘Mainasara’ Yakubu etc. who has shown me the meaning of friendship and for

their support and encouragements throughout not only this degree but my entire

education. A big thank to my fellow course mate, Haj. Fatima B. Musa (Mrs),

confidant and to all whose discussions and criticisms have proven invaluable to me. To

all who have ever helped me in whatever way or wish me well in life, I am greatly and

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truly thankful. Last but by no means the least, my appreciation go to my Computer for

helping me out by pointedly showing my mistakes or offering help when I dearly need

it.

Alhamdu Lillahi Rabbil Alamin.

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TABLE OF CONTENTS

Title Page ……………………………………………………………………………i

Dedication …………………………………………………………………………..ii

Certification …………………………………………………………………………iii

Acknowledgements …..……………………………………………………………...iv

Table of Contents …………………………………………………………………...viii

List of Tables ………………………………………………………………………..xii

List of Figures ……………………………………………………………………….xv

Abstract ………….…………………………………………………………………..xvi

CHAPTER ONE: INTRODUCTION

1.1 Background to the study……………………………………...………………….1

1.2 Statement of the Problem……………………………………...…………………7

1.3 Objectives of the Study ………………………………………………..……….10

1.4 Research Questions…...……………………………………...………………....12

1.5 Research Hypotheses……………………………………………………………14

1.6 Significance of the Study…………………………………………………..…...15

1.7 Scope and Delimitation of the Study……………………………...……………17

1.8 Operational Definition of Terms ……………………………………………….18

CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.1 Introduction…………………………………………………………………..19

2.2 Conceptual Framework on Cognitive Restructuring (CR) …………………..20

2.2.1 Common Types of Thought and Belief Mistakes …………………………...25

2.2.2 The Cognitive Restructuring Process of Thought Recording Strategy ……..30

2.2.3 Features of Cognitive Behavioural Therapy ………………………………..34

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2.2.4 The Cognitive Behavioural Therapy Process ………………………………35

2.3 Conceptual Framework On Rational Emotive Behaviour Technique …….36

2.3.1 Basic Principles of Rational Emotive Counselling Technique …………….42

2.3.2 Core Irrational Ideas at the Root of most Neurotic Disturbances……….....45

2.3.3 Elusive Concepts of Rational and Irrational Beliefs ……………………...46

2.3.4 Differences between REC and other Schools of Psychotherapy …………48

2.3.5 Ellis’s A-B-C-D-E Technique …………………………………………….50

2.4 Conceptual and Theoretical Framework On Violent Behaviour ………….52

2.4.1 Development of Aggression ………………………………………………56

2.4.2 Development of Aggression in Adolescent Delinquency ………………...58

2.4.2.1 Early-Onset Type …………………………………………………………..59

2.4.2.2 Late-Onset Type ……………………………………………………………60

2.4.3 Factors Leading to Aggressive Behaviour …………………………………62

2.4.3.1 The Family as Training Ground …………………………………………....62

2.4.3.2 Violent Media and Aggression ……………………………………………..63

2.4.3.3 Drug Abuse/Use and Violent Behaviour …………………………………...65

2.5 Theoretical Framework on Cognitive Restructuring (CR) ………………...67

2.5.1 Theoretical Framework On Rational Emotive Technique (RET) …………73

2.6 Applicability and Suitability of CR and REB in Nigerian Context ………..76

2.7 Review of Related Empirical Studies ………………………………………78

2.8 Summary and Uniqueness of the Study …………………………………….95

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CHAPTER THREE: RESEARCH METHODOLOGY

3.1 Introduction...………………………………………………………………..101

3.2 Research Design…........................................................................................101

3.3 Population of the Study……………………….……………………………..102

3.4 Samples and Sampling Techniques………………………………………….102

3.5 Instrument for Data Collection………….…………………………………...104

3.5.1 Validity of the Adopted Instrument………………………………………....106

3.5.2 Reliability of the Adopted Instrument……………………………………….107

3.6 Procedure for Intervention………………………………………………......107

3.7 Method of Data Collection………..…………………………………………111

3.7.1 Procedure for Scoring the Instrument .……………………………………...111

3.8 Procedure for Data Analysis ……………………………………………......112

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

4.1 Introduction ……………………………………………………………………114

4.2 Descriptive Data ……………………………………………………………....114

4.3 Analysis of the Research Questions ………………………………………......117

4.4 Hypotheses Testing ……………………………………………………………126

4.5 Summary of Findings ………………………………………………………....140

4.6 Discussion of Findings ………………………………………………………..141

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Introduction …………………………………………………………………...157

5.2 Summary of the Study ……………….………………………………………..157

5.3 Conclusions …………………………………………………………………....158

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5.4 Implications for Counselling ……………………………………………….....158

5.5 Recommendations …………………………………………………………......161

5.6 Suggestions for Further Research ……………………………………………..163

References………………………………………………………………………....165

Appendices………………………………………………………………………...180

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LIST OF TABLES

Table 3.2.1: A 3x2 Factorial Design of the Study …………………………………102

Table 3.4.1: The Schools and the Distribution of the Sampled Participants……….104

Table 4.3.1: Group Statistics for Proneness to Violent Behaviour of the Treatment Groups ………………………………………………………………...117

Table 4.3.2: Group Statistics for Proneness to Violent Behaviour of the Cognitive Restructuring Treatment Group ………………………………………118

Table 4.3.3: Group Statistics for Proneness to Violent Behaviour of the Rational Emotive Behaviour Treatment Group ………………………………..119

Table 4.3.4: Group Statistics for Proneness to Violent Behaviour of Male Students for the Cognitive Restructuring Treatment Group ……………………….120

Table 4.3.5: Group Statistics for Proneness to Violent Behaviour of Female Students for the Cognitive Restructuring Treatment Group …………………...120

Table 4.3.6: Group Statistics for Proneness to Violent Behaviour of Male Students for the Rational Emotive Behaviour Treatment Group ………………….121

Table 4.3.7: Group Statistics for Proneness to Violent Behaviour of Female Students for the Rational Emotive Behaviour Treatment Group ……………...122

Table 4.3.8: Group Statistics for Proneness to Violent Behaviour of Male and Female Students for the Cognitive Restructuring Treatment Group …………123

Table 4.3.9: Group Statistics for Proneness to Violent Behaviour of Male and Female Students for the Rational Emotive Behaviour Treatment Group ……123

Table 4.3.10: Group Statistics for Proneness to Violent Behaviour of Cognitive Restructuring Technique Group and the Control Group ……………124

Table 4.3.11: Group Statistics for Proneness to Violent Behaviour of Rational Emotive Behaviour Technique Group and the Control Group ……………….125

Table 4.4.1: Difference between the Pre-Test and Post-Test Scores of the Treatment Groups ……………………………………………………………...126

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Table 4.4.2: ANCOVA Result of the Effect of the CR and RET Treatments among Students …………………………………………………………...127

Table 4.4.3: Difference between the Pre-Test and Post-Test Scores of the Group Exposed to Cognitive Restructuring Technique …………………127

Table 4.4.4: ANCOVA Result of the Effect of Cognitive Restructuring Treatment among Students …………………………………………………..128

Table 4.4.5: Difference between the Pre-Test and Post-Test Scores of the Group Exposed to Rational Emotive Technique ……………………….129

Table 4.4.6: ANCOVA Result of the Effect of Rational Emotive Treatment among Students …………………………………………………………..129

Table 4.4.7: Difference between the Pre-Test and Post-Test Scores of the Male Group Exposed to Cognitive Restructuring Technique ………………...130

Table 4.4.8: ANCOVA Result of the Effect of Cognitive Restructuring Treatment among Male Students …………………………………………...131

Table 4.4.9: Difference between the Pre-Test and Post-Test Scores of the Female Group Exposed to Cognitive Restructuring Technique ………...132

Table 4.4.10: ANCOVA Result of the Effect of Cognitive Restructuring Treatment among Female Students ………………………………………...132

Table 4.4.11: Difference between the Pre-Test and Post-Test Scores of the Male Group Exposed to Rational Emotive Technique ……………………...133

Table 4.4.12: ANCOVA Result of the Effect of Rational Emotive Treatment among Male Students …………………………………………………..134

Table 4.4.13: Difference between the Pre-Test and Post-Test Scores of the Female Group Exposed to Rational Emotive Technique ……………..135

Table 4.4.14: ANCOVA Result of the Effect of Rational Emotive Treatment among Female Students ……………………………………………….135

Table 4.4.15: Difference between the Post-Tests Scores of the Male and Female Students Exposed to Cognitive Restructuring Technique ……136

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Table 4.4.16: Difference between the Post-Tests Scores of the Male and Female Students Exposed to Rational Emotive Behavior Counselling Technique …………………………………………………………………137

Table 4.4.16: Difference between the Post-Tests Scores of the Group Treated with Cognitive Restructuring (CR) Technique and the Control Group…138

Table 4.4.18: Difference between the Post-Tests Scores of the Group Treated with Rational Emotive Behaviour (REB) Technique and the Control Group………………………………………………………………...139

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LIST OF FIGURES

Figure 4.2.1: Pre-Test Scores of Participants across the Groups ………………114

Figure 4.2.2: Post-Test Scores of Participants across the Groups ……………..115

Figure 4.2.3: Pre-Test Scores of Participants Based on Gender ……………….116

Figure 4.2.4: Post-Test Scores of Participants Based on Gender ……………...116

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Abstract

The study was motivated by the kinds and types of violent behaviours being exhibited by students and the relentless quest for solutions to such problems. Thus, it analyzed the effectiveness of Cognitive Restructuring (CR) and Rational Emotive Counselling (REC) techniques in remediating proneness to violent behaviour among secondary school students in Katsina metropolis. Four hypotheses were raised for the study among which are that there is no significant difference between the pre-test and post-test scores of the treatment groups to remediate proneness to violent behaviour and also that there is no significant difference between the post-test scores of the male and female students exposed to cognitive restructuring technique in their proneness to violent behaviour. The research design employed was pre-test post-test quasi-experimental classification with three levels of treatment. A sample size of 120 subjects was purposively drawn from a population of 18, 814 students from secondary schools in Katsina state Ministry of Education. The instrument used for data collection was an adapted version of the Violence Proneness Scale (VPS) developed by Tarter, Kirisci, Vanyukov, Cornelius, Pajer, Shoal, and Giancola, (2002). With the use of paired samples t-test and an independent samples t-test, results revealed that there is an observed difference in the effectiveness of the treatment groups in remediating proneness to violent behaviour and also that there is an observed effectiveness in remediating proneness to violent behaviour among male and female students exposed to rational emotive technique with REC emerging as the best option. One of the counseling implications of this study is that counsellors should use office disciplinary data to guide interventions because those data can show the frequency of proneness to violent behaviours, the locations of problems, the types of violent problems, the students involved, and the staff members who are making referrals. One of the recommendations offered was that rational emotive technique should be best utilized in remediating proneness to violent behaviour among both male and female students as it has proven most efficient.

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