STRESS Indexed in /covered by CAS, KoreaScience & DOI/Crossref:eISSN 2234-1668   pISSN 1225-665X

STRESS : eISSN 2234-1668 / pISSN 1225-665X

Table. 1.

Table. 1.

Contents of REBT program utilizing literature

Session Stage Topics Goals Contents Methods
1 Introduction Recognize menopause ∙Understand menopause ∙Introduction of program and orientation
∙Pre-test
∙Introducing communication among participants
∙Provide information to menopause
∙Lecture
∙Discussion
∙Sharing experiences
2 Recognize the meaning of menopause and physical and psychological changes ∙Recognize physical changes related to menopause
∙Recognize psychological changes related to menopause
∙Understand menopausal symptoms through literature, comparing and confirming experience
∙Share my menopause symptoms with others
∙Check feelings and thoughts about menopause
∙Reading
∙Writing
∙Presentation
∙Discussion
∙Lecture
3 Work Confirm irrational belief and recovery one’s self-esteem (I) ∙Identify negative emotions related to aging
∙Identify irrational beliefs about menopause
∙Empathy and confirmation of the protagonist’s irrational beliefs through literature
∙Writing own experiences
∙Change of beliefs through presentation and sharing emotions with others
∙Reading
∙Writing
∙Presentation
∙Discussion
∙Lecture
∙Sharing experiences
4 Confirm irrational belief and recovery one’s self-esteem (II) ∙Understand the importance of menopause management
∙Identify negative body image
∙Accept the natural aging process
∙Learn necessity and knowledge of menopause management through literature
∙Find negative self-image through writing
∙Empathy and refutation among participants about the contents of the book
∙Transition of negative beliefs and positive acceptance and support for menopause
∙Reading
∙Writing
∙Presentation
∙Discussion
∙Lecture
∙Sharing experiences
5 Confirm rational belief and promote one’s ego-resilience (I) ∙Identify perceived stress
∙Learn stress coping stretagies
∙Distinguish between rational and irrational beliefs
∙Empathize with the stress of middle-age through literature
∙Understand the need to manage stress
∙Confirm rational beliefs through discussion
∙Write rational belief and present it
∙Reading
∙Writing
∙Presentation
∙Discussion
∙Lecture
∙Sharing experiences
6 Confirm rational belief and promote one’s ego-resilience (II) ∙Self-reflection
∙Accept the positive self
∙Restore one’s confidence
∙Reset one’s life goals
∙Self-reflection through literature
∙Support and encouragement among participants
∙Writing ‘Bucket List’ and presentation it
∙Reading
∙Writing
∙Presentation
∙Discussion
∙Lecture
∙Sharing experiences
7 Integration Cultivate positive mental health (I) ∙Find the cause of negative emotions
∙Acquire appropriate communication skills
∙Empathize with negative emotions through literature
∙Express negative emotions through writing
∙Refute and purify emotions through discussion
∙Positive communication training and skills acquisition among participants
∙Reading
∙Writing
∙Presentation
∙Discussion
∙Lecture
∙Sharing experiences
8 Cultivate positive mental health (II) ∙Accept one’s menopause
∙Express positive emotions
∙Acquire knowledge of menopause management
∙Accept menopause through literature
∙Sharing emotions among participants about menopause
∙Writing positive emotions about menopause
∙Sharing knowledge about healthy menopause management
∙Reading
∙Writing
∙Presentation
∙Discussion
∙Lecture
∙Sharing experiences
9 New direction setting Reestablish one’s perception and behavioral modification of menopause ∙Set specific goals for menopause management
∙Improve one’s self-image
∙Comparing with one’s menopause management method through reading and discussion
∙Provide theoretical information through lectures
∙Writing and presentation on menopause management
∙Raise self image through wise sayings
∙Reading
∙Writing
∙Presentation
∙Discussion
∙Lecture
∙Sharing experiences
10 Active behavioral changes for mental health ∙Set specific action goals for maintaining positive emotions and rational beliefs
∙Finish the program
∙Homework presentation
∙Writing and presentation self goals
∙Encouragement and feedback among participants
∙Discussing and sharing how feel about the program
∙Post-test
∙Distribution of educational materials
∙Writing
∙Presentation
∙Discussion
∙Lecture
∙Sharing experiences

REBT: Rational emotive behavior therapy.

Stress 2021;29:250-61 https://doi.org/10.17547/kjsr.2021.29.4.250
© 2021 Stress