Purpose: To describe the process and outcomes of implementing Rational Emotive Behavior Therapy (REBT) to support the development of a more positive self-concept in a 16-year-old female student identified as a "slow learner".
Research Methodology: This study employed a qualitative single-case study design focusing on an 11th-grade student majoring in Fashion Design and Production at a vocational high school in Surabaya. DData were collected through interviews, observations, document analysis, and psychological assessments using the Wechsler Adult Intelligence Scale (WAIS), Sacks Sentence Completion Test (SSCT), and graphic tests, including the Draw A Person Test (DAP), Baum Test (BAUM), and House Tree Person Test (HTP).
Results: The WAIS assessment indicated an IQ score of 77, placing the subject in the borderline category. Following the REBT intervention, the subject demonstrated a shift from irrational beliefs toward a more rational and adaptive mindset, accompanied by an improvement in self-concept toward a more positive outlook.
Conclusions: The findings suggest that adapted REBT shows potential as an approach for supporting positive changes in self-concept among students with learning difficulties. The intervention was adapted using simplified language, concrete examples, and real-life situations.
Limitations: The study utilized a single-case design without a control group, and changes in self-concept were measured using qualitative data rather than standardized instruments such as the Tennessee Self-Concept Scale (TSCS).
Contributions: This study provides preliminary insight into the application of adapted REBT for addressing negative self-concept in a slow-learning student and can inform inclusive counseling practices.