The Effectiveness of REBT Individual Counseling on Underachieving Gifted Students

Introduction

Gifted students are often expected to naturally excel in all academic pursuits. However, a significant psychological phenomenon exists known as the "underachiever"a gifted student whose academic performance is significantly lower than their measured intellectual potential. At SMA Semesta Gunungpati, Semarang, this issue presents a unique challenge that necessitates targeted psychological intervention. Rational Emotive Behavior Therapy (REBT) has emerged as a promising methodology to address the irrational beliefs that hinder these students from realizing their academic potential.

Understanding the Underachiever

An underachieving gifted student is not necessarily lacking in cognitive ability. Instead, the gap between their potential and their performance is often rooted in emotional and behavioral factors. These may include low self-efficacy, fear of failure, perfectionism, or a perceived lack of relevance in the curriculum. When gifted students encounter these barriers, they often withdraw from academic engagement, leading to a cycle of low motivation.

The Role of Rational Emotive Behavior Therapy (REBT)

REBT, developed by Albert Ellis, operates on the premise that it is not external events that cause emotional distress, but rather the individual's irrational interpretations of those events. In the context of the school setting, students often hold "irrational beliefs," such as:

• "I must succeed at everything perfectly, or I am a failure."
• "If I put effort into a task and still fail, it proves I am not smart."
• "School requirements are pointless; therefore, I do not need to apply myself."

Through individual counseling, REBT helps students identify these distorted thoughts and replace them with rational, reality-based beliefs. By challenging the catastrophic thinking patterns, students can develop a more resilient attitude toward learning and overcome their motivational blocks.

Results and Effectiveness

Evidence from counseling sessions at SMA Semesta indicates that REBT is highly effective in transforming the mindset of underachieving students. By addressing the cognitive distortions, students showed a marked increase in intrinsic motivation. Rather than viewing school tasks as a threat to their self-esteem, they began to view academic challenges as opportunities for growth. Improvements were noted not only in grade point averages but also in classroom participation and interpersonal relationships with teachers.

Conclusion

The application of REBT as a counseling modality for underachieving gifted students at SMA Semesta Gunungpati serves as a model for educational institutions. By targeting the psychological root of low motivationirrational beliefscounselors can help gifted students bridge the gap between their high intellectual potential and their daily academic performance, fostering a healthier and more productive educational journey.