A rational-emotive stress management intervention for reducing job burnout and dysfunctional distress among special education teachers

Abstract

Background:Job-related burnout and distress are adverse stress responses which affect individuals in their occupational environment. This study aimed at investigating the effect of a rational-emotive stress management program on job burnout and dysfunctional distress among special education teachers in Nigeria.Methods:A pretest–posttest randomized control group design was used. The participants in the study were 54 special education teachers. Data were collected using self-report questionnaires. Participants were allocated to either the treatment group (n = 28 [59.1%]) or the waitlist control group (n = 26 [48.1%]), respectively. A rational-emotive stress management manual was used to deliver the intervention. We statistically analyzed the data collected at three-time points with repeated-measures analysis of variance.Results:At baseline, the job-related burnout symptoms and distress scores of participants were high. However, an intention-to-treat analysis showed that the rational-emotive stress management intervention program was efficacious in reducing the levels of job-related burnout symptoms and dysfunctional distress among participants assigned to the treatment group, compared to a waitlisted group at post-treatment and follow-up meetings.Conclusion:Our study demonstrates the effectiveness of a rational-emotive stress management intervention in reducing the level of job-related burnout and distress in a sample of special education teachers in Nigeria. Occupational health counsellors and other clinicians with sufficient knowledge of rational-emotive behavior therapy framework are urged to employ this approach in assisting other employees in managing job burnout symptoms, and distress.

Irrational Beliefs as Mediator in the Relationship Between Activating Event and Stress in Malaysian Fully Residential School Teachers

“…Therefore, school counselors who offering assistance to teachers should take into consideration teachers" irrational beliefs, so that they can modified their dysfunctional emotions and maladaptive behaviors efficiently (Bora et al, 2009). Many previous studies have proved that the Rational-emotive behavior therapy (REBT) can also be applied in the educational field and in organizations (Bora et al, 2009;David & Szamoskozi, 2011;Ugwoke et al, 2018).…”

Burnout syndrome in the professionals employed in special education schools

“…Με τη δηµιουργία ενός υποστηρικτικού περιβάλλοντος, αυξάνεται η ικανοποίηση των εργαζοµένων και η εργασιακή τους ευηµερία, δύο σηµαντικές µεταβλητές οι οποίες αποτελούν προγνωστικούς παράγοντες εµφάνισης της εξουθένωσης (De Stasio et al 2017). Μελέτες έχουν δείξει, επίσης, την αποτελεσµατικότητα των παρεµβάσεων για τη διαχείριση και τη µείωση των επιπέδων εξουθένωσης στη γενική και ειδική αγωγή (Pietarinen et al 2013, Siu et al 2014, Ugwoke et al 2018.…”

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“…Με τη δημιουργία ενός υποστηρικτικού περιβάλλοντος, αυξάνεται η ικανοποίηση των εργαζομένων και η εργασιακή τους ευημερία, δύο σημαντικές μεταβλητές οι οποίες αποτελούν προγνωστικούς παράγοντες εμφάνισης της εξουθένωσης (De Stasio et al 2017). Μελέτες έχουν δείξει, επίσης, την αποτελεσματικότητα των παρεμβάσεων για τη διαχείριση και τη μείωση των επιπέδων εξουθένωσης στη γενική και ειδική αγωγή (Pietarinen et al 2013, Siu et al 2014, Ugwoke et al 2018.…”