Efficacy of Rational Emotive Behavior Therapy on Depression Among Children with Learning Disabilities: Implications for Evaluation in Science Teaching

Ugwu, Gloria C.; Ugwuanyi, Christian; Uzodinma, Uchenna Eugenia; Aneke, Anthonia O.

doi:10.1007/s10942-021-00417-z

Cited by 6 publications

(10 citation statements)

References 65 publications

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“…The 6‐week REBT training on the participant by Olatunbosun and Iruloh (2020) showed a drastic reduction in the level of text anxiety among the underachieving learners who participated in their study. Similar to the findings of Olatunbosun and Iruloh (2020), another study by Ugwu et al (2022) among 48 children with learning disabilities diagnosed with academic anxiety had a drastic reduction in their level of academic anxiety after a 12‐week of REBT exposure. However, our current findings do not correspond to the 2017 report of Uwakwe and Akanbi who established the effectiveness of DBT over REBT as found in this current study.…”

Section: Discussionsupporting

confidence: 83%

“…In a 2017 study, Uwakwe and Akanbi in their study among 42 learners with learning disabilities with aggravated text anxieties from two secondary schools in Ogbomosho, Nigeria established the effectiveness of dialectical behaviour therapy (DBT) over REBT as found by Maxwell et al (2020). Another study in Nigeria by Ugwu et al (2022), although aimed to determine the implication of a 12 weeks of REBT on depressive symptoms which had probably resulted from academic anxiety among 48 children with learning disabilities found the efficacy of REBT as a therapeutic technique that drastically reduced text anxiety and depressive symptoms among children with learning disabilities.…”

Section: Bac Kgrou N D To T H E St U Dymentioning

confidence: 99%

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The effects of rational emotive behavioural and relaxation therapies on mathematics anxiety among deaf learners

Adigun,

Kent,

Khanare

et al. 2023

Research in Spec Educ Needs

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There is yet a concerted effort directed to ameliorate mathematics anxiety (MA) among deaf learners especially in Nigeria. Hence, this study examined the effects of rational emotive behavioural and relaxation therapies on MA among deaf learners. The study adopted the quantitative quasi‐experimental research design. A purposive sampling method was adopted to select three schools for the deaf in Oyo state. A random sampling procedure was employed to select 60 deaf learners who were assigned to two experimental groups and the control group. The Mathematics Anxiety Scale was used to screen participants, while a Mathematics Achievement Test was used for data collection. Data gathered were analysed using analysis of covariance and a descriptive chart. Findings revealed the efficacy of the two therapeutic interventions on the reduction of MA among the participants. The estimated mean difference between the treatments (rational emotive behavioural therapy = 5.537; relaxation therapy = 3.867) and control groups (1.670) showed higher potency of rational emotive behavioural therapy for reduction in MA among deaf learners than relaxation therapy. Based on the findings, it is important that mathematics teaching environment should be rich with tangible instructional materials that speak specifically to the emotion and cognitions of deaf learners.

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Section: Discussionsupporting

confidence: 83%

Section: Bac Kgrou N D To T H E St U Dymentioning

confidence: 99%

The effects of rational emotive behavioural and relaxation therapies on mathematics anxiety among deaf learners

Adigun,

Kent,

Khanare

et al. 2023

Research in Spec Educ Needs

View full text Add to dashboard Cite

show abstract

“…A study ( 59 ) employed three different depression measuring tools [Beck Depression Inventory (BDI), Glasgow Depression Scale (GSD), and Signaallijst Depressie voor Zwakzinnigen (SDZ)] to analyze the outcomes of three screening instruments and compare the prevalence of depression in people with mild or borderline intellectual disability based on the measuring instrument. Children’s Depression Inventory (CDI) was used by a study ( 60 ) to evaluate the efficacy of Rational Emotive Behavior Therapy on Depression Among Children with Learning Disabilities. Another study conducted by Agnieszka et al ( 61 ) relied on a doctor’s diagnosis rather than any specific standard instrument to assess the relationship between depression and the most common chronic diseases and disability in the older adult population of South-East Poland (the region of Podkarpackie).…”

Section: Resultsmentioning

confidence: 99%

“…As shown by Table 3 , all patients included in the multiple sclerosis study by Jaalkhorol et al ( 56 ), work disability report by Sullivan et al ( 65 ), developmental disability evaluation by McDermott et al ( 66 ), learning disability determination by Ugwu et al ( 60 ), functional disability report by Lutz et al ( 45 ), general disability by Marti et al ( 46 ), and physical disability determination by Zemestani et al ( 67 ), had depression measured by different measuring instruments including PHQ-9, CDI, HAMD, and BDI in several parts of the world, namely, Mongolia, Canada, Spain, Nigeria, United States, and Iran.…”

Section: Resultsmentioning

confidence: 99%

Depression in persons with disabilities: a scoping review

Asdaq,

Alshehri,

Alajlan

et al. 2024

Front. Public Health

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Individuals with disabilities are more vulnerable to depression development than the general population. This study sought to map the evidence on current knowledge of depression, intervention strategies, and assessment tools among people with disabilities. This review was conducted following Arksey and O′Malley’s scoping review methodology framework. An electronic search was performed on four English databases: PubMed, Cochrane Library, PsycINFO, and Web of Science. The original search returned 1802 results, with 1,116 from Web of Science, 626 from PubMed, 25 from Cochrane, and 35 from PsycINFO. After removing duplicates, 786 articles were chosen for the title and abstract screening processes. Finally, 112 full-text publications were deemed eligible, with 41 papers being included in this scoping review for analysis. A large proportion (32; 78.04%) of the studies chosen were cross-sectional, 14 (34.14%) of them reported general disability, 12 (29.26%) used a patient health questionnaire (PHQ-9) to measure depression, and 14 (34.14%) had interventions, including cognitive behavioral therapy, psychological counseling, social support, and physical activity. All interventions successfully reduced the severity of the depression. Cognitive behavioral therapies and psychological counseling were widely used interventions that had a significant impact on reducing depression. More randomized controlled trials are required, and they should focus on individuals with specific disabilities to provide disability-specific care that can improve the quality of life for disabled individuals.

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“…[28] In a recent study on the impact of REBT on depression management among students with learning disabilities, it was discovered that participants' depression levels were significantly lower after receiving exposure to REBT during the posttest and follow-up than they were for participants who did not receive such exposure. [29] The use of REBT for depression treatment cannot be overstated in view of studies showing a significant relationship between irrationality and depressive symptoms. [30][31][32][33][34][35] Literature also suggests that a hybrid model of learning may be able to account for some of the cognitive and learning processes involved in the formation and maintenance of irrational beliefs and depression.…”

Section: Theory Of Rebt In the Context Of Depressionmentioning

confidence: 99%

Effectiveness of rational emotive behavior therapy in reducing depression among undergraduate medical students

et al. 2023

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Background: Studies reporting the incidence of depression among medical students have been on the increase. This research sought to determine whether rational emotive behavior therapy (REBT) can be applied to help manage depression in Nigerian undergraduate medical students. Methods: A randomized pretest/posttest control group design was used in this study. Ninety medical students with depression participated in the study and were assisted using the REBT depression manual. Using a mixed-model repeated measures analysis of variance, the researchers examined the intervention data. Results: The depressive symptoms and its associated irrational beliefs among medical students in the treatment arm were significantly altered by REBT intervention at posttest and this positive outcome was sustained at follow-up in contrast to the control arm. Conclusion: REBT intervention significantly improves medical students’ ability to overcome depression and irrational beliefs. Similar studies could be conducted in a variety of academic settings where these students can be found to expand the findings of this study.

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Efficacy of Rational Emotive Behavior Therapy on Depression Among Children with Learning Disabilities: Implications for Evaluation in Science Teaching

Cited by 6 publications

References 65 publications

The effects of rational emotive behavioural and relaxation therapies on mathematics anxiety among deaf learners

The effects of rational emotive behavioural and relaxation therapies on mathematics anxiety among deaf learners

Depression in persons with disabilities: a scoping review

Effectiveness of rational emotive behavior therapy in reducing depression among undergraduate medical students

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