The Effect of Rational Emotive Behavior Therapy on Irrational Career Beliefs of Students of Electrical Electronics and Other Engineering Trades in Technical Colleges in Nigeria

Ogbuanya, Theresa Chinyere; Eseadi, Chiedu; Anyanwu, Joy I.; Joachim, Omeje C.; Otu, Mkpoikanke Sunday

doi:10.1007/s10942-017-0282-2

Cited by 20 publications

(24 citation statements)

References 39 publications

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“…While this has been acknowledged, we hope to emphasize that the use of combined TSQ scores and TIBS scores were considered appropriate for the study in that previous studies have shown that summated scales can offer accurate benchmarks for the interpretation of treatment outcomes, as well as for determining and arriving at consistent conclusions regarding changes in irrational beliefs as a psychological construct. [ 47 ] We also decided to use the combined scores of the TSQ and TIBS because several other authors indicated that measurement error averages out through the summation of scores to obtain a global score. [ 86 , 87 ]…”

Section: Discussionmentioning

confidence: 99%

“…Irrational beliefs can explain teachers’ emotional and/or pragmatic problems. [ 46 , 47 ] Teachers who have irrational beliefs and thoughts about job roles often perceive job demands in a more stressful manner compared with those who have rational beliefs and thoughts. [ 1 ] Bernard et al [ 48 ] provided examples of irrational beliefs, which are specific to teachers.…”

Section: Introductionmentioning

confidence: 99%

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Effect of rational emotive behavior therapy on stress management and irrational beliefs of special education teachers in Nigerian elementary schools

Onuigbo¹,

Eseadi²,

Ugwoke³

et al. 2018

Medicine

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Background/Objective:From a rational emotive behavior therapy viewpoint, stress-related disorders originate from irrational beliefs and self-defeating philosophies and attitude. Individuals affected by stress are different from those ones with neurotic problems mainly because the stressed individuals have irrational beliefs about specific, short-term, or more readily identifiable events, in contrast to the more mundane and diffuse difficulties faced by neurotic persons. The present study aimed to examine the impact of a rational emotive behavior therapy (REBT) intervention on the stress levels and irrational beliefs among special education teachers in elementary schools in Nigeria.Methods:We employed a group randomized controlled trial design for this study. Eighty six participants recruited from elementary schools in the South-eastern part of the country were randomly assigned to either a treatment group (n = 43) or no-intervention control group (n = 43). We used the REBT Stress Management Manual to conduct the intervention. Stress levels and irrational beliefs were assessed using self-report questionnaires. Participants in the treatment group took part in the REBT program for 12 weeks and a follow-up program for 2 weeks. Analysis of the data was completed through a 2 × 3 within × between-subjects repeated measures analysis of variance, and independent samples t test.Results:Results showed that the REBT group experienced a significant mean decline in stress levels and their beliefs shifted to rational ones both at post-treatment and follow-up. In contrast, the participants in the no-intervention control group showed no improvements at either posttreatment or follow-up sessions.Conclusion:Rational-emotive behavior therapy is an effective therapeutic modality that can be applied by REBT clinicians for the management of stress. Additional clinical assessments will be necessary to further confirm the impact of an REBT intervention on teachers’ stress management and irrational beliefs in Nigerian elementary school setting.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Effect of rational emotive behavior therapy on stress management and irrational beliefs of special education teachers in Nigerian elementary schools

Onuigbo¹,

Eseadi²,

Ugwoke³

et al. 2018

Medicine

Self Cite

View full text Add to dashboard Cite

show abstract

“…[ 2 , 53 , 54 ] The intervention manual was developed by the researchers using information from earlier studies. [ 2 , 41 – 44 ] The manual contained the therapeutic strategies for assisting teachers to become their own coaches. Techniques involved are cognitive, affective, and emotive techniques, relaxation training, and cognitive skills training, which were helpful to the occupational health coaching intervention for reducing stress in teachers.…”

Section: Methodsmentioning

confidence: 99%

“…The major aim of REOHC is to use REBT in “disputing” – challenging and questioning employees’ work-related irrational and dysfunctional beliefs and replacing them with more sensible and functional beliefs. [ 2 , 42 – 44 ]…”

Section: Methodsmentioning

confidence: 99%

“…Most of the previous works measured stress only in the form of perceptive outcomes. [ 37 – 44 ] We utilized the REOHC model in managing stress as objective work demands, as subjective feelings in the form of perceived stress, and as somatic/physiological symptoms among teachers of children with ASD in Nigeria. The present study will extend research in this area by establishing the efficacy of REOHC on job stress, and by tracing which of the 3 dimensions of stress is amenable to REOHC intervention.…”

Section: Introductionmentioning

confidence: 99%

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Managing job stress in teachers of children with autism

et al. 2020

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Background/Objective: Teaching has been found to be 1 of the most stressful occupations worldwide. Stress associated with teaching is more critical among teachers teaching children with special needs in general and those with autism specifically, partly due to the heterogeneous nature of the disorders. The purpose of this study was to investigate the effectiveness of Rational Emotive Occupational Health Coaching (REOHC) in minimizing job stress in teachers of children with autism (CWA). Methods: A group-randomized waitlist control-trial design was adopted. A sample of 87 teachers of CWA who participated in the study was randomized into the immediate intervention group (IIG) and waitlist group (WLG). Participants were evaluated on 3 occasions: pretest, post-test and follow-up. Three instruments (Occupational Stress Index, Perceived Occupational Stress Scale and Stress Symptom Scale) were used to measure dimensions of job stress. After the pretest exercise, the IIG participated in a 2-hour REOHC programme weekly for a period of 12 weeks. Post- and follow-up evaluations were conducted respectively at 2 weeks and 3 months after the REOHC programme. Those in WLG were exposed to the REOHC after the follow-up assessment. Data collected were analysed using t -test statistics, repeated measures analysis of variance and bar charts. Results: Results revealed that the perceived stress and stress symptoms of the REOHC group reduced significantly over WLG at post-test, and follow-up assessments. Changes in the occupational stress index scores across pre-, post- and follow-up measurements were minimal and could not account for a significant difference between the IIG and WLG. Conclusion: It was concluded that REOHC is effective in reducing subjective feelings and physiological symptoms of job stress, even when the objective stressors remain constant among teachers of CWA and other employees who work in stressful occupational environments.

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Management of work stress in science education lecturers' population using rational emotive occupational health coaching: Implication for educational evaluators

Ugwuanyi

Ekwueme

2021

Journal Community Psychology

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Introduction Nigerian university lecturers face a lot of works in the day‐to‐day discharge of their responsibilities as academics. This constitutes a lot of stress for them as documented in the literature. However, literature is scarce on how these lecturers manage their work stress. Thus, the researchers explored the efficacy of rational emotive occupational health coaching (REOHC) on the management of work stress among lecturers. Method A randomised controlled trial group experimental research design was adopted using a sample size of 84 lecturers in Science Education Departments of the sampled universities. An occupational stress index was used in the gathering of necessary data for the study. The REOHC treatment lasted for 12 weeks after which the participants were posttested and a follow‐up measure followed after 3 months of the termination of the treatment. Repeated measures analysis of variance statistical approach was used to analyse the obtained data. Results It was revealed that REOHC was significantly (p < 0.05) effective in the management of work stress in a population of science education lecturers in Nigeria. Conclusion REOHC enables science education lecturers to effectively manage their work stress to maximise their work outputs. This finding implicates the expertise of Educational Evaluators.

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The Effect of Rational Emotive Behavior Therapy on Irrational Career Beliefs of Students of Electrical Electronics and Other Engineering Trades in Technical Colleges in Nigeria

Cited by 20 publications

References 39 publications

Effect of rational emotive behavior therapy on stress management and irrational beliefs of special education teachers in Nigerian elementary schools

Effect of rational emotive behavior therapy on stress management and irrational beliefs of special education teachers in Nigerian elementary schools

Managing job stress in teachers of children with autism

Management of work stress in science education lecturers' population using rational emotive occupational health coaching: Implication for educational evaluators

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