Dike, IC

2 Publications in AERD

Author Publications

Stress in teachers of children with neuro-developmental disorders: Effect of blended rational emotive behavioral therapy

By Obiweluozo, PE

Background/Objectives: Neuro-developmental disorders impose a wide range of learning barriers on learners, increasing stress among their teachers. Evidence attests to the heightened stress among teachers teaching children with such conditions. This study tested the efficacy of blended Rational Emotive Behavior Therapy in reducing job stress among teachers of children with neuro-developmental disorders in Abia State, Nigeria. Method: The current study adopted a group-randomized waitlist control trial design with pretest, post-test, and follow-up assessments. Participants (N = 83) included teachers of children with neuro-developmental disorders in inclusive and specialized schools. The blended Rational Emotive Behavior Therapy group participated in a 2 h intersession face-to-face and online Rational Emotive Behavior Therapy (REBT) program weekly for 12 weeks. Data were collected using the Single Item Stress Questionnaire, Teachers' Stress Inventory, and Participants' Satisfaction questionnaire. The waitlisted group also received a blended Rational Emotive Behavior Therapy intervention after all data collection. Data collected at baseline; post-test as well as follow-up 1 and 2 evaluations were analyzed using mean, standard deviation, t-test statistics, repeated measures analysis of variance, and charts. Results: Results revealed that the mean perceived stress, stress symptoms, and the total teachers' stress score of the blended Rational Emotive Behavior Therapy group at post-test and follow-up assessments reduced significantly, compared to the waitlisted group. Participants also reported a high level of satisfaction with the therapy and procedures. Conclusion: From the findings of this study, we conclude that blended Rational Emotive Behaviour Therapy is efficacious in occupational stress management among teachers of children with neuro-developmental disorders.

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Cognitive Behavior Therapy and Stress Reduction among Primary Education Pupils in Nigeria

By Otu, MS

The stress level of pupils in primary schools is increasing at a worrying rate. The objective of this study was to determine the effect of cognitive behavior therapy (CBT) for stress reduction among primary of education pupils in Nigeria. The research design used in the study was a pretest/post-test and no-treatment control group. The participants of the study were 96 pupils who had experienced a high level of stress. The participants were assigned either to treatment group (n = 48) or no-treatment group (n = 48). The Educational Stress Scale for Pupils was the measure used for data collection in the study, while repeated measures analysis of variance was used for data analysis. After the intervention, the results indicated a significant reduction in the stress level of the pupils in the treatment group when compared to those in the no-treatment control group, F(1, 95) = 471.67, p > .001, eta(2)(p) = .8341. Further significant reduction was observed in the stress level of the pupils in the treatment group when compared to those in the no-treatment control group after follow-up assessment; F(1,102) = 493.94, p > .001, eta(2)(p) = .8401. Cognitive behavior therapy was significantly effective for stress reduction among pupils in primary education institutions. Therefore, counsellors, early childhood teachers, health-care practitioners and social workers may wish to use CBT principles to help pupils reduce stresses.

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