ABSTRACT
Introduction: Stress is one of the highest-ranked work-related injuries worldwide and has become almost universal among the Nigerian workforce. English as a Second Language (ESL) teachers face enormous work-related threats that lead to occupational stress. When ESL teachers are stressed, students' language development and entire educational progress are at risk. This is mostly underscored as English, though a second language, serves as the language of instruction in Nigerian schools. As a result, managing occupational stress is particularly important for ESL teachers, as it is among the definitive ways of improving ESL learning and overall educational outcomes. This study examined the effectiveness of online cognitive behavioral intervention (o-CBI) in lowering occupational stress among ESL teachers. Method: ESL teachers with at least 1 year of experience were among the participants (N = 89). Participants were divided into two groups: the intervention group (N = 44) and the control group (N = 45). For 9 weeks, the experimental group engaged in nine sessions of 2 h of the o-CBI program. The Single Item Stress Questionnaire (SISQ), the Satisfaction with Therapy and Therapist Scale-Revised (STTS-R), and the Teachers' Stress Inventory (TSI) were the measures used to collect primary and secondary data. Four sets of data were collected at baseline, post-test, and follow-up 1 and 2 evaluations. The data were analyzed using mean, standard deviation, t-test statistics, repeated measures ANOVA, and bar charts. Results and discussion: Compared to the control group, the o-CBT group had significantly lower TSI scores at the post-test (Time 2) and follow-up evaluations (Times 3 and 4). Between pre-, post-, and follow-up 1 and 2 measurements, there were no significant differences in occupational stress index scores in the control group. It was concluded that o-CBI is effective in job-stress treatment among ESL teachers. In addition, implications for school health policy are discussed. The o-CBI for occupational stress was well received by the participants, showing high acceptability among ESL teachers.
ABSTRACT
BACKGROUND: Looking at the sociocultural dimension of marriage in the sub-region of Nigeria like Igbo, parents allow their sons and daughters to marry so that they can have homes. The expectation is for them to have permanent homes. If there is anything contrary to that such as divorce, parents usually frown at it. To some extent, the psychological effects of it may be deeply rooted in parents who hear that their children are seeking a divorce. Given this reason, this study investigated the effect of rational emotive family health therapy (REFHT) on burnout and irrational beliefs in parents of couples seeking a divorce. METHODS: This is a pretest-posttest randomized control group research. Two instruments were used to measure 73 participants who were assigned to treatment and control arms. the intervention group received 12 sessions of counseling that aimed to decrease the level of burnout and irrational beliefs. At the end of the sessions and assessments, the data were analyzed using repeated measures, cross-tabulation, and univariate statistics. RESULTS: the finding indicated that REFHT was highly effective in decreasing the high parental burnout orchestrated by irrational belief. Comparing the mean scores of the participants exposed to the intervention and those in the control group after time 1 and 2 assessments, the mean reduction of burnout and irrational beliefs further showed a positive treatment outcome. There was no significant influence of gender, time, and group. CONCLUSION: This study suggests that REFHT is significant in improving the psycho-emotional wellness of parents of couples seeking a divorce. Thus, additional research is required to validate the impact of REFHT in decreasing burnout in other populations.
Subject(s)
Burnout, Professional , Divorce , Child , Humans , Divorce/psychology , Burnout, Psychological , Counseling , ParentsABSTRACT
BACKGROUND/OBJECTIVE: The importance of critical thinking in improving treatment practices in, for instance, the nursing profession, cannot be overemphasized. Despite this importance, empirical studies have shown that helping strategies to train learners on critical thinking disposition are needed. Given this knowledge gap, this study investigated the impacts of cognitive-behavioral reflective training for improving the critical thinking disposition of nursing students. METHOD: Of all the students screened, a total of 167 participants were assigned to the treatment group and waitlisted control group. A researchers-developed training program aimed at improving critical thinking disposition was delivered in English language by therapists. RESULTS: Repeated-measures ANOVA showed that there was no significant difference between the critical thinking disposition of nursing students in the treatment and control groups as measured by CTDI-M at the posttest. At the posttreatment and follow-up measures, there were consistently improved impacts of CBRT on the critical thinking disposition of nursing students in Nigeria as measured by CTDI-M. CONCLUSION: Following the results, we concluded that cognitive-behavioral reflective training was beneficial and had sustained improvement in enhancing the critical thinking disposition of nursing students.
