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

• Published in: Science progress (1916) Vol. 104; no. 4; p. 368504211050278
• Main Authors: Obiweluozo, Patience E, Dike, Ibiwari C, Ogba, Francisca N, Elom, Chinyere O, Orabueze, Florence O, Okoye-Ugwu, Stella, Ani, Casmir KC, Onu, Augustine O, Ukaogo, Victor, Obayi, Loveline N, Abonyi, Sunday E, Onu, Janefrancis, Omenma, Zippora O, Okoro, Ifeanyichukwu D, Eze, Angela, Igu, Ntasiobi CN, Onuigbo, Liziana N, Umeano, Elsie C, Onyishi, Charity N
• Format: Journal Article
• Language: English
• Published: London, England SAGE Publications 01-10-2021; Sage Publications Ltd
• Subjects: Assessments; Behavior modification; Behavior therapy; Child; Children; Cognitive Behavioral Therapy; Data collection; Developmental Disabilities; Disorders; Educational Personnel; Group dynamics; Humans; Mean; Occupational health; Occupational stress; Occupational Stress - therapy; Original Manuscript; Psychological stress; Questionnaires; School Teachers; Schools; Signs and symptoms; Statistical analysis; Statistical tests; Stress; Teachers; Therapy; Variance analysis; job-stress; language and communication difficulties; learning difficulties; Blended Rational Emotive Behavior Therapy; teachers; children with neuro-developmental disorders
• ISSN: 0036-8504; 2047-7163
• DOI: 10.1177/00368504211050278

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.