Stress in teachers of childrenwith neuro-developmental disorders: Effect of blendedrationalemotive behavioral therapy

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dc.contributor.authorPatience E, Obiweluozo
dc.contributor.authorIbiwari C, Dike
dc.contributor.authorFrancisca N, Ogba
dc.contributor.authorChinyere O, Elom
dc.contributor.authorFlorence O, Orabueze
dc.contributor.authorStella, Okoye-Ugwu
dc.contributor.authorCasmir KC, Ani
dc.contributor.authorAugustine O, Onu
dc.contributor.authorVictor, Ukaogo
dc.contributor.authorLoveline N, Obayi
dc.contributor.authorSunday E, Abonyi
dc.contributor.authorJanefrancis, Onu
dc.contributor.authorZippora O, Omenma
dc.contributor.authorIfeanyichukwu D, Okoro
dc.contributor.authorAngela, Eze
dc.contributor.authorNtasiobi, CN Igu
dc.contributor.authorLiziana, N Onuigbo
dc.contributor.authorElsie C, Umeano
dc.contributor.authorCharity N, Onyishi
dc.date.accessioned2023-05-09T17:05:58Z
dc.date.available2023-05-09T17:05:58Z
dc.date.issued2021
dc.description.abstractBackground/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 neurodevelopmental 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 evaluationswere 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.en_US
dc.identifier.urihttps://uilspace.unilorin.edu.ng/handle/20.500.12484/9904
dc.language.isoenen_US
dc.publisherSageen_US
dc.relation.ispartofseries104;4
dc.subjectBlended Rational Emotive Behavioren_US
dc.subjectJob-stressen_US
dc.subjectchildren with neuro-developmental disordersen_US
dc.subjectteachersen_US
dc.subjectlanguage and communication difficultiesen_US
dc.subjectlearning difficultiesen_US
dc.titleStress in teachers of childrenwith neuro-developmental disorders: Effect of blendedrationalemotive behavioral therapyen_US
dc.typeArticleen_US

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