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Background/Objective: The present study investigated the effect of Rational Emotive Behavior Therapy (REBT) intervention on burnout among English education undergraduates in southeastern Nigeria. Method: The study adopted a randomized controlled trial design. A total of 96 English education undergraduates with high burnout symptoms in the participating universities took part in the study. These were randomly assigned to groups – intervention group (n = 48) and control group (n = 48). The Oldenburg Burnout Inventory for students (OLBI-S) was used for data collection. The collected data were analyzed using 2-way mixed repeated measure ANOVA at .05 probability level. Result: Results showed that the REBT program significantly reduced the burnout level among English education undergraduates in the intervention group compared to the students in the no-intervention control group as measured by the OLBI-S subscales. Also, the students who benefited from the REBT program maintained reduced burnout levels when the researchers conducted a follow-up. Conclusion: Given the present finding, the REBT program is an effective intervention for preventing and managing burnout among students. The present study has important curriculum innovation implications as far as English education is concerned especially in the Nigerian context. This intervention program can be included in the students’ curriculum activities so as to equip the students with necessary therapeutic skills to manage burnout symptoms presently and in the future.

Background/objective:Different studies have shown the prevalence of high level of stress among undergraduate students. The objective of the present study was to investigate the effect of rational emotive behavioral therapy (REBT) as a stress management intervention among English Education undergraduates in Universities in Southeastern Nigeria.Method:The study adopted a group randomized trial design. One hundred sixteen samples of English education undergraduates (with a high level of perceived stress) took part in the study. These students were randomly assigned to groups – intervention group(n = 58) and no-intervention control group (n = 58). The Perceived Stress Scale (PSS-14) was used for data collection. The collected data were analyzed using 2-way mixed repeated measure ANOVA and independent sample t test at 0.05 probability level.Result:Results showed that an REBT program significantly reduced the stress among English education undergraduates in the intervention group compared to the students in the control group as measured by PSS-14. Also, the English education undergraduates who benefited from the REBT program maintained the reduction in stress after 3 months when the researchers conducted a follow-up.Conclusion:REBT program can be used to equip undergraduate students with the necessary skills to manage stress. The implications for curriculum innovation were highlighted.

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Background/objective: Hearing impaired students still face stigmatization and marginalization especially in inclusive classrooms in developing regions. This negatively impacts their school engagement. The present study aimed at ascertaining the effect of video-guided educational intervention on school engagement of hearing impaired students. Method: Randomized controlled trial design was adopted for the present study. A total of 46 junior secondary school students with hearing impairment and low school engagement symptoms participated in this study. The students were randomly assigned to groups – intervention group and care-as-usual control group. A video-guided educational intervention package which consists of 13-minutes captioned video clips with school engagement themes served as the treatment intervention. Data were collected at 3 different times (pre-test, post-test and follow up) using School Engagement Scale created by Fredericks, Blumenfeld, Friedel and Paris (2005). Data were analyzed using independent sample t-test, paired sample t-test, Cohen d and Chi-square. Results: Results showed that the video-guided educational intervention significantly improved school engagement level among hearing impaired adolescent students in the intervention group in comparison with the students in the care-as-usual control group as measured by the Student Engagement Scale [Behavioral: t(24) = −9.305, P  < .001; Emotional: t(24) = −7.772, P < .001; Cognitive: t(24) = −7.330 P  < .001) as well as total student engagement (t(24) = 12.022, P < .001, Δ = 5.362). Also, the students who took part in the video-guided educational intervention maintained improved school engagement at follow-up. Conclusion: Video-guided educational intervention is an effective intervention for improving school engagement of hearing impaired adolescent students. Since acquiring relevant education is essential for leading a quality life especially among the special needs population, it was recommended that students with hearing impairment should be helped to acquire life skills through education by fostering their school engagement.

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Background: Secondary school students are a high risk group for HIV transmission. They could also be easily reached with health education interventions. There is as yet no global consensus on the nature, content and effectiveness of this intervention among this group. It is also not known how effective this intervention is in reducing sexual risk behaviour among secondary school students in our environment. The aim of the study was to find out the impact of HIV/AIDS health education intervention on the sexual risk behaviour of secondary school students. Methods: This was an interventional follow-up study among senior secondary school students with controls selected from similar schools. The students' sexual risk behaviour was assessed at baseline followed by a HIV/AIDS health education intervention. The risk behaviour was then re-assessed 6 months after the intervention. Result: Students who lived in urban areas and those who lived with both parents were less likely to have experienced sexual intercourse at baseline than those who lived in the rural areas (but school in Jos during school sessions), and those who lived with single parents and other relations. Health education delayed sexual debut among students who were sexually naïve but had no effect on the sexual activity of those who were already sexually experienced. Conclusion:Health Education intervention has a place in reducing secondary school students' sexual risk behaviour if commenced before their sexual debut.

The Family Life and HIV Education curriculum was developed to drive Nigeria's school-based HIV intervention strategy for disseminating information about HIV/AIDS and curbing the threat of HIV/AIDS among adolescents and young people. In this paper, we aimed to identify the strengths and constraints in the Family Life and HIV Education curriculum and its implementation, and we suggest possible solutions to boost its effectiveness and impact. We reviewed the curriculum and searched other pertinent literature to identify factors found to undermine the effectiveness and impact of this curriculum, as used in Nigerian secondary schools. We then proffered possible solutions to these factors. It is recommended that greater collaboration and sharing of ideas and experiences across sectors involved in HIV/AIDS prevention efforts be encouraged, to yield relevant information for more efficient innovation in the Family Life and HIV Education curriculum, which can lead to its greater effectiveness and impact.