Background: The need for stress management strategies has been empirically investigated and supported considering demands in workplaces. However, some people in public offices do not seem to have been exposed to occupational health strategies that could reduce the adverse impacts of stress on job productivity and quality of life. Consequently, they become susceptible to mental health disturbances requiring the attention of occupational therapists. Given this, we studied the impact of occupational health coaching for job stress management among technical college teachers.Methods: Using a randomized control design study, 90 technical college teachers were screened and ready to participate. The eligible teachers were included and assigned to intervention and control groups. An occupational stress index was given to the participants before, immediately after, and 2 months after the delivery of occupational coaching program by career counselors while the comparison group received no intervention. Data collected were analyzed using multivariate analysis of variance analysis. Results:The results showed a significant improvement in the management of job stress after receiving rational emotive occupational health coaching. According to the multivariate analysis of variance analysis, there were between-group differences immediately after the intervention and 3 months later. As a result, the study suggested that career counselors and school management systems should incorporate rational-emotive behavioral therapy into workforce and workplace programs.

Background: The high level of academic stress and maladjustment in the school environment led to this study to investigate the management of academic stress and school adjustment among university students using rational emotive behavioral therapy. Methods: The study adopted a pretest-posttest control group design. A total of 97 students participated in the study and were measured using an academic stress scale and academic adjustment scale at 3 points. Results: The results of the multivariate statistics indicated the improvement in the management of academic stress and academic adjustment among Industrial Technical Education students following their participation in the rational emotive behaviour therapy (REBT) treatment and those in the waitlisted control group (WCG) at 3 points. After the treatment, a second assessment shows that the REBT treatment had a significant effect on improvement in academic stress management and academic adjustment among Industrial Technical Education students and was subsequently sustained at follow-up assessment. It was also found that there is no interaction effect of groups and gender. Conclusion: This study suggests that the reduction in academic stress and improvement in the academic adjustment were due to exposure to rational emotive behavioral therapy. Therefore, school counselors should reach out to students that experiencing a high degree of stress and maladjustment and assist them using rational emotive behavioral therapy.

Background: Many workers in developing countries have complained about poor working conditions, unhappiness, and job insecurity. As a result, irrationality in employees judgments of the dissatisfactory status of Nigerian organizational environments has been linked to deviant public employee behavior. Apparently, workers in this work environment experience job-induced hazards and distorted feelings about their occupational well-being. With that in mind, we evaluated the impact of rational-emotive occupational health coaching on work-life quality and occupational stress management among educational administrators in Nigeria. Methods: This research employed a group-randomized trial design. A total number of 70 administrators were recruited, measured with 2 measurement tools during the study. Frequency, percentage, and Chi-square statistics were employed to describe the recruited sample, and inferential (mixed model ANOVA) statistics were utilized to examine the information gathered from the participants. Results: The result showed a significant effect of the rational-emotive occupational health coaching (REOHC) group in decreasing the perception of stress and work-family conflict management among educational administrators. Also, the study reported a significant effect of time on administrators’ occupational stress and work-family conflict management. The results also indicate that administrators’ occupational stress and work-family conflict coping skills had a significant influence due to group and time interaction effects. Conclusion: REOHC is a powerful and useful coaching strategy that improves perceptions of administrators about work-life and job stress in work environment. Based on these results, we recommend REOHC for practitioners in different works of life.

Background: The need to investigate depression among disadvantaged groups motivated this study. This study investigated the impacts of rational emotive behavior therapy (REBT) on depressive symptoms in schoolchildren with atypical behaviors in Enugu State Nigeria.Method: A group randomized controlled design was used to assign 37 schoolchildren to the intervention group and 37 schoolchildren to the waitlisted control group. These people were evaluated at three times (pretest, post-test, and later test) using a dependent measure. The outcome demonstrated that there was no discernible difference between the participants in the treatment group and those in the waitlisted control group at the time of the pretest. The post-treatment test results revealed a considerable improvement among participants as a result of REBT therapy.Results: The later test result revealed that the treatment's significant improvement was maintained in favor of the REBT group. The outcome of REBT treatment was not moderated due to location. The data showed a significant interaction impact on participants' depression levels in relation to the interaction between groups and gender during therapy. Conclusion:Following the outcomes, we concluded that REBT is a long-term efficacious intervention for treating depressive symptoms in schoolchildren with atypical behaviors in Enugu State Nigeria regardless of location and gender.Abbreviations: n = number of participants, REBT = rational emotive behavior therapy, sig = associated probability, χ 2 = chisquare, η 2 p = partial eta square.

Background: Tobacco smoking is a public health issue. The aim of this investigation was to determine the effect of cognitive behavioral therapy (CBT) on the disputation of challenges to quitting tobacco smoking among students enrolled in the Social Science and religious Education programmes.Methods: The study adopted a pretest-posttest randomized controlled group design with follow-up. The population comprised of 76 tobacco smokers (randomized into 1 of 2 groups: n = 38 for the treatment group, n = 38 for the waitlist control group) completed the study. A self-report scale measuring dependence on cigarettes was used as the outcome measure. The treatment group was exposed to a 12-weeks CBT intervention. The treatment and waitlisted groups were evaluated at 3 time points: pretest, post-test, and follow-up. Statistical analyses were achieved using ANOVA.Results: The result showed that CBT had a significant effect in reducing the challenges to quitting tobacco smoking among the student smokers in the treatment group in comparison with the waitlist control group. The positive behavioral gains after the CBT program also persisted at follow-up in the treatment group compared with the waitlist control group.Conclusion: Therefore, this study suggests that CBT intervention is a time-effective treatment method for disputation of challenges to quitting tobacco smoking among students enrolled in the Social Science and Religious Education Programmes.Abbreviations: % = percentage, CBT = cognitive behaovioural therapy, CSS-21 = challenges to stopping smoking-21, WCG = waitlist control group, α = 0.05, χ 2 = Chi-square.

Background: The increased sexual assault committed against women and young girls by people of the opposite gender has put their safety in danger in recent years. This has contributed to a growing number of adult sex offenders who have aggressive sexual attitudes. This study investigated the efficacy of cognitive behavior therapy (CBT) in reducing the risk level of hypersexual behaviors among male parents. Methods: A total of convicted 48 inmates participated in this study. In pursuance of this aim, 3 dependent measures were employed in evaluating the participants’ violent sexual attitudes at 3 points. The simple random technique was adopted in selecting 24 participants who participated in the CBT program while 24 participants were used as the no-intervention control group. Results: The ANCOVA analysis shows a positive treatment outcome in reducing the risk level of hypersexual behaviors among male parents who participated in the CBT program when compared to the no-intervention control group. This study found that cognitive behavioral therapy intervention is a coping strategy for reducing hypersexual behaviors among male parents with sexual offending history in favor of participants in the intervention group at the 3 levels of assessments. The study showed a significant difference between groups in the risk level of hypersexual behaviors among male parents with a sexual offending history. Also, the result showed a significant interaction between time and treatment. Regarding the moderating impact of sexual behavior on the risk level of hypersexual behaviors, Conclusion: Given this, this study suggests that CBT intervention reduces the risk level of hypersexual behaviors among male parents. Implications for protection agencies and policies were highlighted.

Background: Workplace-disruptive behavior is an important public and organizational health issue that calls for public discourse. The high rates in Nigeria and its associated career illogical assumptions among teachers brought about this study to investigate the impact of rational emotive occupational health coaching (REOHC) on irrational career beliefs and workplace deviant behaviors in a sample of Nigerian primary school teachers.Methods: A sample of 128 primary school teachers in Nigeria was recruited as participants. They were assigned to REOHC and control groups. Work deviance behavior scale and teacher irrational belief scale were used to assess the participants at 3 points. A pretest-post-test and follow-up design was used in this study.Results: The findings indicated that the REOHC program significantly reduced work-deviant behaviors and irrational career beliefs among primary school teachers. The outcome also demonstrates the connection between groups and gender. Conclusion:This study concluded that primary school teachers' work-related deviant behaviors and illogical beliefs were reduced as a result of the REOHC treatment. Therefore, occupational therapists should help teachers with deviant behaviors and irrational beliefs to change using rational emotive behavioral techniques.

Background: Several systematic reviews and meta-analyses studies have called for moderators of treatment outcomes and their main effect with regard to disadvantaged populations. In view of that, this study investigated the impacts and moderators of rational emotive behavior therapy (REBT) on the self-esteem and irrational beliefs of Schoolchildren in Ebonyi State Nigeria. Methods: A group randomized controlled design was utilized to assign 55 schoolchildren to the treatment group and 55 schoolchildren to waitlisted control group. Two self-report measures (Self-Esteem Scale and Children Adolescent Scale of Irrationality) were used to assess the participants. There were pretest, posttest, and follow-up tests given at different intervals to ascertain the baseline, main effect, and long-term effects of the treatment. The data collected were analyzed using a 2-way analysis of covariance statistic. Results: The results of the 2-way analysis of covariance demonstrated a difference between participants in the waitlisted control group at the pretest, posttest, and follow-up test and a positive improvement in schoolchildren with illogical beliefs as a result of exposure to REBT intervention. It was discovered that the REBT intervention changed schoolchildren’s self-esteem and irrational views into rational ones. A later test result supported the intervention’s consistent and significant effects in lowering illogical beliefs and raising students’ self-esteem. The results also showed that there is no connection between gender and group membership. Conclusion: This study suggests that REBT is a significant treatment strategy that reduces irrational beliefs and improves the self-esteem of primary school children. Based on these outcomes, further studies should replicate the study in other cultures with such a disadvantaged group.