Background/Objective:From a rational emotive behavior therapy viewpoint, stress-related disorders originate from irrational beliefs and self-defeating philosophies and attitude. Individuals affected by stress are different from those ones with neurotic problems mainly because the stressed individuals have irrational beliefs about specific, short-term, or more readily identifiable events, in contrast to the more mundane and diffuse difficulties faced by neurotic persons. The present study aimed to examine the impact of a rational emotive behavior therapy (REBT) intervention on the stress levels and irrational beliefs among special education teachers in elementary schools in Nigeria.Methods:We employed a group randomized controlled trial design for this study. Eighty six participants recruited from elementary schools in the South-eastern part of the country were randomly assigned to either a treatment group (n = 43) or no-intervention control group (n = 43). We used the REBT Stress Management Manual to conduct the intervention. Stress levels and irrational beliefs were assessed using self-report questionnaires. Participants in the treatment group took part in the REBT program for 12 weeks and a follow-up program for 2 weeks. Analysis of the data was completed through a 2 × 3 within × between-subjects repeated measures analysis of variance, and independent samples t test.Results:Results showed that the REBT group experienced a significant mean decline in stress levels and their beliefs shifted to rational ones both at post-treatment and follow-up. In contrast, the participants in the no-intervention control group showed no improvements at either posttreatment or follow-up sessions.Conclusion:Rational-emotive behavior therapy is an effective therapeutic modality that can be applied by REBT clinicians for the management of stress. Additional clinical assessments will be necessary to further confirm the impact of an REBT intervention on teachers’ stress management and irrational beliefs in Nigerian elementary school setting.

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Background/Objective:Different studies have shown the prevalence of high level of social adjustment among English learners with hearing impairment. The objective of the present study was to investigate the effect of peer tutoring as a social adjustment intervention among English learners with hearing impairment in special primary schools in Enugu State, Nigeria.Method:The area of the study was Enugu State. The study adopted a pre-test–post-test quasi experimental research design. The population of the study comprised 30 pupils with language hearing impairment. There was no sampling because the population size was small and manageable. The instrument for data collection was a social adjustment scale with reliability coefficient of 0.88. After the experiment, the experimental group were taught using peer tutoring teaching strategy while the control group were taught with conventional teaching method. Analysis of covariance was used to test the formulated hypotheses at 0.05 level of significance.Results:Results showed that peer tutoring teaching strategy significantly increased social adjustment of pupils with language hearing impairment. Gender did not significantly influence social adjustment of pupils with language hearing impairment. The interaction effect of teaching strategies and gender on social adjustment of pupils with language hearing impairment was not significant.Conclusion:Peer tutoring can be used to alleviate social adjustment problem of pupils with language hearing impairment. The implications of the results for curriculum innovation were highlighted.