Effectiveness of SPACE Model of Cognitive Behavioral Coaching in Management of Occupational Stress in a Sample of School Administrators in South-East Nigeria

Ogba, Francisca N.; Onyishi, Charity N.; Ede, Moses Onyemaechi; Ugwuanyi, Christian; Nwokeoma, Bonaventure N.; Victor-Aigbodion, Vera; Eze, Uche N.; Omeke, Faith; Okorie, Cornelius O.; Ossai, Osita Victor

doi:10.1007/s10942-019-00334-2

Cited by 24 publications

(40 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…So, as the participants continue to apply these skills, they tend to continue to acquire more expertise in stress management and how stressful they view their jobs. 13 Thus, supporting works on REBT, 15,45,[47][48][49] this work shows that blended modality (bREBT) is successful in reducing occupational stress and other psychological disorders among teachers of children with NDDs.…”

Section: Discussionmentioning

confidence: 72%

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

et al. 2021

View full text Add to dashboard Cite

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.

show abstract

Section: Discussionmentioning

confidence: 72%

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

et al. 2021

View full text Add to dashboard Cite

show abstract

“…Job-related stress is widespread across employees ( Asamoah-Appiah and Aggrey-Fynn, 2017 ; Ojwang, n.d. ; Ogba et al, 2019 ), affecting about 70–89% of educators worldwide ( Reddy and Anuradha, 2013 ; Sukumar and Kanagarathinam, 2016 ; Okwaraji and Aguwa, 2015 ; Manabete et al, 2016 ). Stress occurs when there is an activation in the body due to mismatch between the environmental demands and the ability to cope with such demands ( Reddy and Anuradha, 2013 ), causing significant, cognitive, physical and/or emotional impacts on health and well-being ( Sukumar and Kanagarathinam, 2016 ; Okwaraji and Aguwa, 2015 ; Manabete et al, 2016 ; AbuMadini and Sakthivel, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

“…( Reddy and Anuradha, 2013 ; Sukumar and Kanagarathinam, 2016 ; Okwaraji and Aguwa, 2015 ; Manabete et al, 2016 ; AbuMadini and Sakthivel, 2018 ; Ogba et al, 2020 ; Chadha et al, 2012 ; Peltzer et al, 2009 ; Sumathy and Sudha, 2013 ) It manifests in teachers as distasteful emotions such as worry, irritation, anger, frustration and depression resulting from work experiences. ( Reddy and Anuradha, 2013 ; Sukumar and Kanagarathinam, 2016 ; Okwaraji and Aguwa, 2015 ; Manabete et al, 2016 ; AbuMadini and Sakthivel, 2018 ; Ogba et al, 2020 ; Chadha et al, 2012 ; Peltzer et al, 2009 ; Sumathy and Sudha, 2013 ; Pereira-Morales et al, 2017 ) Teachers' stress is also results in emotional consequences as depression, anxiety, burnout and decreased job satisfaction; ( Ogba et al, 2019 ; Manabete et al, 2016 ; AbuMadini and Sakthivel, 2018 ; Ogba et al, 2020 ; Chadha et al, 2012 ; Peltzer et al, 2009 ; Sumathy and Sudha, 2013 ; Pereira-Morales et al, 2017 ; Yang et al, 2015a ; Major, 2012 ; Cappe et al, 2017 ) professional consequences including absenteeism, inefficiency, attrition, and suicidal and attempt ( Reddy and Anuradha, 2013 ; Zarafshan et al, 2013 ; Kebbi, 2018 ; Atiyat, 2017 ; Gersten et al, 2001 ; Kuvaeva, 2018 ; Bush, 2010 ; Davis, n.d. ; Arun et al, 2017 ; Hamlett, 2016 ). It also results in physiological symptoms such as headache, impaired immune function, musculoskeletal pains, and cardiovascular diseases ( Ogba et al, 2019 ; Yang et al, 2015b ).…”

Section: Introductionmentioning

confidence: 99%

“…Thus, extant literature shows that teachers' job-stress tend to undermine teachers' job performance ( Ogba et al, 2019 ; Sukumar and Kanagarathinam, 2016 ; Okwaraji and Aguwa, 2015 ; AbuMadini and Sakthivel, 2018 ) and alter the overall development of the child, especially when the child is living with disabilities, needing special education ( Asamoah-Appiah and Aggrey-Fynn, 2017 ; Zarafshan et al, 2013 ; Kebbi, 2018 ; Atiyat, 2017 ; Gersten et al, 2001 ; Kuvaeva, 2018 ; Bush, 2010 ; Ojwang, n.d. ; Arun et al, 2017 ). Compared to general teachers' population, those who teach learners with special needs tend to experience a heightened level of job-stress ( Peltzer et al, 2009 ; Sumathy and Sudha, 2013 ; Zarafshan et al, 2013 ; Kebbi, 2018 ; Atiyat, 2017 ; Gersten et al, 2001 ).…”

Section: Introductionmentioning

confidence: 99%

“…REOHC uses strategies, including disputation, homework tasks, discussion, and role-play together with cognitive, behavioral and emotional techniques to help participants to change negative perceptions, navigate unhelpful emotions and reduce stress ( Ogba et al, 2019 ; Ellis, 1994 ; Mahfar and Senin, 2013 ; Ellis, 2014 ). The intervention could be administered either as group face-to-face therapy or using Smartphones, WhatsApp chat application, and e-mail ( Ellis, 1994 ).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

A blended rational emotive occupational health coaching for job-stress among teachers of children with special education needs

Okeke

Onyishi

Nwankwor

et al. 2021

Internet Interventions

Self Cite

View full text Add to dashboard Cite

A randomised controlled trial of a cognitive behaviourally informed intervention for changing violent sexual attitudes among adult sexual offenders in prison

Ede

Okeke

Onah

2022

Criminal Behav Ment Health

View full text Add to dashboard Cite

Background Predatory sexual acts by adults cause concern worldwide. Patterns of distorted thinking and weakened self‐control are among the leading explanations. Amidst growing concerns about sexual offences in Nigeria, it might be that more psychologically informed interventions in prison could reduce the risks of further harm compared with the standard prison regime. Aims To test the effectiveness of a cognitive behaviourally informed intervention (CBII) in reducing violent sexual attitudes among men in prison in Nigeria for a sexual offence. Methods In a randomised controlled trial, men in two prisons who responded to in‐prison advertising about the trial were screened for nature of offence and willingness to participate. Those nearing their sentence end or in other psychological therapy were excluded. Sample size was confirmed by power calculation. The Compulsive Sexual Behaviour Inventory (CSBI‐22) and the Hypersexual Behaviour Inventory (HBI) were administered before, immediately after and 3 months after completion of a 12‐session (18 h) Cognitive Behavioural Informed Intervention or equivalent periods of ‘treatment as usual’ (TAU) alone. The CBII was designed to change sexual attitudes, and delivered by trained cognitive therapists to the men, as a group, in one of the prisons while the controls received only TAU in the other. Results Before the intervention, the 39 men in each group had similar psychosocial histories and sexual attitude scores. Following CBII, the intervention group showed a significant reduction in scale scores that was sustained, whereas the TAU group showed no significant change in scores. An ANCOVA analysis confirmed between‐group differences immediately after the intervention and 3 months later. Conclusions This randomised controlled trial adds to existing knowledge in the field because prior studies have been from high income countries, where interventions are generally delivered in more privacy and at greater length. Given that our study had to be limited to change in sexual attitudes as the main outcome, future research must focus on the extent to which such change maps on to changes in interpersonal behaviour among such men. If these findings can be extended in this way and replicated, this could pave the way for more cost‐efficient interventions in higher income countries too.

show abstract

Effectiveness of SPACE Model of Cognitive Behavioral Coaching in Management of Occupational Stress in a Sample of School Administrators in South-East Nigeria

Cited by 24 publications

References 41 publications

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

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

A blended rational emotive occupational health coaching for job-stress among teachers of children with special education needs

A randomised controlled trial of a cognitive behaviourally informed intervention for changing violent sexual attitudes among adult sexual offenders in prison

Contact Info

Product

Resources

About