Efficacy of prison-based cognitive behavioral rehabilitation intervention on violent sexual behaviors among sex offenders in Nigerian prisons

Nwokeoma, Bonaventure N.; Ede, Moses Onyemaechi; Ugwuanyi, Christian S.; Mezieobi, Daniel I.; Ugwoezuonu, Amanda U.; Amoke, Chijioke; Egenti, Nkechi; Nwosu, Nneka; Oforka, Theresa O.; Victor-Aigbodion, Vera; Offordile, Edmund E; Ezeh, Ngozi E.; Eze, Celestine; Eluu, Patrick E.; Ugwuanyi, Benedict Ejiofor; Uzoagba, Ngozi C.; Ugwonna, Grace O.; Chukwu, Chinyere Loveth; Amadi, Kingley C.; Eseadi, Chiedu

doi:10.1097/md.0000000000016103

Cited by 21 publications

(33 citation statements)

References 21 publications

(24 reference statements)

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“…Also, in line with this study's findings, previous studies have reported the effectiveness of cognitive behavioral approaches in improving cognitive skills of different populations. [ 49 , 58 , 74 , 75 ] Similarly, earlier findings also showed that cognitive skill and behavioral disposition components influence critical thinking. [ 1 ] Exposing nursing students to critical thinking training gives an opportunity to utilize psychological assumptions in their professional practice.…”

Section: Discussionmentioning

confidence: 87%

Cognitive-behavioural reflective training for improving critical thinking disposition of nursing students

Abiogu¹,

Ede²,

Agah

et al. 2020

Medicine

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Background/Objective: The importance of critical thinking in improving treatment practices in, for instance, the nursing profession, cannot be overemphasized. Despite this importance, empirical studies have shown that helping strategies to train learners on critical thinking disposition are needed. Given this knowledge gap, this study investigated the impacts of cognitive-behavioral reflective training for improving the critical thinking disposition of nursing students. Method: Of all the students screened, a total of 167 participants were assigned to the treatment group and waitlisted control group. A researchers-developed training program aimed at improving critical thinking disposition was delivered in English language by therapists. Results: Repeated-measures ANOVA showed that there was no significant difference between the critical thinking disposition of nursing students in the treatment and control groups as measured by CTDI-M at the posttest. At the posttreatment and follow-up measures, there were consistently improved impacts of CBRT on the critical thinking disposition of nursing students in Nigeria as measured by CTDI-M. Conclusion: Following the results, we concluded that cognitive-behavioral reflective training was beneficial and had sustained improvement in enhancing the critical thinking disposition of nursing students.

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Section: Discussionmentioning

confidence: 87%

Cognitive-behavioural reflective training for improving critical thinking disposition of nursing students

Abiogu¹,

Ede²,

Agah

et al. 2020

Medicine

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“…A significant reduction in the level of burnout among undergraduate students was found after their exposure to the group‐focused form of rational emotive behaviour coaching (Ezenwaji et al, 2019). Nwokeoma et al (2019) revealed that REOHC significantly reduced work‐related stress in a sample of the Nigerian Police Force. Onyishi et al (2021) found that REOHC had a significant effect on the management of subjective well‐being among police officers who work under stressful conditions.…”

Section: Introductionmentioning

confidence: 99%

“…The foregoing indicated that REBT is effective in the reduction of irrational beliefs among workers and students. Among the studies reviewed, only Nwokeoma et al (2019) determined the effect of REOHC on the management of work‐related stress management among the staff of the Nigerian Police Force, and the subjective well‐being of Nigerian police officers who work under chronic stressful conditions (Onyishi et al, 2021). Just like the Nigerian police officers, lecturers of science education in Nigerian universities work under stressful conditions.…”

Section: Introductionmentioning

confidence: 99%

Management of work stress in science education lecturers' population using rational emotive occupational health coaching: Implication for educational evaluators

Ugwuanyi

Ekwueme

2021

Journal Community Psychology

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Introduction Nigerian university lecturers face a lot of works in the day‐to‐day discharge of their responsibilities as academics. This constitutes a lot of stress for them as documented in the literature. However, literature is scarce on how these lecturers manage their work stress. Thus, the researchers explored the efficacy of rational emotive occupational health coaching (REOHC) on the management of work stress among lecturers. Method A randomised controlled trial group experimental research design was adopted using a sample size of 84 lecturers in Science Education Departments of the sampled universities. An occupational stress index was used in the gathering of necessary data for the study. The REOHC treatment lasted for 12 weeks after which the participants were posttested and a follow‐up measure followed after 3 months of the termination of the treatment. Repeated measures analysis of variance statistical approach was used to analyse the obtained data. Results It was revealed that REOHC was significantly (p < 0.05) effective in the management of work stress in a population of science education lecturers in Nigeria. Conclusion REOHC enables science education lecturers to effectively manage their work stress to maximise their work outputs. This finding implicates the expertise of Educational Evaluators.

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“…Section B identified clinical/psychological characteristics namely length of the condition, severity of the condition, and duration of condition. Besides the items of the instrument adapted from , a good number of studies were reviewed to build up the demographic and clinical characteristics of the participants (Ede et al, 2020a;Nwokeoma et al, 2019a). The authors argued that in clinical case like this, psychological/clinical characteristics are required to understand possible predictors of the condition.…”

Section: Methodsmentioning

confidence: 99%

Interaction Effect of Gender on Academic Procrastination and Achievement Orientation among In-School Adolescents

Amoke¹,

Ede²,

Umeano³

et al. 2021

IJHE

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The study investigated the interaction effect gender on academic procrastination and achievement orientation among in-school adolescents. The study adopted a pretest posttest non-equivalent control group quasi-experimental design with a population of 804 SS II students (518 female and 286 males). The sample size of 129 SS II students from Udenu Local Government Area of Enugu State was drawn through purposive sampling technique. Procrastination Assessment Scale for Students (PASS) and Achievement Orientation Questionnaire (AOQ) were used for data collection. Confirmatory factor analysis was used to validate the measures. Internal consistency reliability coefficients of 0.69 and 0.87 for PASS and AOQ were estimated through Cronbach alpha. Mean and standard deviation were used to answer the research questions while ANCOVA and t-test were used to test the hypotheses at 0.05 level of significance. It was found that gender does not significantly have effect on in-school adolescents’ academic procrastination and achievement orientation. The researchers recommended that among others that the government at all levels should employ competent educational psychologists/psychotherapists and provide enabling environment and facilities for regular cognitive behavioural change programme for in-school adolescents who may be facing problems with academic procrastination. More so, government agencies and professional bodies whose responsibility is to design and revise curriculum for secondary schools should incorporate and emphasize the use of rational emotive behavioural therapy in secondary schools.

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Efficacy of prison-based cognitive behavioral rehabilitation intervention on violent sexual behaviors among sex offenders in Nigerian prisons

Cited by 21 publications

References 21 publications

Cognitive-behavioural reflective training for improving critical thinking disposition of nursing students

Cognitive-behavioural reflective training for improving critical thinking disposition of nursing students

Management of work stress in science education lecturers' population using rational emotive occupational health coaching: Implication for educational evaluators

Interaction Effect of Gender on Academic Procrastination and Achievement Orientation among In-School Adolescents

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