Efficacy of Rational Emotive Career Counselling Programme on Occupational Stress Management in Industrial Hazard Victims: Safety Practice Implications

Omeje, Hyginus Osita; Ede, Moses Onyemaechi; Okereke, Godwin Keres Okoro; Ede, Augustina Obioma; Amaeze, Fidelis Eze; Ike, Joshua Onyedikachi; Ijeoma, Pauline; Nwaodo, Samson Ikenna; Ogbonna, George Nwachukwu; Omeje, Benedicta Anene; Njoku, Sylvanus Umunakwe; Uba, Ifeoma B. M.; Ani, Casmir; Ogakwu, Vera N.; Manafa, Ifeyinwa F.; Oguejiofor, Ngozi Chidumebi; Igbokwe, Innocent Chiawa

doi:10.1007/s10942-022-00476-w

Cited by 5 publications

(4 citation statements)

References 24 publications

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“…[74][75][76] Studies have also recorded several cases of irrational career beliefs among Nigerian teachers. [77,78] Such beliefs among teachers can result from a disconnection between their cognitive representation of the events within their workplace and the actual or expected existence suitable for the ideal workplace and teacher welfare. When employees' work expectations are not met, they may tend to develop mental health problems (e.g., anxiety, depression, tension, frustration, stress, and irritability), [79] which will negatively impact their lives and productivity of employees.…”

Section: Discussionmentioning

confidence: 99%

Impact of occupational health coaching on irrational career beliefs and workplace deviant behaviors among school employees: Implications for Educational administrative policy

et al. 2023

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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.

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Section: Discussionmentioning

confidence: 99%

Impact of occupational health coaching on irrational career beliefs and workplace deviant behaviors among school employees: Implications for Educational administrative policy

et al. 2023

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“…Some rational-emotive and cognitive-behavior-related studies were reviewed which informed the present treatment manual. [ 15 , 31 , 41 ] It is a psycho-educational programme that lasted for 12 weeks with 12 sessions. Each session lasted for 60mins.…”

Section: Methodsmentioning

confidence: 99%

“…[ 40 ] Researchers have remarked that individuals with these belief systems could be described as having unrealistic and negative beliefs which show distortion of reality. [ 41 – 43 ] Hence, the need for proper interpretation and representation of reality. [ 44 ] REBT in this study, therefore, focuses on helping adolescents increase the levels of their adaptability with the introduction of a more rational and positive mindset concerning themselves, others, and the world.…”

Section: Introductionmentioning

confidence: 99%

School-based intervention for academic stress management and school adjustment among industrial technical education students: Implications for educational administrators

et al. 2023

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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.

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“…[34,35] In line with the high prevalence of stress and associated adverse psychological consequences, past recommendations showed that there is a need for more intervention studies on stress reduction. [33,36] In fact, to the best of our knowledge, teachers in secondary schools where there are no specific special schools, studies on such populations are lacking. Therefore, checking the role of CBI on stress among school teachers becomes imperative.…”

Section: Introductionmentioning

confidence: 99%

Effect of psychological intervention in cushioning work-induced stress among secondary school home economics teachers: Implications for policy and administration

Nwakpadolu,

Ede,

Okoro

et al. 2024

Medicine

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Background/Objective: Work demands in the contemporary Nigerian work environment are a critical concern to many including occupational stress researchers. This informed the current study to investigate the effect of psychological intervention in cushioning teachers’ stress in public secondary schools in Nigeria. Methods: A randomized control design was applied. The participants were 80 secondary school home economics teachers. They were randomized into 2 groups, that is, treatment and waitlisted arms. The former was designed as a 12-session cognitive behavior intervention while the latter was waitlisted and the members received theirs at the end of the study. Both group members were evaluated at the pretest, posttest, and follow-up test to understand the baseline of the problem, treatment outcome, and sustainability respectively. Perceived Stress Scale and Teacher irrational belief scale were used as test tools. Data from the 3-time tests were analyzed using multivariate statistic. Results: The main effect results showed a significant reduction in teachers’ stress and irrational beliefs due to cognitive behavior intervention. The follow-up test results also indicate that the impactful benefit of cognitive behavioral intervention on job stress reduction was significantly sustained over time. Regarding the influence of gender, the result shows no significant influence of gender on teachers’ job stress in schools. Conclusion: This study suggests that cognitive behavior intervention can decrease work-induced stress among secondary school home economics teachers. Therefore, the management of schools is enjoined to deploy the services of cognitive behavior therapists to monitor the mood and mental health of teachers.

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Efficacy of Rational Emotive Career Counselling Programme on Occupational Stress Management in Industrial Hazard Victims: Safety Practice Implications

Cited by 5 publications

References 24 publications

Impact of occupational health coaching on irrational career beliefs and workplace deviant behaviors among school employees: Implications for Educational administrative policy

Impact of occupational health coaching on irrational career beliefs and workplace deviant behaviors among school employees: Implications for Educational administrative policy

School-based intervention for academic stress management and school adjustment among industrial technical education students: Implications for educational administrators

Effect of psychological intervention in cushioning work-induced stress among secondary school home economics teachers: Implications for policy and administration

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