Evidence-based training in cognitive-behavioural coaching: can personal development bring less distress and better performance?

David, Daniel; Cobeanu, Oana

doi:10.1080/03069885.2014.1002384

Cited by 21 publications

(10 citation statements)

References 27 publications

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“…Findings of the present study are in line with those of an earlier empirical-based study by Ugwoke et al [ 42 ] who found that rational emotive stress management intervention was effective in reducing job burnout and dysfunctional distress among special education teachers. The findings also support that of David et al [ 54 ] who found that evidence-based training in cognitive behavioural coaching led to less distress and better performance. Onuigbo et al [ 41 ] showed that rational emotive behavior therapy is valuable in helping to minimize stress and irrational beliefs of special education teachers in Nigerian elementary schools.…”

Section: Discussionsupporting

confidence: 89%

“…The REOHC intervention programme in this study is a counselling intervention meant to counter teachers’ irrational beliefs arising from their experiences of teaching CWA. [ 2 , 53 , 54 ] The intervention manual was developed by the researchers using information from earlier studies. [ 2 , 41 – 44 ] The manual contained the therapeutic strategies for assisting teachers to become their own coaches.…”

Section: Methodsmentioning

confidence: 99%

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Managing job stress in teachers of children with autism

et al. 2020

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Background/Objective: Teaching has been found to be 1 of the most stressful occupations worldwide. Stress associated with teaching is more critical among teachers teaching children with special needs in general and those with autism specifically, partly due to the heterogeneous nature of the disorders. The purpose of this study was to investigate the effectiveness of Rational Emotive Occupational Health Coaching (REOHC) in minimizing job stress in teachers of children with autism (CWA). Methods: A group-randomized waitlist control-trial design was adopted. A sample of 87 teachers of CWA who participated in the study was randomized into the immediate intervention group (IIG) and waitlist group (WLG). Participants were evaluated on 3 occasions: pretest, post-test and follow-up. Three instruments (Occupational Stress Index, Perceived Occupational Stress Scale and Stress Symptom Scale) were used to measure dimensions of job stress. After the pretest exercise, the IIG participated in a 2-hour REOHC programme weekly for a period of 12 weeks. Post- and follow-up evaluations were conducted respectively at 2 weeks and 3 months after the REOHC programme. Those in WLG were exposed to the REOHC after the follow-up assessment. Data collected were analysed using t -test statistics, repeated measures analysis of variance and bar charts. Results: Results revealed that the perceived stress and stress symptoms of the REOHC group reduced significantly over WLG at post-test, and follow-up assessments. Changes in the occupational stress index scores across pre-, post- and follow-up measurements were minimal and could not account for a significant difference between the IIG and WLG. Conclusion: It was concluded that REOHC is effective in reducing subjective feelings and physiological symptoms of job stress, even when the objective stressors remain constant among teachers of CWA and other employees who work in stressful occupational environments.

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Section: Discussionsupporting

confidence: 89%

Section: Methodsmentioning

confidence: 99%

Managing job stress in teachers of children with autism

et al. 2020

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“…The researcher adopted the ABCDE model in explaining the relationships existing between activating (A) events associated with teaching children with ASD, dysfunctional thoughts, beliefs or cognitions arising from those events (B); the emotional and behavioral consequences of the beliefs (C) ( David and Cobeanu, 2015 ; Ugwuanyi et al, 2020b ; Onuigbo et al, 2020 ; Ugwuanyi et al, 2020c ). Disputation involves challenging and comparing the maladaptive thoughts with more adaptive ones.…”

Section: Methodsmentioning

confidence: 99%

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

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“…Then, disputation techniques (D) are used to eliminate the maladaptive, dysfunctional, and self-limiting beliefs and cognitions. [43][44][45] Disputation involves challenging and comparing the maladaptive thoughts with more adaptive ones.…”

Section: Interventionmentioning

confidence: 99%

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

et al. 2021

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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.

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Evidence-based training in cognitive-behavioural coaching: can personal development bring less distress and better performance?

Cited by 21 publications

References 27 publications

Managing job stress in teachers of children with autism

Managing job stress in teachers of children with autism

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

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

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