Managing social anxiety among undergraduate adult education and extra-mural studies students

Ezenwaji, Chisom Ogochukwu; Aloh, Henry Egi; Okeke, Polycarp M.D.; Osilike, Chioma; Ekwealor, Nwakaego Ebele; Koledoye, Uzoamaka Lucynda; Ilechukwu, Leonard Chidi; Onwuadi, Charles Chibuike

doi:10.1097/md.0000000000027596

Cited by 3 publications

(3 citation statements)

References 31 publications

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“…Apart from that, when the two groups were compared using GLMM, the intervention group experienced a significantly higher reduction of anxiety scores. These findings on reduced anxiety levels among adolescents following health education intervention were supported by previous international RCT studies [37][38][39]. The findings of this study were consistent with the most similar parallel cluster RCT study in Malaysia, which analysed the effect of health education on reducing anxiety among school-aged students at immediately post-intervention and three-month follow-up [40].…”

Section: Discussionsupporting

confidence: 90%

Health Education Module Based on Information–Motivation–Behavioural Skills (IMB) for Reducing Depression, Anxiety, and Stress among Adolescents in Boarding Schools: A Clustered Randomised Controlled Trial

Dapari

Bashaabidin

Hassan

et al. 2022

IJERPH

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Depression, anxiety, and stress (DAS) among adolescents have become a public health concern. The aim of this study was to develop, implement, and measure an IMB-based health education intervention module for reducing DAS among adolescents in boarding schools in the state of Negeri Sembilan, Malaysia. A single-blinded cluster randomised control trial (RCT) was conducted among students with abnormal DASS-21 scores. They were divided into an intervention group (three schools, 62 participants) and a control group (three schools, 57 participants). Participants in the intervention group received IMB-based health education, while participants in the control group underwent the standard care session. To determine the effectiveness of the intervention, the Generalised Linear Mixed Model (GLMM) analysis was conducted. A total of 119 students participated in this study, and no loss to follow-up was reported. Both intervention and control groups showed significantly reduced DAS scores (p < 0.005). However, the reduction of these scores was greater in the intervention group. The GLMM analysis revealed that the intervention was effective in reducing depression (ß = −2.400, t = −3.102, SE = 0.7735, p = 0.002, 95% CI = −3.921, −0.878), anxiety (ß = −2.129, t = −2.824, SE = 0.7541, p = 0.005, 95% CI = −3.612, −0.646), and stress (ß = −1.335, t = −2.457, SE = 0.536, p = 0.015, 95% CI = −2.045, −0.266) among adolescents. The IMB-based health education module was effective in reducing DAS among adolescents in boarding schools.

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Section: Discussionsupporting

confidence: 90%

Health Education Module Based on Information–Motivation–Behavioural Skills (IMB) for Reducing Depression, Anxiety, and Stress among Adolescents in Boarding Schools: A Clustered Randomised Controlled Trial

Dapari

Bashaabidin

Hassan

et al. 2022

IJERPH

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“…[5] Another cross-sectional study found that depression was prevalent in 28.8% of university students. [6] A previous study also found that among 1359 university students, 19.6% reported severe depressive symptoms. [7] The caseload of moderate to severe depression was 25.2% in a cross-sectional survey of 820 Nigerian university students.…”

Section: Introductionmentioning

confidence: 91%

“…While researchers have studied the significance of psychological interventions (e.g. rational emotive behavior therapy-REBT) in treating depression in other student and non-student groups, [17][18][19] no evidence of such interventions exists among pre-service adult education teachers. In order to determine if a treatment model of REBT can be effective in treating depression among pre-service adult education teachers, this research was conducted.…”

Section: Introductionmentioning

confidence: 99%

Effect of a randomized group intervention for depression among Nigerian pre-service adult education teachers

Okeke,

Onah,

Ekwealor

et al. 2023

Medicine

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Objective: Studies show that depression undermines the mental health of pre-service teachers. The objective of this research was to determine whether a rational emotive behavior intervention will be effective in treating depression among Nigerian pre-service adult education teachers. Methods: The study participants comprise 70 pre-service adult education teachers with moderate to severe depression. The treatment arm consist 35 pre-service adult education teachers, while the control arm consist 35 pre-service adult education teachers. With randomized control group design, an 8-week rational emotive behavior intervention was delivered to the treatment arm while the control arm participants were waitlisted. Hamilton Depression Rating Scale (HDRS) and Goldberg Depression Scale (GDS) were used for data collection. We utilized repeated ANOVA to analyze the study data collected at 3 time points (pretest, post-test, and follow-up). Results: The rational-emotive behavior intervention was significantly effective in reducing the mean depression scores of pre-service adult education teachers in the treatment arm when compared to those in the control arm (HDRS: P < .001, ηp 2 = 0.869; GDS: P < .001, ηp 2 = 0.827). The treatment intervention consistently reduced mean depression scores of the pre-service adult education teachers at follow-up compared to the control arm (HDRS: P < .000, 95% confidence interval: −24.049, −19.837, ηp 2 = 0.864; GDS: P < .001, 95% confidence interval: −37.587 to 31.213, ηp 2 = 0.872). The results also showed significant effects of Time as well as significant interaction effects of Time and Group on HDRS and GDS scores of pre-service adult education teachers. Conclusion: The study concludes that among pre-service adult education teachers, a rational emotive behavior therapy treatment model was significantly effective and consistent in depression treatment. It is crucial to apply this rational-emotive behavior treatment approach in depression treatment among Nigerian pre-service adult education teachers. Compliance to the REBT treatment plans and timing is very crucial in achieving desired results.

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Managing Workplace Stress in Adult Education Lecturers: The Efficacy of Mindfulness-Based Intervention

Osilike,

Ogochukwu,

Okechukwu

2024

Mindfulness

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Managing social anxiety among undergraduate adult education and extra-mural studies students

Cited by 3 publications

References 31 publications

Health Education Module Based on Information–Motivation–Behavioural Skills (IMB) for Reducing Depression, Anxiety, and Stress among Adolescents in Boarding Schools: A Clustered Randomised Controlled Trial

Health Education Module Based on Information–Motivation–Behavioural Skills (IMB) for Reducing Depression, Anxiety, and Stress among Adolescents in Boarding Schools: A Clustered Randomised Controlled Trial

Effect of a randomized group intervention for depression among Nigerian pre-service adult education teachers

Managing Workplace Stress in Adult Education Lecturers: The Efficacy of Mindfulness-Based Intervention

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