Clinical benefits of rational-emotive stress management therapy for job burnout and dysfunctional distress of special education teachers

Abstract: It has been observed that managing job burnout and dysfunctional distress constitute part of the major challenges among special educators, and that empirical data on the management of burnout and dysfunctional distress associated with the job of special education teachers are lacking in the literature. The current article discusses the clinical benefits of a rational-emotive stressmanagement therapy program in reducing the level of job burnout symptoms and dysfunctional distress in special education teachers, using evidence from a 2018 clinical trial study that reported the efficacy of this intervention. Results show the clinical benefits and implications of conducting a rational-emotive stress management intervention, and recommendations are made for future research

Choice of Behaviour Management Techniques amongst Primary School Teachers: Implications for Counselling and Teacher Preparation

The study investigated the choice of behaviour management techniques amongst primary school teachers. Three research questions and three null hypotheses guided the study.  A structured questionnaire was developed and used to elicit information from 163 primary school teachers in the Obollo-Afor Education zone of Enugu State.  Mean and standard deviation were used to answer the research questions.  t-test  statistics was used to test the first hypothesis while Analysis of Variance (ANOVA) was used to analyse the second and third hypotheses. Findings of the study revealed the behaviour management techniques used by practicing teachers in the zone and showed that there is a significant difference in the teacher’s choice of these techniques due to teachers gender, educational qualification and age. Based on the findings, recommendations, conclusions and counselling implications were highlighted. Key words: Behaviour, Management, Techniques, Teachers, Primary School, Counsellin

Inculcating Creative Problem Solving To Students With Special Needs In Nigerian Universities Through Entrepreneurship Education

<p>Abstract:-The study investigated the strategies for inculcating creative problem solving to students with special<br>needs in Nigerian universities through entrepreneurship education. A survey research design was adopted for the<br>study. Three research questions were formulated to guide the study. 58 lecturers who teach special education served<br>as the population and sample. A 24 item questionnaire titled Creative Problem Solving through Entrepreneurship<br>Education Questionnaire (CPSEEQ) was developed by the researchers and used to elicit information from the<br>respondents. Cronbach alpha reliability method was used to determine the internal consistency of (CPSEEQ) and it<br>yielded a reliability estimate of 0.81. The findings of the study showed that though creative problem solving is an<br>important component of entrepreneurship education, lecturers still stick with the old ideas and methods of teaching<br>entrepeneurship theoretically. It was recommended that universities should move beyond the mere teaching of<br>theories to providing the students with more hands on practice on solving societal problems right from the time they<br>are still students</p> <p> </p

Effects of Rational-Emotive Hospice Care Therapy on Problematic Assumptions, Death Anxiety, and Psychological Distress in a Sample of Cancer Patients and Their Family Caregivers in Nigeria

This study was a preliminary investigation that aimed to examine the effects of rational emotive hospice care therapy (REHCT) on problematic assumptions, death anxiety, and psychological distress in a sample of cancer patients and their family caregivers in Nigeria. The study adopted a pre-posttest randomized control group design. Participants were community-dwelling cancer patients (n = 32) and their family caregivers (n = 52). The treatment process consisted of 10 weeks of full intervention and 4 weeks of follow-up meetings that marked the end of intervention. The study used repeated-measures analysis of variance for data analysis. The findings revealed significant effects of a REHCT intervention program on problematic assumptions, death anxiety, and psychological distress reduction among the cancer patients and their family caregivers at the end of the intervention. The improvements were also maintained at follow-up meetings in the treatment group compared with the control group who received the usual care and conventional counseling. The researchers have been able to show that REHCT intervention is more effective than a control therapy for cancer patients’ care, education, and counseling in the Nigerian context