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Gordon BK, Bila NJ. Developing a psychoeducational programme for caregivers of people with intellectual disability. Afr J Disabil 2023; 12:1195. [PMID: 37794955 PMCID: PMC10546245 DOI: 10.4102/ajod.v12i0.1195] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2023] [Accepted: 07/24/2023] [Indexed: 10/06/2023] Open
Abstract
Background In the Western Cape, South Africa, a significant number of individuals with intellectual disabilities are cared for by caregivers who receive little or no compensation, education or support. Despite the unique challenges faced by these caregivers, no psychoeducational programmes have been implemented for this particular population. Objectives The study aimed to examine the factors contributing to caregiver distress and develop a solution in the form of a psychoeducational programme for caregivers. Methods A mixed-methods research approach was employed. The qualitative phase involved exploratory research to gather fundamental information and gain new insights into caregiver distress. The quantitative phase utilised a 'one-group pre-test, post-test design' with a Likert-scale questionnaire to enable meaningful interpretations and comparisons of the psychoeducational programme's impact and value. The paired t-test was employed to determine significant differences between pre-test and post-test results. Results The statistical findings demonstrated a significant increase in knowledge, with 99% of respondents indicating a positive impact in reducing caregiver distress and 85% feeling better equipped to care for individuals with intellectual disabilities. Conclusion The psychoeducational programme developed in this study had a positive effect on reducing caregiver distress. Contribution This knowledge provides valuable insights for healthcare professionals in designing relevant intervention programmes, offering support and providing resources not only for individuals with intellectual disabilities but also for their caregivers.
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Affiliation(s)
- Bonita K Gordon
- Department of Social Work and Criminology, Faculty of Humanities, University of Pretoria, Pretoria, South Africa
| | - Nontembeko J Bila
- Department of Social Work and Criminology, Faculty of Humanities, University of Pretoria, Pretoria, South Africa
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Chaudhry N, Sattar R, Kiran T, Wan MW, Husain M, Hidayatullah S, Ali B, Shafique N, Suhag Z, Saeed Q, Maqbool S, Husain N. Supporting Depressed Mothers of Young Children with Intellectual Disability: Feasibility of an Integrated Parenting Intervention in a Low-Income Setting. CHILDREN (BASEL, SWITZERLAND) 2023; 10:913. [PMID: 37371145 DOI: 10.3390/children10060913] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/15/2023] [Revised: 05/15/2023] [Accepted: 05/15/2023] [Indexed: 06/29/2023]
Abstract
As a lifelong condition, intellectual disability (ID) remains a public health priority. Parents caring for children with ID experience serious challenges to their wellbeing, including depression, anxiety, stress and health-related quality of life. Integrated parenting interventions, which have been well evidenced for depressed mothers, may also effectively support depressed parents with a child with ID in low-resource settings such as Pakistan, and in turn optimise child outcomes. We conducted a mixed-method rater-blind feasibility randomised controlled trial, which assessed the feasibility and acceptability of the Learning Through Play in My Own Way Plus (LTP-IMOW Plus) intervention. Mothers who screened positive for depression (n = 26) with a young child (age 3-6 years) with ID were recruited from two low-resource community settings. Participants in the intervention arm (n = 13) received 12 group sessions of LTP-IMOW Plus and others (n = 13) received routine care. The intervention was feasible and acceptable with 100% retention and 100% session attendance. The intervention improved depression, anxiety, parenting stress and child socialisation score outcomes relative to the routine care arm. The framework utilised to analyse the qualitative interviews with seven participants at pre-intervention identified a range of struggles experienced by the mothers, and at post-intervention, found improved knowledge of child development and practices, improved mother-child relationships, recommendations for the intervention and perceived practical barriers and facilitators. The findings highlight the prospects for a clinical and cost-effective trial of an integrated parenting intervention to manage long-term parental mental health needs and improve child outcomes.
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Affiliation(s)
- Nasim Chaudhry
- Pakistan Institute of Living and Learning, Karachi 75600, Pakistan
| | - Rabia Sattar
- Pakistan Institute of Living and Learning, Karachi 75600, Pakistan
| | - Tayyeba Kiran
- Pakistan Institute of Living and Learning, Karachi 75600, Pakistan
| | - Ming Wai Wan
- Division of Psychology and Mental Health, University of Manchester, Manchester M13 9PL, UK
| | - Mina Husain
- Department of Psychiatry, University of Toronto, Toronto, ON M5S IR8, Canada
| | | | - Bushra Ali
- Pakistan Institute of Living and Learning, Karachi 75600, Pakistan
| | - Nadia Shafique
- Department of Psychology, Foundation University Islamabad, Rawalpindi 44000, Pakistan
| | - Zamir Suhag
- TVI-Trust for Vaccines and Immunization, Head Office, Suite No 301, Al-Sehat Centre, Rafiqui Shaheed Road, Karachi 74000, Pakistan
| | - Qamar Saeed
- School of Public Health, Dow University of Health Sciences DUHS, Karachi 74200, Pakistan
| | - Shazia Maqbool
- Department of Developmental-Behavioral Pediatrics, The Children's Hospital, (UC HS-CH), University of Child Health Sciences, Lahore 54600, Pakistan
| | - Nusrat Husain
- Division of Psychology and Mental Health, University of Manchester, Manchester M13 9PL, UK
- Mersey Care NHS Foundation Trust, Prescot L34 1PJ, UK
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Aneke AO, Ede MO, Agbigwe IB, Obumse NA, Nnamani O, Ngwoke AN, Okenyi EC, Ezema VS, Ejiofor JN, Njoku OC, Ifelunni CO, Ebizie EN, Okpala E, Oneli JO. Examining the impact of randomized control intervention on depressive symptoms in schoolchildren with atypical behaviors. Medicine (Baltimore) 2023; 102:e32964. [PMID: 36800628 PMCID: PMC9936029 DOI: 10.1097/md.0000000000032964] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/19/2023] Open
Abstract
BACKGROUND The need to investigate depression among disadvantaged groups motivated this study. This study investigated the impacts of rational emotive behavior therapy (REBT) on depressive symptoms in schoolchildren with atypical behaviors in Enugu State Nigeria. METHOD A group randomized controlled design was used to assign 37 schoolchildren to the intervention group and 37 schoolchildren to the waitlisted control group. These people were evaluated at three times (pretest, post-test, and later test) using a dependent measure. The outcome demonstrated that there was no discernible difference between the participants in the treatment group and those in the waitlisted control group at the time of the pretest. The post-treatment test results revealed a considerable improvement among participants as a result of REBT therapy. RESULTS The later test result revealed that the treatment's significant improvement was maintained in favor of the REBT group. The outcome of REBT treatment was not moderated due to location. The data showed a significant interaction impact on participants' depression levels in relation to the interaction between groups and gender during therapy. CONCLUSION Following the outcomes, we concluded that REBT is a long-term efficacious intervention for treating depressive symptoms in schoolchildren with atypical behaviors in Enugu State Nigeria regardless of location and gender.
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Affiliation(s)
- Anthonia O. Aneke
- Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka, Nigeria
| | - Moses Onyemaechi Ede
- Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka, Nigeria
| | - Ifeanyichukwu B. Agbigwe
- Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka, Nigeria
| | - Nneka Anthonia Obumse
- Department of Educational Foundations, Chukwuemeka Odumegwu Ojukwu University Anambra State Nigeria, Anambra, Nigeria
| | - Ogechi Nnamani
- Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka, Nigeria
| | - Anthonia N. Ngwoke
- Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka, Nigeria
| | - Emmanuel C. Okenyi
- Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka, Nigeria
| | - Victor S. Ezema
- Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka, Nigeria
| | - Juliana N. Ejiofor
- Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka, Nigeria
| | - Obiageli C. Njoku
- Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka, Nigeria
| | - Clara O. Ifelunni
- Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka, Nigeria
| | - Elizabeth N. Ebizie
- Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka, Nigeria
| | - Edith Okpala
- Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka, Nigeria
| | - Joy Obiageli Oneli
- Teleo Network International School of Theology, Pastoral Ministry Grace Training International Bible Institute, Duluth, Gambia
- * Correspondence: Joy Obiageli Oneli, Teleo Network International School of Theology, Pastoral Ministry Grace Training International Bible Institute, Duluth, Gambia (e-mail: )
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Ogakwu NV, Ede MO, Manafa IF, Okeke CI, Onah SO. Quality of Work-Life and Stress Management in a Rural Sample of Primary School Teachers: An Intervention Study. JOURNAL OF RATIONAL-EMOTIVE AND COGNITIVE-BEHAVIOR THERAPY 2023. [DOI: 10.1007/s10942-022-00494-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/10/2023]
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Ani C, Asogwa TE, Nnamani O, Nyakuwa R, Areji AC, Inyiani CC, Ezeani EO, Ibenekwu I, Ejiofor E, Eze M, Chukwuemeka E, Agbigw IB, Sampson M, Onah NG, Ugwu CI, Ogbueghu SN, Ejimonye JC, Onwuzuruike UA, Machebe CH, Onyeanusi CO, Nji IA. Cognitive-behaviour intervention for critical thinking disposition of religion and social science students. Medicine (Baltimore) 2022; 101:e31353. [PMID: 36316831 PMCID: PMC9622699 DOI: 10.1097/md.0000000000031353] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND The dispositions of students towards critical thinking (CT) no doubt improve their clinical practice and performance. Hence, efforts to explore ways to help students become aware and conscious of the need for CT are imperative for their self-actualization, development, and improved professional practice. It is worrisome that in spite of the limited intervention addressing CT disposition challenges, scholars are yet to study the problem, especially in developing countries. METHODS In view of that, we assessed how CT disposition can be improved among students enrolled in cognitive-behavioral reflective training programme (CBRT-P) using a group-randomized control study with three months follow-up. To achieve this, 163 students were allocated to different groups. The recruited participants were exposed to CBRT-P. RESULTS Repeated-measures analysis performed shows that at the posttest, the mean CT disposition scores of the participants enrolled in CBRT-programme (treatment group) were significantly greater compared to the counterpart group that is the comparison group. At the third assessment, the mean score of the dependent measure consistently remained higher in favor of the experimental group. CONCLUSION Given the results, it is concluded that the treatment programme improves the CT disposition of students over time.
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Affiliation(s)
- Casmir Ani
- Department of Philosophy/Strategic Contacts, Ethics, and Publications, University of Nigeria, Nsukka, Nigeria
| | - Timothy E. Asogwa
- Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka, Nigeria
| | - Ogechi Nnamani
- Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka, Nigeria
| | - Robert Nyakuwa
- Harare Institute of Technology, University of Stellenbosch, Zimbabwe
| | - Anthony C. Areji
- Department of Philosophy, University of Nigeria, Nsukka, Nigeria
| | - Chidozie Christian Inyiani
- Department of Social Work, University of Nigeria, Nsukka, Nigeria
- *Correspondence: Chidozie Christian Inyiani, Department of Social Work, Social Sciences, University of Nigeria, Nsukka, Nigeria (e-mail: )
| | | | - Ikpe Ibenekwu
- Institute of African Studies, University of Nigeria, Nigeria
| | - Emeka Ejiofor
- Department of Political Science, University of Nigeria, Nsukka, Nigeria
| | - Mathew Eze
- Institute of African Studies, University of Nigeria, Nigeria
| | - Ezurike Chukwuemeka
- Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka, Nigeria
| | - Ifeanyichukwu B. Agbigw
- Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka, Nigeria
| | - Monday Sampson
- Department Social Science Education, University of Nigeria, Nsukka, Nigeria
| | - Nkechi G. Onah
- Department of Religious and Cultural Studies, University of Nigeria, Nsukka, Nigeria
| | - Collins I. Ugwu
- Department of Religious and Cultural Studies, University of Nigeria, Nsukka, Nigeria
| | | | - Jovita C. Ejimonye
- Department Social Science Education, University of Nigeria, Nsukka, Nigeria
| | | | - Chioma H. Machebe
- Department Social Science Education, University of Nigeria, Nsukka, Nigeria
| | | | - Ifeyinwa A. Nji
- Department Social Science Education, University of Nigeria, Nsukka, Nigeria
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Ede MO, Okeke CI, Igbo JN, Aye E. Testing the efficacy of group cognitive-behavioral therapy for pathological internet use among undergraduates in Nigeria. TRENDS IN PSYCHIATRY AND PSYCHOTHERAPY 2021; 45:e20210348. [PMID: 34842397 PMCID: PMC9991421 DOI: 10.47626/2237-6089-2021-0348] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/04/2021] [Accepted: 11/18/2021] [Indexed: 11/20/2022]
Abstract
INTRODUCTION The aim of this study was to examine the effect of group cognitive-behavioral therapy (GCBT) on pathological internet use (PIU). METHOD The study applied a group randomized controlled trial design to assign participants to intervention and control groups. A total of 40 college students aged 18 to 30 who were pathological internet users (PIUs) participated in this study and were randomly assigned to treatment and control groups. Participants completed a self-report scale entitled the Problematic Internet Use Scale (PIUS) at three time points. The intervention lasted 8 weeks. The data collected were statistically analyzed using repeated-measures analysis of variance (ANOVA). RESULTS The results showed that GCBT has significant efficacy, decreasing the symptoms of PIU among the GCBT participants compared to those in the control group and that the improvements were maintained at follow-up. We also found a significant interaction effect by time for PIU. CONCLUSION From the study findings, we can conclude that GCBT has significant benefit for mitigating the severity of PIU in college students. Therefore, mental health professionals are encouraged to explore the benefits of GCBT in treating symptoms associated with PIU in school settings and beyond.
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Affiliation(s)
- Moses Onyemaechi Ede
- Department of Education FoundationsFaculty of EducationUniversity of the Free StateBloemfonteinSouth Africa Department of Education Foundations, Faculty of Education, University of the Free State, Bloemfontein, South Africa.
| | - Chinedu Ifedi Okeke
- Department of Education FoundationsFaculty of EducationUniversity of the Free StateBloemfonteinSouth Africa Department of Education Foundations, Faculty of Education, University of the Free State, Bloemfontein, South Africa.
| | - Janet N. Igbo
- Department of Educational FoundationsFaculty of EducationUniversity of NigeriaNsukkaEnuguNigeria Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka, Enugu State, Nigeria.
| | - Eucharia Aye
- Department of Educational FoundationsFaculty of EducationUniversity of NigeriaNsukkaEnuguNigeria Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka, Enugu State, Nigeria.
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