Rational-Emotive Therapy: Contributions to Teacher Stress Management

Intervention for stress management among skilled construction workers

OBJECTIVE

Previous studies have demonstrated the need for a stress management intervention among construction workers. Construction workers, despite their degree of stress, are expected to contribute to the accomplishment of projects on construction sites. This study aimed to ascertain the effect of a group rational emotive behavior therapy (group REBT) on stress management among a select sample of skilled construction workers in construction industry in Nigeria.

METHODS

With a randomized controlled trial design, 160 skilled construction workers completed the study and responded to the perceived stress scale-14 and work-related irrational beliefs questionnaire. Participants were randomly allocated to either the intervention group (n = 80) or the control group (n = 80). The main method of data analysis used in the study was repeated measures within-between subjects analysis of variance statistic.

RESULTS

Results show that group REBT significantly improved stress and work-related irrational beliefs scores of the skilled construction workers after they were exposed to the intervention and compared with their colleagues in the control group. The significant reduction in stress and work-related irrational beliefs scores of the treatment group were also sustained at follow-up.

CONCLUSION

Group REBT was significant in reducing stress and work-related irrational beliefs among the skilled construction workers.

Rational emotive education for reducing stress of undergraduate students of religious education program: An experimental study

BACKGROUND

Rational emotive education (REE) program aims to improve the behavioral and mental health of students. This study objective was to evaluate the effect of an REE program on stress among undergraduate students of religious education program in Nigerian Universities.

METHOD

One hundred and fifty (150) religious education undergraduates who had high level of stress participated in the study. Participants were assigned to 2 different groups. The treatment group had 75 participants and while control group also had 75 participants. Data collection was done using the Perceived Stress Scale (PSS-10) while data analysis was done using independent sample t test and paired t test statistics at .05 probability level.

RESULTS

The REE program resulted in a significant decrease in level of stress among undergraduate students of religious education program in the treatment group compared with those students in the control group. Also, the effect of the REE program was maintained during the follow-up among undergraduate students of religious education program exposed to it.

CONCLUSION

The REE program can be used to assist undergraduate students of religious education program to manage their stress.

Rational emotive intervention for stress management among english education undergraduates: Implications for school curriculum innovation

BACKGROUND/OBJECTIVE

Different studies have shown the prevalence of high level of stress among undergraduate students. The objective of the present study was to investigate the effect of rational emotive behavioral therapy (REBT) as a stress management intervention among English Education undergraduates in Universities in Southeastern Nigeria.

METHOD

The study adopted a group randomized trial design. One hundred sixteen samples of English education undergraduates (with a high level of perceived stress) took part in the study. These students were randomly assigned to groups - intervention group(n = 58) and no-intervention control group (n = 58). The Perceived Stress Scale (PSS-14) was used for data collection. The collected data were analyzed using 2-way mixed repeated measure ANOVA and independent sample t test at 0.05 probability level.

RESULT

Results showed that an REBT program significantly reduced the stress among English education undergraduates in the intervention group compared to the students in the control group as measured by PSS-14. Also, the English education undergraduates who benefited from the REBT program maintained the reduction in stress after 3 months when the researchers conducted a follow-up.

CONCLUSION

REBT program can be used to equip undergraduate students with the necessary skills to manage stress. The implications for curriculum innovation were highlighted.

Perfectionism and Job Stress in Teachers

The present research examined the association between dimensions of perfectionism and indices of job stress and perceptions of organizational support in teachers. A sample of 62 teachers completed measures of self-oriented, other-oriented, and socially prescribed perfectionism as assessed by the Multidimensional Perfectionism Scale. In addition, subjects completed the Teacher Stress Inventory and the Survey of Perceived Organizational Support. Measures of job satisfaction, job expectancy, and absenteeism were also obtained. The results indicated a pervasive positive association between socially prescribed perfectionism and various indices of teacher stress, including the intensity and frequency of professional distress, emotional manifestations, and physiological manifestations. A significant association was also detected between socially prescribed perfectionism and low job satisfaction. Self-oriented and other-oriented perfectionism dimensions were not correlated significantly with the measures of teacher stress. It is concluded that social expectations of perfectionism are highly relevant to an understanding of teacher stress. The results are discussed in terms of the practical implications of these data and directions for future research.