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Omeke FC, Ede MO, Chukwu CL, Aroh PN, Onyeanusi CO, Ozor TO, Okoro ID, Maduakolam JN, Azubuike Agu F, Aba SI. Can REBT Reduce Academic Stress and Increase Adjustment in Rural Students? JOURNAL OF RATIONAL-EMOTIVE AND COGNITIVE-BEHAVIOR THERAPY 2024. [DOI: 10.1007/s10942-024-00539-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/09/2024] [Indexed: 08/13/2024]
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D’Adamo CR, Kaplan MB, Campbell PS, McLaughlin K, Swartz JS, Wattles KR, Lukaczer D, Scheinbaum S. Functional medicine health coaching improved elimination diet compliance and patient-reported health outcomes: Results from a randomized controlled trial. Medicine (Baltimore) 2024; 103:e37148. [PMID: 38394515 PMCID: PMC11309605 DOI: 10.1097/md.0000000000037148] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/10/2023] [Accepted: 01/11/2024] [Indexed: 02/25/2024] Open
Abstract
BACKGROUND The objective of this study was to determine whether an elimination diet with virtually provided functional medicine health coaching support would be more effective than a typical self-guided elimination diet with respect to dietary compliance and patient-reported health and quality of life. METHODS A parallel arm, randomized controlled trial was conducted among a sample of healthcare professionals. Participants were randomized to either an elimination diet with 5 sessions of functional medicine health coaching support (intervention arm) or a self-guided elimination diet (control arm). Outcomes assessed at baseline and at the conclusion of the 10-week study included PROMIS Global Health (GH) and medical symptoms questionnaire (MSQ). Compliance with the elimination diet was assessed at the conclusion of the study. Baseline and end of study outcomes were compared within study arms via paired t tests and between study arms with unpaired t tests. Subgroup analysis of symptomatology at baseline was performed. RESULTS 125 randomized participants (n = 64 intervention, n = 61 control) provided baseline outcomes data. There were statistically and clinically significant within-group improvements in patient-reported outcomes in both the intervention arm (PROMIS GH-physical = 4.68, PROMIS GH-mental = 3.53, MSQ = 28.9) and control arm (PROMIS GH-physical = 48.4, PROMIS GH-mental = 3.18, MSQ = 24.1). There were no between-group differences in the primary analysis (P > .1). However, participants with more symptoms at baseline had statistically and clinically significant between-group differences in PROMIS GH-mental health (3.90, P = .0038) and MSQ (12.3, P = .047) scores that favored the functional medicine health coaching arm. CONCLUSIONS An elimination diet, whether self-guided or with functional medicine health coaching support, may improve patient-reported health outcomes among relatively healthy healthcare professionals. While studies in more diverse samples are needed, functional medicine health coaching support appears to be superior to a self-guided approach with regard to both dietary compliance and improving health outcomes among those with greater symptomatology.
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Affiliation(s)
- Christopher R. D’Adamo
- Center for Integrative Medicine, University of Maryland School of Medicine, Baltimore, MD
| | | | | | | | | | | | - Dan Lukaczer
- The Institute for Functional Medicine, Federal Way, WA
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Ogakwu NV, Ede MO, Manafa I, Ede KR, Omeke F, Agu PU, Nwosu N, Onah SO, Oneli JO, Okereke GKO. Occupational health coaching for job stress management among technical college teachers: Implications for educational administrators. Medicine (Baltimore) 2023; 102:e32463. [PMID: 36607869 PMCID: PMC9829259 DOI: 10.1097/md.0000000000032463] [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: 01/07/2023] Open
Abstract
BACKGROUND The need for stress management strategies has been empirically investigated and supported considering demands in workplaces. However, some people in public offices do not seem to have been exposed to occupational health strategies that could reduce the adverse impacts of stress on job productivity and quality of life. Consequently, they become susceptible to mental health disturbances requiring the attention of occupational therapists. Given this, we studied the impact of occupational health coaching for job stress management among technical college teachers. METHODS Using a randomized control design study, 90 technical college teachers were screened and ready to participate. The eligible teachers were included and assigned to intervention and control groups. An occupational stress index was given to the participants before, immediately after, and 2 months after the delivery of occupational coaching program by career counselors while the comparison group received no intervention. Data collected were analyzed using multivariate analysis of variance analysis. RESULTS The results showed a significant improvement in the management of job stress after receiving rational emotive occupational health coaching. According to the multivariate analysis of variance analysis, there were between-group differences immediately after the intervention and 3 months later. As a result, the study suggested that career counselors and school management systems should incorporate rational-emotive behavioral therapy into workforce and workplace programs.
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Affiliation(s)
- Nneka Vera Ogakwu
- Institute for Development Studies, University of Nigeria, Enugu Campus, Nigeria
- 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
| | - Ifeyinwa Manafa
- Department of Educational Foundations, Faculty of Education, Chukwuemeka Odimegwu Ojukwu University, Igbariam, Anambra State, Nigeria
| | - Kelechi Ruth Ede
- Department of Agricultural Education, Faculty of Vocational and Teacher Education, University of Nigeria, Nsukka, Nigeria
| | - Faith Omeke
- Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka, Nigeria
| | - Patricia U. Agu
- Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka, Nigeria
| | - Nneka Nwosu
- Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka, Nigeria
| | - Sebastian Okechukwu Onah
- Department of Sociology and Anthropology, Faculty of Social Sciences, University of Nigeria, Nsukka, Nigeria
| | - Joy Obiageli Oneli
- Teleo Network International School of Theology, Pastoral Ministry Grace Training International Bible Institute, Gambia
- * Correspondence: Joy Obiageli Oneli, Teleo Network International School of Theology, Pastoral Ministry Grace Training International Bible Institute, Duluth 20284, Gambia (e-mail: )
| | - Godwin Keres Okoro Okereke
- Department of Industrial Technical Education, Faculty of Vocational and Teacher Education, University of Nigeria, Nsukka, Nigeria
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Okorie CO, Ogba FN, Amujiri BA, Nwankwo FM, Oforka TO, Igu NCN, Arua CC, Nwamuo BN, Okolie CN, Ogbu EO, Okoro KN, Solomon KC, Nwamuo BE, Akudolu LO, Ukaogo VO, Orabueze FO, Ibenekwu IE, Ani CKC, Iwuala HO. Zoom-based GROW coaching intervention for improving subjective well-being in a sample of school administrators: A randomized control trial. Internet Interv 2022; 29:100549. [PMID: 36092992 PMCID: PMC9452042 DOI: 10.1016/j.invent.2022.100549] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/09/2022] [Revised: 05/13/2022] [Accepted: 05/19/2022] [Indexed: 12/02/2022] Open
Abstract
BACKGROUND/OBJECTIVE Poor subjective well-being is a risk factor for poor health; and threatens school administrators' leadership roles and overall occupational and personal outcomes. Online digital care and coaching such as Zoom-delivered GROW (Z-GROW) coaching may be an invaluable approach to building resilience and improving well-being. This study investigated the effectiveness of the Z-GROW coaching model in enhancing self-reported well-being in a sample of school administrators in South-East Nigeria. METHOD A randomized control trial was conducted with a sample of 109 school administrators who met the inclusion criteria. Participants were allocated into Z-GROW (N = 55) and waitlist control (N = 54) groups. A 2-hour Z-GROW programme was delivered to the Z-GROW intervention group weekly for 9 weeks. Subjective well-being was measured using the Satisfaction with Life Scale (SWLS), the Scale of Positive and Negative Experience (SPANE), and the Flourishing Scale (FS). Data were collected on three occasions: pre-intervention, post-intervention, and follow-up using the same measures. All data were analyzed using descriptive and inferential statistics. The presentation of data was supported by figures and charts. RESULTS Results revealed that school administrators' three dimensions of subjective well-being significantly improved following the Z-GROW intervention. It was further shown that the improved state of participants was sustained through a 3-monthfollow-up assessment. CONCLUSION Based on the findings, it can be concluded that intervention using GROW coaching in the zoom platform improves the self-reported well-being of school administrators. The outcomes of this study present the Z-GROW model as a viable intervention for subjective well-being and other mental health conditions among school administrators. Through the Z-GROW model, employees can access occupational health coaching from the comfort of their homes.
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Key Words
- FS, flourishing scale
- GROW, Goal setting, Reality, Option, and Will
- Online intervention
- SD, standard deviation
- SPANE, Scale of positive and negative affect
- SWB, subjective well-being
- SWLS, Satisfaction with life scale
- School administrators
- Subjective well-being
- WL, waitlist
- Well-being
- Z-GROW, Zoom-based GROW
- Zoom-based GROW model
- p, p-value
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Affiliation(s)
- Cornelius O Okorie
- Department of Political Science, Alex Ekwueme Federal University, Ndufu Alike, Ikwo, Ebonyi State, Nigeria
| | - Francisca N Ogba
- Department Educational Foundations, Alex Ekwueme Federal University, Ndufu Alike, Ikwo, Ebonyi State, Nigeria
| | - Benjamin A Amujiri
- Department of Public Administration and Local Government, University of Nigeria, Nsukka, Nigeria
| | - Felix M Nwankwo
- Department of Political Science, Alex Ekwueme Federal University, Ndufu Alike, Ikwo, Ebonyi State, Nigeria
| | - Theresa O Oforka
- Department of Educational Foundations, University of Nigeria, Nsukka, Nigeria
| | - Ntasiobi C N Igu
- Department Educational Foundations, Alex Ekwueme Federal University, Ndufu Alike, Ikwo, Ebonyi State, Nigeria
| | - Christopher C Arua
- Department of Political Science, Alex Ekwueme Federal University, Ndufu Alike, Ikwo, Ebonyi State, Nigeria
| | - Basil N Nwamuo
- Ebonyi State College of Education, Ebonyi State, Nigeria
| | - Charles N Okolie
- Department of Philisophy/Religion, Alex Ekwueme Federal University, Ndufu Alike, Ikwo, Ebonyi State, Nigeria
| | - Esther O Ogbu
- Department of Philisophy/Religion, Alex Ekwueme Federal University, Ndufu Alike, Ikwo, Ebonyi State, Nigeria
| | - Kingsley N Okoro
- Department of Philisophy/Religion, Alex Ekwueme Federal University, Ndufu Alike, Ikwo, Ebonyi State, Nigeria
| | - Kingsley C Solomon
- Department of Philisophy/Religion, Alex Ekwueme Federal University, Ndufu Alike, Ikwo, Ebonyi State, Nigeria
| | - Bright E Nwamuo
- Department of History and Strategic Studies, Alex Ekwueme Federal University, Ndufu Alike, Ikwo, Ebonyi State, Nigeria
| | - Livinus O Akudolu
- Department of Philisophy/Religion, Alex Ekwueme Federal University, Ndufu Alike, Ikwo, Ebonyi State, Nigeria
| | - Victor O Ukaogo
- Department of History and International Studies, University of Nigeria, Nsukka, Nigeria
| | - Florence O Orabueze
- Department of English and Literary Studies, University of Nigeria, Nsukka, Nigeria
| | | | - Casimir K C Ani
- Strategic Contact Ethics and Publications, University of Nigeria, Nsukka, Nigeria
| | - Harrison O Iwuala
- Department of Political Science, Alex Ekwueme Federal University, Ndufu Alike, Ikwo, Ebonyi State, Nigeria
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Ede MO, Aye EN, Okeke CI. Assessment of psychosocial work hazards and workplace deviant behaviours of teachers in rural community-based schools. JOURNAL OF COMMUNITY PSYCHOLOGY 2022; 50:3487-3503. [PMID: 35353378 DOI: 10.1002/jcop.22848] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/04/2022] [Revised: 03/11/2022] [Accepted: 03/12/2022] [Indexed: 06/14/2023]
Abstract
This is a cross-sectional study that assessed the psychosocial work hazards and workplace deviant behaviours of teachers in rural community-based schools. A total of 254 primary school teachers participated in the study. Copenhagen Psychosocial Questionnaire (COPSOQ) and Work Deviance Behaviour Scale were employed to elicit the teachers' responses. The descriptive statistics (frequency and percentage), and Pearson's correlation (r) statistical analysis were used to analyse the data. The results showed that the primary school teachers experience elements of psychosocial work hazards. It was also indicated that primary school teachers rarely exhibit work deviant behaviours. There is a significant positive relationship between psychosocial work hazards and workplace deviant behaviours of primary school teachers in Enugu State. In conclusion, it was suggested that teachers experience psychosocial work hazards and exhibit workplace deviant behaviours in primary schools in Enugu State Nigeria. Therefore, professionals in workplaces including schools should design practicable interventions that would help to reduce workplace deviance among employees in different works of life. With this, these should be reflected in decision-making and policies implementations to rural communities and beyond.
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Affiliation(s)
- Moses Onyemaechi Ede
- A Postdoctoral Fellow, School of Education Studies, University of the Free State, 9300, Bloemfontein, South Africa
| | - Eucharia Nchedo Aye
- Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka, Nigeria
| | - Chinedu Ifedi Okeke
- Host/Head, School of Education Studies, University of the Free State, 9300, Bloemfontein, South Africa
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Ugwoke RO, Ugwoke OV, Onyeanu EO, Ajayi TA. Examining a Psychological Intervention Dataset on Entrepreneurial Attitudes of Undergraduate Accounting Students. Front Psychol 2022; 13:948978. [PMID: 35967658 PMCID: PMC9374005 DOI: 10.3389/fpsyg.2022.948978] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2022] [Accepted: 06/20/2022] [Indexed: 11/13/2022] Open
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Ugwoke RO, Onyeanu EO, Ugwoke OV, Ajayi TA. Evaluating Coaching Intervention for Financial Risk Perception and Credit Risk Management in a Nigerian Sample. Front Psychol 2022; 13:962855. [PMID: 35865685 PMCID: PMC9294733 DOI: 10.3389/fpsyg.2022.962855] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/06/2022] [Accepted: 06/20/2022] [Indexed: 11/13/2022] Open
Abstract
There is no doubt that a negative perception of financial risk and a lack of credit risk management adversely impact business growth and business owners’ wellbeing. Past studies suggest that most Nigerian traders have poor risk perceptions and manage risk poorly. A business coaching program within rational-emotive behavior therapy framework (REBT-based business coaching) was evaluated in order to determine its effects on financial risk perception and credit risk management among Nigerian traders. This study used an open-label parallel randomized control design. This 8-weeks coaching program had 60 traders in the REBT-based business coaching group and 59 traders in the control group. The mixed-model repeated measures ANOVA was utilized for analysis of the study data. Results show that relative to a control group, traders’ financial risk perception [F(1.09,127.15) = 637.29, p < 0.001, ω2 = 0.69] and credit risk management [F(1.55,181.22) = 795.51, p < 0.001, ω2 = 0.80] significantly improved after participating in REBT-based business coaching program. This study shows that REBT-based business coaching program is integral to increasing financial risk perception and credit risk management among Nigerian traders. This study contributes to the advancement of business coaching program within the rational-emotive behavior therapy framework for market traders, and its application in similar situations. The study considered the benefits of business coaching program for market traders from a developing country, which is a rarely studied group. It is highly recommended that professionals study the relationship between REBT-based business coaching and economic decision-making within various organizational contexts.
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Ede MO, Agah JJ, Okeke CI, Chuks ZO, Oguguo BC, Agu PU, Ene CU, Ekesionye NE, Nji IA, Eze C, Manafa IF. Effect of cognitive behavioral active engagement training on test item construction skills among primary school teachers in Nigeria: Implication for educational policy makers. Medicine (Baltimore) 2021; 100:e26876. [PMID: 34516489 PMCID: PMC8428696 DOI: 10.1097/md.0000000000026876] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/10/2020] [Accepted: 07/23/2021] [Indexed: 01/05/2023] Open
Abstract
BACKGROUND Most classroom teachers are weak in constructing test items for assessment of students. This study examined the effects of cognitive behavioral active engagement training on test items construction skills among primary school teachers in Nigeria. METHODS We adopted a randomized pretest-posttest control group design. A total of 148 participants served as the study sample. One instrument was used for data collection. The participants were administered the instrument at 4 different times. Test construction guide was employed to implement the training. Data analysis was completed using analysis of covariance. RESULTS The researchers found that cognitive behavioral active engagement training had a significant effect on participants' test items construction scores as measured by test construction skills inventory at posttest, first and second follow-up stages. CONCLUSION The researchers concluded that cognitive behavioral active engagement training is efficacious in the improvement of test items construction skills among primary school teachers in Nigeria.
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Affiliation(s)
- Moses Onyemaechi Ede
- A Postdoctoral Fellow, School of Education Studies, Faculty of Education, University of the Free State, South Africa
| | - John J. Agah
- Department of Science Education, University of Nigeria, Nsukka, Nigeria
| | - Chinedu Ifedi Okeke
- Head/Host, School of Education Studies, Faculty of Education, University of the Free State, South Africa
| | - Zudonu Onisoman Chuks
- Chemistry Education Department, School of Science Education, Federal College of Education (Technical), Omoku, River State, Nigeria
| | - Basil C.E. Oguguo
- Department of Science Education, University of Nigeria, Nsukka, Nigeria
| | | | - Catherine U. Ene
- Department of Science Education, University of Nigeria, Nsukka, Nigeria
| | - Ngozi E. Ekesionye
- Department of Educational Foundations, University of Nigeria, Nsukka, Nigeria
| | - Ifeyinwa Awele Nji
- Department of Social Science Education, University of Nigeria, Nsukka, Nigeria
| | - Chikodili Eze
- Department of Economics, University of Nigeria, Nsukka, Nigeria
| | - Ifeyinwa F. Manafa
- Chukwuemeka Odumegwu Ojukwu University, Igbariam, Anambra State, Nigeria
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