Effects of a rational-emotive health education intervention on stress management and irrational beliefs among technical college teachers in Southeast Nigeria

Samuel C. Ugwoke; Chiedu Eseadi; Chima C. Igbokwe; Gertrude T.U. Chiaha; Okechukwu O. Nwaubani; Chibueze Tobias Orji; Leonard T. Ugwuanyi; Ifeoma S. Chukwuma; Edith C. Edikpa; Vera N. Ogakwu; Eucharia A. Onu; Patricia Agu; Ujunwa A. Nwobi; Faith Omeke; Francisca C. Okeke; Rita N. Ezema; Lawretta I. Abugu

doi:10.1097/MD.0000000000007658

Effects of a rational-emotive health education intervention on stress management and irrational beliefs among technical college teachers in Southeast Nigeria

Samuel C. Ugwoke, Chiedu Eseadi, Chima C. Igbokwe, Gertrude T.U. Chiaha, Okechukwu O. Nwaubani, Chibueze Tobias Orji, Leonard T. Ugwuanyi, Ifeoma S. Chukwuma, Edith C. Edikpa, Vera N. Ogakwu, Eucharia A. Onu, Patricia Agu, Ujunwa A. Nwobi, Faith Omeke, Francisca C. Okeke, Rita N. Ezema, Lawretta I. Abugu

Research output: Contribution to journal › Article › peer-review

38 Citations (Scopus)

Abstract

Background: Stress is the product of how an individual reacts and adapts to the specific demands and threats they encounter while carrying out given tasks. The main purpose of this study was to investigate the effects of a rational-emotive health education intervention (REHEI) on stress management, and irrational beliefs in a sample of technical college teachers in Southeast Nigeria. Method: The study design was a pretest-posttest control group. Repeated measures analysis of variance, paired t test and Mann-Whitney U tests were used to analyze the data collected. Results: The REHEI significantly reduced teacher stress in those teaching staff exposed to the treatment intervention, relative to a waitlist control group. Furthermore, the REHEI program significantly decreased irrational beliefs about teaching in those teaching staff exposed to the treatment intervention compared to a waitlist control group. Conclusion: The REHEI program can be used to coach teachers on how to manage and cope with stress and overcome irrational beliefs in teaching.

Original language	English
Article number	e7658
Journal	Medicine (United States)
Volume	96
Issue number	31
DOIs	https://doi.org/10.1097/MD.0000000000007658
Publication status	Published - 1 Aug 2017
Externally published	Yes

Keywords

irrational beliefs
Nigeria
rational-emotive behavior therapy
rational-emotive health education intervention
stress management
technical college teachers

ASJC Scopus subject areas

General Medicine

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10.1097/MD.0000000000007658

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Ugwoke, S. C., Eseadi, C., Igbokwe, C. C., Chiaha, G. T. U., Nwaubani, O. O., Orji, C. T., Ugwuanyi, L. T., Chukwuma, I. S., Edikpa, E. C., Ogakwu, V. N., Onu, E. A., Agu, P., Nwobi, U. A., Omeke, F., Okeke, F. C., Ezema, R. N., & Abugu, L. I. (2017). Effects of a rational-emotive health education intervention on stress management and irrational beliefs among technical college teachers in Southeast Nigeria. Medicine (United States), 96(31), Article e7658. https://doi.org/10.1097/MD.0000000000007658

@article{45c81eebe52a4ddaabe93c28f5ab71fc,

title = "Effects of a rational-emotive health education intervention on stress management and irrational beliefs among technical college teachers in Southeast Nigeria",

abstract = "Background: Stress is the product of how an individual reacts and adapts to the specific demands and threats they encounter while carrying out given tasks. The main purpose of this study was to investigate the effects of a rational-emotive health education intervention (REHEI) on stress management, and irrational beliefs in a sample of technical college teachers in Southeast Nigeria. Method: The study design was a pretest-posttest control group. Repeated measures analysis of variance, paired t test and Mann-Whitney U tests were used to analyze the data collected. Results: The REHEI significantly reduced teacher stress in those teaching staff exposed to the treatment intervention, relative to a waitlist control group. Furthermore, the REHEI program significantly decreased irrational beliefs about teaching in those teaching staff exposed to the treatment intervention compared to a waitlist control group. Conclusion: The REHEI program can be used to coach teachers on how to manage and cope with stress and overcome irrational beliefs in teaching.",

keywords = "irrational beliefs, Nigeria, rational-emotive behavior therapy, rational-emotive health education intervention, stress management, technical college teachers",

author = "Ugwoke, {Samuel C.} and Chiedu Eseadi and Igbokwe, {Chima C.} and Chiaha, {Gertrude T.U.} and Nwaubani, {Okechukwu O.} and Orji, {Chibueze Tobias} and Ugwuanyi, {Leonard T.} and Chukwuma, {Ifeoma S.} and Edikpa, {Edith C.} and Ogakwu, {Vera N.} and Onu, {Eucharia A.} and Patricia Agu and Nwobi, {Ujunwa A.} and Faith Omeke and Okeke, {Francisca C.} and Ezema, {Rita N.} and Abugu, {Lawretta I.}",

note = "Publisher Copyright: {\textcopyright} 2017 the Author(s). Published by Wolters Kluwer Health, Inc.",

year = "2017",

month = aug,

day = "1",

doi = "10.1097/MD.0000000000007658",

language = "English",

volume = "96",

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Ugwoke, SC, Eseadi, C, Igbokwe, CC, Chiaha, GTU, Nwaubani, OO, Orji, CT, Ugwuanyi, LT, Chukwuma, IS, Edikpa, EC, Ogakwu, VN, Onu, EA, Agu, P, Nwobi, UA, Omeke, F, Okeke, FC, Ezema, RN & Abugu, LI 2017, 'Effects of a rational-emotive health education intervention on stress management and irrational beliefs among technical college teachers in Southeast Nigeria', Medicine (United States), vol. 96, no. 31, e7658. https://doi.org/10.1097/MD.0000000000007658

TY - JOUR

T1 - Effects of a rational-emotive health education intervention on stress management and irrational beliefs among technical college teachers in Southeast Nigeria

AU - Ugwoke, Samuel C.

AU - Eseadi, Chiedu

AU - Igbokwe, Chima C.

AU - Chiaha, Gertrude T.U.

AU - Nwaubani, Okechukwu O.

AU - Orji, Chibueze Tobias

AU - Ugwuanyi, Leonard T.

AU - Chukwuma, Ifeoma S.

AU - Edikpa, Edith C.

AU - Ogakwu, Vera N.

AU - Onu, Eucharia A.

AU - Agu, Patricia

AU - Nwobi, Ujunwa A.

AU - Omeke, Faith

AU - Okeke, Francisca C.

AU - Ezema, Rita N.

AU - Abugu, Lawretta I.

PY - 2017/8/1

Y1 - 2017/8/1

N2 - Background: Stress is the product of how an individual reacts and adapts to the specific demands and threats they encounter while carrying out given tasks. The main purpose of this study was to investigate the effects of a rational-emotive health education intervention (REHEI) on stress management, and irrational beliefs in a sample of technical college teachers in Southeast Nigeria. Method: The study design was a pretest-posttest control group. Repeated measures analysis of variance, paired t test and Mann-Whitney U tests were used to analyze the data collected. Results: The REHEI significantly reduced teacher stress in those teaching staff exposed to the treatment intervention, relative to a waitlist control group. Furthermore, the REHEI program significantly decreased irrational beliefs about teaching in those teaching staff exposed to the treatment intervention compared to a waitlist control group. Conclusion: The REHEI program can be used to coach teachers on how to manage and cope with stress and overcome irrational beliefs in teaching.

AB - Background: Stress is the product of how an individual reacts and adapts to the specific demands and threats they encounter while carrying out given tasks. The main purpose of this study was to investigate the effects of a rational-emotive health education intervention (REHEI) on stress management, and irrational beliefs in a sample of technical college teachers in Southeast Nigeria. Method: The study design was a pretest-posttest control group. Repeated measures analysis of variance, paired t test and Mann-Whitney U tests were used to analyze the data collected. Results: The REHEI significantly reduced teacher stress in those teaching staff exposed to the treatment intervention, relative to a waitlist control group. Furthermore, the REHEI program significantly decreased irrational beliefs about teaching in those teaching staff exposed to the treatment intervention compared to a waitlist control group. Conclusion: The REHEI program can be used to coach teachers on how to manage and cope with stress and overcome irrational beliefs in teaching.

KW - irrational beliefs

KW - Nigeria

KW - rational-emotive behavior therapy

KW - rational-emotive health education intervention

KW - stress management

KW - technical college teachers

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DO - 10.1097/MD.0000000000007658

M3 - Article

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AN - SCOPUS:85026863595

SN - 0025-7974

VL - 96

JO - Medicine (United States)

JF - Medicine (United States)

IS - 31

M1 - e7658

ER -

Effects of a rational-emotive health education intervention on stress management and irrational beliefs among technical college teachers in Southeast Nigeria

Abstract

Keywords

ASJC Scopus subject areas

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