Effect of Cognitive Behaviour Therapy on Stress Reduction among Fine and Applied Arts Trainee Instructors in Colleges of Education in South-East, Nigeria
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Submitted
October 8, 2020
Published
June 30, 2021
Keywords:
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Stress, Cognitive Behaviour Therapy, Fine and Applied Arts Trainee Instructors, Colleges of Education, South-East, Nigeria.
Abstract
Fine and Applied Arts Trainee Instructors is the engine house of fast-tracking socio-cultural development. But the effect of stress may bring about significant underperformance among Fine and Applied Arts Trainee Instructors. Such underperformance may in the long run result in national underdevelopment and acute infrastructural deficit as experienced among countries of the World, Nigeria inclusive. In respect to this, this research seeks to understand the effect of Cognitive Behaviour Therapy on stress reduction among Fine and Applied Arts Trainee Instructors of colleges of education in South-East, Nigeria. A quasi-experimental (pretest, posttest and follow-up) research design was employed. Samples of 100 participants were chosen for the study by selecting 20 Fine and Applied Arts Trainee Instructors each from the five states of South-East using convenient sampling technique. The participants were exposed to a three-month cognitive behavior therapy aimed at reducing stress and after which data was collected through a questionnaire and analyzed using repeated measure analysis of variance. The study revealed that there is reduction in stress level of the Fine and Applied Arts Trainee Instructors who were exposed to cognitive behavior therapy than those that were not exposed to it. It was also observed that men and women respond differently stress and that the presence of stress among Fine and Applied Arts Trainee Instructors limits socio-cultural and economic striving of a state among others. To this effect, the study recommends that Fine and Applied Arts Trainee Instructors at all levels especially in developing countries need to engage on Cognitive Behaviour Therapy (CBT) workshop from to time to time in order to ensure quality service delivery and also for strengthening economy of the state. This research therefore proves that good leadership, educational objective sustainability/viability and zero tolerance of resources/knowledge diversion is achievable if Fine and Applied Arts Trainee Instructors will be exposed to CBT training from time to time.
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References
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31. Mattila, A. K., Saarni, S. I., Alanen, E., Salminen, J. K., Kronholm, E., Jula, A., et al. (2010). Health-related quality-of-life profiles in nonalexithymic and alexithymic subjects from general population. J Psychosom Res.68:279â83.
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36. Ogbueghu, S.N., Aroh, P.N., Igwe, R.A., Dauda, J.E., Yahaya, J., Nwefuru, B.C., Eneogu, N.D., & Okere, F.C. (2019). Gender differences in academic burnout among Economics Education undergraduate students in South-East, Nigeria. Global journal of health science, 11(14)46-51.
37. Onwuasoanya, F. C. et al. (2020). Stress and Burnout among Fine and Applied Arts Trainee Instructors in South-East, Nigeria; Academic Journal of Current Research, 7(9) 201-215.
38. Rook, C., Hellwig, T., Florent-Treacy, E., Kets and de-Vries M. (2016). Stress in executives: discussing the âundiscussableâ. INSEAD Work Pap Ser.; 74:1â30.
39. Saghaei, M. (2014). Random allocation software [Computer software]. Retrieved from http://mahmoodsaghaei.tripod.com/Softwares/randalloc.html
40. Santos-Ruiz, A., Robles-Ortega, H., PĂ©rez-GarcĂa, M. and Peralta-RamĂrez, M. I. (2017). Effects of the Cognitive-Behavioral Therapy for Stress Management on Executive Function Components, The Spanish Journal of Psychology. 2017, 20(e11): 1-9. doi:10.1017/sjp.2017.10.
41. Sauter, S., Murphy, L., Colligan M, et al. (2015). Stress at work https://www.cdc.gov/niosh/docs/99-101/pdfs/99-101
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44. Stough C, Simpson T, Lomas J, et al. (2014). Reducing occupational stress with a B-vitamin focussed intervention: a randomized clinical trial: study protocol. Nutr J.; 13(1):122.
45. American Psychological Association (2010). Stress: The different kinds of stress. http://www.apa.org/helpcenter/stress-kinds.aspx.
46. Taylor, H. (2004). Sex differences in social behaviour: A social role interpretation. New Jersey: Lawrence Erlbaum Association Inc.
47. Topper, E. F. (2007). Stress in the library workplace. New Library World 11/12: 561-564.
48. Ugwoke SC, Eseadi C, Igbokwe CC, et al. Effects of a rational-emotive health education intervention on stress management and irrational beliefs among technical college teachers in Southeast Nigeria. Medicine (Baltimore) 2017;96:e7658.
49. Ugwoke SC, Eseadi C, Onuigbo LN, et al. (2018). A rational-emotive stress management intervention for reducing job burnout and dysfunctional distress among special education teachers: An effect study. Medicine (Baltimore);97:17.
50. WHO (2002). World Health Report 2002: Reducing risks, promoting healthy lives, Geneva, World Health Organization.
2. American Psychiatric Association (2000). Diagnostic and Statistical Manual of Mental Disorders. Revised text translators, Nikkho MR, Hamayak AY. Second edition published by Sookhan Tehran.
3. American Psychological Association (2012). Stress: The different kinds of stress. http://www.apa.org/helcenter/stress-kind.aspx.
4. Anclair, M. and Hiltunen, A. J. (2014). Cognitive behavioral therapy for stress-related problems: two single-case studies of parents of children with disabilities. Clin Case Stud; 13: 472â86.
5. Anspaugh, D. J. Hamrick, M. H. and Rosato, F. D. (2003).Wellness, Concepts and Applications (5th Ed). United States: McGraw-Hill Companies.
6. Antoni, M. H., Ironson, G., Schneiderman, N. Alimohammad, S. J. and Jookar, S., (2007). Neshat Doust HT, translators. Practical guide of cognitive-behavioral stress management.33.
7. Brewer, E.W. & McMahan, J. (2004). Job stress and burnout among Industrial and Technical teacher educators. Journal of Vocational Education Research 28(2), 1-17.
8. Campbell, M., Baltes, J. I., Martin, A. and Meddings, K. (2011). A CCL research white paper: The stress of leadership Greenboro NC: Center for Creative Leadership, 2007.
9. Clark, M. M., Warren, B. A., Hagen, P. T., et al. (2011). Stress level, health behaviors, and quality of life in employees joining a wellness center. Am J Health Promot. 26(1):21â25.
10. Cohen, S., Kamarck, T. and Mermelstein, R. (1983). A global measure of perceived stress. J Health Soc Behav;24(2):386-396.
11. DâArcy, L (2007). Stress. http://www.kidshealth.org.
12. Duffy, K. G. (1999). Psychology for living (6th Ed.). United States of America: Prentice-Hall International.
13. Evans, W. and Kelly, B (2004). Pre-registration diploma student nurse stress and coping measures. Nurse Education Today 24(6): 473-482.
14. Faul F, Erdfelder E, Lang AG, Buchner A. G*Power 3.A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behav Res Methods. 2007; 39(2):175â191.
15. Field, A. (2016).Discovering Statistics: Repeated Measures NOVA.http://www.discoveringstatistics.com/docs/repeatedmeasures.pdf
16. Fink, G. (2017) Stress: concepts, definition and history. In: John Stein (eds), Reference Module in Neuroscience and Biobehavioral Psychology Elsevier; 1â9.
17. Ganesh, R. M., Mahapatra, S., Fuehrer, D. L., Folkert, L. J., Jack, W. A., Jenkins, S. M., Bauer, B. A., Wahner-Roedler, D. L. and Sood, A. (2018). The stressed executive: sources and predictors of stress among participants in an executive health program, Glob Adv Health Med. 7(9)679-778.
18. Gmelch, W. H.; Wilke, P. K. and Lourich, N. P. (1984). Factorial dimensions of faculty stress. Paper presented at the Annual Meeting of the American Educational Research Association. New Orleans
19. Grossi, G., Perski, A., Evangard, B., Blomkvist, V. and Orth-Gomer K. (2003). Physio-logical correlates of burnout amongwomen. J Psychosom Res; 55:309â16.
20. Grossi, G. (2008). Hantera din stress: Med kog-nitiv beteendeterapi. [Handle Your StressWith Cognitive Behavioural Therapy]. Viva, Stockholm.CBT
21. Han, K. S. (2002). The effect of an integrated stress management program on the psychologic and physiologic stress reactions of peptic ulcer in Korea. Int J Nurs Stud. 39:539â48.
22. Hayes, S. C., Luoma, J. B., Bond, F. W., Masuda, A. and Lillis, J. (2006). Acceptance and commitment therapy: model, pro-cesses and outcomes. Beh Res Ther; 44: 1â25.
23. Hayes, S. C. (2004). Acceptance and commitment therapy, relational frame the-ory, and the third wave of behavioral and cognitive therapies. Behav Ther; 35: 639â65.
24. Hillman, K. (2015). An introduction to the different types of stress. Journal of Stress Management. Stress, Coping and Health Behaviour http://www.sgtresstips.com/an-introduction-to-thedifferent-types-of-stress. vol.2(3).
25. Hoff, L. A. and Morgan, B. D. (2011). Psychiatric and mental health essentials in primary care. Routledge.
26. Kocalevent, R. D., Levenstein, S., Fliege, H., Schmid, G., Hinz, A., BrĂ€hler, E., Klapp, B. F. (2007). Contribution to the construct validity of the Perceived Stress Questionnaire from a population-based survey. J Psychosom Res.;63:71â81.
27. Lazarus, R. S. (1999). Stress and Emotion: A new synthesis. New York: Springer.
28. Legg, T.J. (2016). Whatâs your stress type? The headline editorial team. http://www.healthline.com/health/whats-your-stresstype#Outlook5
29. Linden, W. (2004). Stress management: From basic science to better practice. Sage Publications.
30. Mache, S., Vitzthum, K., Klapp, B. F. and Groneberg, D. A. (2015). Evaluation of a Multicomponent Psychosocial Skill Training Program for junior physicians in their first year at work: a pilot study. Fam Med. 47(9):693â698.
31. Mattila, A. K., Saarni, S. I., Alanen, E., Salminen, J. K., Kronholm, E., Jula, A., et al. (2010). Health-related quality-of-life profiles in nonalexithymic and alexithymic subjects from general population. J Psychosom Res.68:279â83.
32. Nelson, D. L. and Burke, R. J. (2000). Women executives: health, stress, and success. Acad Manag Perspect; 14(2):107â121.
33. Nucci, C. (2002). The Rational Teacher: Rational Emotive Behavior Therapy in Teacher Education. J Ration Emot Cogn Behav Ther; 20(1):15-32. doi:10.1023/A:1015176819937
34. Nwefuru, B. C., Otu, M. S., Eseadi, C., Usen, S. A. and Otu, F. M. (2018). Stress, Depression, Burnout and Anxiety among Chemistry Education Students in Universities in South-East, Nigeria, Journal of Consultancy, Training And Services (JCTS), Vol.2, No 2 (2018), 46-54.
35. OâDonohue, W. T. and Fisher, J. E. (2008). Cognitive Behavior Therapy: Applying Empirically Supported Techniques in Your Practice,2nd edn., John Wiley & Sons, Hoboken, NJ, xxiii, p. 642
36. Ogbueghu, S.N., Aroh, P.N., Igwe, R.A., Dauda, J.E., Yahaya, J., Nwefuru, B.C., Eneogu, N.D., & Okere, F.C. (2019). Gender differences in academic burnout among Economics Education undergraduate students in South-East, Nigeria. Global journal of health science, 11(14)46-51.
37. Onwuasoanya, F. C. et al. (2020). Stress and Burnout among Fine and Applied Arts Trainee Instructors in South-East, Nigeria; Academic Journal of Current Research, 7(9) 201-215.
38. Rook, C., Hellwig, T., Florent-Treacy, E., Kets and de-Vries M. (2016). Stress in executives: discussing the âundiscussableâ. INSEAD Work Pap Ser.; 74:1â30.
39. Saghaei, M. (2014). Random allocation software [Computer software]. Retrieved from http://mahmoodsaghaei.tripod.com/Softwares/randalloc.html
40. Santos-Ruiz, A., Robles-Ortega, H., PĂ©rez-GarcĂa, M. and Peralta-RamĂrez, M. I. (2017). Effects of the Cognitive-Behavioral Therapy for Stress Management on Executive Function Components, The Spanish Journal of Psychology. 2017, 20(e11): 1-9. doi:10.1017/sjp.2017.10.
41. Sauter, S., Murphy, L., Colligan M, et al. (2015). Stress at work https://www.cdc.gov/niosh/docs/99-101/pdfs/99-101
42. Seligman, Walker, E. and Rosenhan, D. (2001). Abnormal psychology. 4th ed. New York: W.W. Norton.
43. Sherin, J., and Caiger, L. (2004). Rational-Emotive Behavior Therapy: A Behavioral Change Model for Executive Coaching? J Consult Clin Psychol; 6(4):225-233.
44. Stough C, Simpson T, Lomas J, et al. (2014). Reducing occupational stress with a B-vitamin focussed intervention: a randomized clinical trial: study protocol. Nutr J.; 13(1):122.
45. American Psychological Association (2010). Stress: The different kinds of stress. http://www.apa.org/helpcenter/stress-kinds.aspx.
46. Taylor, H. (2004). Sex differences in social behaviour: A social role interpretation. New Jersey: Lawrence Erlbaum Association Inc.
47. Topper, E. F. (2007). Stress in the library workplace. New Library World 11/12: 561-564.
48. Ugwoke SC, Eseadi C, Igbokwe CC, et al. Effects of a rational-emotive health education intervention on stress management and irrational beliefs among technical college teachers in Southeast Nigeria. Medicine (Baltimore) 2017;96:e7658.
49. Ugwoke SC, Eseadi C, Onuigbo LN, et al. (2018). A rational-emotive stress management intervention for reducing job burnout and dysfunctional distress among special education teachers: An effect study. Medicine (Baltimore);97:17.
50. WHO (2002). World Health Report 2002: Reducing risks, promoting healthy lives, Geneva, World Health Organization.
Authors
Edumchieke Ubah, R. D. . (2021). Effect of Cognitive Behaviour Therapy on Stress Reduction among Fine and Applied Arts Trainee Instructors in Colleges of Education in South-East, Nigeria. Journal of Medical Care Research and Review, 4(6). https://doi.org/10.15520/mcrr.v4i6.151
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