Managing job stress among teachers of children with autism spectrum disorders
| Autor: | Charity N. Onyishi, Agnes E. Okafor, Chinyere I Ekomaru, Ifeoma C. Afiaenyi, Chizoba L Obikwelu, Clara N Ifeluni, Felicia Ngozi Ekwealor, Vera Victor-Aigbodion, Immaculata N Akanaeme, Ibiwari Caroline Dike, Loveline N Obayi, Chinyere Theresa Nwaoga, Nkiru Christiana Ohia, Toochukwu Eleazar Ejiofor |
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| Rok vydání: | 2021 |
| Předmět: |
Autism Spectrum Disorder
medicine.medical_treatment education Nigeria Affect (psychology) behavioral disciplines and activities law.invention Occupational Stress Randomized controlled trial well-being law mental disorders Stress (linguistics) medicine Humans Child job-stress Modalities Cognitive Behavioral Therapy business.industry Teaching Yoga Repeated measures design health Clinical Trial/Experimental Study General Medicine medicine.disease Cognitive behavioral therapy Treatment Outcome Quality of Life Autism Occupational stress business Research Article Clinical psychology |
| Zdroj: | Medicine |
| ISSN: | 1536-5964 0025-7974 |
| DOI: | 10.1097/md.0000000000027312 |
| Popis: | Background: Job-related stress undermines occupational, personal, and organizational outcomes. Stress symptoms are common among teachers of children with autism spectrum disorders and affect the academic progress of the children. This study investigated the effectiveness of yoga-based cognitive behavioral therapy in reducing occupational stress among teachers of children with autism in Lagos states, Nigeria. Methods: The current study adopted a group-randomized waitlist control (WLC) trial design with pre-test, posttest, and follow-up assessments. Participants included 58 teachers of children with autism in public and private special schools in Lagos state. Participants were randomly assigned to combined cognitive behavioral therapy and yoga (Y-CBT) (N = 29) and WLC (N = 29) groups. The Y-CBT group participated in a 2 hours Y-CBT program weekly for 12 weeks. Three instruments – Demographic Questionnaire, Single-Item Stress Questionnaire, and Teachers’ Stress Inventory (TSI) were used to collect data. Data were collected at baseline; posttest and follow-up evaluations. Data were analyzed using means, standard deviations, t test statistics, repeated measures analysis of variance, and bar charts. Results: Results revealed that all dimensions of job stress (perception of stress sources, stress manifestation, and total TSI scores) reduced significantly at posttest and follow up assessments among the Y-CBT group, compared to the WLC. Conclusion: It was concluded that Y-CBT modalities could help to minimize the perception of stress sources and stress manifestation as well as total TSI scores among teachers of children with autism spectrum disorders. |
| Databáze: | OpenAIRE |
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