Interactive media-based dance and art therapies as interventions for treating posttraumatic symptoms among school children with abduction experience.

OBJECTIVE: This study aimed to compare the effectiveness of interactive media-based dance and art therapies in reducing symptoms of posttraumatic stress disorder among school children in Nigeria who have experienced abduction. METHOD: The study utilised a quasi-experimental design using a sample of 470 school children in Nigeria aged 10-18. The participants were divided into three groups, namely control, dance and art therapy groups. While participants in the art therapy group took part in art therapy sessions, those in dance therapy took part in dance therapy sessions. Participants in the control group received no intervention at all. RESULTS: The result showed a drop in PTSD scores of participants in art and dance therapies at post-intervention and follow-up assessment after six months. However, those in the control group did not report a significant drop in their PTSD symptoms even after six months. Dance therapy was found to be more effective than art therapy. CONCLUSION: The conclusion of this study is that dance therapy is more effective even though both art and dance therapies assist children exposed to traumatic events. PRACTICAL IMPLICATIONS: This study has offered empirical evidence that could guide the planning and implementation of therapies aimed at assisting school children aged 10-18 to recover from traumatic experiences.

Effectiveness of rational emotive occupational health coaching in reducing burnout symptoms among teachers of children with autism.

BACKGROUND/OBJECTIVES: The negative impacts of Job-related burnout on job performance have been widely documented in the literature. Burnout accounts for both physical and mental health outcomes that increase work turnover in teachers, especially those who teach special needs children, like those with Autism Spectrum Disorders (ASD). The current study assessed the effectiveness of Rational Emotive Occupational Health Coaching (REOHC) in minimizing job burnout amongst autistic children teachers in Anambra state, Nigeria. METHOD: The study used a group-randomized waitlist control trial design. teachers who teach ASD children in private and public special and inclusive schools participated in the study. All participants were randomly allocated to REOHC and waitlist group (WLG). REOHC group were exposed to a single session 120 min REOHC programme every week for 12 weeks. Data were collected using Maslach Burnout Inventory for Educators (MBI-ES), at baseline; post-intervention as well as follow-up evaluations 1 and 2 evaluations. All the data gathered for the study were analysed using mean, Standard Deviation (SD), t-test statistics, repeated measures ANOVA, and charts. RESULTS: Results indicated a significant decrease in teachers' burnout, following REOHC intervention, which was sustained through follow-ups 1 and 2. CONCLUSION: In conclusion, we stated that REOHC is valuable in treating burnout symptoms in teachers of children with ASDs.

Effectiveness of cognitive behavioral therapy with yoga in reducing job stress among university lecturers.

Introduction: Job stress is highly prevalent in the workforce worldwide, and tends to threaten employees' physical and mental wellbeing, reducing organizational outcomes. The negative impacts of workplace stress on academics have been found to disproportionately interfere with both institutional research productivity and students' learning outcomes. This study analyzed data from a randomized control trial, to validate the effectiveness of cognitive behavioral therapy combined with yoga in treating job-related stress among lecturers from two Universities in South-East, Nigeria. Methods: Participants included 93 academic staff members from two Federal Universities in Enugu and Ebonyi States in Nigeria. We assigned participants to Y-CBT (N = 46) and waitlist control (N = 47) groups using random sampling techniques. A 2-h Y-CBT program was delivered weekly for a period of 12 weeks. Two instruments were used to collect data for the study. Single Item Stress Questionnaire (SISQ) was employed to identify the potential participants, while the teachers' Stress Inventory (TSI) was served for data collection at baseline, post-intervention, and follow-up tests. Mean, standard deviations, t-test, statistics, and repeated measures Analysis of Variance, were used to analyze data for the study. Results: Results revealed that the perception of stressors and stress symptoms reduced significantly at post-test and follow-up assessments following Y-CBT intervention. Discussion and conclusion: The outcomes of this study support the prior that Y-CBT is valuable for harmonizing mind and body for a stable psychological state. The conclusion was that Y-CBT can minimize the perception of stressors and stress manifestation among university lecturers.