Effect of a religious coping intervention of rational emotive behavior therapy on mental health of adult learners with type II diabetes.

BACKGROUND: Some previous studies have highlighted the high rate of mental health problems associated with type II diabetes (T2DM). The primary purpose of this study was to investigate the effect of a religious coping intervention of rational emotive behavior therapy (REBT) on the mental health of adult learners with T2DM. METHODS: This study utilized a randomized controlled trial to select 146 adult learners with T2DM and mental health-related problems. The treatment group was made up of 73 adult learners, while the control group was also made up of 73 adult learners. The experimental group received 8 sessions of a religious coping intervention of REBT, while the control group received usual care. Data were collected using the patient health questionnaire, Warwick-Edinburgh mental well-being scale, and Kessler psychological distress scale. Repeated ANOVA and univariate analysis of covariance were used for data analyses. RESULTS: The religious coping intervention of REBT substantially enhanced the mental health of adult learners with T2DM as measured by Warwick-Edinburgh mental well-being scale (P < .000) and patient health questionnaire (P < .000). The religious coping intervention of REBT significantly alleviated the psychological distress of adult learners with T2DM as measured by Kessler psychological distress scale (P < .000). CONCLUSION: In this study, it has been demonstrated that a religious coping intervention of REBT effectively improves the mental health of adult learners with T2DM. The study concludes that the religious coping intervention of REBT is a practical alternative medicine approach to enhancing the mental health of adult learners with T2DM.

Effect of a randomized group intervention for depression among Nigerian pre-service adult education teachers.

OBJECTIVE: Studies show that depression undermines the mental health of pre-service teachers. The objective of this research was to determine whether a rational emotive behavior intervention will be effective in treating depression among Nigerian pre-service adult education teachers. METHODS: The study participants comprise 70 pre-service adult education teachers with moderate to severe depression. The treatment arm consist 35 pre-service adult education teachers, while the control arm consist 35 pre-service adult education teachers. With randomized control group design, an 8-week rational emotive behavior intervention was delivered to the treatment arm while the control arm participants were waitlisted. Hamilton Depression Rating Scale (HDRS) and Goldberg Depression Scale (GDS) were used for data collection. We utilized repeated ANOVA to analyze the study data collected at 3 time points (pretest, post-test, and follow-up). RESULTS: The rational-emotive behavior intervention was significantly effective in reducing the mean depression scores of pre-service adult education teachers in the treatment arm when compared to those in the control arm (HDRS: P  < .001, η p2  = 0.869; GDS: P  < .001, η p2  = 0.827). The treatment intervention consistently reduced mean depression scores of the pre-service adult education teachers at follow-up compared to the control arm (HDRS: P  < .000, 95% confidence interval: -24.049, -19.837, η p2  = 0.864; GDS: P  < .001, 95% confidence interval: -37.587 to 31.213, η p2  = 0.872). The results also showed significant effects of Time as well as significant interaction effects of Time and Group on HDRS and GDS scores of pre-service adult education teachers. CONCLUSION: The study concludes that among pre-service adult education teachers, a rational emotive behavior therapy treatment model was significantly effective and consistent in depression treatment. It is crucial to apply this rational-emotive behavior treatment approach in depression treatment among Nigerian pre-service adult education teachers. Compliance to the REBT treatment plans and timing is very crucial in achieving desired results.

Managing social anxiety among undergraduate adult education and extra-mural studies students: An intervention study.

BACKGROUND/OBJECTIVE: Anxiety is a significant problem affecting University students including undergraduate adult education and extra-mural studies students. This research evaluated the impact of a group rational-emotive behavioral education intervention (group rational-emotive behavioral education intervention [REBEI]) on social anxiety symptoms among undergraduate adult education and extra-mural studies students. METHOD: Eighty six students participated in the study by belonging to either treatment group (n = 43) or control group (n = 43). A REBEI treatment program was developed by the researchers was used to implement the experiment and data was collected using a 22-item questionnaire on social anxiety. Analyzes of data were done using repeated measures ANOVA and paired t-test. RESULTS: Results showed that despite the social anxiety experienced before exposure to the intervention, the social anxiety symptoms of the undergraduate adult education and extra-mural studies students in the treatment group reduced significantly at post-treatment and follow-up compared to students in the control group. CONCLUSION: REBEI demonstrated its clinical usefulness in treating undergraduate adult education and extra-mural studies students with social anxiety problem.

Improving work-life balance among administrative officers in Catholic primary schools: Assessing the effect of a Christian religious rational emotive behavior therapy.

OBJECTIVE: Work-life balance (WLB) is an essential precursor of workers' mental health. The theory of rational emotive behaviour therapy proposes that an imbalance in work and family life may result from people's dysfunctional perceptions of their work and other aspects of their personal life. Also, the constructive philosophies of rational emotive behavior therapy are said to be congruent with most religious belief systems of Christian clients. Therefore, our research examined the efficacy of Christian religious rational emotive behaviour therapy (CRREBT) on WLB among administrative officers in Catholic primary schools. METHODS: This is a group randomized trial involving 162 administrative officers from Catholic primary schools in Southeast Nigeria. The treatment process involved an 8-session CRREBT programme. RESULTS: The scores for WLB of the administrative officers enrolled in the CRREBT programme were significantly improved compared to those in the control group at the end of the study. At the follow-up phase, the CRREBT programme proved to be effective over a 3-month period. CONCLUSION: CRREBT is an effective therapeutic strategy for managing WLB among Catholic school administrative officers.