Published online Jun 26, 2020. doi: 10.12998/wjcc.v8.i12.2438
Peer-review started: January 18, 2020
First decision: April 8, 2020
Revised: May 20, 2020
Accepted: June 10, 2020
Article in press: June 10, 2020
Published online: June 26, 2020
It has been observed that managing job burnout and dysfunctional distress constitute part of the major challenges among special educators, and that empirical data on the management of burnout and dysfunctional distress associated with the job of special education teachers are lacking in the literature. The current article discusses the clinical benefits of a rational-emotive stress-management therapy program in reducing the level of job burnout symptoms and dysfunctional distress in special education teachers, using evidence from a 2018 clinical trial study that reported the efficacy of this intervention. Results show the clinical benefits and implications of conducting a rational-emotive stress management intervention, and recommendations are made for future research.
Core tip: Some empirical researches have demonstrated how teachers’ well-being can be improved through psychotherapeutic interventions. But the current study explores the clinical benefits of a rational-emotive stress management therapy in reducing occupational burnout and dysfunctional distress of special education teachers as used in a study carried out in 2018. Clinical implications and directions for future research are also explored.