Copyright
©The Author(s) 2020. Published by Baishideng Publishing Group Inc. All rights reserved.
World J Clin Cases. Jun 26, 2020; 8(12): 2438-2447
Published online Jun 26, 2020. doi: 10.12998/wjcc.v8.i12.2438
Published online Jun 26, 2020. doi: 10.12998/wjcc.v8.i12.2438
Clinical benefits of rational-emotive stress management therapy for job burnout and dysfunctional distress of special education teachers
Liziana N Onuigbo, Charity N Onyishi, Chiedu Eseadi, Department of Educational Foundations, University of Nigeria, Nsukka 410001, Enugu State, Nigeria
Charity N Onyishi, Department of Educational Psychology, Faculty of Education, University of Johannesburg, Gauteng 2006, South Africa
Author contributions: Onuigbo LN, Onyishi CN and Eseadi C were responsible for the conception of the study; Onuigbo LN, Onyishi CN and Eseadi C were responsible for the design of the study, literature review and analysis, drafting and critical revision and editing, and approval of the final version.
Conflict-of-interest statement: No potential conflicts of interest. No financial support.
Open-Access: This article is an open-access article that was selected by an in-house editor and fully peer-reviewed by external reviewers. It is distributed in accordance with the Creative Commons Attribution NonCommercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/
Corresponding author: Charity N Onyishi, PhD, Post-doctoral Fellow, Department of Educational Pstchology, University of Johannesburg, Gauteng 2006, South Africa; Lecturer, Department of Educational Foundations, University of Nigeria Nsukka, P.M.B. 410001, Nsukka 410001, Enugu State, Nigeria. cnonyishi@uj.ac.za
Received: January 18, 2020
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
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
Core Tip
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.