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Yoga complemented cognitive behavioral therapy on job burnout among teachers of children with autism spectrum disorders

2021; Wolters Kluwer; Volume: 100; Issue: 22 Linguagem: Inglês

10.1097/md.0000000000025801

1536-5964

Ibiwari Caroline Dike, Charity N. Onyishi, Dorothy Ebere Adimora, Christiana A. Ugodulunwa, Grace Ngozi Adama, Gloria C. Ugwu, Uchenna N. Eze, Angela Eze, Francisca N. Ogba, Patience E. Obiwluozo, Janefrances C. Onu, Augustine O. Onu, Zipporah O. Omenma, Vivian C. Nwaeze, Casimir Ani, Christopher Ndubuisi Ngwu, Uchenna Eugenia Uzodinma, Felicia Ukamaka Iremeka,

Child and Adolescent Psychosocial and Emotional Development

Abstract Background/objective: Job burnout is a syndrome of reaction to chronic job-related stress which affects overall health, limits occupational efficacy, and personal accomplishments of employees thereby thwarting organizational outcomes. Burnout symptoms are common among teachers of children with autism spectrum disorders (ASD) and affect the academic progress of the children. This study investigated the effectiveness of Yoga-based cognitive behavioral therapy (Y-CBT) in reducing occupational burnout among teachers of children with autism in Lagos States, Nigeria. Methods: A group-randomized control-trial with immediate intervention and waitlist control groups was design was adopted. Participants included 58 teachers of children with autism in public and private special schools in the area. Participants were randomly assigned to Y-CBT (N = 29) and waitlist control (N = 29) groups. The Y-CBT group participated in a 2 hours Y-CBT program weekly for 12 weeks. Three instruments Demographic variable, Single Item Stress Questionnaire (SISQ), and Maslach Burnout Inventory-Educators’ Survey (MBI-ES) were used to collect data. Data were collected at baseline; post-test 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 job-burnout reduced significantly at post-test assessment among the Y-CBT group compared to the waitlisted group. The reduction in the participant was sustained across 3months follow-up evaluation. Conclusion: It was concluded that Y-CBT modalities could help to reduce the burnout symptoms among teachers of children with ASD.