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Randomized Controlled Trial
. 2021 Jun 4;100(22):e25801.
doi: 10.1097/MD.0000000000025801.

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

Ibiwari C Dike  1 , Charity N Onyishi  1   2 , Dorothy E Adimora  1 , Christiana A Ugodulunwa  3 , Grace N Adama  1 , Gloria C Ugwu  1 , Uchenna N Eze  1 , Angela Eze  3 , Francisca N Ogba  3 , Patience E Obiwluozo  1 , JaneFrances C Onu  4 , Augustine O Onu  5 , Zipporah O Omenma  6 , Vivian C Nwaeze  4 , Casimir Ani  7 , Christopher N Ngwu  8 , Uchenna E Uzodinma  1 , Felicia U Iremeka  1
Affiliations
Randomized Controlled Trial

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

Ibiwari C Dike et al. Medicine (Baltimore). .

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.

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Conflict of interest statement

The authors have no funding and conflicts of interests to disclose.

Figures

Figure 1
Figure 1
Bar chart representation of changes on variable scores across Time in Y-CBT group. EE = emotional exhaustion, DEP = depersonalization, RPE = reduced professional efficacy/professional dissatisfaction, MBI = Malach Burnout Inventory for Educators. The figure showed significant changes in the scores from Time 1-Time 2 but nonsignificant reduction from Time 2–Time 3.
Figure 2
Figure 2
Bar chart representation of changes on variable scores across Time. EE = emotional exhaustion, DEP = depersonalization, RPE = reduced professional efficacy/professional dissatisfaction, MBI = Malach Burnout Inventory for Educators. The figure shows that the mean ratings of the Y-CBT group was not significantly lower than the waitlisted group in SE, DEP, RPE, and the total MBI-SE scores at ptretest (Time 1), but were significantly lower during Time 2 and Time 3.
Figure 3
Figure 3
Bar chart representation of changes on variable scores across Time in the WLC group. EE = emotional exhaustion, DEP = depersonalization, RPE = reduced professional efficacy/professional dissatisfaction, MBI = Malach Burnout Inventory for Educators. The figure showed nonsignificant reduction in the scores from Time 1–Time 2 and from Time 2–Time 3.
None
See this image and copyright information in PMC

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