Efficacy of rational emotive behavior therapy for the improvement of knowledge and risk perception of hypertension among university lecturers in South East Nigeria: REBT for university lecturers' hypertension improvement.

Background: This study determined the effectiveness of a rational emotive behavioral therapy (REBT) intervention on knowledge of risks of hypertension among university lecturers in South-east geopolitical zone of Nigeria.

Methods: The study used a group randomized controlled trial design to group the participants into treatment group and a waiting-list control group and the hypertension knowledge questionnaire and the Perceived Risks of Hypertension Questionnaire to collect a pretest, posttest, and follow-up data of this study. The sample of the study was 84 university lecturers in public universities in Southeast Nigeria (University of Nigeria, Nsukka, Enugu State, Nnamdi Azikiwe University, Awka, Anambra State) who satisfies the requirements to participate in the study.

Supporting business educators and students against COVID-19 trauma using trauma-focused cognitive behavioral therapy.

Background: The outbreak of COVID-19 manifests in peoples' mental health and psychological dispositions and may also result to acute distress, depression, anxiety and post-traumatic stress disorder (PTSD) on victims. The objective of this study was to support business educators' and students' mental health against coronavirus trauma using trauma-focused cognitive behavioral therapy (TF-CBT).

Methods: The participants (n = 74 - educators and students) who indicated PTSD symptoms based on the self-reporting questionnaire they filled, were randomly assigned to treatment and waitlist control groups.

Effects of rational emotive psychotherapy consort on business education students' perception about image of technical vocational education and training in South-East Nigeria.

Background: We determined the effects of rational-emotive psychotherapy on the perception of Business Education Students about TVET Image. Negative perception about TVET by youths, parents and the society has made TVET programs unattractive, uninteresting, less productive and by extension created an unhealthy organizational climate. Improving participants' perception will assist them to mitigate the effect of irrational beliefs, emotional distress, strengthening their psychosocial wellbeing and occupational health.