Effects of Cognitive Behavioral Therapy with Yoga on Burnout among University teachers

Last registered on March 16, 2020
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Pre-Trial

Trial Information

General Information

Title
Effects of Cognitive Behavioral Therapy with Yoga on Burnout among University teachers
RCT ID
AEARCTR-0005528
Initial registration date
March 14, 2020

Initial registration date is when the trial was registered.

It corresponds to when the registration was submitted to the Registry to be reviewed for publication.

First published
March 16, 2020, 11:32 AM EDT

First published corresponds to when the trial was first made public on the Registry after being reviewed.

Locations

Country
Nigeria
Region

Primary Investigator

Name
Charity Onyishi
Affiliation
University of Johannesburg
Contact Primary Investigator

Other Primary Investigator(s)

Additional Trial Information

Status
Completed
Start date
2019-02-17
End date
2019-12-17
Keywords
Education, Environment & Energy, Health
Additional Keywords
Cognitive Behavioural Therapy, Yoga therapy, job-burnout, University teachers, health, and well-being organizational effectiveness.
JEL code(s)
Secondary IDs
Abstract
Abstract
Burnout syndrome emanating from job-related stress is associated with employees’ physical and mental health conditions is a leading cause of work turnovers and undermined organizational outcomes. This study investigated the effectiveness of Yoga-based cognitive behavioral therapy reducing occupational burnout among University teachers in Nigeria. Participants included 93 academic staff members from two Federal Universities in two States in Nigeria. Participants were randomly assigned to Y-CBT (N=46) and waitlist control (N=47) groups. The Y-CBT group participated in a 2 hours Y-CBT program weekly for a period of 12 weeks. Two instruments- Single Item Stress Questionnaire (SISQ) and Malach's Burnout inventory Educators' Survey (MBI-ES) were used to collect data. Data were collected at baseline; post-test and follow-up evaluations. Means, standard deviations, t-test statistics, repeated measures ANOVA and bar charts were used to analyze data for the study. Results revealed a significant reduction in all the subscales of the MBI-ES at post-test, which were sustained through a 3-months follow up assessment among the Y-CBT group, compared to the waitlisted group. It was concluded that Y-CBT intervention helps to minimize the job-burnout among university teachers.
External Link(s)

Registration Citation

Citation
Onyishi, Charity. 2020. "Effects of Cognitive Behavioral Therapy with Yoga on Burnout among University teachers." AEA RCT Registry. March 16. https://doi.org/10.1257/rct.5528-1.0
Sponsors & Partners
Experimental Details

Interventions

Intervention(s)
A Yoga-Cognitive behavioural therapy program manual was developed by two of the researchers in collaboration with two experts (one in CBT and the other in Yoga). In developing the manual, CBT strategies were blended with after-session Yoga exercises. The CBT sessions were based on using the “ABCDE” model (Antecedent/Activating event, Beliefs, Consequences, Disputing, and Effective new philosophy) to identify, assess, revalidate and change unhelpful absolutistic and irrational beliefs associated with work experiences. The major aims of Y-CBT were to 1) use ABCDE group therapeutic model (CBT) in “disputing” – challenging and questioning lecturers’ work-related irrational and dysfunctional beliefs and to replace them with rather helpful and functional beliefs(DiGiuseppe, Doyle, Dryden, & Backx, 2014; Ogbuanya, Eseadi, Orji, Ede, Ohanu, & Bakare, 2017) 2); use yoga to reduce the physiological symptoms of stress and helping the participants out of the vicious circle of negative thoughts through Yoga “Victory Meditation,” affirmations and physical exercises (Khalsa, et al., 2015). This framework helped provide a targeted mind/body approach to stress perceptions, reactions, and symptoms.
Intervention Start Date
2019-03-04
Intervention End Date
2019-09-20

Primary Outcomes

Primary Outcomes (end points)
Results revealed that the burnout symptoms reduced significantly at post-test and follow up assessments among the Y-CBT group, compared to the waitlisted group.
Primary Outcomes (explanation)

Secondary Outcomes

Secondary Outcomes (end points)
Secondary Outcomes (explanation)

Experimental Design

Experimental Design
The study adopted a group-randomized waitlist control trial design with pretest, post-test and follow-up assessments
Experimental Design Details
The study adopted a group-randomized waitlist control trial design with pretest, post-test and follow-up assessments
Randomization Method
Participants were randomly assigned to Y-CBT group (46 participants) and wait-list control group (47 participants) (see Figure 2) using a sequence allocation software (participants were asked to pick 1 envelope containing pressure-sensitive paper labeled with either Y-CBT or WLG-Waitlist Group) from a container. Information about randomization was concealed from the participants until the intervention was assigned.
Randomization Unit
Individual
Was the treatment clustered?
No

Experiment Characteristics

Sample size: planned number of clusters
2 schools
Sample size: planned number of observations
N/A
Sample size (or number of clusters) by treatment arms
46 participants in Y-CBT group, 47 participants in the waitlist group
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
Supporting Documents and Materials
IRB

Institutional Review Boards (IRBs)

IRB Name
Study has received IRB approval. Details not available.
IRB Approval Date
Details not available
IRB Approval Number
FUNAI/REC/ED/18/00012
Analysis Plan

Post-Trial

Post Trial Information

Study Withdrawal

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Intervention

Is the intervention completed?
No
Data Collection Complete
Data Publication

Data Publication

Is public data available?
No

Program Files

Program Files
Reports, Papers & Other Materials

Relevant Paper(s)

Reports & Other Materials