Effect of a randomized group intervention for depression among Nigerian pre-service adult education teachers

Abstract

Objective: Studies show that depression undermines the mental health of pre-service teachers. The objective of this research was to determine whether a rational emotive behavior intervention will be effective in treating depression among Nigerian pre-service adult education teachers. Methods: The study participants comprise 70 pre-service adult education teachers with moderate to severe depression. The treatment arm consist 35 pre-service adult education teachers, while the control arm consist 35 pre-service adult education teachers. With randomized control group design, an 8-week rational emotive behavior intervention was delivered to the treatment arm while the control arm participants were waitlisted. Hamilton Depression Rating Scale (HDRS) and Goldberg Depression Scale (GDS) were used for data collection. We utilized repeated ANOVA to analyze the study data collected at 3 time points (pretest, post-test, and follow-up). Results: The rational-emotive behavior intervention was significantly effective in reducing the mean depression scores of pre-service adult education teachers in the treatment arm when compared to those in the control arm (HDRS: P < .001, ηp 2 = 0.869; GDS: P < .001, ηp 2 = 0.827). The treatment intervention consistently reduced mean depression scores of the pre-service adult education teachers at follow-up compared to the control arm (HDRS: P < .000, 95% confidence interval: −24.049, −19.837, ηp 2 = 0.864; GDS: P < .001, 95% confidence interval: −37.587 to 31.213, ηp 2 = 0.872). The results also showed significant effects of Time as well as significant interaction effects of Time and Group on HDRS and GDS scores of pre-service adult education teachers. Conclusion: The study concludes that among pre-service adult education teachers, a rational emotive behavior therapy treatment model was significantly effective and consistent in depression treatment. It is crucial to apply this rational-emotive behavior treatment approach in depression treatment among Nigerian pre-service adult education teachers. Compliance to the REBT treatment plans and timing is very crucial in achieving desired results.