Administration of cognitive-behavioral therapy on learners experiencing post-bereavement challenges at Luanshya school for continuing education in Copperbelt province.
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Date
2019
Authors
. Situmbeko, Beatrice C
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Publisher
University of Zambia
Abstract
This study examined the efficacy of cognitive behavioural therapy (CBT) in improving the academic performance and the mental wellbeing of learners experiencing post-bereavement challenges at Luanshya School for continuing education in Copperbelt Province. The objectives of the study were; to identify the challenges post bereaved learners were faced with after the death of their parent(s), to determine the effect of CBT as an intervention in improving the academic performance of learners experiencing post bereavement challenges and to evaluate the efficacy of CBT in improving the academic performance and the mental wellbeing of PBL. The study employed a mixed method approach with an embedded research design. Simple random sampling was used to select a total number of 45 learners that constituted the sample size. Data was collected through structured interviews, questionnaires, document analysis, focus group discussion and observations, and was analysed using thematic analysis and descriptive statistics. The study established that PBL faced several challenges that negatively affected their mental wellbeing and academic performance after the death of their parent(s). These challenges comprised: walking long distances to and from school, lower self-esteem, stigmatized as “orphans”, lack of food, love, parental control and representation by guardians, substance abuse and fear of being abandoned. Based on these findings, CBT was administered as an intervention. The CBT intervention included strategies that were designed to help each PBL identify and deal with negative thoughts which affected his/her mental wellbeing by considering alternative perspectives. Behavioral strategies such as gradual exposure to feared situations, deep breathing, decision making, muscle relaxation exercises, reduction of unhelpful behaviours that contributed to anxiety, cognitive restructuring setting, managing goals to apply in everyday life to overcome dysfunctional thinking during and after the administration of CBT were also inculcated in the PBL. This involved questioning practicality, annalysing positive beliefs and testing reality. The PBL were encouraged to replace negative thoughts with realistic and positive ones to seal the therapeutic approach. The CBT intervention also included the inculcation of coping skills, which indicated favorable responses as the PBL gained enough skills to continue on their own. Based on the comparison of the pre-test and post-test results obtained before and after the CBT intervention, the findings indicated an improvement in the behaviour and academic performance of the PBL. The findings also indicated that PBL had changed their dysfunctional thoughts and beliefs about the way they perceived life, and that they had inadequate basic human needs which highly affected their academic performance, self-esteem, and rational thinking. Failure to administer CBT could have increased the negative effects of stressors on the PBL need satisfaction. This study therefore, recommended that school policies should promote the emotional wellbeing of learners experiencing post bereavement by raising awareness on how to respond to bereavement related challenges through the provision of school-support, outreach and specialist help when appropriate.
Key words: Cognitive Behavioural Therapy (CBT), Post Bereaved Learners (PBL), bereavement, thinking, behaviour
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Keywords
Cognitive Behavioural Therapy , Post Bereaved Learners