Comparative Effects of Rational Emotive Behaviour and Client-Centred Therapies on Academic Resilience of In-School Adolescents in Internally Displaced Persons’ Camps in Borno State, Nigeria

Amos Audu; Comfort K. Olamide; Kaku Zakka

doi:10.58709/niujed.v12i1.2392

Amos Audu University of Maiduguri, Borno State, Nigeria
Comfort K. Olamide University of Maiduguri, Borno State, Nigeria
Kaku Zakka University of Maiduguri, Borno State, Nigeria

DOI: https://doi.org/10.58709/niujed.v12i1.2392

Abstract

Academic resilience is the ability to maintain or regain positive academic functioning despite significant adversity. It is a multi-dimensional construct comprising cognitive, emotional and behavioural processes that enable students to ‘bounce back’ from academic setbacks. Despite school enrollment, many displaced adolescents experience significant difficulties meeting academic demands, largely attributable to diminished academic resilience, heightened emotional distress, maladaptive or irrational self-beliefs regarding competence and self-worth, pervasive hopelessness and a fragile or disrupted learner identity. This study investigated the effects of rational emotive behaviour therapy (REBT) and client-centred therapy (CCT) on academic resilience among adolescents in internally displaced person (IDP) camps in Borno State. The moderating effects of gender and age were also examined. The study adopted a quasi-experimental design with a 3×2×3 factorial matrix. Ninety displaced adolescents participated in the study. The Academic Resilience Scale (ARS-30) developed by Cassidy (2016) was adopted for the study. The data were analysed via descriptive statistics and analysis of covariance (ANCOVA). The results were considered significant at the p. < 0.05 level. The participants’ average age was 14.04 ± 4.46 years; 51% were female, and 49% were male. There were significant main effects of treatments (REBT and CCT) on the academic resilience. REBT was found to be more effective than CCT. The moderating effects of gender and age were not significant. It was concluded that REBT and CCT were effective in fostering academic resilience. Counselling psychologists should deploy both REBT and CCT in enhancing academic resilience among adolescents in IDPs’ camps without due consideration to gender and age, but given priority to REBT.

Keywords: Rational emotive behaviour therapy, client-centred therapy, academic resilience, in-school adolescents and internally displaced person