EFFECT OF SYSTEMATIC DESENSITIZATION AND CONTINGENCY MANAGEMENT ON SEPARATION ANXIETY DISORDER AMONG SECONDARY SCHOOL STUDENTS IN ORLU EDUCATION ZONE OF IMO STATE

Abstract

The study determined the effects of contingency management and systematic desensitization on the separation anxiety disorder among secondary school students in Orlu Education Zone 1 of Imo State. The study was guided by two research questions and two null hypotheses tested at 0.05 level of significance. The study employed quasi experimental research design, involving pre-test, post-test treatments and control groups. The area of the study was at Orlu Educational Zone 1 of Imo State. The population of the study consisted of 28,956 junior secondary school students and the sample size was of 65 students with separation anxiety disorder drawn from public secondary schools in Orlu Educational Zone 1. The students with separation anxiety disorder was first identified using Separation Anxiety Disorder Identification Rating Scale (SADIRS).Two instruments were used for data collection which were validated. The reliability of the instruments was established using Cronbach Alpha with coefficient of 0.89 which dim high for the study. The data collected were analysed using mean and standard deviation the mean gained and mean lost score where used to ascertain the effect of treatments. Mean and standard deviation were employed to answer research questions. The null hypotheses where tested using analysis of covariance (ANCOVA) and observed probability value (P-Value) at the set probability value of 0.05 level of significance. The study found that contingency management and systematic desensitization significantly reduced separation anxiety disorder among the students. Contingency management proved beneficial and can serve as a supplementary approach, providing a comprehensive strategy for managing separation anxiety. Based on these findings, the study recommended that the positive impact of Contingency Management Technique (CMT) on reducing separation anxiety disorder suggested that schools should incorporate CMT into their behavioural management systems. Developing a consistent reinforcement system that rewards positive behaviour could help create a supportive and structured learning environment. Schools should train teachers and counsellors in CMT, emphasizing the importance of consistency and positive reinforcement to enhance student outcomes.