A comparative study of cognitive behavioural therapy versus relaxation therapy for fatigue and quality of life among teaching professionals with chronic fatigue syndrome

Urshila Gurung; Rina Kumari; Somesh Raju

doi:10.18203/2320-6012.ijrms20264178

Authors

Urshila Gurung Department of Nursing, College of Nursing, Baba Educational Society, Lucknow, Uttar Pradesh, India https://orcid.org/0009-0005-0826-4611
Rina Kumari Department of Nursing, K.G.M.U., College of Nursing, Lucknow, Uttar Pradesh, India https://orcid.org/0009-0007-0262-1731
Somesh Raju Department of Physiology, Prasad Institute of Medical Science, Lucknow, Uttar Pradesh, India

DOI:

https://doi.org/10.18203/2320-6012.ijrms20264178

Keywords:

Chronic fatigue syndrome, Cognitive behavioural therapy, Relaxation therapy, Fatigue, Quality of life

Abstract

Background: Chronic fatigue syndrome (CFS) is a complex and disabling condition characterized by persistent fatigue, cognitive difficulties, impaired functioning, and reduced quality of life. Cognitive Behavioural Therapy (CBT) and Relaxation Therapy (RT) are non-pharmacological approaches that may support symptom management. This study compared the effectiveness of CBT and RT among teaching professionals with CFS.

Methods: A prospective, randomized, comparative interventional study was conducted among 100 teaching professionals diagnosed with CFS. Participants were equally allocated to CBT (n=50) and RT (n=50) groups. Fatigue, psychological distress, functioning, work and social adjustment, and quality of life were assessed using the Fatigue Severity Scale (FSS), Multidimensional Fatigue Inventory (MFI), Short Form-36 (SF-36), Depression Anxiety Stress Scale (DASS), Work and Social Adjustment Scale (WSAS), and WHOQOL. Structured group sessions were conducted for 8 weeks. Pre- and post-intervention outcomes were compared using appropriate statistical tests, with p<0.05 considered significant.

Results: Both groups showed significant improvements in fatigue, psychological distress, physical functioning, work and social adjustment, and quality of life (p<0.001). Post-intervention FSS scores were lower in the CBT group than the RT group (3.67±0.52 vs. 4.70±0.51). SF-36 physical functioning (68.84±7.01 vs. 60.78±7.16) and WHOQOL scores (69.76±5.46 vs. 60.56±5.96) were also higher with CBT (p<0.001).

Conclusion: Both CBT and RT improved psychological well-being, functioning, and quality of life. CBT may be a useful structured supportive intervention for symptom management in appropriately selected teaching professionals with CFS.

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