Effect of Parental Factors on Social Skills of Preschool Children with Craniofacial Anomalies

This study investigated the parenting stress and style and the social networks of parents with preschool children with and without craniofacial anomalies (CFA), and the effect of these factors on the child's level of social skill. Fifty-two families participated In the study. No differences were found between the CFA and control groups on level of parenting stress, parenting style, or social network characteristics. However, parents with children with visible defects found their social support networks more helpful, and advocated a more nurturing parenting style. For the CFA group, parenting stress predicted child level of social skill. These results underscore the Importance of Investigating the interaction between parent and child factors.

Download Full-text

The effect of child-parent relationship therapy on social skills of Preschool Children: a semi-experimental study

International Journal of Adolescent Medicine and Health ◽

10.1515/ijamh-2019-0151 ◽

2019 ◽

Vol 0 (0) ◽

Author(s):

Nahid Hosseini ◽

Golbahar Akhoundzadeh ◽

Hamid Hojjati

Keyword(s):

Experimental Study ◽

Social Skills ◽

Preschool Children ◽

Play Therapy ◽

Control Groups ◽

Child Parent Relationship Therapy ◽

The Social ◽

Relationship Therapy ◽

Parent Relationship ◽

And Control

Abstract Background and objective Playing games for children is an instinct needed for ensuring happiness, it is a language for communication and self-expression, and a way to learn new things. Therefore, the present study aimed at evaluating the effectiveness of child-parent relationship therapy (CPRT) on the social skills of preschool children. Methods An experimental study with a pretest-posttest design was conducted on 60 preschool children in Kordkuy City, Golestan Province, Iran in 2017 by using a simple random sampling method in both the experimental and control groups. Routine preschool education was performed in the control group and in the experimentalgroup it was done based on play therapy protocol in 10 sessions for 45–60 min. The social skills questionnaire authored by Gresham and Elliott was used as a data gathering tool. The data were analyzed by SPSS 16. Findings An analysis of variance (ANOVA) test showed a significant difference between the scores of the experimental and control groups, which suggests that the CPRT model, a short-term plan of parental play therapy, can improve social skills in preschool children (p = 0/001). Conclusion Regarding the effectiveness of the CPRT, it is recommended that this method be used is an interactive-educational way in preschool centers of Iran.

Download Full-text

Investigating the Effectiveness of Group Training Based on Reforming Schema on Improving Individual and Social Health of Mothers’ Problems

Journal of Community Health Research ◽

10.18502/jchr.v10i3.7275 ◽

2021 ◽

Author(s):

Reza Jafari Nodoushan ◽

Vidasadat Anoosheh ◽

Mahdieh Shafiezadeh Bafghi ◽

Mohammad Ali Barzegari ◽

Ali Jafari ◽

...

Keyword(s):

Mental Health ◽

Group Training ◽

Control Groups ◽

The Social ◽

Significant Difference ◽

Post Test ◽

Prevention Center ◽

And Control ◽

Damage Prevention ◽

Social Damage

Introduction: Due to the important role of the mothers in the families, identifying their early maladaptive schema can help us identify the problems that lead to unhealthy life education and provide the necessary and appropriate training programs to improve them. This study uses group training to reform schema in improving mothers' individual and social mental health who consulted the social damage prevention center. The purpose of the study was to determine the effectiveness of reforming schema on a mothers' problems. Methods: In this study, the quasi-experimental method was used. The study population was all the mothers who had parenting problems in the last two years and have consulted the social damage prevention center. Nonrandom sampling was used for our statistical census. Therefore, 100 mothers at hand were selected nonrandomly, and the General Health Questionnaire (GHQ) was conducted on them as a pre-test. Then, 24 mothers who obtained the lowest scores were randomly divided into two groups: experimental and control, in each of which there were 12 participants. The experimental group received training in 10 sections for 90 minutes, while the control group did not receive any training. Afterward, a post-test was conducted for each group, and the results of the two groups were compared. Results: A covariance analysis test was used to test the hyper hypotheses. The results showed a significant difference between the experimental and control groups in the individual's mental health and social mental health variables (p < 0.001). Thus, hypotheses 1 and 2 were approved in our study. In other words, the comparison of the average in two variables after the post-test of experimental and control groups showed that mothers trained according to reforming schem, had better social and mental health. With approximately 90%, it can be said that the training based on reforming schema effectively increases the social and individual health of the mothers challenging with parenting problems.

Download Full-text

Social Skills of Preschoolers with and without Craniofacial Anomalies

The Cleft Palate-Craniofacial Journal ◽

10.1597/1545-1569_1993_030_0475_ssopwa_2.3.co_2 ◽

1993 ◽

Vol 30 (5) ◽

pp. 475-481 ◽

Cited By ~ 12

Author(s):

Suzanne M. Krueckeberg ◽

Kathy A. Kapp-Simon ◽

Sheila C. Ribordy

Keyword(s):

Social Skills ◽

Graduate Students ◽

Facial Expression ◽

Craniofacial Anomalies ◽

Self Perception ◽

Social Situations ◽

Self Perceptions ◽

The Social ◽

Children's Social Skills ◽

And Control

The study compared the social skills of preschoolers with and without craniofacial anomalies (CFA). Fifty-two children completed self-perception and facial expression tasks and a social skills interview. Parents and teachers also rated the children's social skills. Children with CFA gave less friendly responses to hypothetical social situations and were rated as less attractive by graduate students. Girls with CFA reported above average self-perceptions. Parents and teachers rated the children with CFA as having a level of social skills equal to the children without CFA. Different factors were predictive of level of social skills for CFA and control children.

Download Full-text

Shyness 3: Randomized Controlled Trial of Guided Versus Unguided Internet-Based CBT for Social Phobia

Australian & New Zealand Journal of Psychiatry ◽

10.1080/00048670802512107 ◽

2008 ◽

Vol 42 (12) ◽

pp. 1030-1040 ◽

Cited By ~ 137

Author(s):

Nickolai Titov ◽

Gavin Andrews ◽

Isabella Choi ◽

Genevieve Schwencke ◽

Alison Mahoney

Keyword(s):

Social Phobia ◽

Controlled Trial ◽

Control Group ◽

Treatment Programme ◽

Control Groups ◽

Randomized Controlled ◽

Online Discussion Forum ◽

Cognitive Behavioural ◽

The Social ◽

And Control

Objective: In two previous randomized controlled trials Titov et al. demonstrated significant benefit from an Internet- and email-based treatment programme for social phobia. The present study (Shyness 3) explores whether participants are able to complete this programme independently. Method: A total of 98 individuals with social phobia were randomly assigned to a clinician-assisted computerized cognitive behavioural treatment (CaCCBT) group, a self-guided computerized CBT (CCBT) group, or to a waitlist control group. CaCCBT group participants completed the usual Shyness programme consisting of six online lessons, cognitive behavioural homework assignments, email contact with a therapist, and participation in an online discussion forum. CCBT group participants accessed the same resources except for therapist emails. An intention-to-treat model was used for data analyses. Results: A total of 77% of CaCCBT and 33% of CCBT group participants completed all lessons. Significant differences were found after treatment between CaCCBT and control groups (mean between-groups effect size (ES) for the social phobia measures = 1.04), and between the CaCCBT and CCBT groups (mean between-groups ES for the social phobia measures = 0.66). No significant differences were found after treatment between the CCBT and control groups (mean between-groups ES for the social phobia measures = 0.38). CCBT participants, however, who completed the six lessons made good progress (mean within-group ES for the social phobia measures = 0.62). Quantitative and qualitative data indicate that both the CaCCBT and CCBT procedures were acceptable to participants. Conclusions: The reliability of this Internet-based treatment programme for social phobia has been confirmed. The therapist-guided condition was superior to the self-guided condition, but a subgroup of participants still benefited considerably from the latter. These data confirm that self-guided education or treatment programmes for common anxiety disorders can result in significant improvements.

Download Full-text

The effects of a food project on children's categorization skills

Social Behavior and Personality An International Journal ◽

10.2224/sbp.2013.41.6.939 ◽

2013 ◽

Vol 41 (6) ◽

pp. 939-946 ◽

Cited By ~ 1

Author(s):

Durmuş Aslan

Keyword(s):

Preschool Children ◽

Experimental Design ◽

Control Group ◽

Control Groups ◽

Preschool Program ◽

Public Preschool ◽

Significant Difference ◽

And Control ◽

Experimental Group ◽

Program Data

I conducted this study to investigate the effects of project-based education on children's categorization skills. I used an experimental design with the pre and posttest control group. Participants were 47 6-year-old children who attended a public preschool. Children in the experimental group completed a "Food Project", which continued for 12 weeks. The children in the control group undertook the regular preschool program. Data about the children's categorization skills were obtained by using the Categorization Test. While there was no significant difference between the experimental and control groups in the pretest, a significant difference was found in the posttest in favor of the experimental group.

Download Full-text

Inquiry Teaching in Social Studies and the Social Sciences: A Critical Review of Research Findings 1967–1972

Australian Journal of Education ◽

10.1177/000494417501900306 ◽

1975 ◽

Vol 19 (3) ◽

pp. 276-283

Author(s):

Colin J. Marsh

Keyword(s):

Social Sciences ◽

Social Studies ◽

Teaching Method ◽

Inquiry Teaching ◽

Control Groups ◽

The Social ◽

Research Designs ◽

Research Findings ◽

And Control ◽

Research Studies

In this paper, twenty-eight recent research studies on inquiry teaching in social studies and the social sciences are reviewed. Although a number of statistically significant results were claimed by the respective researchers, methodological deficiencies in many of the studies greatly reduce the importance of their efforts. Reference is made to a number of research deficiencies, including unsuitable evaluation instruments, lack of comparability of groups, lack of comparability of tasks and instructors for experimental and control groups and inadequate research designs. Although inquiry teaching has become widely espoused as a teaching method in schools, there are few substantial research studies to support its superiority over other teaching methods.

Download Full-text

The effect of Touch Math multi-sensory program on teaching basic computation skills to young children identified as at risk for the acquisition of computation skills

Revista Amazonia Investiga ◽

10.34069/ai/2020.27.03.15 ◽

2020 ◽

Vol 9 (27) ◽

pp. 149-156

Author(s):

Rabab Abdallah ELawady Abdou

Keyword(s):

At Risk ◽

Young Children ◽

Future Research ◽

Control Groups ◽

The Social ◽

Dependent Variables ◽

Post Test ◽

Quasi Experimental ◽

And Control ◽

Experimental Group

The purpose of this paper was to investigate the effect of Touch Math multi-sensory program on teaching basic computation skills to young children identified as at risk for the acquisition of computation skills. The children selected for the present study were all kindergarteners from two public kindergarten schools, located at Nasr city, Cairo. 40 children from both schools were included. Of the children who participated in the study (N= 40), 72% were male and 28% were female. Mean age was 5.3 years. A quasi-experimental, two-groups pretest-posttest design was employed, where the same dependent variables (addition skills and subtraction skills) were measured in the two groups of children before (pretest) and after (posttest) a treatment was administered. Using two-way ANOVA, the author analyzed the data from the pre- and post-test. The data were analyzed using the Statistical Package for the Social Sciences (SPSS) 18.0. The results of the two-way ANOVA and t- test showed that there were differences in post- test mean scores between experimental and control groups in addition and subtraction skills. In favor of the experimental group, which indicated the effectiveness of Touch Math multi-sensory program. Implications for practice, recommendations for future research and conclusion were included.

Download Full-text

The effect of music education on the social values of preschool children

Cypriot Journal of Educational Sciences ◽

10.18844/cjes.v15i5.5150 ◽

2020 ◽

Vol 15 (5) ◽

pp. 1053-1064

Author(s):

Erhan Öztürk ◽

Ajda Aylin Can

Keyword(s):

Preschool Children ◽

Music Education ◽

Social Values ◽

Preschool Education ◽

Control Group ◽

The Social ◽

Quasi Experimental ◽

And Control ◽

Experimental Group

This study aims to explore the effect of music education on the acquisition of social values by preschool children. In this study, a quasi-experimental pattern model with the pretest–posttest control group is employed. The Preschool Social Values Scale is used for collecting the data. The participants of this study are 26 preschool children (the experimental and control groups contain 13 children each). Whilst the experimental group underwent 30 minutes of music training twice a week for 10 weeks, the control group pursued their preschool education. Music education with the experimental group consists of activities, where students are active and experience music. Songs containing social values were taught to children in the unity of play music and movement. At the end of the study, the scores related to the social values of the experimental group improved as compared to that of the control group. No meaningful difference was detected between the posttest and follow-up test social values’ scores. Keywords: Music education, social values, preschool education, value education.

Download Full-text

Social competence for students with learning disabilities in English

Technium Social Sciences Journal ◽

10.47577/tssj.v23i1.4439 ◽

2021 ◽

Vol 23 ◽

pp. 16-27

Author(s):

Mohamad Ahmad Saleem Khasawneh

Keyword(s):

Learning Disabilities ◽

Social Competence ◽

Training Program ◽

Students With Learning Disabilities ◽

Control Groups ◽

The Social ◽

Competence Scale ◽

The Mean ◽

And Control ◽

Experimental Group

The study aimed at investigating the effect of a training program based on extracurricular activities in developing social competence among a sample of students with learning disabilities in the basic stage in Irbid Governorate. The sample consisted of (40) third and fourth-grade students enrolled in the resource rooms. The study sample was divided into two groups; an experimental group (20) students and a control group (20) student. The training program for developing social competence was applied only to the experimental group . The Walker-McConnell Scale of Social Competence-Children version (prepared by "Walker- McConnell", translated into Arabic by Ahmed Awad 2002) was applied to all study members before and after the application of the training program. The statistical analysis of the data resulted in the presence of statistically significant differences at the level of (a less / equal 0.05) between the mean scores of the experimental and control groups on the social competence scale and the total score of the scale, in favor of the experimental group. There were no statistically significant differences at (a less / equal 0.05) between the mean scores of the experimental and control groups on the social competence scale due to the interaction between age and group in the post-test.

Download Full-text