Effect of Mindfulness and Cognitive Behavior Therapy on Conduct and Scholastic Problems of Marginalized Children

The Purpose of the study is to measure Intelligence ability and social intelligence of students and thus we know that where should they stand in world of today and prepare them for World of Tomorrow. For this researcher has decided to Organize standardize social intelligence test for study interaction measures of Intelligent ability and social intelligent on scholastic achievement for standard IX students of Dahod Taluka, in Dahod District. Intelligence is a property of mind that encompasses many related abilities such is the capacities to reason to plan, to solve problems, to think abstractly, to comprehend ideas, to use languages and to learn. Even in some cases intelligence may include traits such as creativity, personality, character knowledge or wisdom. Types of Intelligence is classification are made by ‘Thorndike (1927) a) Concrete Intelligence, b) Abstruct Intelligence, c) social Intelligence According to spearman (1923), “Intelligence is which involves mainly the education of relations and correlation” Are all people equally intelligent? Are all the students fit for school instruction? No, But only some persons are intelligent, they Stands First in Class exam and they will some more marks. Schooling is an important factors that affecting intelligence. Children who do not attend school or who attend intermittently score more poorly on IQ tests than those who attend regularly and Children who move from low quality schools to high quality school tend to show improvement in I.Q. Besides transmitting information to students directly, school teach problem solving, abstract thinking and how to question attention all skills required on IQ tests.

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A controlled trial of trauma-focused therapy versus problem-solving in Islamic children affected by civil conflict and disaster in Aceh, Indonesia

Australian & New Zealand Journal of Psychiatry ◽

10.1177/0004867417714333 ◽

2017 ◽

Vol 52 (3) ◽

pp. 253-261 ◽

Cited By ~ 4

Author(s):

Katie Dawson ◽

Amy Joscelyne ◽

Catherine Meijer ◽

Zachary Steel ◽

Derrick Silove ◽

...

Keyword(s):

Problem Solving ◽

Behavior Therapy ◽

Cognitive Behavior Therapy ◽

Post Traumatic Stress Disorder ◽

Traumatic Stress ◽

Stress Disorder ◽

Controlled Trial ◽

Cognitive Behavior ◽

Post Traumatic Stress ◽

Post Traumatic

Objective: To evaluate the relative efficacies of trauma-focused cognitive behavior therapy and problem-solving therapy in treating post-traumatic stress disorder in children affected by civil conflict in Aceh, Indonesia. Method: A controlled trial of children with post-traumatic stress disorder ( N = 64) randomized children to either five individual weekly sessions of trauma-focused cognitive behavior therapy or problem-solving therapy provided by lay-counselors who were provided with brief training. Children were assessed by blind independent assessors at pretreatment, posttreatment and 3-month follow-up on post-traumatic stress disorder, depression and anger, as well as caregiver ratings of the child’s post-traumatic stress disorder levels. Results: Intent-to-treat analyses indicated no significant linear time × treatment condition interaction effects for post-traumatic stress disorder at follow-up ( t(129.05) = −0.55, p = 0.58), indicating the two conditions did not differ. Across both conditions, there were significant reductions in post-traumatic stress disorder on self-reported ( t(131.26) = −9.26, p < 0.001) and caregiver-reported ( t(170.65) = 3.53, p = 0.001) measures and anger ( t(127.66) = −7.14, p < 0.001). Across both conditions, there was a large effect size for self-reported post-traumatic stress disorder (cognitive behavior therapy: 3.73, 95% confidence interval = [2.75, 3.97]; problem-solving: 2.68, 95% confidence interval = [2.07, 3.29]). Conclusions: These findings suggest that trauma-focused cognitive behavior therapy and problem-solving approaches are comparably successful in reducing post-traumatic stress disorder and anger in treating mental health in children in a post-conflict setting. This pattern may reflect the benefits of non-specific therapy effects or gains associated with trauma-focused or problem-solving approaches.

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