Enhancing the application of therapeutic group therapy (TKT) for school-age children in Delima, Pekanbaru

2021 ◽  
Vol 6 (9) ◽  
pp. 1565-1571
Author(s):  
Usraleli Usraleli ◽  
Melly Melly ◽  
Erni Forwaty
Keyword(s):  
Role Playing ◽  
Comprehensive Analysis ◽  
School Age Children ◽  
Elementary Level ◽  
Academic Learning ◽  
School Age ◽  
Therapeutic Group ◽  
Research Implementation ◽  
Social Perspectives ◽  
Developmental Characteristics

Children are highly prone to certain psychological challenges, particularly at elementary level. These problems are predominantly influenced by environmental and academic conditions. Therefore, this research aims to stimulate the growth and development of school-age children from various perspectives. This activity was conducted at Al-Qur'an Education Park, Baitul Arsy Mosque, Hamlet 008, Delima village, Tampan sub-district, Pekanbaru, between September-December 2020. Additionally, the class II-VI students were selected as the participants during the seven TKT sessions. The research implementation incorporated description, modeling, role-playing, feedback and transfer techniques. Session 1 comprised of a comprehensive analysis on the growth and developmental characteristics of the school-age children. Meanwhile, sessions 2, 3, 4, 5 and 6 involved the stimulations of motor, cognitive and language, emotional and personality, moral and spiritual as well as the psycho-social perspectives. However, session 7 encompassed the overall stimulation from 1-6. The students are more knowledgeable about self-responsibility and psychological changes. This phenomenon tends to boost confidence as well as the ability to establish friendships and improve academic learning.

Developmental Characteristics in Cursive and Printed Letter-Writing for School-Age Children

2014 ◽  
Vol 2 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Jin Bo ◽  
Julia Barta ◽  
Hilary Ferencak ◽  
Sara Comstock ◽  
Vanessa Riley ◽  
...  
Keyword(s):  
Letter Writing ◽  
School Age Children ◽  
School Age ◽  
Temporal Consistency ◽  
Explicit Timing ◽  
Spatial Consistency ◽  
Age Related ◽  
Developmental Characteristics ◽  
Temporal Measures ◽  
Timing Hypothesis

The current study evaluated the developmental characteristics of printed and cursive letter writing in early school-age children. We predicted fewer age-related changes on spatial and temporal measures in cursive letter writing due to lower explicit timing demands compared with printed letter writing. Thirty children wrote the letters e and l in cursive and printed forms repetitively. For printed letters, significant age effects were seen in temporal consistency, whereas cursive letters showed age-related improvement in spatial consistency. Children tended to have higher consistency for printed handwriting than they did for cursive writing. Because of an overall advantage for printed handwriting, the explicit timing hypothesis was not fully supported. We argue that experiential factors influence the development of handwriting.

A Comparison of Tactful Messages by Children With and Without Language Impairment

1992 ◽  
Vol 23 (4) ◽  
pp. 343-347 ◽  
Author(s):  
Lynn S. Bliss
Keyword(s):  
School District ◽  
Language Development ◽  
Language Impairment ◽  
Scoring Systems ◽  
Role Playing ◽  
Language Impairments ◽  
School Age Children ◽  
Chronological Age ◽  
School Age ◽  
Normal Language

The purpose of this investigation was to compare the level of tactfulness produced in messages constructed by school-age children with language impairment (LI) and school-age children with normal language development (NL). The LI children were enrolled in special classes for children with language impairments. They ranged in age from 8 to 12 years. They were matched by gender and chronological age to a group of NL children from the same school district. The subjects were presented with role-playing situations that required the construction of tactful messages. The responses were coded according to a five-point heirarchical system that reflected tactfulness. The procedures and scoring systems were adapted from the research of Pearl, Donahue, and Bryan (1985). The LI children gave significantly less tactful messages than the NL children. Developmental advances in the scores were noted only for the NL children. The results are discussed in terms of the nature of language impairment and clinical significance.

Therapeutic group therapy improved self-efficacy of school age children

2018 ◽  
Vol 28 ◽  
pp. 112-115
Author(s):  
Cindy Cleodora ◽  
Mustikasari ◽  
Dewi Gayatri
Keyword(s):  
Group Therapy ◽  
Self Efficacy ◽  
School Age Children ◽  
School Age ◽  
Therapeutic Group

Prevention and Treatment of Smoking in School Age Children

1979 ◽  
Vol 9 (4) ◽  
pp. 315-326 ◽  
Author(s):  
Alfred Spitzzeri ◽  
Leonard A. Jason
Keyword(s):  
Behavioral Treatment ◽  
Role Play ◽  
Role Playing ◽  
Ninth Grade ◽  
School Age Children ◽  
Treatment Programs ◽  
School Age ◽  
Prevention And Treatment

Considerable erosion of gains have often been found during follow-up periods for behavioral treatment programs directed towards adult smokers. Focusing more attention on preventing smoking among youngsters currently not smoking or reducing smoking among those just beginning the habit might produce more favorable results. The present study used role playing, an economical and easy to administer technique with children. Two ninth grade treatment classes engaged in seven weekly role playing sketches, depicting everyday encounters with smoking. A fifteen minute discussion followed each role play. At program end, rates of smoking decreased for E children and increased for Cs. Gains in the E group were maintained at a three-month follow-up period.

scholarly journals Role playing and emotional competence in school-age children (a causality approach)

2019 ◽  
Vol 5 (2) ◽  
pp. 84
Author(s):  
Gita Romadhoni Solikhah ◽  
Siti Suminarti Fasikhah ◽  
Sofa Amalia
Keyword(s):  
Emotional Competence ◽  
Target Population ◽  
Role Playing ◽  
Wilcoxon Test ◽  
School Age Children ◽  
Second Grade ◽  
Control Group ◽  
School Age ◽  
Quasi Experimental ◽  
Primary School Age

School age is a time when the children begin to know more complex emotional expressions, so they need to learn about emotional competence to express and regulate them appropriately. One effective learning method to improve children’s emotional competence is role playing. The purpose of this study was to use the role playing method to improve the emotional competence of school-age children. This study used a quasi-experimental research design of two group pretest-posttest. This study used primary-school-age population and the target population of this study was the second grade of elementary-school children. This study involved 16 participants and was divided into an experimental group and a control group. This study used an instrument to measure emotional competence. The results show significant increase on the Wilcoxon test and it can be concluded that the role-playing method can be used to improve the emotional competence of school-age children.

A Therapeutic Technique for the Improvement of Lingua-Alveolar Valving Abilities

1978 ◽  
Vol 9 (3) ◽  
pp. 169-175 ◽  
Author(s):  
James Paul Dworkin
Keyword(s):  
School Age Children ◽  
School Age ◽  
Bite Block ◽  
Therapeutic Technique ◽  
Remedial Program

This study was designed to determine if a remedial program using a bite-block device could inhibit hypermandibular activity (HMA) and thereby improve the lingua-alveolar valving (LAV) abilities of four school-age children who demonstrated multiple lingua-alveolar (LA) phonemic errors. The results revealed significant improvements in LAV and LA phoneme articulatory skills in all of the children who used the bite-block device to reduce HMA subsequent to comprehensive training sessions.

Dimensions of Multiskilling

1999 ◽  
Vol 30 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Carole E. Johnson
Keyword(s):  
Hearing Loss ◽  
Service Delivery ◽  
Monitoring Program ◽  
School Age Children ◽  
School Age ◽  
Support Personnel ◽  
Educational Personnel ◽  
Educational Audiology ◽  
Children With Hearing Loss ◽  
Improve Service Delivery

Educational audiologists often must delegate certain tasks to other educational personnel who function as support personnel and need training in order to perform assigned tasks. Support personnel are people who, after appropriate training, perform tasks that are prescribed, directed, and supervised by a professional such as a certified and licensed audiologist. The training of support personnel to perform tasks that are typically performed by those in other disciplines is calledmultiskilling. This article discusses multiskilling and the use of support personnel in educational audiology in reference to the following principles: guidelines, models of multiskilling, components of successful multiskilling, and "dos and don’ts" for multiskilling. These principles are illustrated through the use of multiskilling in the establishment of a hearing aid monitoring program. Successful multiskilling and the use of support personnel by educational audiologists can improve service delivery to school-age children with hearing loss.

Perceptions of Stuttering of Different Age Groups

2019 ◽  
Vol 4 (6) ◽  
pp. 1311-1315
Author(s):  
Sergey M. Kondrashov ◽  
John A. Tetnowski
Keyword(s):  
Age Groups ◽  
School Age Children ◽  
Clinical Implications ◽  
School Age ◽  
Fourth Edition ◽  
Self Perception ◽  
Behavioral Measures ◽  
Self Rating ◽  
Comparison Results ◽  
Subject Pool

Purpose The purpose of this study was to assess the perceptions of stuttering of school-age children who stutter and those of adults who stutter through the use of the same tools that could be commonly used by clinicians. Method Twenty-three participants across various ages and stuttering severity were administered both the Stuttering Severity Instrument–Fourth Edition (SSI-4; Riley, 2009 ) and the Wright & Ayre Stuttering Self-Rating Profile ( Wright & Ayre, 2000 ). Comparisons were made between severity of behavioral measures of stuttering made by the SSI-4 and by age (child/adult). Results Significant differences were obtained for the age comparison but not for the severity comparison. Results are explained in terms of the correlation between severity equivalents of the SSI-4 and the Wright & Ayre Stuttering Self-Rating Profile scores, with clinical implications justifying multi-aspect assessment. Conclusions Clinical implications indicate that self-perception and impact of stuttering must not be assumed and should be evaluated for individual participants. Research implications include further study with a larger subject pool and various levels of stuttering severity.

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