Volume 1, Issue 2 (11-2017)                   SBRH 2017, 1(2): 91-99 | Back to browse issues page

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1- School of Psychology and Science Education, Islamic Azad University, South Tehran Branch, Tehran, Iran.
2- School of Psychology and Science Education, Islamic Azad University, Isfahan (Khorasgan) Branch, Tehran, Iran.
Abstract:   (2174 Views)

Background: The present study was conducted to investigate the effectiveness of child-centered mindfulness on social skills and self-efficacy of children with learning disabilities.
Methods: The present semi-experimental study was conducted using a pretest-posttest design and a control group. The statistical population of this study comprised all children with learning disabilities in Isfahan during the academic year of 2016 - 2017. In this research, non-random convenient sampling method was used and 30 children with learning disabilities were selected who were referred to educational counseling centers and they were randomly assigned to experimental and control groups. This study utilized self-efficacy and social skills questionnaires for children. Data were analyzed using covariance analysis.
Results: The results of data analysis showed that child-centered mindfulness therapy was effective on social skills and self-efficacy of children with learning disabilities. This means that mindfulness therapy was able to significantly increase the social skills and self-efficacy of children with learning disabilities (P-value < 0.001).
Conclusion: Based on the findings of this study, it can be concluded that child-centered mindfulness therapy can be used as an effective treatment for improving social skills and self-efficacy of children with learning disabilities.

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Type of Study: Original Article | Subject: Psychology
Received: 2017/07/7 | Accepted: 2017/10/29 | Published: 2017/11/15

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