Effects of therapeutic intervention on self-concepts of children with learning disabilities

Abstract

Change in self-concept of two groups of children with learning disabilities and one group of children without learning disabilities were examined using four subscales of the Multidimensional Self-Concept Scale. The experimental group (N-76; 54M; 22F) participated in a therapeutic intervention program focused on improving classroom behaviors and group interactions, while the comparison group (N= 54; 38M; 16F) received no therapeutic intervention. The control group (N= 20; 12M; 8F), composed of children without learning disabilities, also received no intervention. The results showed that therapeutic intervention significantly increased total self-concept, and the subscales of competency and affect. Results also show that selection for learning disabled classes is appropriate, and that self-concept interventions should be concentrated in these populations.

Praise's magic reinforcement ratio: Five to one gets the job done.

“…Over the last quarter century Harve Rawson, Ph.D. has studied the effects of behavior modification programs within short-term summer school programs in academic achievement and behavior problems of "at risk" boys, all of whom have some combination of learning disabilities, behavior disorders, adjustment problems, are from low socioeconomic background, broken homes and considered culturally and socially deprived (McIntosh & Rawson, 1988;Rawson, 1992Rawson, , 1973Rawson & Cassady, 1995;Rawson & McIntosh, 1991;Rawson & Tabb, 1993). These programs have been found to produce increases in self esteem, decreases in anxiety, increased perceived internal locus of control, and decreased levels of depression.…”

Autoconceito de crianças com dificuldades de aprendizagem e problemas de comportamento

“…As crianças que apresentam dificuldades comportamentais além de dificuldades de aprendizagem podem apresentar um autoconceito mais negativo do que aquelas que apresentam apenas dificuldades de aprendizagem (Rawson & Cassady, 1995;Rock, Fessler e Church, 1997). Este autoconceito mais negativo se justificaria pelo fato de essas crianças receberem um feedback negativo do ambiente, não só em relação ao domínio acadêmico, mas também em relação ao domínio social.…”

Exploring the effects of a 14 week person-centred counselling intervention with learning disabled children

“…Furthermore, there is clear evidence that people with a learning disability can engage in psychoanalytical psychotherapy and art therapy (Beail, 1995;Fennell and Jones, 1998;Gray, 1985;Lewis, 1995;McGuire and Tynan, 1992;Rabiger, 1998;Rawson and Cassidy, 1995;Rees, 1998;Sinason, 1992;Symington, 1981;Tipple, 1994). Unfortunately, there is little documented research with regard to the person-centred approach and the use of person-centred art therapy.…”