Impact of cognitive behavioural play therapy on social anxiety among school children with stuttering deficit

Abstract

Background: Stuttering is a speech deficit which is characterized by obstruction of speech eloquence and verbal expression in addition to involuntary flow of air during communication. School children with communication deficit often experience social anxiety in their immediate environment. Currently, reports show that a good number of children with communication deficits are prone to social maladjustment due to their being socially inept. And this has significantly affected their thought pattern, social behaviours and emotional responses. In view of this, we examined the impact of cognitive behavioural play therapy in reducing social anxiety among school children with stuttering. Method: This is a pretest-posttest randomized control group design. Participants were 178schoolchildren in inclusive schools in South east Nigeria. Participants in the intervention group were treated using cognitive behavioural play therapy programme (CBPT). Participants in the waitlist control group were only assessed at three points of assessment. Data analyses were completed using repeated measures ANOVA. Results: The results show that cognitive behavioural play therapy is beneficial in decreasing schoolchildren's social anxiety scores. The intervention equally showed the considerable impacts on the children when exposed to cognitive behavioural play programme at different times of assessment compared to waitlisted control group. Conclusion: It is concluded that CBPT is a long-term psychotherapeutic programme that has significant impacts in reducing social anxiety among children with stuttering. This study makes a leading contribution on the limited scholarship focusing on the impact of CBPT on social anxiety of special population with stuttering deficits in developing countries.

Effect of cognitive behavioral active engagement training on test item construction skills among primary school teachers in Nigeria

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“…[58][59][60] In addition, similar findings were reported by empirical-based literature that CBT is a strong non-clinical intervention that could help people irrespective of their class, backgrounds, affiliation, and sex. [61][62][63][64] This study also supported Iremeka et al, [65] Ede et al, [66] Ede et al, [67] and Agah et al [68] on the efficacy of cognitive-behavioral and rational-emotive approaches in altering irrational behaviors.…”

Examining the impact of randomized control intervention on depressive symptoms in schoolchildren with atypical behaviors

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Intervention for Treating Depression in Parents of Children with Intellectual Disability of Down’s Syndrome: A Sample of Nigerian Parents

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