Prevalence of Depression in Children with Specific Learning Disorder: The Role of Child-Parent and Child-Teacher Relationship

Abstract

Objective: This study aimed to investigate the prevalence of depression in children with a Specific Learning Disorder (SLD) and the role of the child-parent and child-teacher relationship in predicting its symptoms. Methods: The research design was a correlation. From the total number of children with SLD, 596 students were selected by census method in Brujerd, Nahavand, and Malayer cities. The level 2—Depression—Parent/Guardian of Child version, child-parent (parent version), and child-teacher (teacher version) relationship scales were used to collect the data. Pearson correlation and simultaneous multivariate regression were used to analyze the data. Results: The results showed that severe, moderate, and mild depression rates in children with SLD were 15.10%, 25.17%, and 9.90%, respectively. There was a significant negative correlation between the closeness of child-parent (mother and father) and the teacher-child relationship with depression. There was a significant positive correlation between conflict and dependence on child-parent (parent) and teacher-child relationship with depression. All dimensions of the child-parent and child-teacher relationship except the closeness child-father relationship had a significant role in predicting depression in children with SLD. Based on the results, child-parent and child-teacher interactions reduce depressive symptoms in children with SLD. Conclusion: Based on the results, child-parent and child-teacher interaction training are suggested to reduce the symptoms of depression in children with SLD.

Let's Hear Children's Emotions: The Play-Based Psychoeducation Program for the Socio-Emotional Development of Primary School Children

“…Accordingly, children can learn prosocial behaviors through plays and activities that involve movement (Bauer et al, 2021). It is also recommended to integrate play-based activities to cope with emotional problems and improve emotional literacy and empathy (Ariapooran & Gorji Chalsepari, 2019;Waite & Rees, 2014). On the other hand emotional literacy activities for children facilitate the recognition and expression of their emotions (Öksüz, 2016).…”