An investigation on the efficacy of confrontation cognitive-behavioral skills through group training on the anxiety and adjustment of children with stuttering

Document Type : Original Articles

Authors
Hassan Toozandehjani 1
Hoda Naaimi 2
Mahbobe Ahmadpoor 3
1 Ph.D. of Psychology, Assistant Professor, Department of Educational Sciences, School of Humanities, Neyshabur Branch, Islamic Azad University, Neyshabur, Iran.
2 M.A. in Clinical Psychology, Neyshabur Branch, Islamic Azad University, Neyshabur, Iran.
3 B.A. in General Psychology, Islamic Azad University, Neyshabur, Iran.
10.22122/jrrs.v7i2.179
Abstract
Introduction: In past decades, psychologists have emphasized the effects that family, cultural and social factors (specially, cognitive-behavioral approach and life skills) may have on mental health and on the treatment of mental disorders. The aim of this study was to evaluate the efficiency of confrontation cognitive-behavioral skills through Group training on reducing anxiety and enhancing adjustment in children with stuttering living in Neyshabur-Iran   Materials and  Method: In a semi-experimental  study (pre test- post test and follow up with control group), 30 stuttering children  aged  8 to 12 years were randomly recruited from speech-therapy clinics of Neyshabur and then assigned to two experimental (n=15) and control (n=15) groups. Spence Anxiety Scales and ‌Adjustment and Attitude Scale were respectively applied for measuring subjects’ anxiety and adjustment level. Subjects in experimental group underwent eight ninety-minute sessions in which confrontation cognitive-behavioral skills were thought. Control group received no training sessions. Thereafter, both groups were re-evaluated by the above-mentioned tests at the end of training period and two month later. All data were statistically analyzed via dependent and independent group t- test methods using SPSS software.      Results: Study results indicated that confrontation cognitive-behavioral skills was efficient in reducing anxiety and enhancing  social adjustment in children with stuttering (P<0.05).     Conclusion: The efficacy of confrontation cognitive behavioral skills through group training results from its educational underpinnings since both cognitive and behavioral aspects are emphasized in this method. However, more time is needed to implement the training more efficiently. Also controlling influential factors can affect the efficacy of these trainings.       Key Word: Confrontation cognitive-behavioral skills through group training, Anxiety, Social adjustment, Stuttering.