Effectiveness of Child-Centered Mindfulness on Social Skills and Self-Efficacy of Children with Learning Disabilities

Background: The present study was conducted to investigate theeffectiveness of child-centered mindfulness on social skills and selfefficacyof children with learning disabilities.Methods: The present semi-experimental study was conducted using apretest-posttest design and a control group. The statistical population ofthis study comprised all children with learning disabilities in Isfahanduring the academic year of 2016 - 2017. In this research, non-randomconvenient sampling method was used and 30 children with learningdisabilities were selected who were referred to educational counselingcenters and they were randomly assigned to experimental and controlgroups. This study utilized self-efficacy and social skills questionnairesfor children. Data were analyzed using covariance analysis.Results: The results of data analysis showed that child-centeredmindfulness therapy was effective on social skills and self-efficacy ofchildren with learning disabilities. This means that mindfulness therapywas able to significantly increase the social skills and self-efficacy ofchildren with learning disabilities (P-value < 0.001).Conclusion: Based on the findings of this study, it can be concluded thatchild-centered mindfulness therapy can be used as an effective treatmentfor improving social skills and self-efficacy of children with learningdisabilities.

Keywords:

Mindfulness Therapy , Self-Efficacy , Social Skills , Learning Disability