Effect of Socio-Emotional Support Intervention on Reducing Anxiety and Improving Self-Esteem of Dyslexic Children

Zaki, Hanan Nasef; Abdel Moneem, Rasha Mamdouh; Mohammed, Tahany Shaaban; Mohamed Said, Asmaa Said

doi:10.21608/asnj.2024.307197.1869

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	Effect of Socio-Emotional Support Intervention on Reducing Anxiety and Improving Self-Esteem of Dyslexic Children
Article 16, Volume 12, Issue 46 - Serial Number 1, September 2024, Page 159-174 PDF (1.11 MB)
Document Type: Original Article
DOI: 10.21608/asnj.2024.307197.1869
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Authors
Hanan Nasef Zaki ¹; Rasha Mamdouh Abdel Moneem²; Tahany Shaaban Mohammed³; Asmaa Said Mohamed Said⁴
¹Assistant Professor of Psychiatric and Mental Health Nursing, Faculty of Nursing, Benha University, Egypt.
²Lecturer of Psychiatric and Mental Health Nursing, Faculty of Nursing, Minia University, Egypt
³Lecturer of Psychiatric and Mental Health Nursing, Faculty of Nursing, Minia University, Egypt.
⁴Lecturer of Psychiatric Medicine, Faculty of Medicine, Benha University, Egypt.
Abstract
Background: Language skills, retained information, and organizational abilities are the main areas impacted by dyslexia, which has been identified as a neurological problem. Studies on children with dyslexia have shown that socio-emotional support intervention reduces anxiety and boosts self-esteem. Aim: The current study aimed to investigate the effectiveness of socio- emotional support intervention in reducing anxiety and improving self-esteem among dyslexic children. Research design: To meet the goal of this study, a quasi-experimental research methodology was employed (pre and post-intervention). Subjects: A purposive sample was utilized in the study consisted of 40 dyslexic children (pre and post-test). Tools: Structured interview questionnaire, Screen for Child Anxiety Related Emotional Disorders and Hare self-esteem scale. Results: The current results showed that less than three-quarters of the children have an indication of anxiety disorder presence at the pretest, while it decreased to be just (15%) at the post-test. There was a highly significant difference between the pre and post-test as regarding to Hare Self-Esteem subscales' levels. Conclusion: there was a negative significant correlation between the Child Anxiety disorder and all Hare Self-Esteem subscales' levels. Recommendations: Research on comparative effectiveness might help in determining the best intervention strategies that promote evidence-based practices.
Keywords
Anxiety; Dyslexia; Socio-Emotional Support & Self-Esteem


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