Effectiveness of Child-Centered Mindfulness on Social Isolation and Emotion Regulation in Children with Specific Learning Disorders

Document Type : Original Article

Authors

1 Ph.D. in Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran

2 M.A. student in General Psychology, Islamic Azad University, Saveh branch, Saveh, Iran

3 Ph.D. student of Psychology and Education of Exceptional Children, Faculty of Education & Psychology, University of Isfahan, Isfahan, Iran.

10.22091/jrim.2025.10946.1083

Abstract

The purpose of this research was to examine the effectiveness of child-centered mindfulness on the social isolation and emotional regulation of children with specific learning disorders. The statistical population of the study included all elementary school boys with specific learning disorders who were referred to learning disabilities centers in District 5 of Tehran during the academic year of 2023. One center (Kian Behnoud Center for Learning Disorders) was selected by random sampling, and 30 students who were referring to this center were selected as a sample. A total of 15 students were randomly assigned to the experimental group, and 15 students were allocated to the control group. The experimental group underwent child-centered mindfulness training in 10 sessions (two one-hour sessions per week), whereas the control group was not given training. The tools of this research were Russell, Peplau, and Cutrona’s Social Isolation Questionnaire (1980) and Gross and John Children's and Adolescents' Emotion Regulation Questionnaire (2004). The research data were analyzed using univariate analysis of covariance and SPSS-27 software. The findings revealed that children's mindfulness affected the social isolation of children with learning disorders, and the effect rate was 0.39. In addition, children's special mindfulness affected their emotion regulation, with an effect rate of 0.17. Considering the effectiveness of mindfulness in children, this research can be of interest to psychologists, teachers, and counselors.

Keywords

References

 
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Journal of research in instructional methods
Volume 2, Issue 4 - Serial Number 8
February 2025
Pages 74-87

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History

  • Receive Date: 29 June 2024
  • Revise Date: 06 November 2024
  • Accept Date: 04 February 2025

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