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The Effectiveness of a Behavioral Program in Reducing the Aggressive Behavior of Children with Mild Mental Disabilities at the Mu’tah Center for Special Education

  • March 2022
DOI:10.52965/001c.32317
Authors:
Sameer Remawi at Al-Balqa' Applied University
Sameer Remawi
Ahmed A. Arabiyat
Ahmed A. Arabiyat
Ahmed A. Arabiyat
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Abstract

The study aimed to identify the effectiveness of a behavioral counseling program's in reducing aggressive behavior among children with mild mental disabilities at the Mu'tah Center for Special Education. The study sample consisted of (10) male and female students with mild mental disabilities, whose ages ranged between (10-14) years. The one group system (the experimental group) was used. The list of aggressive behavior was applied to the study sample in three stages: The first stage was a baseline (pre-test) and lasted a week, and the second stage was a stage after the completion of the application of the guidance program (post-test), where it lasted for six weeks, while the third stage was the (follow-up measurement) phase, which was carried out two months after stopping the implementation of the program, the repetitions of aggressive behavior were counted. The study used the Wilcoxon Matching Pairs Signed test to calculate the differences between the mean of the pre-test scores and the mean of the post/test scores. The study found the following results: There were differences between the study sample members in the two measurements (pre and post) in the relative weight of the study sample and in favor of the post-test, which indicates the effectiveness of the behavioral counseling program. The results also indicate no statistical differences between the study sample members in the two measures (post and follow up), which indicates the continuity of the effectiveness of the behavioral counseling program.
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The Effectiveness of a Behavioral Program in Reducing the
Aggressive Behavior of Children with Mild Mental Disabilities at
the Mu’tah Center for Special Education
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The 4rst tool: the aggressive behavior scale, which was
developed by researchers according to the following
steps:
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Health Psychology Research 2
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EG5:3EFG6K
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F:;DFK7;9:F;F7?E6;H;676;@FAF:D773D73E
The second tool is the behavioral counseling pro-
gram:
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Health Psychology Research 3
Table 1. A summary of the counselling program sessions
Session Brief Aims Activity Methods Time
First
Session building intimacy
Meeting and
introduction to the
program and its
objectives
Badges 30
Min
Second
Session
Increased attention, focus and adherence to
instructions
Kinetic activity to
join beads
String, beads, white
and red balloons,
ready-made
necklace
30
Min
Third
session Recognize colors and accept win and loss Movement activity,
balloon popping
red and blue
balloons
30
Min
Fourth
session
Discharge excess energy with purposeful
movements Art activity
Cassette for
children's songs,
recorded
30
Min
Fifth
session
Unloading internal repressions and expressing
them in a drawing Art activity White paper, colors,
pencil
30
Min
Sixth
session
Recognizing the right behaviors from the wrong
behaviors through acting Role play
Character dolls, cats,
recorder and
cassette
30
Min
Seventh
session
Recognize right behavior and wrong behavior
through colors Coloring Holograms, colors,
display board
30
Min
Eigth
session
Accepting pro<t and loss, physical contact with
others and not hurting them movement activity chair set, prizes 30
Min
Ninth
session Educational objective and get to know pets Classi<cation
Animal cards and
their houses, pencil,
worksheets
30
Min
Tenth
session Teamwork movement activity Balls, baskets, prizes 30
Min
Eleventh
session Increase focus and teamwork disassembly and
assembly activity cube set 30
Min
Twelfth
session
Thank you to the students for completing the
orientation program, biding them farewell, and
reminding them of some daily life skills
Leisure activity Prizes, candy, juice 30
Min
Table 2. Wilcoxon Matched Pairs Signed to identify the statistical differences in the aggressive behaviors among
the study sample subjects between the pre and the post applications
Domain Mean Standard
deviation
Distribution
of ranks N Mean
ranks
Sum
of
ranks
Z Sig
Self-directed
aggression
Pre 19.83 5.57 Negative 12 6.50 78.00 -3.06 *0.002
Post 12.92 1.31 Positive 0 .00 .00
Ties 0 - -
Aggression
directed at
others
Pre 60.25 9.71 Negative 11 6.00 66.00 -2.93 *0.003
Post 48.33 8.90 Positive 0 .00 .00
Ties 1 - -
Aggression
directed at
property
Pre 19.92 2.96 Negative 12 6.50 78.00 -3.07 *0.002
Post 13.08 1.88 Positive 0 .00 .00
Ties 0 - -
Total
Pre 100.00 17.32 Negative 12 6.50 78.00 -3.06 *0.002
Post 74.33 10.89 Positive 0 .00 .00
Ties 0 - -
Statistically signi4cant at (α≤0.05)
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Health Psychology Research 4
Table 3. Wilcoxon Matched Pairs Signed to identify the statistical differences in the aggressive behaviors among
the study sample subjects between the post and the follow up applications
Domain Mean Standard
deviation
Distribution
of ranks N Mean
ranks
Sum
of
ranks
Z Sig
Self-directed
aggression
post 12.92 1.31 negative 5 6.00 30.00 -2.65 0.791
Follow
up 12.83 1.94 positive 5 5.00 25.00
Tier 2 - -
Aggression
directed at
others
post 48.33 8.90 Negative 4 6.00 24.00 -0.86 0.403
Follow
up 48.67 9.12 Positive 7 6.00 42.00
Tier 1 - -
Aggression
directed at
property
post 13.08 1.88 Negative 1 2.50 2.50 1.73 0.084
Follow
up 13.58 1.56 Positive 5 3.70 18.50
Tier 6 - -
Total
post 74.33 10.89 Negative 2 5.00 10.00 1.12 0.259
Follow
up 75.08 11.48 Positive 6 4.33 26.00
Tier 4 - -
Statistically signi4cant at (α≤0.05)
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To answer the second research question stating that
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Figure 1. Variation in the pre and post performance
of the study sample participants
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Figure 2. Comparing the level of performance
between post and follow up applications on the
study sample participants
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Health Psychology Research 11
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Efficiency of Intervention Counseling Program on the Enhanced Psychological Well-being and Reduced Post-traumatic Stress Disorder Symptoms Among Syrian Women Refugee Survivors
Article
Full-text available
Background The number of individuals displaced from their original countries due to civil wars, hunger, disasters, and international wars is increasing worldwide day by day. These refugees are more vulnerable to Post-Traumatic Stress Disorder (PTSD). Objective The present study aimed to examine the effectiveness of the intervention program in improving the well-being and reducing Post-Traumatic Stress Disorder (PTSD) among a sample of Syrian refugee women in Jordan who had been displaced due to civil wars in Syria. Methods The study recruited 40 Syrian refugee females in Jordan who were psychologically challenged, with high PTSD symptoms (assessed by PCL) and a psychological well-being impairment (assessed by PWD). The culture of Jordanian society discriminates and affects the Syrian refugee women, rendering them vulnerable to PTSD. Quasi-experimental design was used, wherein the participants were randomly distributed in experimental and control groups (n=20/group). The control group members did not receive any services related to psychological support or psychiatric medications, while the experimental group underwent a counseling program. Results The present study demonstrated that the intervention program improves the well-being and reduces PTSD among the Syrian refugee women who constituted the experimental group. The intervention program and the PTSD manifestation were not affected by age. The present study recommended that the program be applied to the refugees in Jordan to improve the well-being of the women in the residential areas. Conclusion Furthermore, an intervention on the Jordanian cultural impact on the refugee camps was also essential if the condition for the female refugees worsened. Lastly, the effect of Jordanian culture on Syrian refugees should be investigated since the literature presented a negative impact.
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Effect of Physical Education and Play Applications on School Social Behaviors of Mild-Level Intellectually Disabled Children
Article
Full-text available
  • Jun 2018
The aim of this study was to examine the influences of physical education and play practices on the school social behavior of mild-level intellectually disabled children. The quantitative research methods used were based on the pre-test, post-test, post-test-retention control group model and the general screening model. A simple random sampling type was used when constructing the sample group. To determine school social behavior, the School Social Behavior Scale (SSBS) was used. Physical education and play lessons were applied for two hours per week for 24 weeks with the purpose of obtaining data from these scales when applied to participants. The study sample group included 20 mild-level intellectually disabled children (14 boys, 6 girls), aged seven to nine years, who were trained at the Special Education and Rehabilitation Center that serves the County of Kocaeli, in the district of Izmit, Turkey. According to the results of the SSBS, we found a statistically significant difference (p < 0.05) between the social competence of present persons’ interpersonal relations, self-control, and academic skills, and the aggressive-nervous persons in the sub-dimensions of negative social behaviors, in favor of the test group. However, no significant difference (p > 0.05) in the antisocial-aggressive and destructive-demanding sub-dimensions was observed. We found that 24-week physical education and playing practices applied to mild-level intellectually disabled children had effects on children’s school social behavior.
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The Processes of Cognitive Behavioral Therapy: A Review of Meta-Analyses
Article
Full-text available
Cognitive Behavioral Therapy (CBT) refers to a treatment approach with strong empirical support for its efficacy for various disorders and populations. The goal of the present review was to provide a comprehensive survey of meta-analyses examining the processes of CBT, namely: treatment processes (cognitive reappraisal, behavioral strategies, emotional regulation, motivation strategies, and psychoeducation) and in-session processes (alliance, goal consensus and collaboration, feedback, group cohesion, and homework). We identified 558 meta-analyses of CBT, and 30 meta-analyses met our inclusion criteria as reviews of process-outcome relations. For treatment processes, the strongest support currently exists for cognitive (n = 8 meta-analyses) and behavioral strategies (n = 3 meta-analyses) as change processes in CBT for anxiety disorders and depression. For in-session processes, the strongest support currently exists for the role of the alliance (n = 8 meta-analyses) and homework assignments (n = 6 meta-analyses) as predictors of outcome. Overall, the evidence base for process-outcome relations in CBT is just emerging. Additional research is needed to examine the range of treatment processes in various clinical contexts. Moreover, except for a meta-analysis on collaboration, no meta-analytic studies have been reported on CBT-specific elements of the therapeutic relationship, such as collaborative empiricism and Socratic dialogue.
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Disclosure of Mental Disability by College and University Faculty: The Negotiation of Accommodations, Supports, and Barriers
Article
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  • Jun 2017
High-profile shootings and student suicides have made mental health issues on college campuses a major national issue. College students are usually the focus of this conversation, while little attention beyond anecdotal accounts has been paid to faculty with mental health issues. In response to this lack of broad-scale research, a first-of-its-kind cross-institutional survey of faculty with mental disabilities was conducted. Respondents self-identified as faculty with mental disabilities, mental illness or mental-health histories. Results from 267 respondents indicated that nearly 70% had no or limited familiarity with accommodations, and even fewer used them (87%). A majority of respondents (62%) disclosed to at least one person on campus, primarily colleagues (50%) and department chairs (21%). Respondents felt most supported by spouses/significant others (75% very or extremely supported) and friends (51%) rather than colleagues (29%) and supervisors (25%). In our discussion of these findings, we offer suggestions for practice that will improve environments, rather than focusing on case-by-case "fixes" for those who disclose. We also suggest directions for further research into this topic, which is frequently mentioned (in both scholarly and popular publications) but rarely investigated systematically or on a wide scale.
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Perfectionism, Shame, and Aggression in Depressive Patients With Narcissistic Personality Disorder
Article
Depressive symptoms are known to co-occur in patients with narcissistic personality disorder (NPD). From a psychodynamic perspective, perfectionism, shame, and aggression are regarded as prominent in depressed patients. The authors investigated the occurrence of perfectionism, shame, and aggression in patients with NPD, and whether shame is a mediating or a moderating factor for aggression. Two groups of patients with depression, 61 diagnosed with NPD and no other personality disorders (PD) were compared with 56 without any PD, using the SCID screening questionnaire and a semistructured interview. All participants were administered the Multidimensional Perfectionism Scale, the Internalized Shame Scale, and the Buss-Perry Aggression Questionnaire. The NPD group showed significantly higher scores for self-oriented and socially prescribed perfectionism, shame, and aggression (i.e., physical, verbal, anger, and hostility). Shame was found to act as a mediating factor, reducing levels of aggression in patients with perfectionistic traits.
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Defining and classifying aggression and violence in health care work
Article
Background There is considerable contention in defining workplace aggression, especially in health care. This can lead to challenges in effectively researching workplace aggression, and ensuring a sound basis for developing strategies to prevent and minimise its likelihood and consequences. Aim The aim of this discussion paper is to provide a pragmatic definition of workplace aggression, based on a contemporary conceptualisation of human aggression, followed by a discussion on key classifications of workplace aggression. Methods The argument presented draws on theoretical and applied literature to develop a case for adopting a pragmatic definition of aggression, with key classification components. Findings and Discussion A highly practical conceptualisation of workplace aggression differentiates two main forms – verbal or written and physical aggression – and two main source groups – internal (co-workers) and external (patients, their relatives or carers and others external to the workplace). Conclusion Clarity and consensus on defining and classifying workplace aggression, should provide a sound and coherent basis for researchers, policy makers, clinicians and health care organisations to successfully prevent and minimise this challenging and serious work health and safety concern.
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Pre-service Teacher Education for Mental Health and Inclusion in Schools
Article
  • Dec 2016
Pre-service teacher education in mental health and mental health literacy is essential to creating the conditions necessary to support the mental health and wellness of children and youth in schools. Many teachers report never having received any education about mental health, but recognize the importance of this knowledge in meeting the needs of their students in regular classrooms. This article describes the development of a completely online mental health course organized around five learning objectives and delivered in a large pre-service teacher education program in Canada. Next, this article presents the results of research to evaluate impact on the pre-service teacher education students. Results are organized into expected and unexpected learning outcomes. Implications for further research and practice are shared.
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