Background: Childhood cancer is an overwhelming life event that can completely change the lives of the sufferers and their parents. Todays, advances of medical science have shifted the fetal nature of childhood cancer to chronic one exposing children and their family to behavioral and psychosocial problems. The aim of this study was to investigate the effect of filial therapy on children's depressive symptoms and their mother's stress, anxiety, and depression. Materials and Methods: In this randomized controlled trial, 32 mothers with their children who suffered from cancer were recruited (16 in each group). During a 10-week training sessions, filial therapy group underwent child-parent relation therapy (CPRT). Training sessions were held once a week. Control group received no training and only individual counseling sessions were held for them we needed. Both groups were assessed before and after the intervention using depression, anxiety, and stress questionnaire-21 (DASS-21), children depression inventory (CDI), and Wong-Baker faces pain rating scale (WBFPRS). Sample randomization and data analysis were conducted by using SPSS (version 20) and running independent t-test and chi-square test. P value< 0.05 was set as the significant level. Results: Mothers in the filial therapy group experienced significant decrease in their level of depression, anxiety, and stress in the posttest (p < 0.001). In contrast to filial therapy group, mothers in the control group did not show an improvement in their level of depression, anxiety, and stress. Moreover, the results of the current investigative showed that depression of children in the filial therapy group significantly reduced at post-test (p < 0.001). On the other hand, the mean of children's depression in the control group remained steady. Conclusion: The findings of the present study revealed that using filial therapy could reduce the depression of children with cancer and their parent's depression, anxiety, and stress. Accordingly, we suggest filial therapy programs as a routine for addressing psychosocial problems of children with cancer and their families.
Objectives:The purpose of this study was to evaluate the effectiveness of cognitive-behavioral play therapy on externalizing behavior problems among street and working children. Methods:This experimental study was conducted with a pre-and posttest control group design. The statistical population of this study included girls aged 7-10 years who had been identified by the social workers working in Kiana Sociocultural Group Center in the city of Karaj in order to study, participate in educational programs, and also receive the relevant services. To this end, 40 of the girls who scored 63 or above from the Teacher's Report Form (TRF) were randomly selected and assigned to intervention and control groups. Then, the intervention group was divided into 4 groups of 5 girls who participated in a cognitive-behavioral play therapy program for 12 one-hour sessions lasting 2 sessions per week. Following the intervention, teachers once again filled out the Achenbach's Teacher Report Form (TRF) for both intervention and control groups, and finally, the data were analyzed. Results:The findings revealed that reduction in externalizing behavior problems among children such as aggression and law-breaking behavior in the intervention group compared with those in the control group was significant (P<0.01).Discussion: It seems that one of the effective ways to lessen externalizing behavior problems among street and working children is cognitive-behavioral play therapy; therefore, coaches and teachers of such children are recommended to make use of this method to lower their behavioral problems.
Objective Routines are a set of daily and regular activities that play an important role in the development of the child and the family. These activities include building the structure for daily life, developing social skills, academic skills, speech skills, facilitating family relationships, and creating a sense of belonging among family members. This study examines the routines of families of children with autism. Materials & Methods Routines are a set of daily and regular activities that play an important role in the development of the child and the family. These activities include building the structure for daily life, developing social skills, academic skills, speech skills, facilitating family relationships, and creating a sense of belonging among family members. This study examines the routines of families of children with autism. Results Routines are related to family health. However, following routines in the families of children with autism are difficult due to factors associated with the child such as lack of flexibility, problematic behaviors and sensory-processing problems; factors associated with care givers, such as parents' anxiety or marital problems; and environmental factors such as the lack of access to autism healthcare services in less populated and remote areas. Thus, parents of children with autism face the challenge of creating and maintaining the routines. A child with autism usually takes the center of family structure and activities. This condition will eventually end in controlling the daily routines of families. In other words, a significant portion of the daily life of the family is linked to the needs of the child with autism. Some routines such as eating and sleeping have been specifically addressed as challenging routines. The structure of routines takes shape around the needs of the child, rather than the whole family, and in some cases, the needs of other family members are ignored. The presence of a child with autism in the family negatively affects the development of meaningful interactions. The pervasive nature of autism leads to inflexible, child-focused routines and limited emotional and social experiences during everyday life activities in their families. Despite the challenges that families of autistic children may have to participate in routines, these families try to engage in challenging routines, which have meaning and importance for them, to learn their child's endurance. They do not give a chance to the child with autism to decide for their family and collaborate with family members. Conclusion Despite the important role of routines in the growth and health of the child and the family, it seems that the disabling nature of autism with its many complications, which overshadows other family planning affect the quantity and quality of family participation in activities and developing meaningful routines. Although the development of a child with autism has a burden on the family, inability to create interactions, understanding the child, and communicating among family ...
Objective The integration of various senses with each other in the form of perceptual-motor activities can lead to the promotion of different aspects of physical, perceptual, cognitive, and psychosocial development. Decreased visual acuity in children with visual impairment makes it difficult to develop motor skills, including gross motor skills. A few studies have used perceptual-motor interventions in these children with no specific framework. The purpose of this study is to evaluate the effect of a perceptual-motor intervention based on Johnstone and Ramon's method on the gross motor skills of children with visual impairment. Materials & Methods In this randomized controlled trial, the study population consisted of children aged 7-10 years with visual impairment (blind or with low vision) studying in three schools of Narjes (Girls' school), Shaid Mohebbi, and Shahid Khazaeli (Boys' schools) in Tehran City, Iran in 2018 (n=140). Of these children, 24 who had met inclusion criteria were selected and randomly assigned into two intervention (n=12) and control (n=12) groups. The perceptual-motor program was designed based on Johnstone and Ramon's method and validated by a panel of experts that included four members of the Department of Occupational Therapy, the University of Social Welfare and Rehabilitation Sciences, and one optometrist from the Baqiyatallah University of Medical Sciences. The intervention group received the perceptual-motor program for two months, three 45-min sessions per week (24 sessions in total). The gross motor skills of both groups were measured by the second edition of Movement Assessment Battery for Children (MABC-2) test (aiming/catching and balance subscales) and the second edition of Test of Gross Motor Development (TGMD-2) (locomotor and object control subscales) in three stages: Pre-test, post-test, and 1-month follow-up. Data analysis was performed using the Shapiro-Wilk test, Mann-Whitney U test, Friedman test, Bonferroni test, and generalized estimating equation in SPSS V. 22. The significance level was set at 0.05. Results The Mean±SD ages of children in the intervention and control groups were 9.2±1.1 and 8.3±1.2 years, respectively. The Mean±SD scores of aiming/catching skill in the intervention group reached from 4.17±2.82 in the Pre-test phase to 11.17±1.95 in the post-test and 10.92±1.62 in the follow-up phases. In the control group, the Mean±SD scores were 3.83±2.79 in the Pre-test, 4.25±3.08 in the post-test, and 4.67±2.93 in the follow-up. The Mean±SD scores of the balance skill
ObjectiveFunctional Vision (FV) is vital for the successful growth of children with visual impairment. However, tasks related to measuring FV have not been thoroughly studied for this population. To address this gap, this study seeks to establish a comprehensive set of vision-related tasks that consider both the difficulty levels of activities and the ages of children with visual impairment.MethodsThis study utilized a sequential multi-method design, including a scoping review, a qualitative content analysis, and a focus group. Firstly, a scoping review was conducted to identify vision-related tasks based on the literature. Then, to contextualize the vision-related tasks, a qualitative content analysis was carried out. Subsequently, a focus group was conducted to categorize the identified tasks based on their difficulty levels and the children’s level of dependency. We utilized the directed content analysis method to analyze the data, using the occupational domain of the Occupational Therapy Practice Framework 4th edition (OTPF-4) as the primary framework.ResultsDuring the review phase, which included 22 studies, and the interview phase, which involved 16 participants, a total of 95 and 85 vision-related tasks were identified, respectively. These tasks were then categorized into 17 activities and five occupations, which included activities of daily living (ADL), instrumental activities of daily living (IADL), education, play, and participation in social activities. Among these occupations, ADL was the easiest, while participation in social activities was the most challenging. Finally, the tasks were arranged based on their difficulty level for children with visual impairment.ConclusionA comprehensive list of vision-related tasks has been developed based on the difficulty level of the tasks and the degree of dependency of children with visual impairment. This list can be used to develop standardized instruments for assessing FV in children with visual impairment.
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