Efficacy of social stories in coping with bullying among children with childhood psychiatry conditions: A randomized controlled interventional study
Notice bibliographique
Résumé
Background: In schools, bullying is a regular occurring behavior problem and the most common form of violence. As stated in studies, bullying peaks during middle school years and higher rates of being bullied are reported in children with special educational needs and disabilities. Social story, as a teaching intervention, helps in preparing the children to respond appropriately to a bullying situation and to develop adaptive coping responses. Objectives: The objective of this study is to identify the victims of bullying among childhood psychiatry conditions, to develop coping skills for them, and to determine the effectiveness of social stories. Study Design: A randomized controlled interventional study was chosen for the research. Methods: Children were screened using Illinois Bully Victim Scale, and 22 children, of both genders, aged 8–13 years diagnosed with attention-deficit hyperactive disorder, learning disability, and mild intellectual disability were randomly assigned to two study groups. Coping strategies were taught to the children in the experimental group with the help of social stories, for two target behaviors, and role play at end for 30 min, 3 days a week, for 13 sessions, whereas in the control group, children underwent conventional occupational therapy along with coping strategies and role play for 30 min for 13 sessions. The Canadian Occupational Performance Measure and the Coping with Bullying Scale for Children were administered before and after intervention. Results: Both experimental (n = 12) and control (n = 10) groups equally improved with their respective intervention. However, children achieved clinically significant scores in their mean values (68.42 ± 61.50,P < 0.02, 95% confidence interval [CI]: 0.00–0.12) in the level of performance, suggesting that they used more of adaptive responses in coping with bullying situation. Typically, children in both the groups showed some amount of maladaptive strategies even after their respective interventions (8.03 ± 6.2,P = 0.20, 95% CI: 0.00–0.13), referring that social story was found to have an impact only on adaptive coping responses. This warrants the importance of addressing the awareness of adverse consequences of maladaptive coping through social stories. Conclusion: Social stories were effective in improving coping skills as well as in enabling the strategies application of learned coping skills (performance) during bullying situation.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».