The effect of therapeutic nursing interventions on self-concept and related factors in children with specific learning disorders

INTRODUCTION AND PURPOSE: Specific Learning Disorder, a neurodevelopmental disorder, causes a variety of psychosocial difficulties. A multidisciplinary approach and psychosocial interventions are important in the prognosis of SLD. In this thesis study; It was aimed to examine the effect of program, which includes Cognitive Behavioral Approach and therapeutic nursing interventions and activities, prepared for children with SLD, on children's self-concept, self-efficacy, and quality of life. MATERIALS AND METHODS: The study was a non-randomized, control group, repeated-measures, quasi-experimental research design. First of all, a pilot study was conducted with the participation of six children and their parents. The sample in the study consisted of 25 children in the intervention group and 24 children in the control group. A seven-session "Program for Improving the Self-Efficacy and Self-Concept of Children with Specific Learning Disabilities" was applied to the intervention group. No intervention was made in the control group. Data were collected with an information form, "Piers-Harris Children's Self-Concept Scale", "Self-Efficacy Scale for Children" and "Helath-Related Quality of Life Questionnaire for Children". Three repeated measurements were made. Since the normality assumption was met, the data were evaluated with Independent Samples t Test and Repeated Measures Analysis of Variance. FINDINGS: In the intervention group, compared to the pre-program and control group; It was determined that there was a significant difference in self-concept, self-efficacy, and quality of life scores. In addition, in a considerable part of the self-concept, self-efficacy and quality of life scores; It was determined that there was a significant difference between the scores obtained from repeated measurements in the groups (Group) and repeated measurements (Time) regardless of the group, and the Group*Time interaction was found to be significant. It was determined that the children participating in the program were satisfied with being in the group and with the approach of the group leader (2.97±0.27). CONCLUSION: The program is used in children with SLD; It was observed that self-concept and self-efficacy levels increased, this increase continued in follow-up measurements, and quality of life levels increased after the intervention, but the increase was not reflected in follow-up measurements.