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الرئيسية > فعالية الجمع بين العلاج الفردي...>الوصف

فعالية الجمع بين العلاج الفردي والأسري ومشاركة المعلمين في خفض حدة الصمت الاختياري: دراسة حالة

العنوان بلغة أخرى: Effectiveness of the Combination of Individual and Family Therapy and Teacher Participation in the Reduction of Selective Mutism: Case Study
المصدر: مجلة قطاع الدراسات الإنسانية
الناشر: جامعة الأزهر - كلية الدراسات الإنسانية
المؤلف الرئيسي: أحمد، هدى أمين عبدالعزيز (مؤلف)
المؤلف الرئيسي (الإنجليزية): Ahmed, Hoda Amin Abdel-Aziz
المجلد/العدد: ع19
محكمة: نعم
الدولة: مصر
التاريخ الميلادي: 2017
الشهر: يونيه
الصفحات: 387 - 432
DOI: 10.21608/JSH.2017.26394
ISSN: 2090-9861
رقم MD: 966501
نوع المحتوى: بحوث ومقالات
اللغة: العربية
قواعد المعلومات: HumanIndex
مواضيع:
الأطفال | اضطرابات الطفولة | الصمت الاختياري | العلاج الفردي | العلاج الأسري | المعلمين
رابط المحتوى:

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المستخلص: Selective Mutism is a childhood anxiety disorder in which a child fails to speak in certain situations (such as school), although speak in home, the lack of Speech may interfere with Social communication and educational achievement. The onset of selective Mutism is usually before age 5 years, but the disturbance may not come to clinical attention until entry into school, where there is an increase in social interaction and performance tasks. Objective: (1) Present a case study outlining specific treatment interventions in a specific case used over the course of 9 month. (2) Demonstrate the efficacy of utilizing individual Therapy & family Therapy besides teachers participate in treating Selective Mutism. (3) Stimulate further research and development on the efficacy of combining individual therapy & family therapy in alleviating anxiety and stress in children with Selective Mutism. Methods: 1. Selective Mutism Questionnaire, Bergman et al, ) 2008 ) 2. School Speech Questionnaire, Bergman et al, (2008) 3. Selective mutism: Stages of social communication comfort scale, Shipon-Blum Case study of a 6-year-old girl with selective Mutism and concurrent anxiety symptoms, Treatment included sessions of individual Therapy and family therapy and teachers participate. Results: Data indicated increased functional speaking behavior posttreatment as rated by parents and teachers; also experienced significant reductions in social anxiety Clinical gains were maintained over 3 month follow-up. Conclusion: There are new intervention that is efficacy in increasing functional speaking behaviors, and acceptable to parents and teachers.
ISSN: 2090-9861

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