THE EFFECTIVENESS OF AN ENVIRONMENTAL COGNITIVE PROGRAM FOR MEETING BEHAVIORAL DISORDERS IN LATE CHILDHOOD STAGE CHILDREN | ||||
| Journal of Environmental Science | ||||
| Article 7, Volume 49, Issue 6, June 2020, Page 239-277 PDF (615.7 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/jes.2020.164387 | ||||
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| Authors | ||||
| Hebatallah S. Mahmoud* 1; Asmaa M. El-Sersy2; Ehab A. Eid2; Tahany O. Monib3 | ||||
| 1Post graduate of Institute of Environmental Studies & Research, Ain Shams University | ||||
| 2Faculty of Post Graduate Childhood Studies, Ain Shams University | ||||
| 3Faculty of Education, Ain Shams University | ||||
| Abstract | ||||
| The dividing line between normal and abnormal behavior has not been definitively defined, as it oscillates between different cultural and social conditions. A child's behavior is considered disturbed when his behavior is fundamentally and continuously different from normal behavior, which negatively affects his performance in general. The objective of the current research is to verify the effectiveness of an environmental cognitive program for meeting behavioral disorders in late childhood children and apply it to a sample of children in the Special Needs Care Center of the Faculty of Post Graduate Childhood Studies, at Ain Shams University. The study sample consists of (12) children as an experimental group, and the researcher used the sample-semi-experimental method that relies on an environmental behavioral cognitive program to confront some behavioral disorders; using also The Child Behavior Checklist Scale (CBCL) as a way to achieve the goal of the program by applying a pre/post application of the program to children. In addition, it uses the Social, Economic And Cultural Environmental Level Form. The research has reached some results which most important is the demonstration of the effectiveness of the program in meeting behavioral disorders and alleviating these disorders in children, in addition to the fact that the physical and social environment conditions play an important role in children’ exposure to these disorders. Consequently, the study recommends a set of recommendations, the most important of which is to provide training, therapeutic, and counseling courses and programs for children with ADHD who suffer from anxiety to help them reduce anxiety, increase attention and reduce impulsivity; so that, they will avoid exposure to disorders, added to that; family awareness proposed to families of children with ADHD and anxiety to spread out awareness of the two disorders, their causes and the effects on the child in academic, psychological and social terms. Moreover, the program presents a comprehensive awareness for workers in educational institutions, either the administrators or teachers, to educate them how to deal with the manifestations of the disorder of hyperactivity associated with distraction and anxiety. | ||||
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