Assertiveness Training to Improve Self Esteem Among School-Age Children with Speech and Language Disorders | ||||
| Egyptian Journal of Health Care | ||||
| Article 40, Volume 11, Issue 1, March 2020, Page 1095-1110 PDF (735.56 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/ejhc.2020.231781 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| Neamat Mohamed Ali; Hoda Sayed Mohamed | ||||
| Lecturer of psychiatric Mental Health Nursing, Faculty of Nursing, Ain Shams University | ||||
| Abstract | ||||
| Background: Speech and language disorders negatively affects the children’s self-confidence and self-esteem during school age and make their response more anxious, aggressive, passive, and unassertive behaviors. Aim: This study aimed to examine the effects of assertiveness training program on self-esteem among school-age children with speech and language disorders. Design: A quasi-experimental research design (single group pre/post-test) was utilized. Sample: A purposive sample of 44 school-age children with speech and language disorders who receive a follow-up visit to the speech clinics, affiliated to Ain shams university hospitals, and met the inclusion criteria. Tools for data collection include; 1) Children’s Interviewing Questionnaire, 2) Self Esteem Scale for Children with Speech Disorders, and 3) Children’s Assertive Behaviors Scale (CABS) to assess what level of assertive behaviors among children: Results: This study showed that there was a highly statistically significant relationship between the levels of assertive behaviors pre and post program implementation, where 50% of the children under study reported an assertive behavior in the post-program implementation phase, meanwhile around two-third of them was reported partially aggressive and very aggressive responses in the preprogram implementation phase, representing 39% and 32% respectively , also, this study illustrated that there was a reported improvement regarding the main score of self-esteem domains of children understudy in the post-program implementation phase compared to the preprogram phase p < 0.001, including the efficiency of language communication, social interaction, independence, physical appearance, and positive self acceptance representing 26.35+6.18, 21.21+5.86, 20.44+4.92, 18.25+4.46 and 15.69+3.03 respectively. Conclusions: Assertive behaviors of children with speech and language disorders have improved post-program implementation phase compared to the pre-program implementation phase. Improving assertive behaviors leads to a remarkable improvement in the children’s levels of self esteem post-program implementation compared to the pre-program implementation. Recommendations: Development of psychiatric nursing intervention program to improve psychosocial stressors, coping, and resilience among children with speech and language disorders. Also, this study recommend to conduct further studies to investigate the level of depression and anxiety among children with speech and language disorders | ||||
| Keywords | ||||
| Assertive behaviors; self-esteem; speech and language disorders; school age; children | ||||
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