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therapy children counselling</title> <meta name="description" content="Search results for: narrative therapy children counselling"> <meta name="keywords" content="narrative therapy children counselling"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research 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method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="narrative therapy children counselling"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 5660</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: narrative therapy children counselling</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5660</span> “In Their Own Words”: An Exploration of the Use of Narratives with Children in Counselling</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alison%20Brown">Alison Brown</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Through stories, children make sense of their world, see themselves through the eyes of another, and process emotions and lived experiences in a non-threatening and indirect manner. Building on research around the use of narrative techniques with adults and families, this research looked directly at the use of narratives as a therapeutic technique with children in counseling. Based on individual therapy sessions with children over a six-year period, this work of collective case studies tells the story of a practice incorporating children’s narratives, of children’s experiences in writing and sharing their narratives, and of the clinical impact of the use of narratives with children. Not all stories were narratives of success or happiness. Children documented their fears and anger as well as their achievements and hope for the future. What emerged through this study was an awareness of recurring themes in the way children responded to the narrative process and in the benefits and limitations of story writing with children. Consistent with previous studies focusing on narrative work with adults and families, the use of narratives with children provided opportunities for healing, acceptance, developing greater understanding, externalizing, and re-authoring a preferred future. In terms of the children’s experiences in writing and sharing their narratives, consistent themes emerged again, with many children finding the experience cathartic and liberating, empowering and hopeful, but most importantly, an opportunity that allowed them to feel and understand that they were not alone. Whilst a small collection of case studies tells the stories of a limited number of children, it is hoped that this research provides both a model and inspiration for others to explore similar uses of narratives with children. As a greater number of children’s narratives are created, the potential to share and benefit from the many rich stories and experiences of other children becomes more of a reality. Across cultures, economic and social settings, rural and urban environments, and varying family structures, it is important that we hear the voices of our children – ‘In their own words’. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=narrative%20therapy%20children%20counselling" title="narrative therapy children counselling">narrative therapy children counselling</a>, <a href="https://publications.waset.org/abstracts/search?q=social" title=" social"> social</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional" title=" emotional"> emotional</a>, <a href="https://publications.waset.org/abstracts/search?q=zone%20of%20proximal%20development" title=" zone of proximal development"> zone of proximal development</a>, <a href="https://publications.waset.org/abstracts/search?q=scaffolding" title=" scaffolding"> scaffolding</a> </p> <a href="https://publications.waset.org/abstracts/162113/in-their-own-words-an-exploration-of-the-use-of-narratives-with-children-in-counselling" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162113.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">92</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5659</span> The Narrative Coherence of Autistic Children’s Accounts of an Experienced Event over Time</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fuming%20Yang">Fuming Yang</a>, <a href="https://publications.waset.org/abstracts/search?q=Telma%20Sousa%20Almeida"> Telma Sousa Almeida</a>, <a href="https://publications.waset.org/abstracts/search?q=Xinyu%20Li"> Xinyu Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Yunxi%20Deng"> Yunxi Deng</a>, <a href="https://publications.waset.org/abstracts/search?q=Heying%20Zhang"> Heying Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Michael%20E.%20Lamb"> Michael E. Lamb</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Twenty-seven children aged 6-15 years with autism spectrum disorder (ASD) and 32 typically developing children were questioned about their participation in a set of activities after a two-week delay and again after a two-month delay, using a best-practice interview protocol. This paper assessed the narrative coherence of children’s reports based on key story grammar elements and temporal features included in their accounts of the event. Results indicated that, over time, both children with ASD and typically developing (TD) children decreased their narrative coherence. Children with ASD were no different from TD peers with regards to story length and syntactic complexity. However, they showed significantly less coherence than TD children. They were less likely to use the gist of the story to organize their narrative coherence. Interviewer prompts influenced children’s narrative coherence. The findings indicated that children with ASD could provide meaningful and reliable testimony about an event they personally experienced, but the narrative coherence of their reports deteriorates over time and is affected by interviewer prompts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorders" title="autism spectrum disorders">autism spectrum disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=delay" title=" delay"> delay</a>, <a href="https://publications.waset.org/abstracts/search?q=eyewitness%20testimony" title=" eyewitness testimony"> eyewitness testimony</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative%20coherence" title=" narrative coherence"> narrative coherence</a> </p> <a href="https://publications.waset.org/abstracts/139526/the-narrative-coherence-of-autistic-childrens-accounts-of-an-experienced-event-over-time" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139526.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">288</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5658</span> Narrative Therapy as a Way of Terrorist Rehabilitation at Mohammad Bin Naif Counselling and Care Center: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yasser%20Almazrua">Yasser Almazrua</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Terrorism is a multidimensional phenomenon that has increased recently. Many countries started combating terrorism through security forces; however, there has been relatively little attention given to rehabilitation programs for people involved in such terrorism acts. In Saudi Arabia, after facing so many terrorist attacks, they started understanding and countering terrorism differently by establishing Mohammad bin Naif Counselling and Care Center in 2006. The center now is considered one of the top experience centers in the world for terrorist rehabilitation and ideology correction. The center offers different programs such as training, educational, social, art and psychological programs. One of the approaches that have been used by psychological experts at the center is Narrative Therapy. It is a therapeutic approach that focuses on the ability of the client to identify their personal life story. The client during therapy works as a storyteller where he or she gets insight, meaning and better understanding of their own lives. Because each client at the center had a story, it can be better fit method for rehabilitation towards healing and personal development. The case describes a 34-years-old man who was involved in some terrorism activities locally by technically and financially supporting a terrorist group related to Al-Qaida. The beneficiary joined Mohammad bin Naif Counseling and Care Center after serving his sentence. Informed of consent has been given to the beneficiary before starting the therapeutic program. Both qualitative and quantitative data on the beneficiary are collected by self-reporting during the initial session, and by using a psychological measurement. The result found that the beneficiary was not insightful about himself, and he had a high level of repression which relatedly moved him to be targeted for recruitment in the terrorist group. With rehabilitation and by using the therapeutic approach, the beneficiary improved on the level of insight, specifically about himself and also about the experience. This case illustrates the importance of considering the effect of Narrative Therapy in terrorist rehabilitation programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=narrative%20therapy" title="narrative therapy">narrative therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=rehabilitation" title=" rehabilitation"> rehabilitation</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20Arabia" title=" Saudi Arabia"> Saudi Arabia</a>, <a href="https://publications.waset.org/abstracts/search?q=terrorism" title=" terrorism"> terrorism</a> </p> <a href="https://publications.waset.org/abstracts/85809/narrative-therapy-as-a-way-of-terrorist-rehabilitation-at-mohammad-bin-naif-counselling-and-care-center-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85809.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">295</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5657</span> The Counselling Practice of School Social Workers in Swedish Elementary Schools - A Focus Group Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kjellgren%20Maria">Kjellgren Maria</a>, <a href="https://publications.waset.org/abstracts/search?q=Lilliehorn%20Sara"> Lilliehorn Sara</a>, <a href="https://publications.waset.org/abstracts/search?q=Markstr%C3%B6m%20Urban"> Markström Urban</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article describes the counselling practice of school social workers (SSWs) with individual children. SSWs work in the school system’s pupil health team, whose primary task is health promotion and prevention. The work of SSWs is about helping children and adolescents who, for various reasons, suffer from mental ill-health, school absenteeism, or stress that make them unable to achieve their intended goals. SSWs preferably meet these children in individual counselling sessions. The aim of this article is to describe and analyse SSWs’ experience of counselling with children and to examine the characteristics of counselling practice. The data collection was conducted through four semi-structured focus group interviews with a total of 22 SSWs in four different regions in Sweden. SSWs provide counselling to children in order to bring about improved feelings or behavioural changes. It can be noted that SSWs put emphasis on both the counselling process and the alliance with the child. The interviews showed a common practice among SSWs regarding the structure of the counselling sessions, with certain steps and approaches being employed. However, the specific interventions differed and were characterised by an eclectic standpoint in which SSWs utilise a broad repertoire of therapeutic schools and techniques. Furthermore, a relational perspective emerged as a most prominent focus for the SSWs by re-emerging throughout the material. We believe that SSWs could benefit from theoretical perspectives on ‘contextual model’ and ‘attachment theory’ as ‘models of the mind’. Being emotionally close to the child and being able to follow their development requires a lot from SSWs, as both professional caregivers and as “safe havens”. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20social%20conselling" title="school social conselling">school social conselling</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20social%20workers" title=" school social workers"> school social workers</a>, <a href="https://publications.waset.org/abstracts/search?q=contextual%20model" title=" contextual model"> contextual model</a>, <a href="https://publications.waset.org/abstracts/search?q=attachment%20thory" title=" attachment thory"> attachment thory</a> </p> <a href="https://publications.waset.org/abstracts/145086/the-counselling-practice-of-school-social-workers-in-swedish-elementary-schools-a-focus-group-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145086.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5656</span> Rewriting, Reframing, and Restructuring the Story: A Narrative and Solution Focused Therapy Approach to Family Therapy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eman%20Tadros">Eman Tadros</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Solution Focused Therapy sheds a positive light on a client’s problem(s) by instilling hope, focusing on the connection with the client, and describing the problem in a way to display change being possible. Solution focused therapists highlight clients’ positive strengths, reframe what clients say, do, or believe in a positive statement, action, or belief. Narrative Therapy focuses on the stories individuals tell about their past in which shape their current and future lives. Changing the language used aids clients in reevaluating their values and views of themselves, this then constructs a more positive way of thinking about their story. Both therapies are based on treating each client as an individual with a problem rather than that the individual is a problem and being able to give power back to the client. The purpose of these ideologies is to open a client to alternative understandings. This paper displays how clinicians can empower and identify their clients’ positive strengths and resiliency factors. Narrative and Solution-Focused Techniques will be integrated to instill positivity and empowerment in clients. Techniques such as deconstruction, collaboration, complimenting, miracle/exception/scaling questioning will be analyzed and modeled. Furthermore, bridging Solution Focused Therapy and Narrative Therapy gives a voice to unheard client(s). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=solution%20focused%20therapy" title="solution focused therapy">solution focused therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative%20therapy" title=" narrative therapy"> narrative therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=empowerment" title=" empowerment"> empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=resilience" title=" resilience"> resilience</a> </p> <a href="https://publications.waset.org/abstracts/91864/rewriting-reframing-and-restructuring-the-story-a-narrative-and-solution-focused-therapy-approach-to-family-therapy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91864.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">238</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5655</span> A Comparative Study of the Effectiveness of Narrative Therapy in Individual and Group Counseling on Promoting Hope in With Breast Cancer’s Women</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sajadian%20Akram">Sajadian Akram</a>, <a href="https://publications.waset.org/abstracts/search?q=Tavasoli%20F."> Tavasoli F.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Breast cancer is the second most common cancer in the world and certainly the most frequent cancer mostly among women. This study was aimed to compare the effectiveness of individual counseling and group narrative therapy on female patients' life expectancy afflicted by breast cancer. The present study is a pre-test-post-test clinical trial. Fifty-five patients with breast cancer were randomly selected in the follow-up period and after their active medical treatment completion. Then, they were randomly divided into two groups: individual counseling and group counseling. Herth hope index (HHI) was used to measure the patients' hope level. Data were analyzed using t-test and SPSS software. hope rate was statistically significant in both groups receiving individual and group narrative therapy in the post-test compared to the pre-test (P <00000). Moreover, the comparative evaluation of hope in both groups (individual & group counseling) in the post-test showed that group narrative counseling is more effective than individual narrative counseling (P <00000). Conclusion: Narrative therapy promotes hope in breast cancer patients effectively. Due to the nature of breast cancer and its psychological effects in the post-treatment period, providing narrative group therapy can improve life quality. Patients' life quality changes in tandem with changes in hope. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hope" title="hope">hope</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative%20therapy" title=" narrative therapy"> narrative therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=counseling" title=" counseling"> counseling</a>, <a href="https://publications.waset.org/abstracts/search?q=breast%20cancer" title=" breast cancer"> breast cancer</a> </p> <a href="https://publications.waset.org/abstracts/148858/a-comparative-study-of-the-effectiveness-of-narrative-therapy-in-individual-and-group-counseling-on-promoting-hope-in-with-breast-cancers-women" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148858.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">123</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5654</span> Efficacy of Music for Improving Language in Children with Special Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Louisa%20Han%20Lin%20Tan">Louisa Han Lin Tan</a>, <a href="https://publications.waset.org/abstracts/search?q=Poh%20Sim%20Kang"> Poh Sim Kang</a>, <a href="https://publications.waset.org/abstracts/search?q=Wei%20Ming%20Loi"> Wei Ming Loi</a>, <a href="https://publications.waset.org/abstracts/search?q=Susan%20Jane%20Rickard%20Liow"> Susan Jane Rickard Liow</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The efficacy of music for improving speech and language has been shown across ages and diagnoses. Across the world, the wide range of therapy settings and increasing number of children diagnosed with special needs demand more cost and time effective service delivery. However, research exploring co-treatment models on children other than those with Autism Spectrum Disorder remains sparse. The aim of this research was to determine the efficacy of music for improving language in children with special needs, and generalizability of therapy effects. 25 children (7 to 12 years) were split into three groups – A, B and control. A cross-over design with direct therapy (storytelling) with or without music, and indirect therapy was applied with two therapy phases lasting 6 sessions each. Therapy targeted three prepositions in each phase. Baseline language abilities were assessed, with re-assessment after each phase. The introduction of music in therapy led to significantly greater improvement (p=.046, r=.53) in associated language abilities, with case studies showing greater effectiveness in developmentally appropriate target prepositions. However, improvements were not maintained once direct therapy ceased. As such, the incorporation of music could lead to greater efficiency and effectiveness of language therapy in children with special needs, but sustainability and generalizability of therapy effects both require further exploration. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=music" title="music">music</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20therapy" title=" language therapy"> language therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20needs" title=" special needs"> special needs</a> </p> <a href="https://publications.waset.org/abstracts/70066/efficacy-of-music-for-improving-language-in-children-with-special-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70066.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">465</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5653</span> Eclectic Therapy in Approach to Clients’ Problems and Application of Multiple Intelligence Theory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Sharof%20Mostafa">Mohamed Sharof Mostafa</a>, <a href="https://publications.waset.org/abstracts/search?q=Atefeh%20Ahmadi"> Atefeh Ahmadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Most of traditional single modality psychotherapy and counselling approaches to clients’ problems are based on the application of one therapy in all sessions. Modern developments in these sciences focus on eclectic and integrative interventions to consider all dimensions of an issue and all characteristics of the clients. This paper presents and overview eclectic therapy and its pros and cons. In addition, multiple intelligence theory and its application in eclectic therapy approaches are mentioned. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eclectic%20therapy" title="eclectic therapy">eclectic therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=client" title=" client"> client</a>, <a href="https://publications.waset.org/abstracts/search?q=multiple%20intelligence%20theory" title=" multiple intelligence theory"> multiple intelligence theory</a>, <a href="https://publications.waset.org/abstracts/search?q=dimensions" title=" dimensions"> dimensions</a> </p> <a href="https://publications.waset.org/abstracts/39483/eclectic-therapy-in-approach-to-clients-problems-and-application-of-multiple-intelligence-theory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39483.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">711</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5652</span> A Brief Narrative Intervention to Improve Well-being and Relational Ethics in Couples: A Mixed-Method Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kevser%20Cakmak">Kevser Cakmak</a>, <a href="https://publications.waset.org/abstracts/search?q=Adri%C3%A1n%20Montesano"> Adrián Montesano</a>, <a href="https://publications.waset.org/abstracts/search?q=Lourdes%20Artigas"> Lourdes Artigas</a>, <a href="https://publications.waset.org/abstracts/search?q=Marta%20Salla"> Marta Salla</a>, <a href="https://publications.waset.org/abstracts/search?q=Clara%20Mateu"> Clara Mateu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main objective of this research is to explore the relational letter writing technique as an intervention in couple therapy for reconnecting couples with their values and ethical preferences. This is a recently developed therapeutic tool within the framework of Narrative Therapy that consists of two interviews and a letter writing task, in which a meta-conversation between the relationship itself, the couple members, and the therapists is fostered. Although this specific therapeutic technique can be used within the therapy process, in this case study, it is used as a brief stand-alone narrative intervention for a middle age heterosexual couple breast cancer survivor. Couple’s relational and personal wellbeing was monitored before, during, and after the intervention by means of the dyadic adjustment and the clinical outcomes in routine evaluation-outcome measure, respectively. The couple showed a significant improvement after the intervention in both levels. The content of the letter writing exercises was qualitatively analysed to explore the reconstruction of their ethical values. Results from both methods are integrated in order to get an in-depth perspective of the newly developed tool. The potential of the letter writing technique as stand-alone and as adjunct brief intervention is discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=couple%20therapy" title="couple therapy">couple therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative%20therapy" title=" narrative therapy"> narrative therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=psychotherapy%20tool" title=" psychotherapy tool"> psychotherapy tool</a>, <a href="https://publications.waset.org/abstracts/search?q=relational%20letter%20writing" title=" relational letter writing"> relational letter writing</a> </p> <a href="https://publications.waset.org/abstracts/143626/a-brief-narrative-intervention-to-improve-well-being-and-relational-ethics-in-couples-a-mixed-method-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143626.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5651</span> The Use of Music Therapy to Improve Non-Verbal Communication Skills for Children with Autism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Vinca%20Novenia">Maria Vinca Novenia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The number of school-aged children with autism in Indonesia has been increasing each year. Autism is a developmental disorder which can be diagnosed in childhood. One of the symptoms is the lack of communication skills. Music therapy is known as an effective treatment for children with autism. Music elements and structures create a good space for children with autism to express their feelings and communicate their thoughts. School-aged children are expected to be able to communicate non-verbally very well, but children with autism experience the difficulties of communicating non-verbally. The aim of this research is to analyze the significance of music therapy treatment to improve non-verbal communication tools for children with autism. This research informs teachers and parents on how music can be used as a media to communicate with children with autism. The qualitative method is used to analyze this research, while the result is described with the microanalysis technique. The result is measured specifically from the whole experiment, hours of every week, minutes of every session, and second of every moment. The samples taken are four school-aged children with autism in the age range of six to 11 years old. This research is conducted within four months started with observation, interview, literature research, and direct experiment. The result demonstrates that music therapy could be effectively used as a non-verbal communication tool for children with autism, such as changes of body gesture, eye contact, and facial expression. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=improvisation" title=" improvisation"> improvisation</a>, <a href="https://publications.waset.org/abstracts/search?q=microanalysis" title=" microanalysis"> microanalysis</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20therapy" title=" music therapy"> music therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=nonverbal%20communication" title=" nonverbal communication"> nonverbal communication</a>, <a href="https://publications.waset.org/abstracts/search?q=school-aged" title=" school-aged"> school-aged</a> </p> <a href="https://publications.waset.org/abstracts/97831/the-use-of-music-therapy-to-improve-non-verbal-communication-skills-for-children-with-autism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97831.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">222</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5650</span> Level of Awareness of Genetic Counselling in Benue State Nigeria: Its Advocacy on the Inheritance of Sickle Cell Disease</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Agi%20Sunday">Agi Sunday</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A descriptive analysis of reported cases of sickle cell disease and the level of awareness about genetic counselling in 30 hospitals were carried out. Additionally, 150 individuals between ages 16-45 were randomly selected for evaluation of genetic counselling awareness. The main tools for this study were questionnaires which were taken to hospitals, and individuals completed the others. The numbers of reported cases of sickle cell disease recorded in private, public and teaching hospitals were 14 and 57; 143 and 89; 272 and 57 for the periods of 1995-2000 and 2001-2005, respectively. A general informal genetic counselling took place mostly in the hospitals visited. 122 (86%) individuals had the knowledge of genetic disease and only 43 (30.3%) individuals have been exposed to genetic counselling. 64% of individuals agreed that genetic counselling would help in the prevention of genetic disease. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sickle%20disease" title="sickle disease">sickle disease</a>, <a href="https://publications.waset.org/abstracts/search?q=genetic%20counseling" title=" genetic counseling"> genetic counseling</a>, <a href="https://publications.waset.org/abstracts/search?q=genetic%20testing" title=" genetic testing"> genetic testing</a>, <a href="https://publications.waset.org/abstracts/search?q=advocacy" title=" advocacy"> advocacy</a> </p> <a href="https://publications.waset.org/abstracts/8810/level-of-awareness-of-genetic-counselling-in-benue-state-nigeria-its-advocacy-on-the-inheritance-of-sickle-cell-disease" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8810.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">389</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5649</span> Children of Syria: Using Drawings for Diagnosing and Treating Trauma</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatten%20F.%20Elkomy">Fatten F. Elkomy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Syrian refugees are the largest refugee population since World War II. Mostly, children, these individuals were exposed to intense traumatic events in their homeland, throughout their journey, and during settlement in foreign lands. Art is a universal language to express feelings and tough human experiences. It is also a medium for healing and promoting creativity and resilience. Literature review was conducted to examine the use of art to facilitate psychiatric interviews, diagnosis, and therapy with traumatized children. Results show a severe impact of childhood trauma on the increased risk for abuse, neglect, and psychiatric disorders. Clinicians must recognize, evaluated and provide help for these children. In conclusion, drawings are used to tell a story, reflect deep emotions, and create a meaningful self-recognition and determination. Participants will understand art therapy using the expressive therapies continuum framework to evaluate drawings and to promote healing for refugee children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=art%20therapy" title="art therapy">art therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=children%20drawings" title=" children drawings"> children drawings</a>, <a href="https://publications.waset.org/abstracts/search?q=Syrian%20refugees" title=" Syrian refugees"> Syrian refugees</a>, <a href="https://publications.waset.org/abstracts/search?q=trauma%20in%20childhood" title=" trauma in childhood"> trauma in childhood</a> </p> <a href="https://publications.waset.org/abstracts/107071/children-of-syria-using-drawings-for-diagnosing-and-treating-trauma" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107071.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">165</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5648</span> Intervention Programs for Children of Divorced Parents: Presentation of the Children’s Support Group Developed in Belgium</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Therese%20Scali">Therese Scali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Couple separations and divorces seem to be commonplace events. However, their frequency does not reduce their impact. Indeed, the adverse effects of parental divorce on children have been well documented. Thus, supporting the children from divorced families is a key concern. Several preventive interventions have been developed for children of divorced parents, such as Children’s Support Group. The present paper aims at presenting the program that has been created in Liege (Belgium). The setting and the tools will be presented. This Children’s Support Group is based on psychoeducational and systemic principles, art-therapy, and aims at acquiring coping skills and seeking social support. Also, the effectiveness of the program will be discussed. Results show that after parental divorce, a group intervention for children can be efficacious in promoting children’s well-being and parent-child communication. This paper contributes to enrich the understanding of children’s needs and to highlight the existence and efficacy of a program that helps them overcome the difficulties of divorce. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=art-therapy" title="art-therapy">art-therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=children%E2%80%99s%20support%20group" title=" children’s support group"> children’s support group</a>, <a href="https://publications.waset.org/abstracts/search?q=divorce" title=" divorce"> divorce</a>, <a href="https://publications.waset.org/abstracts/search?q=efficacy" title=" efficacy"> efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=separation" title=" separation"> separation</a> </p> <a href="https://publications.waset.org/abstracts/103715/intervention-programs-for-children-of-divorced-parents-presentation-of-the-childrens-support-group-developed-in-belgium" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103715.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">154</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5647</span> Narrative Family Therapy and the Treatment of Perinatal Mood and Anxiety Disorders</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jamie%20E.%20Banker">Jamie E. Banker </a> </p> <p class="card-text"><strong>Abstract:</strong></p> For many families, pregnancy and the postpartum time are filled with both anticipation and change. For some pregnant or postpartum women, this time is marked by the onset of a mood or anxiety disorder. Experiencing a mood or anxiety disorders during this time of life differs from depression or anxiety at other times of life. Not only because of the physical changes occurring in the mother’s body but also the mental and physical preparation necessary to redefine family roles, responsibilities, and develop new identities in the life transition. The presence of a mood or anxiety disorder can influence the way in which a mother defines herself and can complicate her understanding of her abilities and competencies as a mother. The complexity of experiencing a mood or anxiety disorder in the midst of these changes necessitates specific treatment interventions to match both the symptomatology and psychological adjustments. This study explores the use of narrative family therapy techniques when treating a mother who is experiencing postpartum depression. Externalization is a common technique used in narrative family therapy and can help client’s separate their identity from the problems they are experiencing. This is crucial to a new mom who is in the middle of defining her identity during her transition to parenthood. The goal of this study is to examine how the use of externalization techniques help postpartum women separate their mood and anxiety symptoms from their identity as a mother. An exploratory case study design was conducted in a single setting, private practice therapy office, and explored how a narrative family therapy approach can be used to treat perinatal mood and anxiety disorders. The therapy sessions were audio recorded and transcribed. Constructivism and narrative theory are used as theoretical frameworks and data from the therapy sessions, and a follow-up survey was triangulated and analyzed. During the course of the treatment, the participant reports using the new externalizing labels for her symptoms. Within one month of treatment, the participant reports that she could stop herself from thinking the harmful thoughts faster, and within three months, the harmful thoughts went away. The main themes in this study were building courage and less self-blame. This case highlights the role narrative family therapy can play in the treatment of perinatal mood and anxiety disorders and the importance of separating a women’s mood from her identity as a mother. This conceptual framework was beneficial to the postpartum mother when treating perinatal mood and anxiety disorder symptoms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=externalizing%20techniques" title="externalizing techniques">externalizing techniques</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative%20family%20therapy" title=" narrative family therapy"> narrative family therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=perinatal%20mood%20and%20anxiety%20disorders" title=" perinatal mood and anxiety disorders"> perinatal mood and anxiety disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=postpartum%20depression" title=" postpartum depression"> postpartum depression</a> </p> <a href="https://publications.waset.org/abstracts/105688/narrative-family-therapy-and-the-treatment-of-perinatal-mood-and-anxiety-disorders" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105688.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">274</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5646</span> The Genre Narrative in Beethoven's E-Flat Piano Sonata, Op.31/3</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yan%20Zou">Yan Zou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Approach to the theory of Musical Narrative, as well as the three criteria of the 'explicit narrative', 'potential narrative' and 'image narrative' which are used to analyze the music, the author put Beethoven’s Piano Sonata in E-flat major, Op.31/3, into the context of the music genre and Western music history, and interpreted the programmatic contents that were embodied and hid in the special music genres. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=analysis" title="analysis">analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=genre" title=" genre"> genre</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative" title=" narrative"> narrative</a>, <a href="https://publications.waset.org/abstracts/search?q=rhetoric" title=" rhetoric"> rhetoric</a> </p> <a href="https://publications.waset.org/abstracts/41842/the-genre-narrative-in-beethovens-e-flat-piano-sonata-op313" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41842.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">369</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5645</span> Benefits of Therapeutic Climbing on Multiple Components of Attention in Attention Deficit Hyperactivity Disorder Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elaheh%20Hosseini">Elaheh Hosseini</a>, <a href="https://publications.waset.org/abstracts/search?q=Otmar%20Bock"> Otmar Bock</a>, <a href="https://publications.waset.org/abstracts/search?q=Monika%20Thomas"> Monika Thomas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the present study was to determine the effect of climbing therapy on the components of attention of children with attention-deficit hyperactivity disorder (ADHD). Forty children with ADHD were assigned to either an intervention group or a control group. The exercise group participated in a climbing therapy program for ten weeks, whereas no intervention was administered to the control group. All two groups were then assessed with the same battery of attention tests used in our earlier study. We found that compared to the ‘intervention’ group, performance was higher in the ‘control’ group on tests of sustained, divided and distributed attention, on all four tests. The intervention group showed a significant improvement in components of attention after ten weeks. From this we conclude that climbing therapy can improve the attention of children with ADHD and can be considered as a promising intervention and a standalone treatment for children with ADHD. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ADHD" title="ADHD">ADHD</a>, <a href="https://publications.waset.org/abstracts/search?q=climbing%20therapy" title=" climbing therapy"> climbing therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=distributed%20attention" title=" distributed attention"> distributed attention</a>, <a href="https://publications.waset.org/abstracts/search?q=divided%20attention" title=" divided attention"> divided attention</a>, <a href="https://publications.waset.org/abstracts/search?q=selective%20attention" title=" selective attention"> selective attention</a>, <a href="https://publications.waset.org/abstracts/search?q=sustained%20attention" title=" sustained attention"> sustained attention</a> </p> <a href="https://publications.waset.org/abstracts/129013/benefits-of-therapeutic-climbing-on-multiple-components-of-attention-in-attention-deficit-hyperactivity-disorder-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129013.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">162</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5644</span> Counselling Families with Special Needs Children: Problems and Prospect: A Case Study of Calabar Metropolis in Cross River State</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anthonia%20Emmanuel%20Inaja">Anthonia Emmanuel Inaja</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The role of the counseling services by Special Educators, Guidance Counsellors and psychologists alike to Families and Parents of children with special needs cannot be over-emphasized. This paper examined the vital role of counseling services and its impact on the emotional and physical readiness of parents to initiate and support the education and rehabilitation needs of their children. The paper considered the importance of counseling, when counseling services are best required preparing the mindset of parents and family members as well as the immediate community of the social needs child. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=counseling" title="counseling">counseling</a>, <a href="https://publications.waset.org/abstracts/search?q=families" title=" families"> families</a>, <a href="https://publications.waset.org/abstracts/search?q=special" title=" special"> special</a>, <a href="https://publications.waset.org/abstracts/search?q=needs" title=" needs"> needs</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=problems" title=" problems"> problems</a>, <a href="https://publications.waset.org/abstracts/search?q=prospect" title=" prospect "> prospect </a> </p> <a href="https://publications.waset.org/abstracts/26186/counselling-families-with-special-needs-children-problems-and-prospect-a-case-study-of-calabar-metropolis-in-cross-river-state" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26186.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">513</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5643</span> Effect of Early Therapeutic Intervention for the Children with Autism Spectrum Disorders: A Quasi Experimental Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sultana%20Razia">Sultana Razia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to investigate the effect of early therapeutic intervention on children with an autism spectrum disorder. Participants were 140 children with autism spectrum disorder from Autism Corner in a selected rehabilitation center of Bangladesh. This study included children who are at aged of 18-month to 36-month and who were taking occupational therapy and speech and language therapy from the autism center. They were primarily screened using M-CHAT; however, children with other physical disabilities or medical conditions were excluded. 3-months interventions of 6 sessions per week are a minimum of 45-minutes long per session, one to one interaction followed by parent-led structured home-based therapy were provided. The results indicated that early intensive therapeutic intervention improves understanding, social skills and sensory skills. It can be concluded that therapeutic early intervention has a positive effect on diminishing symptoms of Autism Spectrum Disorder. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=m-chat" title=" m-chat"> m-chat</a>, <a href="https://publications.waset.org/abstracts/search?q=reciprocal%20social%20behavior" title=" reciprocal social behavior"> reciprocal social behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=CRP" title=" CRP"> CRP</a> </p> <a href="https://publications.waset.org/abstracts/145622/effect-of-early-therapeutic-intervention-for-the-children-with-autism-spectrum-disorders-a-quasi-experimental-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145622.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">120</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5642</span> Cultural Variation in Book-sharing Between U.S. and Nigerian Parents and Their Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mercy%20Vivian%20Sulaiman">Mercy Vivian Sulaiman</a>, <a href="https://publications.waset.org/abstracts/search?q=Pablo%20Chavajay"> Pablo Chavajay</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined parents ways of supporting and facilitating their first-grade children in a book-activity in Nigeria and the United States. Seventy-five parent-child dyads (38 from Nigeria and 37 from the U.S.) were video recorded constructing narratives around a wordless picture book. Analyses focused on identifying parents’ means of facilitating children’s involvement as well as parents and children's reliance on questions and statements during the shared activity. Nigerian parents assumed a sole narrator approach, guiding the narratives and providing most of the information to their children through referential questions and referential and behavioral statements. Unlike the Nigerian parents, US parents engaged in a shared narrator approach, encouraging and building more on their children's contributions, asking more inferential and yes/no questions, and making more inferential and yes/no statements. Nigerian and US children’s extent and types of questions and statements made during their involvement in the activities varied and their contributions resembled those of their parents in their respective cultural groups. These findings highlight significant cultural variations and similarities in book-sharing practices between parents and children, underscoring the role of parental approaches to children's narrative construction and their impact on their learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=book-sharing" title="book-sharing">book-sharing</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20differences" title=" cultural differences"> cultural differences</a>, <a href="https://publications.waset.org/abstracts/search?q=parent-child%20interactions" title=" parent-child interactions"> parent-child interactions</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative%20contributions" title=" narrative contributions"> narrative contributions</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a>, <a href="https://publications.waset.org/abstracts/search?q=united%20states" title=" united states"> united states</a> </p> <a href="https://publications.waset.org/abstracts/190772/cultural-variation-in-book-sharing-between-us-and-nigerian-parents-and-their-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190772.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">24</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5641</span> The Effect of Incorporating Animal Assisted Interventions with Trauma Focused Cognitive Behavioral Therapy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kayla%20Renteria">Kayla Renteria</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explored the role animal-assisted psychotherapy (AAP) can play in treating Post-Traumatic Stress Disorder (PTSD) when incorporated into Trauma-informed cognitive behavioral therapy (TF-CBT). A review of the literature was performed to show how incorporating AAP could benefit TF-CBT since this treatment model often presents difficulties, such as client motivation and avoidance of the exposure element of the intervention. In addition, the fluidity of treatment goals during complex trauma cases was explored, as this issue arose in the case study. This study follows the course of treatment of a 12-year-old female presenting with symptoms of PTSD. Treatment consisted of traditional components of the TF-CBT model, with the added elements of AAP to address typical treatment obstacles in TF-CBT. A registered therapy dog worked with the subject in all sessions throughout her treatment. The therapy dog was incorporated into components such as relaxation and coping techniques, narrative therapy techniques, and psychoeducation on the cognitive triangle. Throughout the study, the client’s situation and clinical needs required the therapist to switch goals to focus on current safety and stability. The therapy dog provided support and neurophysiological benefits to the client through AAP during this shift in treatment. The client was assessed quantitatively using the Child PTSD Symptom Scale Self Report for DSM-5 (CPSS-SR-5) before and after therapy and qualitatively through a feedback form given after treatment. The participant showed improvement in CPSS-SR-V scores, and she reported that the incorporation of the therapy animal improved her therapy. The results of this study show how the use of AAP provided the client a solid, consistent relationship with the therapy dog that supported her through processing various types of traumas. Implications of the results of treatment and for future research are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=animal-assisted%20therapy" title="animal-assisted therapy">animal-assisted therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=trauma-focused%20cognitive%20behavioral%20therapy" title=" trauma-focused cognitive behavioral therapy"> trauma-focused cognitive behavioral therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=PTSD%20in%20children" title=" PTSD in children"> PTSD in children</a>, <a href="https://publications.waset.org/abstracts/search?q=trauma%20treatment" title=" trauma treatment"> trauma treatment</a> </p> <a href="https://publications.waset.org/abstracts/146255/the-effect-of-incorporating-animal-assisted-interventions-with-trauma-focused-cognitive-behavioral-therapy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146255.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">217</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5640</span> Effects of Occupational Therapy on Children with Unilateral Cerebral Palsy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sedef%20%C5%9Eahin">Sedef Şahin</a>, <a href="https://publications.waset.org/abstracts/search?q=Meral%20Huri"> Meral Huri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cerebral Palsy (CP) represents the most frequent cause of physical disability in children with a rate of 2,9 per 1000 live births. The activity-focused intervention is known to improve function and reduce activity limitations and barriers to participation of children with disabilities. The aim of the study was to assess the effects of occupational therapy on level of fatigue, activity performance and satisfaction in children with Unilateral Cerebral Palsy. Twenty-two children with hemiparetic cerebral palsy (mean age: 9,3 ± 2.1years; Gross Motor Function Classification System ( GMFCS) level from I to V (I = 54%, II = 23%, III = 14%, IV= 9%, V= 0%), Manual Ability Classification System (MACS) level from I to V (I = 40%, II = 32%, III = 14%, IV= 10%, V= 4%), were assigned to occupational therapy program for 6 weeks.Visual Analogue Scale (VAS) was used for intensity of the fatigue they experienced at the time on a 10 point Likert scale (1-10).Activity performance and satisfaction were measured with Canadian Occupational Performance Measure (COPM).A client-centered occupational therapy intervention was designed according to results of COPM. The results were compared with nonparametric Wilcoxon test before and after the intervention. Thirteen of the children were right-handed, whereas nine of the children were left handed.Six weeks of intervention showed statistically significant differences in level of fatigue, compared to first assessment(p<0,05). The mean score of first and the second activity performance scores were 4.51 ± 1.70 and 7.35 ± 2.51 respectively. Statistically significant difference between performance scores were found (p<0.01). The mean scores of first and second activity satisfaction scores were of 2.30± 1.05 and 5.51 ± 2.26 respectively. Statistically significant difference between satisfaction assessments were found (p<0.01). Occupational therapy is an evidence-based approach and occupational therapy interventions implemented by therapists were clinically effective on severity of fatigue, activity performance and satisfaction if implemented individually during 6 weeks. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=activity%20performance" title="activity performance">activity performance</a>, <a href="https://publications.waset.org/abstracts/search?q=cerebral%20palsy" title=" cerebral palsy"> cerebral palsy</a>, <a href="https://publications.waset.org/abstracts/search?q=fatigue" title=" fatigue"> fatigue</a>, <a href="https://publications.waset.org/abstracts/search?q=occupational%20therapy" title=" occupational therapy"> occupational therapy</a> </p> <a href="https://publications.waset.org/abstracts/77014/effects-of-occupational-therapy-on-children-with-unilateral-cerebral-palsy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77014.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">237</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5639</span> The Relationship between Level of Anxiety and the Development of Children with Growth Hormone Deficiency</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ewa%20Mojs">Ewa Mojs</a>, <a href="https://publications.waset.org/abstracts/search?q=Katarzyna%20Wiechec"> Katarzyna Wiechec</a>, <a href="https://publications.waset.org/abstracts/search?q=Maia%20%20Kubiak"> Maia Kubiak</a>, <a href="https://publications.waset.org/abstracts/search?q=Wlodzimierz%20Samborski"> Wlodzimierz Samborski</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Interactions between mother’s psychological condition and child’s health status are complex and derive from the nature of the mother-child relationship. The aim of the study was to analyze the issue of anxiety amongst mothers of short children in the aspect of growth hormone therapy. The study was based on a group of 101 mothers of originally short-statured children – 70 with growth hormone deficiency (GHD) treated with recombinant human growth hormone (rhGH) and 31 undergoing the diagnostic process, without any treatment. Collected medical data included child's gender, height and weight, chronological age, bone age delay, and rhGH therapy duration. For all children, the height SDS and BMI SDS were calculated. To evaluate anxiety in mothers, the Spielberger State-Trait Anxiety Inventory (STAI) was used. Obtained results revealed low trait anxiety levels, with no statistically significant differences between the groups. State anxiety levels were average when mothers of all children were analyzed together, but when divided into groups, statistical differences appeared. Mothers of children without diagnosis and treatment had significantly higher levels of state anxiety than mothers of children with GHD receiving appropriate therapy. These results show, that the occurrence of growth failure in children is not related to high maternal trait anxiety, but the lack of diagnosis and lack of appropriate treatment generates higher levels of maternal state anxiety than the process of rh GH therapy in the offspring. Commencement of growth hormone therapy induce a substantial reduction of the state anxiety in mothers, and the duration of treatment causes its further decrease. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxiety" title="anxiety">anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a>, <a href="https://publications.waset.org/abstracts/search?q=growth%20hormone%20deficiency" title=" growth hormone deficiency"> growth hormone deficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=motherhood" title=" motherhood"> motherhood</a> </p> <a href="https://publications.waset.org/abstracts/55146/the-relationship-between-level-of-anxiety-and-the-development-of-children-with-growth-hormone-deficiency" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55146.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">281</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5638</span> Analysis of Post-vaccination Immunity in Children with Severe Chronic Diseases Receiving Immunosuppressive Therapy by Specific IgG Antibodies Definition Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marina%20G.%20Galitskaya">Marina G. Galitskaya</a>, <a href="https://publications.waset.org/abstracts/search?q=Svetlana%20G.%20Makarova"> Svetlana G. Makarova</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrey%20P.%20Fisenko."> Andrey P. Fisenko.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Children on medication-induced immunosuppression are at high risk of developing severe course infectious diseases. Therefore, preventive vaccination is especially important for these children. However, due to the immunosuppressive effects of treatment for the underlying disease, the effectiveness of vaccination may decrease below the protective level. In a multidisciplinary children's medical center, post-vaccination immunity was studied in 79 children aged 4-17 years. The children were divided into 2 groups: Group 1 (38 children) with kidney pathology (Nephrotic Syndrome) and Group 2 (41 children) with inflammatory bowel diseases (Ulcerative Colitis, Crohn's Disease). Both groups of children were vaccinated according to the national vaccination calendar and received immunosuppressive therapy (prednisolone, methotrexate, cyclosporine, and other drugs) for at least 1 year. Using the enzyme-linked immunosorbent assay method, specific IgG antibodies to vaccine-preventable infections were determined: measles, rubella, mumps, diphtheria, pertussis, tetanus, and hepatitis B. The study showed the percentage of children with positive IgG values for vaccine-preventable infections. The highest percentage of children had protective antibody levels to measles (84.2% in children with nephrotic syndrome and 92.6% in those with inflammatory bowel disease) and rubella (71% and 80.4%, respectively). The lowest percentage of children with protective antibodies was for hepatitis B (5.2% and 29.2% respectively). Antibodies to mumps, diphtheria, pertussis, and tetanus were found not in all children (from 39,4% to 82,9%). The remaining percentage of children did not have detectable IgG antibodies to vaccine-preventable infections. Not all children, despite the previous vaccination, preserved antibodies to vaccine-controlled infections and remained unprotected by specific IgG antibodies. The issue of a booster vaccine dose should be considered in children without contraindications to vaccination. Children receiving long-term immunosuppressive therapy require an individual vaccination approach, including a specific definition of the performed vaccination. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=immunosuppressive%20therapy" title="immunosuppressive therapy">immunosuppressive therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=inflammatory%20bowel%20diseases" title=" inflammatory bowel diseases"> inflammatory bowel diseases</a>, <a href="https://publications.waset.org/abstracts/search?q=nephrotic%20syndrome" title=" nephrotic syndrome"> nephrotic syndrome</a>, <a href="https://publications.waset.org/abstracts/search?q=post-vaccination%20immunity" title=" post-vaccination immunity"> post-vaccination immunity</a>, <a href="https://publications.waset.org/abstracts/search?q=specific%20antibodies" title=" specific antibodies"> specific antibodies</a>, <a href="https://publications.waset.org/abstracts/search?q=vaccine-preventable%20infections." title=" vaccine-preventable infections."> vaccine-preventable infections.</a> </p> <a href="https://publications.waset.org/abstracts/186797/analysis-of-post-vaccination-immunity-in-children-with-severe-chronic-diseases-receiving-immunosuppressive-therapy-by-specific-igg-antibodies-definition-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186797.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">33</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5637</span> Analyzing Initial Efficacy of Animal Assisted Therapy for Autism Spectrum Disorders: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Georgitta%20Joseph%20Valiyamattam">Georgitta Joseph Valiyamattam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Autism spectrum disorders (ASD) are a growing phenomenon in India with over 10 million cases being recorded. Children with various levels and forms of ASD can be a major challenge both within the context of regular or special schooling. According to statistics by the Centers for Disease Control and Prevention (CDC), one in every 88 children today is born with autism spectrum disorder (ASD) against a ratio of one in 110 few years back. The growing number of children with autism spectrum disorders places greater demands on health services and necessitates the roping in of non-traditional modes of treatment to complement or even substitute traditional health care methods when possible. Research evidence, particularly from Western countries, as also some parts of Asia, suggests that animal-assisted therapy, or zootherapy, may be used as an effective individual or complementary therapeutic tool for increasing overall wellbeing and quality of life among children with Autism spectrum disorders. The paper through a case-study format seeks to evaluate the efficacy (initial stage) of animal assisted therapy (canine-therapy with visiting dog: breed-Golden retriever), as a non-conventional treatment modality for improving cognitive functioning and managing the behavioral and psychological symptoms of Autism Spectrum Disorders. As a pilot study forming the basis for subsequent larger application of AAT, it analyses areas of efficacy as also the challenges faced, both with regard to the mode of therapy, as also particular to the Indian setting. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=animal%20assisted%20therapy" title="animal assisted therapy">animal assisted therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=autism" title=" autism"> autism</a>, <a href="https://publications.waset.org/abstracts/search?q=canine%20therapy" title=" canine therapy"> canine therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=analyzing%20initial%20efficacy" title=" analyzing initial efficacy"> analyzing initial efficacy</a> </p> <a href="https://publications.waset.org/abstracts/19344/analyzing-initial-efficacy-of-animal-assisted-therapy-for-autism-spectrum-disorders-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19344.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">548</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5636</span> The Impact of COVID-19 Measures on Children with Disabilities and Their Families in the Kingdom of Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Faris%20Algahtani">Faris Algahtani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The COVID 19 pandemic and associated public health measures have disrupted the lives of peoplearound the world, including children. There is little knowledge about how pandemic measures have affected children in the Kingdom of Saudi Arabia (KSA). The aim and objectives of this qualitative study was to learn about the outcomes and impacts of the pandemic on children ages 0-8 in KSA. The study was based on 40 in-depth interviews that were conducted with experts in health, social protection, education, and early learning, children with special needs, and economics, including decision makers as well as specialists in service provision. The interviews were recorded and translated from Arabic to English into summary notes. The narrative was coded and analyzed following a thematic analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disabilities" title="disabilities">disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title=" COVID-19"> COVID-19</a>, <a href="https://publications.waset.org/abstracts/search?q=families" title=" families"> families</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a> </p> <a href="https://publications.waset.org/abstracts/145118/the-impact-of-covid-19-measures-on-children-with-disabilities-and-their-families-in-the-kingdom-of-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145118.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">211</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5635</span> The Impact of Equine-Assisted Therapy on Occupational Engagement for Children with Intellectual and/or Developmental Disabilities: From the Perspectives of the Children and Their Caregivers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Morgan%20Dempsey">Morgan Dempsey</a>, <a href="https://publications.waset.org/abstracts/search?q=Sam%20Lewis"> Sam Lewis</a>, <a href="https://publications.waset.org/abstracts/search?q=Maggie%20Pierce"> Maggie Pierce</a>, <a href="https://publications.waset.org/abstracts/search?q=Alex%20Goodman"> Alex Goodman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research investigates the impact of equine-assisted therapy programs on occupational engagement for children with intellectual and developmental disabilities. There is a general lack of evidence for equine-based services for this population, so this research aims to decrease gaps in the current literature. To gain comprehensive insight, data will be collected from both the child and their caregiver. This study takes a qualitative approach utilizing online surveys and in-person guided interviews. The participants are individuals ages 4-17 with a diagnosed intellectual or developmental disability who are currently participating in a PATH int. certified equine-assisted therapy program. Also, caregivers of individuals who meet this criterion are included. This study decreases gaps in the literature by providing comprehensive data regarding the impacts of these services on occupational engagement. The addressed domains are physical, behavioral, emotional, and social functioning, as well as overall activity engagement and impacts in everyday life. With a better understanding of how equine-assisted therapy affects relevant outcomes for children with disabilities, an increased number of occupational therapists can implement these uniquely effective services while adhering to standards of evidence-based practice. Ultimately, this research strives to contribute to generalizable data in occupational therapy by supporting the implementation of equine-assisted services for children with intellectual and/or developmental disabilities and their caregivers/families. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=occupational%20therapy" title="occupational therapy">occupational therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=pediatric" title=" pediatric"> pediatric</a>, <a href="https://publications.waset.org/abstracts/search?q=rehabilitation" title=" rehabilitation"> rehabilitation</a>, <a href="https://publications.waset.org/abstracts/search?q=hippotherapy" title=" hippotherapy"> hippotherapy</a> </p> <a href="https://publications.waset.org/abstracts/187259/the-impact-of-equine-assisted-therapy-on-occupational-engagement-for-children-with-intellectual-andor-developmental-disabilities-from-the-perspectives-of-the-children-and-their-caregivers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187259.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">35</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5634</span> The Effect of the Base Computer Method on Repetitive Behaviors and Communication Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hoorieh%20Darvishi">Hoorieh Darvishi</a>, <a href="https://publications.waset.org/abstracts/search?q=Rezaei"> Rezaei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: This study investigates the efficacy of computer-based interventions for children with Autism Spectrum Disorder , specifically targeting communication deficits and repetitive behaviors. The research evaluates novel software applications designed to enhance narrative capabilities and sensory integration through structured, progressive intervention protocols Method: The study evaluated two intervention software programs designed for children with autism, focusing on narrative speech and sensory integration. Twelve children aged 5-11 participated in the two-month intervention, attending three 45-minute weekly sessions, with pre- and post-tests measuring speech, communication, and behavioral outcomes. The narrative speech software incorporated 14 stories using the Cohen model. It progressively reduced software assistance as children improved their storytelling abilities, ultimately enabling independent narration. The process involved story comprehension questions and guided story completion exercises. The sensory integration software featured approximately 100 exercises progressing from basic classification to complex cognitive tasks. The program included attention exercises, auditory memory training (advancing from single to four-syllable words), problem-solving, decision-making, reasoning, working memory, and emotion recognition activities. Each module was accompanied by frequency and pitch-adjusted music that child enjoys it to enhance learning through multiple sensory channels (visual, auditory, and tactile). Conclusion: The results indicated that the use of these software programs significantly improved communication and narrative speech scores in children, while also reducing scores related to repetitive behaviors. Findings: These findings highlight the positive impact of computer-based interventions on enhancing communication skills and reducing repetitive behaviors in children with autism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative%20speech" title=" narrative speech"> narrative speech</a>, <a href="https://publications.waset.org/abstracts/search?q=persian" title=" persian"> persian</a>, <a href="https://publications.waset.org/abstracts/search?q=SI" title=" SI"> SI</a>, <a href="https://publications.waset.org/abstracts/search?q=repetitive%20behaviors" title=" repetitive behaviors"> repetitive behaviors</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a> </p> <a href="https://publications.waset.org/abstracts/194791/the-effect-of-the-base-computer-method-on-repetitive-behaviors-and-communication-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194791.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">10</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5633</span> Mental Health and Well-Being: Capacity Building of Community to Respond to Mental Health Needs of Transgender Populations </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Harjyot%20Khosa">Harjyot Khosa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In India and south Asia, stigma and discrimination against transgender community remain disproportionately high. Lack of mental health care restricts effective treatment and care for both physical and mental health. Knowledge assessment of 80 counsellors across India reflected that only 28% counsellors knew about the transgender community. Whereas, only 6% of them felt, that transgender community require a specific mental health support, considering the stigma they face in day to day life. Lastly, 62% did agree that they require specific training to address unmet needs of transgender community. A robust counselling module was developed with focus on technical counselling skills and strategies, specific counselling issues, identity and sexuality, disclosure, hormone therapy and sex reassignment surgery. Mental health related support should be an integral part of government and non-government programs for the overall well-being of transgender community who face stigma and discrimination at every level. Needs based capacity building and technical assistance is required towards providing mental health support for transgender populations and their partners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=identity%20and%20sexuality" title="identity and sexuality">identity and sexuality</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=stigma" title=" stigma"> stigma</a>, <a href="https://publications.waset.org/abstracts/search?q=transgender" title=" transgender"> transgender</a> </p> <a href="https://publications.waset.org/abstracts/78044/mental-health-and-well-being-capacity-building-of-community-to-respond-to-mental-health-needs-of-transgender-populations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78044.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">551</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5632</span> Extracorporeal Shock Wave Therapy versus Functional Electrical Stimulation on Spasticity, Function and Gait Parameters in Hemiplegic Cerebral Palsy </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20A.%20Eid">Mohamed A. Eid</a>, <a href="https://publications.waset.org/abstracts/search?q=Sobhy%20M.%20Aly"> Sobhy M. Aly</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: About 75% of children with spastic hemiplegic cerebral palsy walk independently, but most still show abnormal gait patterns because of contractures across the joints and muscle spasticity. Objective: The purpose of this study was to investigate and compare the effects of extracorporeal shock wave therapy (ESWT) versus functional electrical stimulation (FES) on spasticity, function, and gait parameters in children with hemiplegic cerebral palsy (CP). Methods: A randomized controlled trail was conducted for 45 children with hemiplegic CP ranging in age from 6 to 9 years. They were assigned randomly using opaque envelopes into three groups. Physical Therapy (PT) group consisted of 15 children and received the conventional physical therapy program (CPTP) in addition to ankle foot orthosis (AFO). ESWT group consisted of 15 children and received the CPTP, AFO in addition to ESWT. FES group also consisted of 15 children and received the CPTP, AFO in addition to FES. All groups received the program of treatment 3 days/week for 12 weeks. Evaluation of spasticity by using the Modified Ashworth Scale (MAS), function by using the Pediatric Evaluation Disability Inventory (PEDI) and gait parameters by using the 3-D gait analysis was conducted at baseline and after 12 weeks of the treatment program. Results: Within groups, significant improvements in spasticity, function, and gait (P = 0.05) were observed in both ESWT and FES groups after treatment. While between groups, ESWT group showed significant improvements in all measured variables compared with FES and PT groups (P ˂ 0.05) after treatment. Conclusion: ESWT induced significant improvement than FES in decreasing spasticity and improving function and gait in children with hemiplegic CP. Therefore, ESWT should be included as an adjunctive therapy in the rehabilitation program of these children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cerebral%20palsy" title="cerebral palsy">cerebral palsy</a>, <a href="https://publications.waset.org/abstracts/search?q=extracorporeal%20shock%20wave%20therapy" title=" extracorporeal shock wave therapy"> extracorporeal shock wave therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=functional%20electrical%20stimulation" title=" functional electrical stimulation"> functional electrical stimulation</a>, <a href="https://publications.waset.org/abstracts/search?q=function" title=" function"> function</a>, <a href="https://publications.waset.org/abstracts/search?q=gait" title=" gait"> gait</a>, <a href="https://publications.waset.org/abstracts/search?q=spasticity" title=" spasticity"> spasticity</a> </p> <a href="https://publications.waset.org/abstracts/132526/extracorporeal-shock-wave-therapy-versus-functional-electrical-stimulation-on-spasticity-function-and-gait-parameters-in-hemiplegic-cerebral-palsy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132526.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">130</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5631</span> Identifying Children at Risk for Specific Language Impairment Using a Wordless Picture Narrative: A Study on Hindi, an Indian Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yozna%20Gurung">Yozna Gurung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents preliminary findings from an on-going study on the use of Internal State Terms (IST) in the production of narratives of Hindi-English bilinguals in an attempt to identify children at risk for Specific Language Impairment. Narratives were examined for macrostructure (story structure and story complexity) and internal state terms or mental state terms (IST/MST). 31 students generated stories based on six pictures that were matched for content and story structure in L1 (Hindi) and L2 (English) using a wordless picture narrative. From 30 sample population, 2 students are at risk of Specific Language Impairment, according to this study i.e 6.45%. They showed least development in story grammar as well as IST in both their languages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internal%20state%20terms" title="internal state terms">internal state terms</a>, <a href="https://publications.waset.org/abstracts/search?q=macrostructure" title=" macrostructure"> macrostructure</a>, <a href="https://publications.waset.org/abstracts/search?q=specific%20language%20impairment" title=" specific language impairment"> specific language impairment</a>, <a href="https://publications.waset.org/abstracts/search?q=wordless%20picture%20narrative" title=" wordless picture narrative"> wordless picture narrative</a> </p> <a href="https://publications.waset.org/abstracts/58297/identifying-children-at-risk-for-specific-language-impairment-using-a-wordless-picture-narrative-a-study-on-hindi-an-indian-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58297.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">231</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=narrative%20therapy%20children%20counselling&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=narrative%20therapy%20children%20counselling&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=narrative%20therapy%20children%20counselling&page=4">4</a></li> <li class="page-item"><a class="page-link" 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