Details
| Titel in Übersetzung | Explaining learning disorders to primary school children: Evaluation of a psychoeducational lesson about learning disorders |
|---|---|
| Originalsprache | Deutsch |
| Seiten (von - bis) | 316-332 |
| Seitenumfang | 17 |
| Fachzeitschrift | Praxis der Kinderpsychologie und Kinderpsychiatrie |
| Jahrgang | 70 |
| Ausgabenummer | 4 |
| Frühes Online-Datum | Mai 2021 |
| Publikationsstatus | Veröffentlicht - 2021 |
Abstract
The pilot study investigates the effect of a one-hour psychoeducational lesson for primary school children about specific learning disorders. A pre-post-follow-up-design with waitlist control group has been used. The study examines whether third grade children’s (N = 85) knowledge as well as classroom climate, social integration, and well-being could be improved through the psychoeducational lesson. The results show a significant increase in knowledge in the intervention group. This effect remained six weeks after the psychoeducation and was also evident in comparison to the waitlist control group. The social anxiety rating of the intervention group decreased significantly after the psychoeducation. Children who believed to have a learning disorder rated their social integration, social anxiety and their level of classroom stress more negatively than their classmates. The intervention significantly improved the assessment of the social integration of these children in particular. The teachers rated the psychoeducation lesson positively. They considered it to be important and meaningful.
Schlagwörter
- Classroom climate, Evaluation, Knowledge, Learning disorders, Psychoeducation
ASJC Scopus Sachgebiete
- Psychologie (insg.)
- Pädagogische und Entwicklungspsychologie
- Medizin (insg.)
- Psychiatrie und psychische Gesundheit
Ziele für nachhaltige Entwicklung
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in: Praxis der Kinderpsychologie und Kinderpsychiatrie, Jahrgang 70, Nr. 4, 2021, S. 316-332.
Publikation: Beitrag in Fachzeitschrift › Artikel › Forschung › Peer-Review
}
TY - JOUR
T1 - Grundschulkindern Lernstörungen erklären: Evaluation einer psychoedukativen Lehreinheit zur Aufklärung über Lernstörungen
AU - Gabriel, Taina
AU - Griepenburg, Conny
AU - Schuchardt, Kirsten
PY - 2021
Y1 - 2021
N2 - The pilot study investigates the effect of a one-hour psychoeducational lesson for primary school children about specific learning disorders. A pre-post-follow-up-design with waitlist control group has been used. The study examines whether third grade children’s (N = 85) knowledge as well as classroom climate, social integration, and well-being could be improved through the psychoeducational lesson. The results show a significant increase in knowledge in the intervention group. This effect remained six weeks after the psychoeducation and was also evident in comparison to the waitlist control group. The social anxiety rating of the intervention group decreased significantly after the psychoeducation. Children who believed to have a learning disorder rated their social integration, social anxiety and their level of classroom stress more negatively than their classmates. The intervention significantly improved the assessment of the social integration of these children in particular. The teachers rated the psychoeducation lesson positively. They considered it to be important and meaningful.
AB - The pilot study investigates the effect of a one-hour psychoeducational lesson for primary school children about specific learning disorders. A pre-post-follow-up-design with waitlist control group has been used. The study examines whether third grade children’s (N = 85) knowledge as well as classroom climate, social integration, and well-being could be improved through the psychoeducational lesson. The results show a significant increase in knowledge in the intervention group. This effect remained six weeks after the psychoeducation and was also evident in comparison to the waitlist control group. The social anxiety rating of the intervention group decreased significantly after the psychoeducation. Children who believed to have a learning disorder rated their social integration, social anxiety and their level of classroom stress more negatively than their classmates. The intervention significantly improved the assessment of the social integration of these children in particular. The teachers rated the psychoeducation lesson positively. They considered it to be important and meaningful.
KW - Classroom climate
KW - Evaluation
KW - Knowledge
KW - Learning disorders
KW - Psychoeducation
UR - http://www.scopus.com/inward/record.url?scp=85105767308&partnerID=8YFLogxK
U2 - 10.13109/prkk.2021.70.4.316
DO - 10.13109/prkk.2021.70.4.316
M3 - Artikel
VL - 70
SP - 316
EP - 332
JO - Praxis der Kinderpsychologie und Kinderpsychiatrie
JF - Praxis der Kinderpsychologie und Kinderpsychiatrie
SN - 0032-7034
IS - 4
ER -