Impact of Neuro-linguistic Programs on the Academic Performance of Primary School Students in Lebanon: Triggers, Attention Deficit Hyperactivity Disorder Symptoms and Their Effect on Behavior and Academic Performance of Schoolchildren
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 130
- 试验地点
- 1
- 主要终点
- Schoolchildren's strengths and difficulties progression through the Strengths and Difficulties Questionnaire
研究概览
简要总结
Neuro-Linguistic Programming (NLP) is a methodology developed in the 1970s by Richard Bandler and John Grinder, based on the idea that language and behavior are interconnected and can be systematically modeled and changed. NLP is often used as a form of psychotherapy, coaching, or personal development, although its effectiveness has been debated in the scientific community.
NLP practitioners believe that our thoughts, emotions, and behavior are influenced by our internal representations of the world, which are constructed through language and sensory experiences. Changing the use of language and the perception of experiences, thoughts, emotions, and behavior can be adjusted accordingly. NLP uses various techniques to achieve this, including reframing, anchoring, and rapport-building. Reframing involves changing the perception of a situation by putting it in a different context or perspective. Anchoring consists in associating a particular state of mind or emotion with a specific physical or sensory stimulus, such as a touch or a smell. Rapport-building involves establishing a connection and a sense of trust with another person through mirroring and matching their body language, tone of voice, and language patterns.
详细描述
Neuro-Linguistic Programming (NLP) techniques have been used in various contexts, including education. Some educators and practitioners believe that NLP can help children develop their communication skills, self-confidence, and self-awareness and improve their learning outcomes. Some NLP techniques adapted for children include: (1) Anchoring involves linking a particular emotional or sensory state with a physical stimulus, such as a touch or a visual cue. For example, a teacher might use a specific gesture or word to help a child feel more confident before a test. (2) Reframing: This technique involves helping a child see a situation or problem differently. For example, a teacher might help a child reframe a difficult math problem as a fun challenge. And (3) Meta-modeling: This technique involves helping children become more aware of their language patterns and the language patterns of others, which can improve communication skills and self-awareness.
研究设计
- 研究类型
- Interventional
- 分配方式
- Na
- 干预模型
- Single Group
- 主要目的
- Supportive Care
- 盲法
- Triple (Participant, Care Provider, Outcomes Assessor)
入排标准
- 年龄范围
- 5 Years 至 11 Years（Child）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Schoolchildren aged between 5 and 11 years attending the same school for at least a year.
排除标准
- 未提供
结局指标
主要结局
Schoolchildren's strengths and difficulties progression through the Strengths and Difficulties Questionnaire
时间窗: 2 months after the intervention
A parent (mother or father or legal guardian) of 130 children will be asked to fill out a survey. The first 25 items in the SDQ comprise 5 scales of 5 items each. It is usually easiest to score all 5 scales before working out the Total Difficulties score. Somewhat True is always scored as 1, but the scoring of Not True and Certainly True varies with each item. For each of the 5 scales, the score can range from 0-10 if all 5 items were completed. Scale scores can be prorated if at least 3 items were completed. Using the comments, a "substantial risk of clinically significant problems" score on the Total Difficulties Score can be used to identify likely ''cases" with mental disorders.
Identification of school triggers through ''Identify School Triggers'' questionnaire
时间窗: 2 months after the intervention
130 children will be asked to fill out the ''Identify school triggers'' questionnaire by rating items depending on the strength of the trigger impact. A score over 20 will be calculated and the strength of the triggers will be evaluated after categorizing the scores.
Concentration, hyperactivity, and reasoning of schoolchildren through the Vanderbilt Assessment Scale
时间窗: 2 months after the intervention
Two different teachers will complete the survey for each student (130 students and 12 teachers). The initial assessment scales, parent and teacher, have two components: Symptom assessment and impairment in performance. Symptom assessment screens for symptoms that meet the criteria for inattentive (items 1-9) and hyperactive attention deficit hyperactivity disorder (ADHD) (items 10-18). To meet the requirements for the diagnosis, one must have at least six positive responses to either the inattentive nine or hyperactive nine core symptoms, or both. The specific item sets and numbers of positives required for each co-morbid symptom screen set are detailed below. The second section of the scale has many performance measures, scored 1 to 5, with 4 and 5 being somewhat of a problem/problematic.
次要结局
未报告次要终点
研究者
Georges Hatem
Clinical Professor
Lebanese University