PhD Scientific Days 2022

Mental Health Sciences III.

The impact of a solution-focused school intervention program on psychosocial skills of chronically ill and healthy children

Előadó neve

Somogyi, Borbála (I already applied once, but I uploaded the Abstract in Hungarian, so I wanted to attach the English one)

Előadó munkahelye

Semmelweis University - Mental Health Institute

Előadó telefonszáma

+36207762449

Előadó e-mail címe

borcsi.somogyi@gmail.com

Az előadás címe

The impact of a solution-focused school intervention program on psychosocial skills of chronically ill and healthy children

Szerző(k) neve és munkahelye

Borbala Somogyi, Semmelweis University, Institute of Mental Health

Bemutatás módja

Szóbeli

Szekció

Mental Health Sciences III.

Language of the presentation

Hungarian

Preferred session

Mental Sciences

Összefoglaló szövege

The main goal of the School-based Program organized by Camp Courage (Bátor Tábor Fundation) is to help the (re-)integration process of children living with serious illnesses back to their school environment. The School Program is based on therapeutic recreation and solution focused therapy, strives to create an inclusive environment where all children feel safe to share their problems, thoughts and feelings with their peers. In the pilot research, we measured the impact of the intervention program on psychosocial skills such as quality of life, self-efficacy, and illness acceptance of children affected by chronic illnesses. Three school classes (n = 54) participated in the 2x90-minutes intervention program. Participants were 9-15 years old and there was at least 1 child in each class who is living with a serious illness. The research is a follow-up study with two measuring points. Questionnaire that included the pediatric version of PedSQL (Varni 1998), the self-efficacy scale (Schwartz, Jerusalem 1995), and 5-items about illness acceptance were collected before the intervention and 2 weeks after the intervention.
The differences between the two measurement points were examined with Wilcoxon test. For the whole sample, we did not find significant difference between the values of emotional, social, and school well-being and self-acceptance indicators before and after the intervention. We found a significant (p = 0.05) difference in self-efficacy, with better self-efficacy at the second measurement point. By classes, the fourth grade class (n = 15) showed a significant improvement in social well-being (p = 0.05) and self-efficacy (p = 0.003) and in the seventh grade class (n = 21) we found a significant decrease in school well-being ( p = 0.037) after the interventions.
The small sample intervention program has shown promising results in increasing children’s self-efficacy, but further research in this area using larger sample is required.

University and Doctoral School

Semmelweis University, Doctoral School of Mental Health Sciences

Supervisor

Dr. Török Szabolcs

Publication of my abstract

I do not give consent to the publication of my abstract on the website of the congress.

Kind

Szabad

Status

elfogadva

Accepted presentation method

szóbeli

Előadás fájl jóváhagyás

nem rendelkezett róla

Előadó

6919

Start

16:30

End

16:45

Authors (legacy)

Borbala Somogyi, Semmelweis University, Institute of Mental Health