Abstract

Inculcating positive thinking can act as a valuable tool in enhancing the overall self-concept of children with learning disabilities. The value of positive psychology is recognized as the basis for recent research conducted in the field of strength development. Positive psychology is centered on the view that individual lives can be improved by simply teaching them how to focus and expand on their strengths. The primary aim of this study is to measure the effectiveness of positive psychology interventions in relation to the self-concept of children with learning disabilities. This approach has been developed specifically for children between the age of 12 and 14 in Jeddah, Saudi Arabia. Notably, the sample population comprised 40 children. Each participant was randomly assigned to either the control or experimental group. The intervention group underwent a five-week long intervention course on positive psychology. The Values in Action (VIA) Inventory of Character Strengths' Survey-earlier carried out among youth-was also completed in an effort to establish each child's individual strengths. Furthermore, the group was evaluated using the Strengths and Difficulties Questionnaire (SDQ) both prior to and following the intervention initiative. The current research revealed that, the adoption of the VIA Survey along with three class lectures on positive psychology led to improved post-test self-concept scores in comparison with pre-test scores among the intermediate school children.

Keywords
Positive Thinking, Self-Concept, Children with Learning Difficulties.
How to Cite this Article?
Mohaned Ghazi Abed (2017). Inculcating Positive Thinking in the Self-Concept of Children with Learning Difficulties. i-manager’s Journal on Educational Psychology, 10(3), Nov 2016 – Jan 2017, Print ISSN 0973-8827, E-ISSN 2230-7141, pp.1-10.
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