The Impact of Emotional Expressions of Parents on their Children with Specific Learning Disorders: The Role of Parental Educational Counseling Program

Ola Aly Al-Safory; Hoda Abdo Hussein; Maha Abdul Rahman Mowafy; Mai Diaa Sarhan

doi:10.3889/oamjms.2022.7710

Authors

Ola Aly Al-Safory Department of Family Medicine, Faculty of Medicine, Helwan University, Helwan, Egypt; Department of Family Medicine, Faculty of Medicine, Cairo University, Cairo, Egypt https://orcid.org/0000-0001-5838-5183
Hoda Abdo Hussein Department of Psychiatry, Faculty of Medicine, Cairo University, Cairo, Egypt
Maha Abdul Rahman Mowafy Department of Family Medicine, Faculty of Medicine, Cairo University, Cairo, Egypt
Mai Diaa Sarhan Department of Family Medicine, Faculty of Medicine, Cairo University, Cairo, Egypt

DOI:

https://doi.org/10.3889/oamjms.2022.7710

Keywords:

Specific learning disorders, Emotional expression, Anxiety disorder, Serum cortisol level

Abstract

BACKGROUND: Children are the world’s real treasures; they should be cherished, well raised, and given the chance to develop properly. Some of them in different countries worldwide are suffering from various forms of specific learning disorders (SLDs), which can be extremely frustrating the school child, especially if associated with parental high emotional expression (EE).

OBJECTIVES: The purpose of the study is to identify the relation between parents’ EEs and anxiety rate in their children with SLDs and its correlation with serum cortisol level of the children. The effect of parental educational counseling program (PECP) on the anxiety rate of children and parental EE was studied.

METHODS: The study was carried out on 140 children with SLD to evaluate their anxiety rate using Taylor anxiety scale of children, and measuring serum cortisol level. Data were collected from parents by EE scale (EES). Taylor anxiety scale and EES were repeated for children and parents after conducting sessions of PECP.

RESULTS: Results of Taylor anxiety scale showed that 60% of studied children were suffering from morbid anxiety. Results of EES showed that 80% of parents were practicing high EE. Scores of children on Taylor anxiety scale demonstrated a significant drop from 33.06 ± 10.4 to 25.85 ± 10.4 after applying the intervention (p < 0.001). More than two-thirds of parents became practicing low EE after receiving sessions of the interventional program PECP. Scores of parents on EES showed a significant drop from 61.31 ± 16.84 to 36.51 ± 13.89 after PECP (p < 0.001). A statistically significant positive correlation between scores of Taylor anxiety scale and EES before PECP was found (r = 0.533) and after PECP (r = 0.309). Average level of serum cortisol of children with SLD was 8.973 ± 1.784 mcg/dl, and it was significantly higher in boys than girls (p < 0.05). Serum cortisol level of studied children was higher in children with morbid and severe anxiety (p < 0.001). Cortisol levels of children were significantly higher in those whose parents were practicing high EE. Serum cortisol level of children revealed a positive correlation with each of their scores on Taylor anxiety scale (r = 0.771) and scores of parents on EES (r = 0.468).

CONCLUSION: Results of this study proved the presence of direct relation between anxiety in school children with SLDs and high EEs of their parents. Results concluded the effectiveness of PECP in the management of children’s anxiety and parental EE.

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