Examining the Effectiveness of Education Based on Social Learning Theory in Fostering Self-care and Social Skills
NCT Number: NCT06485882
Status: COMPLETED
Study Type: INTERVENTIONAL
Phases: NA
Conditions: Main Heading (Descriptor) Terms
Interventions: BEHAVIORAL: Self-Care Training
Sponsor: Hacettepe University
Sex: ALL
Age: CHILD
Enrollment: 82
Study Design: Allocation: RANDOMIZED|Intervention Model: PARALLEL|Masking: SINGLE (CARE_PROVIDER)|Primary Purpose: HEALTH_SERVICES_RESEARCH
Start Date: 2023-01-20
Completion Date: 2023-06-16
Locations: Hacettepe University, Ankara, Turkey

Summary:
Abstract Purpose: This study was conducted to examine the effectiveness of a training program prepared on the basis of the Social Learning Theory for teaching self-care and social competence behaviors in preschool children.

Design and method: The sample of the study consisted of 41 in the intervention and 41 in the control group. Data were collected using the Demographic Assessment Form, the Self-Care Skills Assessment Scale and the Social Competence and Behavior Evaluation-30 Scale. Using five animated films created on the basis of the Social Learning Theory for fostering children self-care and social competence behaviors, a total of 20 training sessions were conducted with intervention group over a period of four months. Self-care and social competence scales were administered at the end of each month. Ultimately, children were assessed a total of five times.

Primary Outcome Measures: Fostering self-care behaviours, Total of 20 training sessions were organized over four months based on the stages defined in the Social Learning Theory, and animated films focusing on target behaviors related to self-care was used as training tools. For evaluating the changes of behaviors the Self-Care Skills Assessment Scale was used. Positive changes were observed in the self-care behaviors of the children after the implemented education program. The total score of the self-care scale increased more in the intervention group than in the control group. The minimum score that the children received from Scale was calculated as 205, and the maximum score was 241. It was reported whether there was a change in children's self-care behaviors with the analyses made. The Self-Care Skills Assessment Scale used in these measurements was applied separately for each case., The study lasted 30 weeks in totally|Fostering social skills in school children, Total of 20 training sessions were organized over four months based on the stages defined in the Social Learning Theory, and animated films focusing on target behaviors related to social competence was used as training tools. For evaluating the changes of behaviors the Social Competence and Behavior Evaluation-30 Scale was used. Positive changes were observed in the social competence behaviors of the children after the implemented education program. The total score of the social competence increased more in the intervention group than in the control group. The minimum score that the children received from Scale was calculated as 44, and the maximum score was 54. It was reported whether there was a change in children's social competence behaviors with the analyses made. The the Social Competence and Behavior Evaluation-30 Scale used in these measurements was applied separately for each case., At the end of the monthly training sessions for the intervention group, evaluations were made with scales every month, and it lasted 30 weeks in totally.
Secondary Outcome Measures: Hygiene and self care, Total of 20 training sessions were organized over four months based on the stages defined in the Social Learning Theory, and animated films focusing on target behaviors related to hygiene and personal care was used as training tools. For evaluating the changes of behaviors the Self-Care Skills Assessment Scale was used. Positive changes were observed in the hygiene and personal care behaviors of the children after the implemented education program. The total score of the hygiene and personal care increased more in the intervention group than in the control group. The minimum score that the children received from The Self-Care Skills Assessment Scale was calculated as 79, and the maximum score was 90. It was reported whether there was a change in children's hygiene and personal care behaviors with the analyses made. The Self-Care Skills Assessment Scale used in these measurements was applied separately for each case., The study lasted 30 weeks in totally
Other Outcome Measures: Anger-Aggression, Total of 20 training sessions were organized over four months based on the stages defined in the Social Learning Theory, and animated films focusing on target behaviors related to anger-agression was used as training tools. For evaluating the changes of behaviors the Social Competence and Behavior Evaluation-30 Scale was used. Positive changes were observed in the anger-agression behaviors of the children after the implemented education program. The total score of the anger-agression decreased more in the intervention group than in the control group. The minimum score that the children received from The Social Competence and Behavior Evaluation-30 Scale was calculated as 10, and the maximum score was 16. It was reported whether there was a change in children's Social Competence and Behavior Evaluation-30 Scale behaviors with the analyses made. The Social Competence and Behavior Evaluation-30 Scale used in these measurements was applied separately for each case., The study lasted 30 weeks in totally.