The Effect of Teaching on Tolerance Skills, Awareness, Adjustment and Individual Efficiency on Harmful Remedies, Depression, Anxiety and Stress in Children with Stuttering Language

Introduction: Disturbance disorders not only cause inefficiencies, but also disrupt their function in all areas. Therefore, this study was conducted with the aim of effectiveness of teaching tolerance skills, self-esteem, adjustment and interpersonal efficacy on risky and healthy behaviors in children with stuttering.  Materials and Methods: The present study was based on a pre-test and post-test pre-test and placebo group design. The statistical population of the study included mothers of elementary school students with stuttering. Twenty-two subjects were selected from both experimental and placebo groups by cluster sampling. Psychological evaluation included the Barat Impact Scale (2004), Beck Depression Inventory (2000) and Beck Anxiety Inventory (1988). The training of dialectical behavioral therapy skills was performed according to the Linnaean treatment protocol during the 8 sessions of 60 minutes in the experimental group. The placebo group was not educated, but the treatment was 8-session group meeting. The pre-test, post-test and 3-week post-test scores were analyzed for both groups by descriptive statistics and mixed ANOVA.  Results: The results showed the impact of training on risky behaviors in the experimental group. However, there was no significant difference in placebo group, but in the depression scale, the placebo group significantly decreased the dialectic behavioral therapy group. There was also a significant difference between the two groups in dialectical behavioral therapy and placebo group in the relative relief anxiety scale (P = 0.001).  Conclusion: The Dialectical Behavioral Therapy Training Program can be part of interventional programs at the levels of children with verbal disorders and improve mental health of students and reduce the pain and suffering of family members.