The Effectiveness of Art-based Psychoeducation Module in Improving Psychological Functioning Among Children with Dyslexia
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Abstract
Children with dyslexia are susceptible to emotional distress such as anxiety, due to delayed or limited overall academic achievement. This study aims to examine the effectiveness of art-based psychoeducation module in improving psychological functioning among children with dyslexia. Materials and methods: Children with dyslexia aged 7 to 12 years old were assigned into intervention (n=33) and control group (n=31). The former group was subjected to a newly validated art-based psychoeducation module which consists of psychoeducation, relaxation techniques, and art therapy activities. PedsQL Present Functioning Visual Analogue Scale (PedsQL-VAS) and State Trait Anxiety Inventory (STAI-C) were used to measure childrens’ psychological functioning at pre and post intervention. Results: The main effect comparing the intervention and control group over pre- and post- intervention was significant, suggesting the art-based psychoeducation intervention was effective in improving psychological functioning, [F (1,62) = 5.59, p<0.02]. There was a substantial major effect for time in the intervention group, [Wilks’ Lambda = 0.42, F (1,62) = 83.2, p<0.001] with a significant decrease in score post intervention. Conclusion: The effectiveness of art-based psychoeducation module found in the current study provides empirical support for it to be used as an intervention for children with dyslexia. Future studies can focus on a longitudinal approach to examine its long-term effectiveness.
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