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This study aimed to evaluate the effectiveness of Ego State Therapy (EST) in enhancing prosocial behavior and health motivation among young adults with mild physical disabilities. A randomized controlled trial (RCT) design was employed, involving 30 participants aged 18-30 with diagnosed mild physical disabilities. Participants were randomly assigned to either the intervention group (n=15), which received eight 90-minute sessions of EST, or the control group (n=15), which received no intervention. Prosocial behavior and health motivation were assessed using the Prosocialness Scale for Adults (PSA) and the Health Motivation Scale (HMS), respectively, at baseline, post-intervention, and five-month follow-up. Data were analyzed using SPSS-27 software, with analysis of variance (ANOVA) for repeated measurements and Bonferroni post-hoc tests to control for multiple comparisons. Results indicated significant improvements in prosocial behavior (F(2, 28) = 12.45, p < 0.001) and health motivation (F(2, 28) = 10.89, p < 0.001) in the intervention group compared to the control group. These improvements were sustained over the five-month follow-up period, with significant interaction effects between group and time for both prosocial behavior (F(2, 28) = 8.67, p < 0.001) and health motivation (F(2, 28) = 9.23, p < 0.001). Bonferroni post-hoc tests confirmed significant improvements from baseline to post-intervention and from baseline to follow-up in the intervention group, with no significant changes in the control group. Ego State Therapy significantly enhances prosocial behavior and health motivation in young adults with mild physical disabilities, with sustained effects over a five-month follow-up period. These findings suggest that EST is a valuable therapeutic approach for promoting psychological integration and well-being in this population. Future research should explore the mechanisms underlying these effects and the potential benefits of integrating EST with other therapeutic modalities.

This study aimed to evaluate the effectiveness of Interpersonal Reconstructive Therapy (IRT) in enhancing empathy and conflict resolution skills among parents of autistic children. This randomized controlled trial included 30 parents of autistic children, divided into an intervention group (n = 15) receiving IRT and a control group (n = 15) receiving no intervention. Participants were assessed at baseline, post-intervention, and four months post-intervention using the Interpersonal Reactivity Index (IRI) and Conflict Resolution Styles Inventory (CRSI). Data analysis involved repeated measures ANOVA and Bonferroni post-hoc tests, conducted using SPSS-27. The intervention group showed significant improvements in empathy and conflict resolution scores. Empathy scores increased from 54.78 (SD = 5.32) at baseline to 67.32 (SD = 5.67) post-intervention and were maintained at 65.91 (SD = 5.42) at follow-up. Conflict resolution scores rose from 62.14 (SD = 6.23) to 74.89 (SD = 5.47) post-intervention, with scores at follow-up being 73.28 (SD = 5.63). ANOVA results indicated significant main effects for Time (empathy: F(2, 56) = 45.67, p < 0.001, η² = 0.62; conflict resolution: F(2, 56) = 49.18, p < 0.001, η² = 0.64), Group (empathy: F(1, 28) = 32.78, p < 0.001, η² = 0.54; conflict resolution: F(1, 28) = 35.91, p < 0.001, η² = 0.57), and Time × Group interactions (empathy: F(2, 56) = 41.23, p < 0.001, η² = 0.59; conflict resolution: F(2, 56) = 43.89, p < 0.001, η² = 0.60). Bonferroni post-hoc tests confirmed significant improvements from baseline to post-intervention and baseline to follow-up. IRT significantly enhances empathy and conflict resolution skills in parents of autistic children, with improvements maintained over a four-month period. These findings highlight the potential of IRT as an effective intervention to support parents in managing the challenges of raising children with autism.

This study aims to explore therapists' experiences with nonverbal communication techniques in psychotherapy for children with autism. This qualitative study employed a phenomenological approach to gain in-depth insights into therapists' experiences. Sixteen licensed therapists with at least two years of experience working with children with autism were selected through purposive sampling. Data were collected through semi-structured interviews, each lasting 60-90 minutes, and were transcribed verbatim for analysis. Thematic analysis was conducted to identify key themes and patterns in the data. NVivo software was used to facilitate the organization and analysis of qualitative data, ensuring rigor through triangulation, member checking, and maintaining an audit trail. The analysis revealed four main themes: implementation of nonverbal techniques, perceived effectiveness, challenges and barriers, and strategies for overcoming barriers. Therapists reported using a variety of nonverbal techniques such as gestures, facial expressions, eye contact, body language, and physical proximity. These techniques were perceived as highly effective in enhancing understanding, emotional connection, behavioral improvements, and self-expression in children with autism. However, challenges such as therapist-child compatibility, resource limitations, environmental factors, and inconsistent parental involvement were noted. Strategies to overcome these challenges included continuous training, collaborative approaches, adaptive techniques, creating supportive environments, and leveraging technology. Nonverbal communication techniques are essential in psychotherapy for children with autism, significantly enhancing therapeutic outcomes. Despite challenges, these techniques, when tailored to individual needs and supported by continuous training and collaboration, can greatly benefit children with autism. Future research should focus on larger and more diverse samples, quantitative measures of effectiveness, and the role of cultural sensitivity in nonverbal communication strategies.

This study aims to investigate the predictive relationship between empathy, adaptive behavior, and neurodevelopmental functioning in adolescents with Autism Spectrum Disorder (ASD). Understanding how these factors interplay can inform targeted interventions to enhance the quality of life and developmental outcomes for this population. The study employed a cross-sectional design with a sample of 330 adolescents diagnosed with ASD, aged 12 to 18 years. Participants were assessed using the Vineland Adaptive Behavior Scales, Third Edition (Vineland-3) for neurodevelopmental functioning, the Interpersonal Reactivity Index (IRI) for empathy, and the Adaptive Behavior Assessment System, Third Edition (ABAS-3) for adaptive behavior. Data analysis included descriptive statistics, Pearson correlation, and linear regression using SPSS-27. Descriptive statistics revealed mean scores of 85.45 (SD = 15.23) for neurodevelopmental functioning, 52.30 (SD = 8.57) for empathy, and 70.12 (SD = 10.34) for adaptive behavior. Pearson correlation analysis showed significant positive correlations between neurodevelopmental functioning and both empathy (r = .56, p < .001) and adaptive behavior (r = .67, p < .001). The regression analysis indicated that empathy (β = .38, p < .001) and adaptive behavior (β = .52, p < .001) significantly predict neurodevelopmental functioning, explaining 55% of the variance (R² = .55, p < .001). The study findings highlight the significant roles of empathy and adaptive behavior in predicting neurodevelopmental functioning in adolescents with ASD. Interventions focusing on enhancing these areas could positively impact the overall development and daily functioning of individuals with ASD. Future research should utilize longitudinal designs to further explore these relationships and examine the effectiveness of targeted interventions.

This study aimed to evaluate the effectiveness of self-efficacy training in reducing perfectionism and enhancing self-worth among gifted high school students. A randomized controlled trial design was employed with 40 gifted high school students randomly assigned to either an intervention group (n = 20) or a control group (n = 20). The intervention group participated in an eight-session self-efficacy training program, while the control group received no intervention. Both groups were assessed at baseline, immediately post-intervention, and at a four-month follow-up. Perfectionism and self-worth were measured using validated scales. Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests. The intervention group showed a significant reduction in perfectionism scores from baseline (M = 72.45, SD = 5.28) to post-intervention (M = 64.32, SD = 6.15) and follow-up (M = 66.89, SD = 5.92) compared to the control group, which showed no significant change. Similarly, self-worth scores in the intervention group increased significantly from baseline (M = 32.19, SD = 4.15) to post-intervention (M = 38.45, SD = 3.92) and follow-up (M = 36.98, SD = 4.20), whereas the control group showed no significant change. The ANOVA results indicated significant main effects of time (F(2, 76) = 27.12, p < .001) and group (F(1, 76) = 102.95, p < .001) for perfectionism, and time (F(2, 76) = 24.65, p < .001) and group (F(1, 76) = 111.30, p < .001) for self-worth, with significant interaction effects for both variables. Self-efficacy training is effective in reducing perfectionism and enhancing self-worth among gifted high school students. The positive effects were maintained at a four-month follow-up, suggesting the potential long-term benefits of such interventions in this population.

The objective of this study is to explore the social interaction patterns of children with speech disorders from the perspectives of their parents and teachers. This qualitative study employed semi-structured interviews to gather in-depth data from 20 participants, including 10 parents and 10 teachers of children aged 4-10 years diagnosed with speech disorders. Participants were selected through purposive sampling to ensure a diverse range of experiences. The interviews were audio-recorded, transcribed verbatim, and analyzed using thematic analysis. The analysis focused on identifying common themes related to social interactions, communication strategies, and the emotional impact of speech disorders. Three main themes emerged from the data: the impact of speech disorders on social interactions, the role of the environment in social interaction, and strategies for facilitating social interactions. Children with speech disorders faced significant challenges in peer relationships, often experiencing social isolation and bullying. The home and school environments were critical in shaping social experiences, with teacher support and family encouragement playing pivotal roles. Parents and teachers employed various strategies, such as positive reinforcement, visual aids, and behavioral interventions, to support children's social interactions. Collaboration between parents and teachers was essential for providing consistent support. The study highlights the multifaceted nature of social interaction challenges for children with speech disorders and underscores the importance of supportive environments and collaborative strategies. Effective interventions require a comprehensive approach involving parents, teachers, and speech therapists. Future research should focus on larger, more diverse samples and include the perspectives of children with speech disorders to develop child-centered interventions. Practical recommendations include implementing inclusive practices in schools, enhancing parent-teacher collaboration, integrating speech therapy services into schools, and promoting community awareness to reduce stigma.

This study aimed to investigate the relationships between curiosity, social support, and emotion regulation in individuals with specific learning disorders (SLD). The objective was to determine how social support and emotion regulation predict levels of curiosity in this population, providing insights for effective interventions. The study employed a cross-sectional design with a sample size of 252 participants, selected based on the Morgan and Krejcie table. Data were collected using the Curiosity and Exploration Inventory-II (CEI-II) for curiosity, the Multidimensional Scale of Perceived Social Support (MSPSS) for social support, and the Difficulties in Emotion Regulation Scale (DERS) for emotion regulation. Pearson correlation and linear regression analyses were conducted using SPSS-27 to examine the relationships between the variables. Descriptive statistics indicated moderate levels of curiosity, social support, and emotion regulation among participants. Pearson correlation analysis revealed significant positive correlations between curiosity and both social support (r = 0.52, p < 0.001) and emotion regulation (r = 0.46, p < 0.001). Regression analysis showed that social support and emotion regulation collectively accounted for 37% of the variance in curiosity (R² = 0.37, F(2, 249) = 72.19, p < 0.001). Both social support (B = 0.32, p < 0.001) and emotion regulation (B = 0.25, p < 0.001) emerged as significant predictors of curiosity. The findings highlight the significant roles of social support and emotion regulation in fostering curiosity among individuals with SLD. Supportive social environments and effective emotion regulation strategies are critical for promoting curiosity and engagement. These insights can inform the development of targeted interventions aimed at enhancing the well-being and academic success of individuals with SLD.

This study aims to explore the strategies employed by counselors to support the emotional well-being of gifted adolescents. Recognizing the unique emotional and social challenges faced by this population, the research seeks to identify effective counseling practices that can be implemented to foster a supportive environment and address their specific needs. A qualitative research design was employed, utilizing semi-structured interviews with 21 counselors who have extensive experience working with gifted adolescents. The participants were purposefully selected to ensure diverse perspectives. Data collection continued until theoretical saturation was achieved. Thematic analysis was used to analyze the transcribed interview data, with NVivo software assisting in the organization and coding of themes and subthemes. The analysis revealed three primary themes in the counseling strategies for supporting the emotional well-being of gifted adolescents: Building Trusting Relationships, Developing Emotional Regulation Skills, and Promoting Social Connections. Key strategies within these themes included establishing rapport, maintaining confidentiality, personalizing approaches, teaching coping strategies, stress management techniques, encouraging self-expression, facilitating peer interaction, and involving families. These strategies align with existing literature, highlighting the importance of empathetic, individualized, and holistic approaches in counseling gifted adolescents. The study underscores the critical role of counselors in addressing the emotional and social challenges faced by gifted adolescents. Effective strategies involve building strong, trusting relationships, developing emotional regulation skills, and promoting social connections. These findings suggest that a comprehensive approach, which includes personalized support and proactive engagement, is essential for fostering the emotional well-being of gifted adolescents. Future research should further explore the perspectives of gifted adolescents and the long-term impacts of these counseling strategies.

This study aims to explore the experiences of special education teachers in implementing differentiated instruction (DI) within mixed-ability classrooms. This qualitative research utilized a phenomenological approach to gain in-depth insights into the participants' experiences. Data were collected through semi-structured interviews with 25 special education teachers from various schools in a metropolitan area. Participants were selected through purposive sampling to ensure they had significant experience with DI. The interviews, each lasting 60 to 90 minutes, were transcribed verbatim and analyzed using thematic analysis. The data collection continued until theoretical saturation was achieved, ensuring a comprehensive understanding of the teachers' experiences. The analysis revealed three main themes: challenges in differentiated instruction, strategies for effective differentiation, and perceived effectiveness and outcomes. Teachers reported significant challenges, including resource limitations, managing student diversity, assessment difficulties, increased workload, and issues with parental involvement. To address these challenges, teachers employed strategies such as flexible grouping, curriculum adaptation, professional development, collaborative planning, and enhancing student engagement. The perceived effectiveness of DI included improved student progress, positive changes in classroom dynamics, increased teacher satisfaction, and greater inclusivity. Differentiated instruction is a vital approach in mixed-ability classrooms, promoting equitable learning opportunities for all students. Despite the challenges, the strategic implementation of DI leads to significant positive outcomes in student performance and classroom inclusivity. Schools should support teachers through professional development, adequate resources, and collaborative opportunities to enhance the effectiveness of DI. Further research should focus on larger, diverse samples and mixed-methods approaches to provide a more comprehensive understanding of DI practices.

This study aimed to investigate the effect of teacher–student interaction quality on academic motivation in neurodivergent learners, with social relatedness examined as a mediating variable. A descriptive correlational design was employed using a sample of 403 neurodivergent secondary school students in Slovenia, selected based on Krejcie and Morgan’s sampling table. Standardized instruments were used to assess teacher–student interaction quality, social relatedness, and academic motivation, all measured on 7-point Likert scales. Data were analyzed using Pearson correlation in SPSS-27 to explore bivariate associations and Structural Equation Modeling (SEM) in AMOS-21 to test the hypothesized mediating model. Model fit was evaluated using multiple indices, including χ²/df, GFI, AGFI, CFI, TLI, and RMSEA. The results indicated significant positive correlations among all variables: teacher–student interaction quality was positively correlated with social relatedness (r = .61, p < .001) and academic motivation (r = .55, p < .001), while social relatedness was strongly correlated with academic motivation (r = .67, p < .001). The SEM analysis showed an acceptable model fit (χ²/df = 2.35, CFI = 0.97, RMSEA = 0.057). Teacher–student interaction quality had significant direct effects on both social relatedness (β = .61, p < .001) and academic motivation (β = .26, p < .001). Social relatedness significantly predicted academic motivation (β = .58, p < .001), and also mediated the relationship between teacher–student interaction and academic motivation (indirect β = .35, p < .001), confirming a partial mediation model. The findings underscore the critical role of social relatedness in explaining how supportive teacher–student interactions enhance academic motivation among neurodivergent learners. Educational interventions that strengthen relational dynamics in inclusive classrooms may foster higher motivation and academic engagement in this population.

This study aimed to explore the parenting strategies, support systems, and coping mechanisms employed by single parents of children with developmental delays. A qualitative research design was adopted, involving semi-structured interviews with 23 single parents of children aged 2 to 12 years with diagnosed developmental delays. Participants were recruited through local support groups, online forums, and pediatric clinics. The data collection continued until theoretical saturation was achieved. Thematic analysis, following Braun and Clarke's framework, was used to identify key themes and subthemes within the data. The study identified three main themes: parenting strategies, support systems, and coping mechanisms. Key parenting strategies included routine establishment, positive reinforcement, adaptive techniques, communication strategies, and behavior management. Support systems encompassed family support, professional support, community resources, and financial assistance. Coping mechanisms highlighted were emotional resilience, social networks, personal time management, seeking knowledge, advocacy and empowerment, spirituality, and adaptability. Participants emphasized the importance of structured routines and positive reinforcement in managing their children's needs, while family and professional support were crucial in alleviating caregiving burdens. Effective coping mechanisms were essential for managing stress and maintaining well-being. Single parents of children with developmental delays employ a variety of effective strategies and support systems to navigate their unique challenges. Emotional resilience and social support networks play a critical role in their ability to cope with the demands of caregiving. These findings underscore the need for tailored interventions and resources to support single-parent families, highlighting the importance of flexible services, community resources, and advocacy efforts. Further research should focus on larger, more diverse samples and explore the impact of technological tools in supporting these parents.