The Effectiveness of Reality Therapy on Cognitive Flexibility and Self-Differentiation in Mothers with Children with Special Learning Disorders

It is common for mothers of children with special learning disorders to experience stress due to their child's.The aim of this study was to evaluate the effectiveness of reality therapy training on cognitive flexibility and differentiation in mothers with children with special learning disorders.

The present study was a quasi-experimental pretest-posttest study with a control group and a follow-up stage. The statistical population of the study consisted of all mothers with children with special learning disorders in Tehran in the academic year 2020-2021. Thirty mothers of children with special learning disorders who were referred to the centers for special learning difficulties were selected by available sampling and divided into two experimental and control groups. The experimental group received 7 sessions of reality therapy. The instruments included the Cognitive Flexibility Questionnaire (Dennis and Vanderwall, 2010) and the Self-Differentiation Questionnaire (Skowron E and Friedlander, 1998). Research data were analyzed by repeated measures analysis of variance.

Reality therapy training was effective on the components of cognitive flexibility (perception of controllability, perception of different options and perception of justification of behavior) (P<0.01), and components of self-differentiation (emotional reactivity, emotional cutoff, I position and fusion with others) (0.01). > P), and these results were maintained in the follow-up period (P<0.01).

By emphasizing the qualitative world of individuals in reality therapy, members are able to develop self-control by changing their mental images in their desired world, resulting in a positive self-image, leading to increased flexibility and differentiation.