Abstract:

the specific learning difficulties are defined as the fact that writing reads or the acquisition and use of arithmetic skills is a term that contains a group of heterogeneous disorders that manifest itself with delay or distortion in the use of the pre-tested subjects to the conclusions of the children who have been diagnosed with different levels of depression and anxiety, after the examination of the child's degree, the results of the study were determined by the study of the study of the group, which was determined by the study of the study of the study of the study of the child's degree in the study of the study of the study of the "tested child" and the study of the examination of the study of the study of the group, which was determined by the examinations degree of the study of the study of the study of the study of the study of the study of the same level of the examinations, which was determined by the study of the study of the examinations, which was determined by the study of the study of the examination of the examinations, in the examinations, according to be determined by the study of the study of the study of the same level of the examinations of the same level of the examinations of the

Abstract:

Specific Learning Difficulty (SLD) is a term that includes a group of heterogeneous disorders that manifest itself as a delay or deterioration in the acquisition and use of reading, writing, comprehension, or arithmetic skills. It is stated that a large number of diseases are seen together with SLD. Attention deficit and hyperactivity are defined as the most common accompanying conditions. Depression and anxiety are also known to accompany SLD. In this study, the effect of psychological group counseling with 12 children diagnosed with SLD on their depression and anxiety levels was investigated. The study is an experimental design based on the pretest-posttest model. The sample of the study consisted of 12 children diagnosed with SLD. The study was conducted once a week for 90 minutes and for 12 weeks. Prior to starting the study, children’s anxiety levels were measured using the “State-Trait Anxiety Inventory for Children” developed by Spielberger; their depression levels were measured using the “Depression Scale for Children” developed by Kovacks. The same scales were repeated at the end of the group and 2 months later for the follow-up study. The “Wilcoxon Test”, one of the nonparametric tests, was used for the statistics of the study. According to the results of the study, the state-trait anxiety level and depression levels of the children decreased statistically significantly (p<.01) between the pretest and posttest scores. However, no statistically significant difference was found between the posttest scores and the follow-up scores in the follow-up study performed 2 months after the posttest. İt is thought to be useful to use this method in the field, which is frequently taught in undergraduate education of psychological counselors. In addition, it is thought that the information obtained from the children in this study will be the basis for future studies.

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