The present study aims to examine the effectiveness of narrative group therapy for improving self-efficacy as well as reducing social anxiety among primary school Chinese students with dyslexia in Hong Kong.
Methods
A cluster-level randomized controlled trial is used to conduct a thorough evaluation of the effectiveness of the intervention for 38 primary students who have been diagnosed with dyslexia.
Results
The pretest–posttest results reveal that narrative therapy has a significantly positive influence on self-efficacy (ηp2 = .18, p < .01) and social anxiety (ηp2 = .16, p < .01), which shows significant time by group interaction effects. Additionally, the results suggest that changes in self-efficacy fully mediate the impact of the intervention on changes in social anxiety.
Conclusion
This study concludes that narrative group therapy is effective for primary students with dyslexia, as the findings highlight the positive outcomes in terms of enhancing self-efficacy and mitigating social anxiety.
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