THE IMPACT OF A COUNSELING PROGRAM BASED ON MINDFULNESS ON SELF-DEVELOPMENT AMONG STUDENTS WITH SPECIFIC LEARNING DISORDER IN JORDAN

Abstract

The study aimed to examine the effectiveness of a counseling program based on mindfulness in the self-development of students with specific learning disorders in Jordan, where the researcher used the experimental curriculum, and the study sample consisted of (50) Students sixth-grade students with specific learning disorders distributed to two pilot groups (25) students, the other female officer (25) students, and the study tools included the mindfulness-based counseling program (by the researcher) and the measure of self-development (by the researcher), and the test was used (T) for independent samples to test the study hypotheses where the results showed statistically significant differences between the average scores of experimental group members and control group members in the dimensional measurement of the self-development scale in favor of experimental group members and significant differences between the pre- and post-test scores of the experimental group on the self-development scale, favoring the post-test results. No statistically significant differences were found between the post-test and follow-up test scores of the experimental group on the self-development scale. The study recommended several recommendations, the most important of which was the dissemination by Jordan's Ministry of Education of the use of mindfulness-based counseling programs for the self-development of persons with specific learning disorders in all its schools.