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Fatemeh Vosoughian1 
, Fariba Khodagholi *1 , Arman Zeinaddini-Meymand1 , Maryam Alsadat Mousavi1 , Roohollah Karimi2 , Taravat Rasooli3 , Fereshteh Khodagholi3 , Yahya Ghaedi4 , Saba Amiri1
, Fariba Khodagholi *1 , Arman Zeinaddini-Meymand1 , Maryam Alsadat Mousavi1 , Roohollah Karimi2 , Taravat Rasooli3 , Fereshteh Khodagholi3 , Yahya Ghaedi4 , Saba Amiri1
1- Neuroscience Research Center, Institute of Neuroscience and Cognition, Shahid Beheshti University of Medical Sciences, Tehran, Iran
2- Institute for Humanities and Cultural Studies, Ethics and Training, Tehran, Iran
3- Neurobiology Research Center, Institute of Neuroscience and Cognition, Shahid Beheshti University of Medical Sciences, Tehran, Iran
4- Department of Educational Philosophy, Kharazmi University, Tehran, Iran
2- Institute for Humanities and Cultural Studies, Ethics and Training, Tehran, Iran
3- Neurobiology Research Center, Institute of Neuroscience and Cognition, Shahid Beheshti University of Medical Sciences, Tehran, Iran
4- Department of Educational Philosophy, Kharazmi University, Tehran, Iran
Abstract:
Objective: Given today's intricate individual and societal demands, conventional educational strategies may not adequately meet essential needs. Consequently, alternative methodologies such as 'Philosophy for Children' (P4C) have gained traction. In Iran, P4C has been implemented in the education of young children over the past decade, with a distinct focus on enhancing reasoning and critical thinking skills. The purpose of the current study was to assess the impact of P4C interventions on the mental well-being of children aged 6-13 over a nine-month period. The evaluation included an analysis of conduct problems, social problems, hyperactivity, anxiety levels, and inattention symptoms.
Method: This study included 74 children aged 6–13 years. They were randomly divided into an experimental group (N=37) and a wait-list control group (N=37). Pre- and post-P4C intervention assessments were conducted using the Connors Teacher Rating Scale form and Swanson, Nolan, and Pelham (SNAP-IV) scores administered by teachers. The intervention group engaged in weekly philosophical group discussions for 9 months as part of the study.
Results: The findings indicated that the P4C group showed significant reductions in symptoms of inattention, hyperactivity, conduct problems, social problems, anxiety, and total symptoms compared to the control group. ANCOVA results revealed significant differences between the groups across all domains of Conner's Scale and SNAP-IV, with large effect sizes indicating a strong impact of the intervention on improving behavioral outcomes.
Conclusion: These findings highlight the significant impact of P4C interventions in addressing behavioral challenges in children, emphasizing the importance of integrating philosophy-based approaches in education to promote children's behavioral well-being.
Method: This study included 74 children aged 6–13 years. They were randomly divided into an experimental group (N=37) and a wait-list control group (N=37). Pre- and post-P4C intervention assessments were conducted using the Connors Teacher Rating Scale form and Swanson, Nolan, and Pelham (SNAP-IV) scores administered by teachers. The intervention group engaged in weekly philosophical group discussions for 9 months as part of the study.
Results: The findings indicated that the P4C group showed significant reductions in symptoms of inattention, hyperactivity, conduct problems, social problems, anxiety, and total symptoms compared to the control group. ANCOVA results revealed significant differences between the groups across all domains of Conner's Scale and SNAP-IV, with large effect sizes indicating a strong impact of the intervention on improving behavioral outcomes.
Conclusion: These findings highlight the significant impact of P4C interventions in addressing behavioral challenges in children, emphasizing the importance of integrating philosophy-based approaches in education to promote children's behavioral well-being.
Keywords: Philosophy for Children (P4C), Mental Well-being, Conduct problems, Social problems, Inattention, Hyperactivity, Anxiety
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