Treating Cognitive Problems In Schoolchildren By Applying A New Model: The First Experiment

Abstract

The ultimate goal of positive psychology is to align individuals with the path of happiness, which can only be achieved through self-satisfaction and acceptance of both internal (intrinsic) and external (extrinsic) assets. An individual's share of happiness, whether in general or in a specific aspect of their life, corresponds to their level of satisfaction. In the educational field, a child's happiness intertwines with self-perception, self-ability, and friendships, thereby activating both cognitive and emotional dimensions simultaneously. A child who demonstrates competence among peers and gains their approval is considered successful and, consequently, happy, as their satisfaction level is high, and vice versa.
During our field research, we observed that many children identified as having limited abilities and cognitive or emotional difficulties often suffer the negative consequences of such perceptions on their academic success.
In our work with children, after utilizing the neuropsychological approach in mental representation of the perceived world through the complex Rey-A figure, we attempted to develop a diagnostic-therapeutic model focusing on performance-oriented guidance to awaken dormant abilities in children. The cognitive distortion caused by life stressors affecting a child's perception of their abilities can be addressed in a "quick," "simple," and "enjoyable" way, particularly for children who enjoy drawing and colors. This involves designing a model that stimulates attention, enhances performance accuracy, and consequently improves recall ability.