ArticleBasic and clinical neuroscience2025
Promoting Mental Well-being in Iranian Children: Assessing the Impact of a Philosophy for Children Program Through Behavioral Evaluation.
Article in Basic and clinical neuroscience, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
9 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: 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. This study aimed to assess the impact of P4C interventions on the mental well-being of children aged 6-13 over nine months. The evaluation included an analysis of conduct problems, social problems, hyperactivity, anxiety, and inattention symptoms. Methods: 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 (CTRS) and the Swanson, Nolan, and Pelham (SNAP-IV) scores, both 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. Analysis of covariance (ANCOVA) results revealed significant differences between the groups across all domains of CTRS and SNAP-IV scale, with large effect sizes indicating a substantial impact of the intervention on 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.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.