The Calming Resonance of Om: A Study on Its Psychological Benefits in Children with Intellectual Disabilities
Dhivya. G *
Department of Psychology, School of Allied Healthcare and Sciences, Jain (Deemed to be University) Bangalore, Karnataka, India.
Dhiyaneshwari R.P
Area of Psychology, School of Allied Healthcare and Sciences, Jain (Deemed to be University) Bangalore, Karnataka, India.
K. Kanmani Sree Gowri
Department of Psychology, School of Allied Healthcare and Sciences, Jain (Deemed to be University) Bangalore, Karnataka, India.
Kavya Sree. K.
Department of Psychology, School of Allied Healthcare and Sciences, Jain (Deemed to be University) Bangalore, Karnataka, India.
*Author to whom correspondence should be addressed.
Abstract
Aims: This study aimed to evaluate the effectiveness of Om chanting as a therapeutic intervention for reducing anxiety and stress, and enhancing emotional regulation in children with Intellectual Disabilities (ID), aged 8 to 15 years.
Study Design: A quasi-experimental design was used.
Place and Duration of the Study: Special education school in Bangalore, Karnataka, India, over an eight-week period.
Methodology: The sample consisted of 40 children with mild to moderate intellectual disabilities selected through purposive sampling. The experimental group received guided Om chanting sessions for 15-20 minutes per day, five days per week, over eight weeks. Standardized tools, such as Glasgow Anxiety Scale (GAS-ID), Subjective Stress Scale (SSS) and Emotional Regulation Checklist (ERC) were used for assessment. Pre- and post-test scores were compared using paired t-tests and Mann-Whitney U tests.
Results: Significant reductions were observed in anxiety and stress levels (P < .001), along with improvements in emotional regulation (P < .001) in the experimental group. Between-group analysis showed that the experimental group performed significantly better than the control group on all three variables. Age and gender-based comparisons indicated that older children and females reported higher stress and anxiety levels, while improvements in emotional regulation were consistent across subgroups. Although not statistically significant, children with moderate intellectual disability exhibited higher anxiety and lower emotional regulation scores compared to those with mild disability.
Conclusion: Om chanting proved to be a culturally grounded, non-invasive, and effective intervention for improving emotional well-being in children with intellectual disabilities. It shows potential for integration into educational and clinical settings. Further research is needed to explore its long-term impact and wider applicability.
Keywords: Om chanting, intellectual disability, anxiety, stress, emotional regulation, mindfulness, special education, holistic intervention