اثربخشی بازی درمانی گروهی با رویکرد شناختی- رفتاری بر اضطراب و عزت نفس دانش آموزان ناشنوا

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی مقطع دکتری رشته روانشناسی عمومی، گروه روانشناسی، واحد کرج، دانشگاه آزاد اسلامی، کرج، ایران.

2 استادیار، گروه روانشناسی، واحد کرج، دانشگاه آزاد اسلامی، کرج، ایران.

چکیده

زمینه و هدف: کودک آسیب دیده شنوایی اغلب مشکلات ارتباطی دارد و مشکلات ارتباطی خود می تواند به مسائل اجتماعی و رفتاری منجر شود از این رو هدف از پژوهش حاضر، بررسی اثربخشی بازی درمانی گروهی با رویکرد شناختی-رفتاری بر اضطراب و عزت نفس دانش آموزان ناشنوا است.

مواد و روش‌ ها: پژوهش حاضر از نوع نیمه آزمایشی با طرح پیش آزمون، پس آزمون و گروه کنترل بود. جامعه آماری این پژوهش شامل تمام دانش آموزان پسر ناشنوای مقطع ابتدایی در سال تحصیلی 99- 1398 در استان البرز بود. تعداد دانش آموزان 45 نفر بود که از این تعداد به روش نمونه گیری در دسترس تعداد 30 دانش آموز انتخاب شد و به صورت تصادفی در گروه آزمایش و کنترل گمارده شدند. از مقیاس های اضطراب کودکان اسپنس و سنجش عزت نفس کوپر اسمیت برای جمع آوری داده ها استفاده شد.

یافته ها: نتایج نشان می‌دهد که میزان اضطراب کودکان ناشنوا در گروه آزمایش و پس از اجرای بازی درمانی با رویکرد شناختی-رفتاری در مقایسه با گروه کنترل کاهش یافته است(p<0/05). همچنین یافته‌های پژوهش حاکی از آن است که عزت نفس کودکان ناشنوا در گروه آزمایش نسبت به گروه کنترل در پس آزمون افزایش معناداری در سطح 05/0 داشته است.

نتیجه گیری: با توجه به یافته های این پژوهش، بازی درمانی گروهی روشی موثر برای کاهش اضطراب و افزایش و تقویت عزت نفس دانش آموزان ناشنوا می باشد. ایجاد زمینه های لازم جهت برگزاری جلسات بازی درمانی گروهی در مدارس ویژه ناشنوایان ضروری به نظر می رسد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The effectiveness of group play therapy with cognitive-behavioral approach on anxiety and self-esteem of deaf students

نویسندگان [English]

  • ahmad mahmoodi 1
  • Maryam Mashayekh 2
  • Fatemeh Zam 2
  • Mahdi Shahnazari 2
  • Javid Peymani 2
1 Ph.D. student of General Psychology, Department of psychology, Karaj Branch, Islamic Azad University, Karaj, Iran.
2 Assistant Professor, Department of psychology, Karaj Branch, Islamic Azad University, Karaj, Iran.
چکیده [English]

Background: A hearing-impaired child often has communication problems and Communication problems can lead to social and behavioral problems therefore the purpose of the present study is Survey the effectiveness of group play therapy with cognitive-behavioral approach on anxiety and self-esteem of deaf students.

Materials & Methods: The present study was a quasi-experimental study with pretest, post-test design and control group. The statistical population of this study included all elementary deaf students in Alborz province in 1398-99. The number of students was 45, of which 30 students were selected by available sampling method and were randomly assigned to the experimental and control groups. Spence children anxiety scale and Cooper Smith self-esteem inventory were used to collect data.

results: The Findings show that the level of anxiety in deaf children in the experimental group and after performing play therapy with cognitive-behavioral approach has decreased compared to the control group (p <0.05). Also, the findings indicate that the self-esteem of deaf children in the experimental group compared to the control group in the post-test had a significant increase at the level of 0.05.

Conclusion: According to the findings of this study, group play therapy is an effective way to reduce anxiety and increase and strengthen the self-esteem of deaf students. It seems necessary to holding group play therapy sessions in special schools for the deaf.

کلیدواژه‌ها [English]

  • Group play therapy
  • anxiety
  • Self-esteem
  • deaf
[1].Stevenson J, Pimperton H, Kreppner J, Worsfold S, Terlektsi E, Kennedy C. Emotional and behaviour difficulties in teenagers with permanent childhood hearing loss. International Journal of Pediatric Otorhinolaryngology. 2017;101:186-95.
[2].Zaidman-Zait A, Most T, Tarrasch R, Haddad-eid E, Brand D. The impact of childhood hearing loss on the family: Mothers’ and fathers’ stress and coping resources. Journal of deaf studies and deaf education. 2016;21(1):23-33.
[3].Lawyer G. Deaf education and deaf culture: Lessons from Latin America. JSTOR; 2018.
[4].Nikkhooo F, Hassanzadeh S, Afrooz G. Early hearing, language, and attachment based interventions for deaf children under age of two. Journal of Paramedical Sciences & Rehabilitation. 2018;7(1):57-68. (Persian)
[5].Shin H-Y, Hwang H-J. Mental health of the people with hearing impairment in Korea: A population-based cross-sectional study. Korean journal of family medicine. 2017;38(2):57.
[6].Rahmanian M, Mohtarami S, Dehestani M. The effect of cognitive rehabilitation training on improving anxiety symptoms in children. 2018. (Persian)
[7].Shokri Mirhosseini H, Alizade H, Fasrrokhi N. The impact of Coping Cat program on symptoms reduction in children with anxiety disorders. Quarterly Journal of Child Mental Health. 2018;5(2):1-13. (Persian)
[8].Zeinali S, Poursharifi H, Babapour J, Mahmood Aliloo M, Khanjani Z. The relationship between cognitive bias, anxiety sensitivity and maternal beliefs and anxiety in children: the mediating role of coping strategies. Quarterly Journal of Child Mental Health. 2020;7(3):53-66. (Persian)
[9].Khanjani Z, Peyamannia B, Hashemi T. Prediction of quality of interaction mother-child with anxiety disorders in children According to cultural characteristics of Iranian mothers. The Journal of New Thoughts on Education. 2016;12(2):239-60. (Persian)
[10].Hassanzadeh S, Amraei K. Designing of Social Skills Training Program for the mothers of Deaf Children: An assessment of its effects on Behavior Problems of Cochlear Implanted Deaf Adolescent. Journal of Applied Psychological Research. 2019;10(1):63-72. (Persian)
[11].Sarı SA, Bilek, G., & Celik, E. 8 Test anxiety and self-esteem in senior high school students: a cross-sectional study. Nordic Journal of Psychiatry. 2018; 72(2): 84-8.
[12].Slade MK, Warne RT. A meta-analysis of the effectiveness of trauma-focused cognitive-behavioral therapy and play therapy for child victims of abuse. Journal of young investigators. 2016;30(6).
[13].Mohammad Ismail E. Play therapy, theories, methods and clinical applications. fourth edition ed. Tehran: Danjeh; 2019. (Persian)
[14].Kwon YJ, Lee K. Group child-centered play therapy for school-aged North Korean refugee children. International Journal of Play Therapy. 2018;27(4):256.
[15].Mohammadinia N, Fatemi F-S, Nasiri M, Pirnia B. The Effectiveness of Cognitive-Behavioral Play Therapy on Anxiety and Academic Achievement among Children with LD. International Journal of Applied Behavioral Sciences. 2018;5(1):41-8. (Persian)
[16].Aldmour HA. The Impact of a Play-Based Training Program on Reducing the Negative Effects of Students Abuse and Improving Their Self-Esteem. International Education Studies. 2019;12(8):94-105.
[17].Tonsuwan PT, N. effectts group play therapy on social skills in elementary school students. Thailand: Chulalongkorn University; 2019.
[18].Ashori M, Yazdanipour M. Investigation of the effictiveness of group play therapy training with cognitive-behavioral approach on the social skills of students with intellectual disability. Archives of Rehabilitation. 2018;19(3):262-75. (Persian)
[19].Shahrakipour Z. The effectiveness of group play therapy based on cognitive-behavioral approach on behavioral disorders in primary school children. . Iran: University of Sistan & Baluchestan; 2017. (Persian)
[20].Ghodousi N, Sajedi F, Mirzaie H, Rezasoltani P. The effectiveness of cognitive-behavioral play therapy on externalizing behavior problems among street and working children. Iranian Rehabilitation Journal. 2017;15(4):359-66. (Persian)
[21].Swan KL, Kaff M, Haas S. Effectiveness of Group Play Therapy on Problematic Behaviors and Symptoms of Anxiety of Preschool Children. The Journal for Specialists in Group Work. 2019;44(2):82-98.
[22].Reardon T, Spence SH, Hesse J, Shakir A, Creswell C. Identifying children with anxiety disorders using brief versions of the Spence Children’s Anxiety Scale for children, parents, and teachers. Psychological assessment. 2018;30(10):1342.
[23].Mousavian M. The effect of play therapy on increasing social skills of deaf children. Iran: Islamic Azad University; 2014. (Persian)
[24].Caduson Heidi GaS, Charles. 101 More Favorite Play Therapy Techniques. Third edition ed. Tehran: Danjeh; 2017.
[25].Hassani L. Effectiveness of Group play therapy with cognitive-behavioral approach on social skills and moral intelligence. Iran: Islamic Azad University; 2017. (Persian)
[26].Sarvari M. Comparison of the effectiveness of group cognitive-behavioral play therapy and reflection therapy on reducing aggression in Unaccompanied and badly cared for children Iran: Mashhad Ferdowsi University; 2015. (Persian)
[27].Najafi M, Sarpolaki B. Effectiveness of play therapy on elementary School student’s aggression and spelling disorder. Psychology of Exceptional Individuals. 2016;6(21):101-17. (Persian)
دوره 29، شماره 1
فروردین و اردیبهشت 1401
صفحه 115-130
  • تاریخ دریافت: 24 آذر 1399
  • تاریخ بازنگری: 24 اسفند 1399
  • تاریخ پذیرش: 24 اسفند 1400
  • تاریخ اولین انتشار: 24 اسفند 1400