مقایسه اثربخشی آموزش مبتنی بر بازی درمانی شناختی-رفتاری و آموزش مبتنی بر قصه درمانی بر سازگاری اجتماعی و جرات ورزی دانش آموزان کم توان ذهنی آموزش پذیر دختر خانواده های شهر تبریز
محورهای موضوعی : زن و خانواده
انیسه جباری دانشور
1
(دانشجوی دکترای تخصصی روان شناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، واحد تبریز، دانشگاه آزاداسلامی،تبریز، ایران)
سیدداوود حسینی نسب
2
(استاد گروه روانشناسی،دانشکده علوم تربیتی و روانشناسی، واحد تبریز، دانشگاه آزاداسلامی، تبریز، ایران(نویسنده مسئول). d.hosseininasab@iaut.ac.ir)
معصومه آزموده
3
(استادیار گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، واحد تبریز، دانشگاه آزاداسلامی، تبریز، ایران)
کلید واژه: سازگاری اجتماعی, جرات ورزی, قصه درمانی, بازی درمانی شناختی-رفتاری, کم توان ذهنی آموزش پذیر,
چکیده مقاله :
پژوهش حاضر با هدف مقایسه میزان اثربخشی آموزش گروهی مبتنی بر بازی درمانی شناختی –رفتاری و قصه درمانی بر سازگاری اجتماعی و جرات‌ورزی دانش آموزان کم توان ذهنی آموزش پذیر دختر صورت گرفت. این پژوهش، مطالعه‌ای نیمه آزمایشی با طرح پیش آزمون پس آزمون و گروه کنترل بود. جامعه آماری این پژوهش شامل دانش آموزان کم توان ذهنی آموزش پذیر دختر درسال تحصیلی 1399-1400 بودکه در مدارس ابتدایی استثنایی شهر تبریز مشغول تحصیل بودند. نمونه ی آماری شامل 45 دانش آموز مقطع ابتدایی بود که 15نفرگروه آزمایش بازی درمانی، 15 نفرگروه آزمایش قصه درمانی و 15نفرگروه کنترل بارعایت ملاک های ورود به پژوهش و با جایگزینی تصادفی درگروه های آزمایش وکنترل انتخاب شد. جهت جمع‌آوری داده‌ها، پرسشنامه سازگاری اجتماعی دانش آموزان سینها و سینگ (1993)و مقیاس جرات ورزی گمبریل وریچی (1975) مورد استفاده قرارگرفت. یکی از گروه‌های آزمایش برنامه آموزشی بازی درمانی (8 جلسه )، گروه بعدی برنامه آموزشی قصه درمانی (8 جلسه ) و گروه کنترل مداخله دریافت نکردند. یافته‌های این پژوهش نشان می‌دهد که آموزش گروهی مبتنی بر بازی درمانی شناختی-رفتاری و قصه درمانی بر سازگاری اجتماعی و جرات ورزی دانش‌آموزان کم توان ذهنی آموزش‌پذیر با سطح معنی‌داری (p) اثر بخش است. بین اثر بخشی آموزش گروهی مبتنی بر بازی درمانی شناختی-رفتاری و قصه درمانی بر سازگاری اجتماعی و جرات ورزی دانش‌آموزان کم توان ذهنی آموزش پذیر با سطح معنی‌داری (p ) تفاوت وجود دارد. درنتیجه از قصه درمانی و بازی درمانی در جهت آموزش و بهبود مشکلات رفتاری دانش آموزان کم توان ذهنی می توان بهره گرفت.
The present study was conducted with the aim of comparing the effectiveness of Training based on Cognitive-Behavioral Play Therapy and Training based on Narrative Therapy on Social adjustment and Assertiveness of Female Students with an Educable Intellectual Disability from Tabriz city families. This study followed a quasi-experimental research design with a pre-test, post-test, and a control group. The statistical population included all students with an educable intellectual disability enrolled in Tabriz elementary school in 1399-1400 academic year, of whom 45 students randomly, by using inclusion criteria, were assigned to two experimental( play therapy and narrative therapy) and one control group ( 15 per group) using convenience sampling. The Sinha and Singh's Adjustment Inventory for school students and the Gmbryl and Ritchie's Assertiveness Questionnaire (1975) were used to collect data. One experimental group received play therapy ( eight sessions of cognitive-behavioral play therapy) , the second experimental group received narrative therapy (eight sessions of cognitive-behavioral narrative therapy) and the control group has not received any intervention. The covariance analysis demonstrated a significant difference in social adjustment and assertiveness between cognitive-behavioral play therapy, narrative therapy and control groups ( P value: 0/001). The cognitive-behavioral play therapy was superior to narrative therapy in terms of increasing social adjustment. Moreover, the narrative therapy was more effective in increasing assertiveness than cognitive-behavioral play therapy .Thus, narrative therapy and cognitive-behavioral play therapy can be used in conjunction to alleviate psychological problems in students with educable intellectual disabilities.
Aghayousfi, A., Alipour, A. (2010). The effectiveness of music with rhythmic movements on the aggression of children with moderate mental retardation. Iranian Journal of Exceptional Children, 10(4), 343-350.
American Psychiatric Association (2014). Diagnostic and statistical manual of mental disorders. Tehran: Esteemed Book.
Amiri, H., Amirian, K. (2015). Effectiveness of drawing therapy in reducing attention deficit-hyperactivity disorder in educable boys with intellectual disabilities. Nasim Tossani Quarterly, 5(2), 1-8.
Ashuri, M., Abedi, A. (2019). Meta-analysis of the effect of interventions based on play therapy on the adaptive behavior of mentally retarded children. Child Mental Health, 7(1), 94-105.
Ataei F, Ahmadi, A, Kiamanesh, A R, Saif, A A. (2020). The Impact of Assertiveness Training on the Level of Academic Motivation and Internet Addiction of High School Students. Family and Research Quarterly, 17(1), 21-40.
Azarniushan, B., Beh Pejoh, A., Ghobari Bonab, B. (2011). The effect of cognitive-behavioral play therapy on the behavioral problems of mentally retarded students in elementary school. Exceptional Children Magazine, 12(2), 5-6.
Azizi, A., Mirdrikund, F., Sephondi, M. (2019). Comparison of the effect of rehabilitation, neurofeedback and cognitive-behavioral play therapy on working memory in primary school students with specific learning disorders. Knowledge and research in applied psychology, 21(1), 31-41.
Badri Ramezani, R. (2018). The effect of play therapy on the social skills and aggression of female students with mental retardation who participate in leisure sports. Master thesis, Imam Reza International University.
Barimani, S., Asadi, J., Khajovand, A. (2017). The effectiveness of play therapy on social adjustment and communication skills of deaf children. Rehabilitation,76, 251-261.
Barzegar Bafroei, K. (2014). The effect of empathy training on social adjustment and aggression of female students. Research in educational and virtual learning, 3(9), 21-32.
Bayat, F., Rezaei, A. and Behnam, B. (2018). Comparison of the effectiveness of play therapy and storytelling on the improvement of attention deficit/hyperactivity disorder symptoms in students. Journal of Qom University of Medical Sciences. 12(8), 59-68.
Bettelhaim, b. (2019). The magic of legends (translated by Akhtar Shariatzadeh). Tehran: Hermes, (1975).
Cadoson, H., Schiffer, Ch. (2017). 101 play therapy techniques. Translated by Elaha Mohammad Ismail. Tehran: Danje Publications.
Conteras, M.l., Bauza, G.C., Santos, G. (2019).Video Game-Based Tool For Learning in the Motor,Cognitive and Social-Emotional Domains for Children With Intellectual Disability. Entertainment Computing, 30, 96-101.
Daan H.G. Hulsmans,Roy Otten,Esmee P.Schijven,Evelien A.P. Poelen. (2021). Exploring the role of emotional and behavioral problems in a personality-targeted prevention program for substance use in adolescents and young adults with intellectual disability. Research in Developmental Disabilities, 109.
Dabirian, M., Heydari Sharaf, P. (2018). The effectiveness of story therapy in reducing the level of anxiety and improving the social phobia of children with mental disabilities in Sehr Kermanshah. New Strategies Quarterly in Psychology and Educational Sciences, 2(4), 1-11.
Daniel, S. (2019). Engaging the Feedforward Qualities of Communicative Musicality in Play Therapy with Children with Autism. .The Arts in Psychotherapy,65.
Darvish Damavandi, Z., Dortaj, F., Ghanbari Hashem Abadi, B. Delavar, A. (2019). The effectiveness of story therapy based on daily executive actions on improving the cognitive regulation of emotions in children with attention deficit/hyperactivity disorder. Journal of Psychological Sciences, 19(90), 787-797.
Deroz, A. (2010). Combination of play therapy with cognitive behavioral therapy (translated by Ghazal Ramezani). Tehran: Nashrovania.
Erickson, M. (2019). The role of story in changing life and personality (story therapy). (Translated by Mehdi Qaracheh Daghi). Tehran: Circle.
Falahi, V., Karimithani, P. (2016). The effectiveness of story therapy on improving communication skills and social interactions of children with autism. Journal of Applied Psychological Research, 7(2), 81-104.
Fatahi Nabi, B, M, Talebi, R., Gholami, Z., Akbarinejad, M. and Hoshiar, N. (2019). Effectiveness of story therapy in reducing students' behavioral problems. Children's Mental Health Journal, 7(4), 296-311.
Geiger, A., Noa Shpigelman, N. Feniger, R. (2020).The Socia-Emotional World of Adolescents With Intellectual Disability :A Drama Therapy-Based Participatory Action Research. The Arts In Psychotherapy, 70, 221-230.
Ghasemzadeh, S., Amini, S., Nowrozi, R. (2019). The effect of motivational drawing training on the aggressive behavior of mentally retarded male students. Exceptional Children Quarterly, 20(1), 45-56.
Guven, M. (2010). An analysis of the vocational education undergraduate students’ levels of assertiveness and problem-solving skills. Procedia-Scial and Behavioral Sciences, Volume 2, Issue 2, Pages 2064–2070.
Hallahan, D. P., & Kauffman, J. M. (2006). Exceptional learners: Introduction to special education (10 th ed.). Boston, MA: Person.
Harris, L., McGarty, A. M., Hilgenkamp, T., Mitchell, F., & Melville, C. A. (2018). Correlates of objectively measured sedentary time in adults with intellectual disabilities. Preventive Medicine Reports, 9, 12-17.
Hoseni, A. (2019). Investigating the effectiveness of psychovisual training on behavioral problems, self-control and impulsive behaviors of mildly mentally retarded children. Master's Thesis, Shahrood Branch Azad University.
Hosseinzadeh, M. (2017). Comparing the effectiveness of cognitive-behavioral game therapy and story therapy on the symptoms of attention deficit/hyperactivity and impulsivity in primary school boys of the first year of Tabriz. PhD thesis, Islamic Azad University of Tabriz.
Islaeli, I., Yati, M. & Fadmi, F.R. (2020). The Effect of Play Puzzle therapy on Anexiety of Children on Preschooler in Kota Kendari Hospital. Enfermeria Cinica,volume, 30(5),103-105.
Jabari Fard, F., Amiri Shirani, Z., Mousavi, Z., Rahimi, F. (2019). The effect of play therapy group training on the social adjustment of mentally retarded children in Lordegan city. Sixth National Conference of Knowledge and Technology of Educational Sciences, Social Studies and Psychology of Iran.
Khankhanizadeh, H., Bagheri, S. (2011). The effectiveness of verbal self-learning on improving the social adjustment of students with learning disabilities. Journal of Learning Disabilities, 2(1), 43-52.
Knell, S.M. (1999). Cognitive-Behavioral Play Therapy. In S.W. russ &T. Ollendic (Eds.), Handbook of psychotherapies with children and families (pp:385-404). New York: Kluwer Academic/plenum publishers.
Makarem, M. and Yousefi, Z. (2021). The effectiveness of psychotherapy group therapy on courage, unconditional self-acceptance and the spirit of gratitude in people with physical and motor disabilities. Journal of Rafsanjan University of Medical Sciences. 20(6), 681-696.
Martens,H.,Lairamore,C.(2016).The Role Of Student Adaptability in Interprofessinal Education. Journal of interprofessional Education & Practice, 5,45-51.
Mohammad Ali Lavasani, M., Karamati, H., Kadivar, P. (2017). The effectiveness of play therapy based on the cognitive-behavioral approach on the social and academic adjustment of students with reading disorders. Journal of Learning Disabilities, 7(3), 91-109.
Mohammadi Asl, R., Siavash Far, N., Chit Sazkhoui, H. (2018). The effectiveness of play therapy on increasing the social adaptation of educable intellectually disabled people over 14 years old. The third national conference of psychology, education and lifestyle, Qazvin.
Moinirad, J., Mohammadi, Y. (2018). Determining the effectiveness of the story-based treatment approach of reflection and social skills of intellectually disabled students in the secondary education course of education and training in Se Shiraz district. The 4th conference of knowledge and technology of psychology, educational sciences and sociology of Iran, Tehran.
Muller, E., Donley, C.(2019). Measuring the Impact of a School-Based,Tntegrative Approach to Play Therapy on Students With Autism and Their Classroom Instructors. International Journal Of Play Therapy,28(3),123-132.
Nematzadeh, P. and Mousavi, Kh. (2019). A review article on the role of play therapy and story therapy on the restlessness, inattention and aggression of children with attention deficit disorder. Ormazd Journal of Research, No. 53, 71-54.
Oliver, Ch., Adams, D., Allen, D., Crawford, H., Heald, M., Moss, J., Richards, C., Waite, J., Welham, A., Wilde, L. Woodcock, K. (2020). The behavior and welleing of children and adults with severe intellectual disability and complex needs: the BE-Well checklist for carers and professinals.Pediatrics and Child Health,30(12), 416-424.
Rezaei R, Sh. Karsheki, H and Pakdaman, M (2021). Effectiveness of play therapy based on cognitive-behavioral approach on children's social adjustment. Pajohan Scientific Journal, 20(2), 87-93.
Rezaei R, SH., Karsheki, H. And pakdaman, M. (2021).The effectiveness of play therapy based on cognitive-behavioral approach on the social adjustment of preschool children. Scientific journal of researchers. 20(2), 87-93.
Rezaei, A. (2018). The effectiveness of music on the attention and social adjustment of mentally retarded children, master's thesis, Allameh Tabatabai University.
Roshan, A. (2016). Storytelling: How to use stories to help children solve life's problems. (Translated by Behzad Yazdani and Mozhgan Emadi). Tehran: Growth bud.
Sabeti Hosseini, S. (2014). Investigating the effectiveness of individual and group games on motor skills, self-esteem and social adaptation of mentally retarded students. Master thesis, University of Tabriz.
Sadegh, L. (2020). Comparing the effectiveness of play therapy and story therapy on increasing self-efficacy and problem solving in elementary school children. The second congress of new findings in the field of family, mental health, disorders, prevention and education.
Sadeghi, M,. Akbari Charmahini, S,. Bahrami, A. and Seyed Mousavi, P. (2022). The effectiveness of attachment-oriented play therapy on mothers' parenting efficacy, emotional regulation and social adjustment of children with separation anxiety; Case Study. Applied psychology. 16(2), 107-132.
Shojaei, Z., Golparvar, M. Aghayi A and Bardbar, M. (2020). Comparison of the effectiveness of cognitive behavioral therapy and cognitive behavioral therapy on the health-related quality of life of children with cancer. Kumesh Journal, 22(2), 244-254.
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Ustadian Khani, Z., fadai Moghadam, M. (2016). Effectiveness of group therapy based on acceptance and commitment on social adaptation and social phobia of physically disabled people. Journal of Rehabilitation, 18(1), 63-72.
Wu, J.J., Chen, K., Ma, Y., Vomocilova, J. (2020). Early Intervention For Children With Intellectual and Developmental Disability using Drama Therapy Techniqes.Children and Youth Service Review,109.
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Aghayousfi, A., Alipour, A. (2010). The effectiveness of music with rhythmic movements on the aggression of children with moderate mental retardation. Iranian Journal of Exceptional Children, 10(4), 343-350.
American Psychiatric Association (2014). Diagnostic and statistical manual of mental disorders. Tehran: Esteemed Book.
Amiri, H., Amirian, K. (2015). Effectiveness of drawing therapy in reducing attention deficit-hyperactivity disorder in educable boys with intellectual disabilities. Nasim Tossani Quarterly, 5(2), 1-8.
Ashuri, M., Abedi, A. (2019). Meta-analysis of the effect of interventions based on play therapy on the adaptive behavior of mentally retarded children. Child Mental Health, 7(1), 94-105.
Ataei F, Ahmadi, A, Kiamanesh, A R, Saif, A A. (2020). The Impact of Assertiveness Training on the Level of Academic Motivation and Internet Addiction of High School Students. Family and Research Quarterly, 17(1), 21-40.
Azarniushan, B., Beh Pejoh, A., Ghobari Bonab, B. (2011). The effect of cognitive-behavioral play therapy on the behavioral problems of mentally retarded students in elementary school. Exceptional Children Magazine, 12(2), 5-6.
Azizi, A., Mirdrikund, F., Sephondi, M. (2019). Comparison of the effect of rehabilitation, neurofeedback and cognitive-behavioral play therapy on working memory in primary school students with specific learning disorders. Knowledge and research in applied psychology, 21(1), 31-41.
Badri Ramezani, R. (2018). The effect of play therapy on the social skills and aggression of female students with mental retardation who participate in leisure sports. Master thesis, Imam Reza International University.
Barimani, S., Asadi, J., Khajovand, A. (2017). The effectiveness of play therapy on social adjustment and communication skills of deaf children. Rehabilitation,76, 251-261.
Barzegar Bafroei, K. (2014). The effect of empathy training on social adjustment and aggression of female students. Research in educational and virtual learning, 3(9), 21-32.
Bayat, F., Rezaei, A. and Behnam, B. (2018). Comparison of the effectiveness of play therapy and storytelling on the improvement of attention deficit/hyperactivity disorder symptoms in students. Journal of Qom University of Medical Sciences. 12(8), 59-68.
Bettelhaim, b. (2019). The magic of legends (translated by Akhtar Shariatzadeh). Tehran: Hermes, (1975).
Cadoson, H., Schiffer, Ch. (2017). 101 play therapy techniques. Translated by Elaha Mohammad Ismail. Tehran: Danje Publications.
Conteras, M.l., Bauza, G.C., Santos, G. (2019).Video Game-Based Tool For Learning in the Motor,Cognitive and Social-Emotional Domains for Children With Intellectual Disability. Entertainment Computing, 30, 96-101.
Daan H.G. Hulsmans,Roy Otten,Esmee P.Schijven,Evelien A.P. Poelen. (2021). Exploring the role of emotional and behavioral problems in a personality-targeted prevention program for substance use in adolescents and young adults with intellectual disability. Research in Developmental Disabilities, 109.
Dabirian, M., Heydari Sharaf, P. (2018). The effectiveness of story therapy in reducing the level of anxiety and improving the social phobia of children with mental disabilities in Sehr Kermanshah. New Strategies Quarterly in Psychology and Educational Sciences, 2(4), 1-11.
Daniel, S. (2019). Engaging the Feedforward Qualities of Communicative Musicality in Play Therapy with Children with Autism. .The Arts in Psychotherapy,65.
Darvish Damavandi, Z., Dortaj, F., Ghanbari Hashem Abadi, B. Delavar, A. (2019). The effectiveness of story therapy based on daily executive actions on improving the cognitive regulation of emotions in children with attention deficit/hyperactivity disorder. Journal of Psychological Sciences, 19(90), 787-797.
Deroz, A. (2010). Combination of play therapy with cognitive behavioral therapy (translated by Ghazal Ramezani). Tehran: Nashrovania.
Erickson, M. (2019). The role of story in changing life and personality (story therapy). (Translated by Mehdi Qaracheh Daghi). Tehran: Circle.
Falahi, V., Karimithani, P. (2016). The effectiveness of story therapy on improving communication skills and social interactions of children with autism. Journal of Applied Psychological Research, 7(2), 81-104.
Fatahi Nabi, B, M, Talebi, R., Gholami, Z., Akbarinejad, M. and Hoshiar, N. (2019). Effectiveness of story therapy in reducing students' behavioral problems. Children's Mental Health Journal, 7(4), 296-311.
Geiger, A., Noa Shpigelman, N. Feniger, R. (2020).The Socia-Emotional World of Adolescents With Intellectual Disability :A Drama Therapy-Based Participatory Action Research. The Arts In Psychotherapy, 70, 221-230.
Ghasemzadeh, S., Amini, S., Nowrozi, R. (2019). The effect of motivational drawing training on the aggressive behavior of mentally retarded male students. Exceptional Children Quarterly, 20(1), 45-56.
Guven, M. (2010). An analysis of the vocational education undergraduate students’ levels of assertiveness and problem-solving skills. Procedia-Scial and Behavioral Sciences, Volume 2, Issue 2, Pages 2064–2070.
Hallahan, D. P., & Kauffman, J. M. (2006). Exceptional learners: Introduction to special education (10 th ed.). Boston, MA: Person.
Harris, L., McGarty, A. M., Hilgenkamp, T., Mitchell, F., & Melville, C. A. (2018). Correlates of objectively measured sedentary time in adults with intellectual disabilities. Preventive Medicine Reports, 9, 12-17.
Hoseni, A. (2019). Investigating the effectiveness of psychovisual training on behavioral problems, self-control and impulsive behaviors of mildly mentally retarded children. Master's Thesis, Shahrood Branch Azad University.
Hosseinzadeh, M. (2017). Comparing the effectiveness of cognitive-behavioral game therapy and story therapy on the symptoms of attention deficit/hyperactivity and impulsivity in primary school boys of the first year of Tabriz. PhD thesis, Islamic Azad University of Tabriz.
Islaeli, I., Yati, M. & Fadmi, F.R. (2020). The Effect of Play Puzzle therapy on Anexiety of Children on Preschooler in Kota Kendari Hospital. Enfermeria Cinica,volume, 30(5),103-105.
Jabari Fard, F., Amiri Shirani, Z., Mousavi, Z., Rahimi, F. (2019). The effect of play therapy group training on the social adjustment of mentally retarded children in Lordegan city. Sixth National Conference of Knowledge and Technology of Educational Sciences, Social Studies and Psychology of Iran.
Khankhanizadeh, H., Bagheri, S. (2011). The effectiveness of verbal self-learning on improving the social adjustment of students with learning disabilities. Journal of Learning Disabilities, 2(1), 43-52.
Knell, S.M. (1999). Cognitive-Behavioral Play Therapy. In S.W. russ &T. Ollendic (Eds.), Handbook of psychotherapies with children and families (pp:385-404). New York: Kluwer Academic/plenum publishers.
Makarem, M. and Yousefi, Z. (2021). The effectiveness of psychotherapy group therapy on courage, unconditional self-acceptance and the spirit of gratitude in people with physical and motor disabilities. Journal of Rafsanjan University of Medical Sciences. 20(6), 681-696.
Martens,H.,Lairamore,C.(2016).The Role Of Student Adaptability in Interprofessinal Education. Journal of interprofessional Education & Practice, 5,45-51.
Mohammad Ali Lavasani, M., Karamati, H., Kadivar, P. (2017). The effectiveness of play therapy based on the cognitive-behavioral approach on the social and academic adjustment of students with reading disorders. Journal of Learning Disabilities, 7(3), 91-109.
Mohammadi Asl, R., Siavash Far, N., Chit Sazkhoui, H. (2018). The effectiveness of play therapy on increasing the social adaptation of educable intellectually disabled people over 14 years old. The third national conference of psychology, education and lifestyle, Qazvin.
Moinirad, J., Mohammadi, Y. (2018). Determining the effectiveness of the story-based treatment approach of reflection and social skills of intellectually disabled students in the secondary education course of education and training in Se Shiraz district. The 4th conference of knowledge and technology of psychology, educational sciences and sociology of Iran, Tehran.
Muller, E., Donley, C.(2019). Measuring the Impact of a School-Based,Tntegrative Approach to Play Therapy on Students With Autism and Their Classroom Instructors. International Journal Of Play Therapy,28(3),123-132.
Nematzadeh, P. and Mousavi, Kh. (2019). A review article on the role of play therapy and story therapy on the restlessness, inattention and aggression of children with attention deficit disorder. Ormazd Journal of Research, No. 53, 71-54.
Oliver, Ch., Adams, D., Allen, D., Crawford, H., Heald, M., Moss, J., Richards, C., Waite, J., Welham, A., Wilde, L. Woodcock, K. (2020). The behavior and welleing of children and adults with severe intellectual disability and complex needs: the BE-Well checklist for carers and professinals.Pediatrics and Child Health,30(12), 416-424.
Rezaei R, Sh. Karsheki, H and Pakdaman, M (2021). Effectiveness of play therapy based on cognitive-behavioral approach on children's social adjustment. Pajohan Scientific Journal, 20(2), 87-93.
Rezaei R, SH., Karsheki, H. And pakdaman, M. (2021).The effectiveness of play therapy based on cognitive-behavioral approach on the social adjustment of preschool children. Scientific journal of researchers. 20(2), 87-93.
Rezaei, A. (2018). The effectiveness of music on the attention and social adjustment of mentally retarded children, master's thesis, Allameh Tabatabai University.
Roshan, A. (2016). Storytelling: How to use stories to help children solve life's problems. (Translated by Behzad Yazdani and Mozhgan Emadi). Tehran: Growth bud.
Sabeti Hosseini, S. (2014). Investigating the effectiveness of individual and group games on motor skills, self-esteem and social adaptation of mentally retarded students. Master thesis, University of Tabriz.
Sadegh, L. (2020). Comparing the effectiveness of play therapy and story therapy on increasing self-efficacy and problem solving in elementary school children. The second congress of new findings in the field of family, mental health, disorders, prevention and education.
Sadeghi, M,. Akbari Charmahini, S,. Bahrami, A. and Seyed Mousavi, P. (2022). The effectiveness of attachment-oriented play therapy on mothers' parenting efficacy, emotional regulation and social adjustment of children with separation anxiety; Case Study. Applied psychology. 16(2), 107-132.
Shojaei, Z., Golparvar, M. Aghayi A and Bardbar, M. (2020). Comparison of the effectiveness of cognitive behavioral therapy and cognitive behavioral therapy on the health-related quality of life of children with cancer. Kumesh Journal, 22(2), 244-254.
Thomas,s., White,V. Ryan,N. & Byrne,l. (2022). Effectivencess of play therapy in enhancing psychosial outcomes in children with chronic illness. Journal of Pediatric Nursing,volume63,pp.72-81.
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