The Effects of Puppet Play Therapy on Self-Concept, Precieved Competence and Social Development of Delayed Elementary School Students
Subject Areas : Research
Sima mamaghaniyan
1
(
Graduted in Psychology, Tabriz Branch, Islamic Azad University, Tabriz, Iran.
)
Marziyeh Alivandi Vafa
2
(
Asistant Professor of psychology, Tabriz Branch, Islamic University Tabriz, Iran.
)
Keywords: self-concept, social maturity, self-perception, slow learners,
Abstract :
This research intended to examine the effectiveness of puppet play therapy on self-concept, perceived competence, and social maturity of slow learners at the primary school level. The study population consisted of all female slow learners in the fifth grade in Azar-Shahr during the academic year of 1399.1400. Based on the purposive sampling method, 30 participants from among female slow learners in the fifth grade in Azar-Shahr were selected and randomly assigned to the experimental group (n=15) and the control group (n=15). To collect the data, three instruments were employed, Piers-Harris children's self-concept scale, Harter’s self-perception profile for children and Vineland social maturity scales. This quasi-experimental study used a pretest-posttest control group design. While the experimental group received nine 90-minute sessions of puppet play therapy, the control group received no treatment. Results based on one-way ANCOVA displayed that the slow learners in the experimental groups made more gains in terms of self-concept, perceived competence, and social maturity as compared with their counterparts in the control group (p<0.5). It can be concluded that puppet play therapy along with other therapeutic programs can be employed to enhance self-concept, perceived competence, and social maturity of slow learners at the primary school level. (p<0/05)
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DOI: 10.1080.09297049.2018.1495186
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Arian, Kh. (2007). Play therapy, information abstraction. [in Persian]
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Azarniyoshan, B., & Nemati Mirdeh, H., (2017). The effectiveness of play therapy on the behavioral problems of late learners, the 5th national school psychology conference, Tehran, Iran Educational Psychology Association. [in Persian]
Baezat, F., Saleh, Narges (2017). The effect of educational games based on the active memory model on improving mathematical concepts and the perception of competence of students with mathematical learning disorders, Master's thesis, Educational Psychology, Mazandaran University. [in Persian]
Bahnia, F. (2011). Qualitative investigation of behavioral disorders of late learning students referred to occupational therapy clinic, Iranian Journal of Psychiatry and Clinical Psychology, 7(4), 72-67 [in Persian]
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Dadvar, R., Robari, M, (2019). The effectiveness of life skills training on social adaptation and self-esteem of late-learning students in Shahr-Rabar in the academic year 2007-2018. Quarterly Journal of New Research in Humanities, (17), 165-180 [in Persian].
Dousti, Y. A., Tayibi, M., & Moslehi Joybari, M. (2021). The contribution of parents' coping strategies in predicting the self-concept of female students. New developments in psychology, educational sciences and education. 4(43), 186-180. [in Persian]
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Hossein Khanzadeh, A. A., & Ebrahimi, Sh. (2018). The effect of teaching through movement games on learning concepts and interest in mathematics of late learners, Journal of Psychological Sciences, 18(79), 797-806. [in Persian]
Khorramabadi, Y., & Vakili, M. (2018). The effect of positive parenting group program training on the mental well-being of mothers and the social skills and creativity of late elementary school students in Rozen city, Master's thesis, General Psychology, Payam Noor University, Hamedan Province, Payam Noor Kabudarahang Center. [in Persian]
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DOI: 10.1080.09297049.2018.1495186
MacMaster, K., & Peter, D. D. (2011). The effects of being diagnosed with a learning disabilitiy on children's self-esteem. Child Study Journal, 2(32), 101-108.
Mafra, H. (2015). Development of learning and social skills in children with learning disabilities: an educational intervention program. Procedia- Social and Behavioral Sciences, 209, 221-228.
Marsh, H. W., & Martin, A. J. (2011). Academic self-concept and academic achievement: Relations and causal ordering. British Journal of Educational Psychology, 81, 59–77.
Ngashangva, P., & Dutt, S. (2015). Profile of behavioral problems among children with intellectual and developmental disabilities. Journal of Psychological Studies, 60(1), 101-107.
Nikdel, F. (2011). The relationship between academic self-concept, positive and negative emotions, and self-directed learning, Applied Psychology Quarterly, No. 1 (21 series).
Nikdel, F., Kadior, P., Farzad, W., Arabzadeh, M., & Kavosian, J. (2011). The relationship between academic self-concept, positive and negative emotions, and self-directed learning, Applied Psychology Quarterly, 6(1), 103-119 [in Persian].
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