اثربخشی بازی درمانی با روی آورد فیلیال‌تراپی بر رفتار اجتماعی و خودمهارگری کودکان دبستانی با ضرب آهنگ شناختی کند
محورهای موضوعی : روان درمانگری
شیوا اخوان
1
(
دانشجوی دکتری روان شناسی عمومی، واحد نجف‌آباد، دانشگاه آزاد اسلامی، نجف‌آباد، ایران
)
احمد عابدی
2
(
دانشیار گروه روان‌شناسی و علوم تربیتی،
دانشگاه اصفهان، اصفهان، ایران
)
شیدا جبل عاملی
3
(
استادیار گروه روان‌شناسی، واحد نجف‌آباد،
دانشگاه آزاد اسلامی، نجف‌آباد، ایران
)
کلید واژه: خودمهارگری, رفتاراجتماعی, بازی‌درمانی با روی‌آورد فیلیال‌تراپی, درمانگری مبتنی بر رابطۀ کودک‌والد, ضرب آهنگ شناختی کُند,
چکیده مقاله :
ایـن پژوهـش بـا هـدف تعییـن اثربخشـی بـازی درمانـی مبتنـی بـر رابطـۀ کـودک والـد (فیلیالتراپـی) بـر رفتـار اجتماعـی و خودمهارگـری کـودکان دبسـتانی بـا ضـرب آهنـگ شـناختی کُنـد انجـام شـد. ایـن پژوهـش تجربـی بـا طـرح پیش‌آزمـون- پس‌آزمـون بـا گـروه گـواه و دوره پیگیـری دوماهـه و جامعـۀ آمـاری کـودکان دبسـتانی شـهر اصفهـان در فصـل بهـار سـال ۱۴۰۰ بـود. در ایـن پژوهـش تعـداد ۴۰ کـودک دبسـتانی بـا اختـلال ضـرب آهنـگ شـناختی کُنـد بـا روش نمونه‌بـرداری تصادفـی چندمرحلـه‌ای انتخـاب و بـا گمـارش تصادفـی در گروه‌هـای آزمایـش و گـواه گمـارده شـدند (هـر گـروه ۲۰ کـودک) و بـه پرسشـنامه‌های ضـرب آهنـگ شـناختی کُنـد (مکبرنـت و دیگـران، ۲۰۱۴)، مهـارت اجتماعـی (ماتسـون، روتیتـوری و هلسـل، ۱۹۸۳) و خودمهارگـری (کنـدال و ویلکاکـس، ۱۹۷۹) پاسـخ دادنـد. گـروه آزمایـش مداخلـۀ بـازی درمانـی مبتنـی بـر رابطـۀ کـودک والـد را طـی یـک مـاه در ۸ جلسـه ۷۵ دقیقـه‌ای دریافـت کـرد. نتایـج تحلیـل واریانـس آمیختـه نشـان داد بـازی‌درمانـی مبتنـی بـر رابطـۀ والـد کـودک بـر رفتـار اجتماعـی و خودمهارگـری کـودکان دبسـتانی بـا ضـرب آهنـگ شـناختی کُنـد تأثیـر معنـادار دارد و ایـن اثربخشـی در مرحلـه پیگیـری نیـز پایـدار اسـت. بـر اسـاس یافته‌هـای ایـن پژوهـش می‌تـوان نتیجـه گرفـت کـه بـازی‌درمانـی بـا روی‌آورد فیلیالتراپـی بـا بهره‌گیـری از انعـکاس همدلانـه و صمیمـی احسـاس‌های کـودک، تشـویق و تقویـت والدیـن و طبیعـی جلـوه دادن مشـکل‌های ارتباطـی بـا فرزنـدان میت‌وانـد بـه عنـوان یـک روش کارآمـد جهـت بهبـود رفتـار اجتماعـی و خودمهارگـری کـودکان دبسـتانی بـا ضـرب آهنـگ شـناختی کُنـد مـورد اسـتفاده قـرار گیـرد.
The present study was conducted to investigate the effectiveness of play therapy with a filial approach on social behavior and self-control of primary school children with sluggish cognitive tempo. The present study was quasi-experimental with pretest, posttest, control group and two-month follow-up period design. The statistical population of the present study included the primary school children with sluggish cognitive tempo in the city of Isfahan in the In the spring of 2021. 40 children with Sluggish Cognitive Tempo were selected through multi-stage random sampling method and they were randomly accommodated into experi- mental and control groups (each group of 20 children). The experimental group received eight seventy-five-minute play therapy with a filial approach interventions. The applied questionnaires in this study included sluggish cognitive tempo questionnaire (McBurnet et al, 2014), social skills questionnaire (Matson, Rotatori, Helsel, 1983) and self-control questionnaire (Kendal, Wilcox, 1979). The data from the study were analyzed through Mixed ANOVA via SPSS-23 software. The results showed that play therapy with a filial ap- proach has significant effect on the social behavior and self-control of primary school children with sluggish cognitive tempo (p<0.001) and this effectiveness has been stable in the follow-up phase. According to the findings of the present study it can be concluded that play therapy with a filial approach can be applied as an efficient method to increase the social behavior and self-control of primary school children with sluggish cognitive tempo through employing Empathetic and intimate reflection of the child’s feelings, encouragement and strengthening of parents and making communication problems with children natural.
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