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
,
احمد عابدی
2
,
شیدا جبل عاملی
3
1 - دانشجوی دکتری روان شناسی عمومی، واحد نجف‌آباد، دانشگاه آزاد اسلامی، نجف‌آباد، ایران
2 - دانشیار گروه روان‌شناسی و علوم تربیتی،
دانشگاه اصفهان، اصفهان، ایران
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.
Abedi, A., Seyedghale, A., & Bahramipour, M. (2018). Comparison of the effectiveness of filial therapy and Barkley’s parent training program in reducing the symptoms of anxiety and ADHD in children. Journal of Exceptional Children, 17(3), 111-120. [In Persian].
Adili, S. (2016). The effectiveness of filial play therapy on social-emotional skills in 5 to 6 year old preschool girls of Isfahan. Journal of Clinical Psychology and Personality, 13(2), 97-104. [In Persian].
Adili, S. H., Mirzaei, R., & Abedi, A. (2020). The ef- fectiveness of filial therapy on the quality of par- ent-child interactions and health-related quality of life in children with behavioral/emotional prob- lems. Journal of Exceptional Children, 19(1), 25-37. [In Persian].
Aguiar, A. L., Aguiar, C., Cadima, J., Correia, N., & Fi- alho, M. (2019). Classroom quality and children’s so- cial skills and problem behaviors: Dosage and disabil- ity status as moderators. Early Childhood Research Quarterly, 49, 81-92.
Alimoradi, M., Ghorbanshiroudi, S., Khalatbari, J., & Rahmani, M. A. (2018). The effectiveness of play ther- apy on self-empowerment and alexithymia of female students with specific learning disorder. Journal of Disability Studies, 8(1), 60-60. [In Persian].
Ashori, M., & Karimnezhad, R. (2020). The effect of play therapy training with filial therapy model on be- havioral problems of children and resiliency of deaf mothers. Positive Psychology Research, 5(2), 11-25. [In Persian].
Becker, S. P. (2014). Sluggish cognitive tempo and peer functioning in school-aged children: A six-month lon- gitudinal study. Psychiatry Research, 30(217), 72-78.
Becker, S. P. (2021). Systematic review: Assessment of sluggish cognitive tempo over the past decade. Jour- nal of the American Academy of Child & Adolescent Psychiatry, 60(6), 690-709.
Becker, S. P., Garner, A. A., Tamm, L., Antonini, T. N., & Epstein, J. N. (2019). Honing in on the social dif- ficulties associated with sluggish cognitive tempo in children: Withdrawal, peer ignoring, and low engage- ment. Journal of Clinical Child & Adolescent Psychology, 48(2), 213-217.
Becker, S. P., Luebbe, A.M., & Joyce, A. M. (2015). The child concentration inventory (CCI): Initial vali- dation of a child self-report measure of sluggish cog- nitive tempo. Psychological Assessment, 27(3), 1037-1041.
Bratton, S. C., Opiola, K., & Dafoe, E. (2015). Child-parent relationship therapy: A 10-session filial therapy model. In: D. A. Crenshaw & A. L. Stewart (Eds.), Play therapy: A comprehensive guide to theory and practice (pp. 129-140). New York, NY: Guilford.
Burns, G.L., Becker, S.P., Servera, M., Bernad, M.D., & García-Banda, G. (2017). Sluggish cognitive tempo and attention-deficit/hyperactivity disorder (ADHD) inattention in the home and school contexts: Parent and teacher invariance and cross-setting validity. Psy- chological Assessment, 29(2), 209-214.
Ciuhana, G. C., & Iliescu, D. (2021). Depression and learning problems in children: Executive function im- pairments and inattention as mediators. Acta Psycho- logica, 220(1), 1034-1038.
Cooper, J., Brown, T., & Yu, M.-l. (2020). A retrospec- tive narrative review of filial therapy as a school-based mental health intervention. International Journal of Play Therapy, 29(2), 86–95.
Cornett, N., & Bratton, S. C. (2014). Examining the impact of child parent relationship therapy (CPRT) on family functioning. Journal of Marital and Family Therapy, 40(3), 302-318.
Creque , C. A., & Willcutt , E. G. (2021). Sluggish cog- nitive tempo and neuropsychological functioning. Re- search on Child and Adolescent Psychopathology, 49, .1013–1001
Daniel, S. (2019). Loops and Jazz gaps: Engaging the feedforward qualities of communicative musicality in play therapy with children with autism. The Arts in Psychotherapy, 65, 101-105.
Ebrahimi, T., Aslipoor, A., & Khosrojavid, M. (2019). The effect of group play therapy on aggressive behav- iors and social skills in preschool children. Journal of Childen Mental Health, 6(2), 40-52. [In Persian].
Flannery, A. J., Becker, S. P., & Luebbe, A. M. (2016). Does emotion dysregulation mediate the association between sluggish cognitive tempo and college stu- dents’ social impairment? Journal of Attention Disor- ders, 20(9), 802-812.
Friese, M., & Hofmann, W. (2009). Control me or I will control you: Impulses, trait self control, and the guid- ance of Behavior. Journal of Research in Personality, .795-805 ,)5(43
Jafari Rangchi, S., & Farhadi, H. (2019). Effectiveness of virtual filial therapy for mothers on the social skills and aggression in children with learning dis- abilities: A randomized clinical trial. Journal of Re- search in Rehabilitation Sciences, 15(5), 23-36. [In Persian].
Karimi, E., & DashtBozorgi, Z. (2020).The effects of filial therapy on the mother-child interaction and behavioral problems of children with intellectual disability. Journal of Disability Studies, 10(1), 186- 194. [In Persian].
Karimi Lichahi, R., Azarian, A., & Akbari, B. (2019). The effectiveness of play therapy on reading perfor- mance, adaptive skills and behavioral problems in students with dyslexia. Journal of Children Mental Health, 6(3), 200-214. [In Persian].
Kendall, P.C., & Wilcox, L.E. (1979). Self-control in chil- dren: Development of a rating Scale. Journal of Consult- ing and Clinical Psychology, 47(6), 1020-1029.
Kholqi, Z., Aghaei, A., & Farhadi, H. (2021). The effec- tiveness of training the parents through Adler- Drei- kurs approach on neuropsychological skills and social bahavior of the children with attention deficit and hy- peractivity disorder. Journal of Analytical- Cognitive Psychology, 11(41), 1-13.
Lindo, N. A., Opiola, K., Ceballos, P. L., Chen, S. Y., Meany-Walen, K. K., Cheng, Y. J. Barcenas, G., Read- er, E., & Blalock, S. (2016). The impact of supervised filial therapy training on attitude, knowledge, and skills. The Family Journal: Counseling and Therapy for Couples and Families, 24(3), 239-246.
Matson, J. L., & Boisjoli, J. A. (2008). Cutoff scores for Matson evolution of social skills for individual
with severe retardation for adults with intellectual disability, Behavior Modification, 39, 109-120.
McBurnett, K., Villodas, M., Burns, G. L., Hin- shaw, S. P., Beaulieu, A., & Pfiffner, L. J. (2014). Structure and validity of sluggish cognitive tempo using an expanded item pool in children with attention-deficit/hyperactivity disorder. Journal of Ab- normal Child Psychology, 42(1), 37-48.
Murray, L. K, (2002). Self -control training in young children. Dissertation Abstracts International Section B, Sciences & Engineering, 63, 17-30.
O’Connor, K. J., Schaefer, C. E., & Braverman, L. D. (2016). Handbook of play therapy. Second edition. Hoboken, New Jersey: John Wiley & Sons, Inc.
Pirabasi, Z., & Safarzadeh, S. (2018). The effectiveness of group play therapy on behavioral problems and memory performance of girl primary school students with special learning disorder. Iranian Journal of Psy- chiatric Nursing, 6(2), 61-71. [In Persian].
Qu, G., Wang, L., Tang, X., Wu, W., Zhang, J., & Sun, Y. (2020). Association between caregivers’ anxiety and depression symptoms and feeding difficulties of preschool children: A cross-sectional study in rural China. Archives de Pédiatrie, 27(1), 12-17.
Rezaei Moghadam, M., Babaei, A., & Rajabzadeh, Z. (2019). Impact of group game therapy techniques education on mathematical disorder treatment on second and third grade elementary students. Medical Journal of Mashhad University of Medical Sciences, 62(1), 113-119. [In Persian].
Shamsi, A., Ghamrani, A., & Samadi, M. (2017). Eval- uation of the efficiency of Sluggish Cognitive Tempo Symptoms in predicting attention problems. First Na- tional Student Congress of New Research in Cognitive Psychology, University of Guilan, Faculty of Litera- ture and Humanities. [In Persian].
Shokri, O., Salehi Fadardi, J., Fathabadi J., Nejati, V., & Zabihzadeh, A. (2021). Developing and testing the effectiveness of school based social cognition instruc- tional package on proactive aggression among chil- dren. Journal of Developmental Psychology:Iranian Psychologists, 17(66), 167-180. [In Persian].
Soltani, M., & Farhadi, M. (2021). The effectiveness of play therapy based on the relationship parent child (Filial Therapy) on addiction to computer games, and aggression in preschoolers. Knowledge and Research in Applied Psychology, 22(2), 13-21. [In Persian].
Stulmaker, H. L., & Ray, D. C. (2015). Child-centered play therapy with young children who are anxious: A controlled trial. Children and Youth Services Review, .127-33 ,57.
Topham, G. L. & VanFleet, R. (2011). Filial therapy: A structured and straight forward approach to including young children in family therapy. Australian and New Zealand Journal of Family Therapy, 32, 144-158.
Whalen, D. J., Sylvester, C. M., & Luby, J. L. (2017). Depression and anxiety in preschoolers: A review of the past 7 years. Child and Adolescent Psychiatric Clinics of North America, 26(3), 503-522.
Woollett, N., Bandeira, M., & lHatcher, A. (2020).Trauma-informed art and play therapy: Pilot study out- comes for children and mothers in domestic violence shelters in the United States and South Africa. Child Abuse and Neglect, 107, 104-109.
Yaghmaei, S., Malekpour, M., & Ghamarani, A.(2019). Effectiveness of Barkley’s parental training on self-control of children with attention deficit/hyper- activity disorder. Empowering Exeptional Children, 10(1), 15-27. [In Persian].
Yung, T. W. K., Lai, C. Y. Y., Chan, J. Y. C., Ng, S. S. M., & Chan, C. C. H. (2021). Examining the role of attention deficits in the social problems and with- drawn behavior of children with sluggish cognitive tempo symptoms. Child and Adolescent Psychiatry, .425-430 ,213
Zhang, R., Qiu, Z., Li, Y., Liu, L., & Zhi, S. (2021).Teacher support, peer support, and externalizing problems among left-behind children in rural China: Sequential mediation by self-esteem and self-control. Children and Youth Services Review, 121, 105-111.
Zhia, K., Chena, Y., & Huang, J. (2020). Children’s self-control and family savings for education: An em- pirical examination from China. Children and Youth,23(12), 223-243.
