اثربخشی بازی درمانی بر نقص توجه دانش‌آموزان دارای نقص توجه/بیش‌فعالی و دانش‌آموزان دارای اختلالات یادگیری دوره اول ابتدایی شهرستان جم
محورهای موضوعی : تکتونواستراتیگرافی
سوسن کریمیان
1
(دانشجوی دکتری روانشناسی تربیتی، دانشگاه آزاد اسلامی واحد مرودشت، مرودشت، ایران.)
مجید برزگر
2
(استادیار گروه روان شناسی، دانشگاه آزاد اسلامی واحد مرودشت، مرودشت، ایران.)
کلید واژه: اثربخشی, بازی درمانی, نقص توجه, اختلالات یادگیری,
چکیده مقاله :
مقدمه و هدف: اغلب ناسازگاری‌ها و اختلالات رفتاری در نوجوانی و بزرگسالی، از بی‌توجهی به مسائل و مشکلات عاطفی-رفتاری دوران کودکی و عدم هدایت روند تحول و تکامل کودک ناشی می‌شود. هدف پژوهش حاضر اثربخشی بازی درمانی بر نقص توجه دانش‌آموزان دارای نقص توجه/بیش‌فعالی و دانش‌آموزان دارای اختلالات یادگیری دوره اول ابتدایی شهرستان جم بوده است. روش: این مطالعه از نوع شبه تجربی با طرح پیش‌آزمون، پس‌آزمون با گروه گواه و یک دوره پیگیری بود. جامعة آماری پژوهش حاضر شامل کلیه دانش‌آموزان دوره اول ابتدایی شهرستان جم در سال تحصیلی 1400-1399 بودند. نمونه‌های آماری 51 نفر به روش هدفمند و به طور مساوی بین دو گروه آزمایش و گواه تقسیم شدند. ابزار مورد استفاده پرسشنامه اختلال کم‌توجهی و بیش‌فعالی کانرز فرم معلمان (CADHDQ) کانرز (1990) و پروتکل اسپرینگر و همکاران (2012) و محمداسماعیل (1387) بوده است.
بحث: نتایج نشان داد بازی‌درمانی بر نقص توجه دانش‌آموزان دارای نقص توجه/بیش‌فعالی و دانش‌آموزان دارای اختلالات یادگیری اثربخش بوده و تفاوت مشاهده شده نسبت به گروه گواه از نظر آماری معنادار بوده است (p<0.01).
نتیجه گیری: با توجه به نتایج پژوهش می‌توان بیان کرد با تجهیز کلینیک‌های مشاوره آموزش و پرورش با اتاق بازی‌درمانی و به کارگیری‌بازی درمانی می‌توان گامی در جهت کاهش علائم نقص توجه/بیش‌فعالی کودکان بیش‌فعال برداشت.
Introduction & Objective: Most behavioral maladaptations and disorders in adolescence and adulthood are caused by ignoring the emotional-behavioral issues and problems of childhood and not guiding the developmental process of the child. The aim of this study was the effectiveness of play therapy on attention deficit in students with attention deficit / hyperactivity disorder and students with learning disabilities in the first period elementary school of Jam city. Method: This quasi-experimental study was a pre-test, post-test with a control group and a follow-up period. The statistical population of the present study included all first grade elementary students in the city of Jam in the academic year 2021-2022. Statistical samples of 51 people were purposefully divided equally between experimental and control groups. The instruments used were the Connors Teacher Form Attention Deficit Hyperactivity Disorder (CADHDQ) Questionnaire (1990) and the Springer et al Protocol (2012) and Mohammad Ismail (2008). Discussion: The results showed that play therapy was effective on attention deficit in students with attention deficit / hyperactivity disorder and students with learning disabilities and the observed difference compared to the control group was statistically significant (p <0.01). Conclusion: According to the research results, it can be stated that by equipping education counseling clinics with playrooms, therapy and play therapy, a step can be taken to reduce the symptoms of attention deficit / hyperactivity disorder in hyperactive children.
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