اثربخشي بازي‌ درماني مبتني‌ بر شناختي‌ رفتاري بر خود كارآمدي و احساس تنهايي در دانش‌آموزان ابتدايي داراي مشكلات يادگيري

Effectiveness of Cognitive Behavioral Play Therapy on self- efficacy and loneliness of Primary school students with learning difficulties

زمينه و هدف: مشكلات يادگيري مي‌تواند موجب پيامدهاي منفي همچون خودكارآمدي ضعيف و احساس تنهايي در دانش‌آموزان ابتدايي شود. هدف از پژوهش حاضر بررسي اثربخشي بازي‌درماني مبتني‌بر شناختي‌رفتاري بر خودكارآمدي و احساس تنهايي دانش‌آموزان ابتدايي داراي مشكلات يادگيري بود. روش‌بررسي: روش پژوهش از نوع شبه‌آزمايشي بوده و از طرح پيش‌آزمون‌پس‌آزمون با گروه كنترل استفاده شد. جامعهٔ آماري اين پژوهش را دانش‌آموزان ابتدايي داراي مشكلات يادگيري شهر رشت در سال 1395 تشكيل داد. افراد نمونه در مرحلهٔ اول به‌طور نمونه‌گيري دردسترس انتخاب شدند. پس از تكميل مقياس خودكارآمدي عمومي شرر و مقياس احساس تنهايي آشر و كسب حدنصاب لازم براي ورود به تحقيق، بااستفاده از نمونه‌گيري تصادفي در دو گروه آزمايشي و كنترل (12 نفر براي هر گروه) قرار گرفتند. گروه آزمايش در 8جلسهٔ گروهي بازي‌درماني شناختي‌رفتاري شركت كردند، درحالي‌كه گروه كنترل هيچ مداخله‌اي دريافت نكرد. داده‌هاي جمع‌آوري‌شده بااستفاده از نرم‌افزار SPSS نسخهٔ 18 و به‌شيوهٔ تحليل كواريانس تك‌متغيره تجزيه‌و‌تحليل شدند. يافته‌ها: نتايج نشان داد ميانگين نمرهٔ پيش‌آزمون خودكارآمدي و احساس تنهايي در گروه آزمايش به‌ترتيب برابر با 32٫33 و 30٫58 و نمره‌هاي پس‌آزمون در گروه آزمايش به‌ترتيب 46٫17 و 26٫83 است. همچنين ميانگين نمرۀپيش‌آزمون خودكارآمدي و احساس تنهايي در گروه كنترل به‌ترتيب برابر با 32٫17 و 31٫50 و نمره‌هاي پس‌آزمون در گروه كنترل به‌ترتيب 35٫33 و 32٫08 است. نتايج تحليل كواريانس نشان مي‌دهد بازي‌درماني شناختي‌رفتاري به‌طور معناداري موجب افزايش خودكارآمدي و كاهش احساس تنهايي دانش‌آموزان ابتدايي داراي مشكلات يادگيري شده است (0٫01>p). نتيجه‌گيري: باتوجه به اثربخشي بازي‌درماني شناختي‌رفتاري پيشنهاد مي‌شود از اين شيوه آموزشي به‌منظور بهبود وضعيت‌شناختي و روان‌شناختي دانش‌آموزان ابتدايي داراي مشكلات يادگيري استفاده شود.

Background and Objective: Learning difficulties can cause negative consequences such as poor efficacy and loneliness in primary school students. In fact, learning problems and disorders are not only related to negative academic consequences, but they can also negatively affect the mental health and emotional well-being of primary school students. It is worth noting that Attention to academic problems and psychological matters of primary school students is necessary to prevent problems in the future. Previous studies and research literature shows that play therapy is an effective strategy, which can result in the empowerment of children. Cognitive Behavioral Play Therapy is an effective approach to play therapy. Cognitive Behavioral Play Therapy is based on the principles of cognitive behavior therapy. Thus, the aim of current research was to investigate the effect of Cognitive Behavioral Play Therapy on self- efficacy and loneliness of primary school students with learning difficulties. Methods: This is a pretest-posttest control group quasi-experimental research. Population of study consisted of primary school students with learning difficulties in Rasht-Iran in 2016. Convenience sampling ease used to recruit 36 participants. The research instruments were Sherer General Self-Efficacy Scale and Usher Loneliness Scale. Both scales were used in this study are valid and reliable. The participants were randomly assigned to experimental groups and and control groups in equal numbers. The inclusion criteria were voluntary participation and nonparticipation in other research programs simultaneously. The experimental group participated in 8 sessions of group training based on Cognitive Behavioral Play Therapy. The control group received no intervention. Univariate analysis of covariance and multivariate analysis of covariance (ANCOVA) was used to analyze the data. Results: Kolmogorov-Smirnov test results showed the normality of the distribution of scores on both research instruments (p>0.05). Levene test results confirmed the equality of variances assumption (p>0.05). The results showed that Cognitive Behavioral Play Therapy significantly increased self- efficacy of primary school students with learning difficulties (p>0.01). It also significantly reduced loneliness of primary school students with learning difficulties (p>0.01). Conclusion: It can be concluded that Cognitive Behavioral Play Therapy improves self- efficacy and reduces loneliness of Primary school students with learning difficulties. The results of current research are consistent with other conducted studies. In other words, Cognitive Behavioral Play Therapy provides conditions that students directly and indirectly correct their irrational beliefs and learn behavioral skills. Thus, they experience positive cognitive, emotional and social results. Cognitive Behavioral Play Therapy is recommended to improve self-efficacy and reduce loneliness among primary school students with learning disabilities.