ﻣﻘﺎﯾﺴﻪ اﺛﺮﺑﺨﺸﯽ ﻗﺼﻪ درﻣﺎﻧﯽ و ﻣﻮﺳﯿﻘﯽدرﻣﺎﻧﯽ ﺑﺮ ﮐﺎرﮐﺮدﻫﺎي اﺟﺮاﯾﯽ داﻧﺶآﻣﻮزان دﺧﺘـﺮ ﭘﺮﺧﺎﺷﮕﺮ ﻣﻘﻄﻊ اﺑﺘﺪاﯾﯽ

Comparison of the Effectiveness of Story Therapy and Music Therapy on the Executive Functions of Aggressive Female Elementary School Students

زﻣﯿﻨﻪ و ﻫﺪف: اﻣﺮوزه، ﭘﺮﺧﺎﺷﮕﺮي ﮐﻮدﮐﺎن ﯾﮑﯽ از ﺷﺎﯾﻊﺗﺮﯾﻦ و ﯾﮑﯽ از دﻻﯾﻞ ﻣﻬﻢ ارﺟﺎع آنﻫﺎ ﺑﻪ رواندرﻣﺎﻧﮕﺮان اﺳﺖ. ﻫﺪف از ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﻣﻘﺎﯾﺴﻪ اﺛﺮﺑﺨﺸﯽ ﻗﺼﻪ درﻣﺎﻧﯽ و ﻣﻮﺳﯿﻘﯽدرﻣﺎﻧﯽ ﺑﺮ ﮐﺎرﮐﺮدﻫﺎي اﺟﺮاﯾﯽ داﻧﺶآﻣﻮزان دﺧﺘﺮ ﭘﺮﺧﺎﺷﮕﺮ ﺑﻮد. ﻣﻮاد و روشﻫﺎ: در اﯾﻦ ﻣﻄﺎﻟﻌﻪ ﻧﯿﻤﻪ آزﻣﺎﯾﺸﯽ، 45 داﻧﺶآﻣﻮز ﭘﺮﺧﺎﺷﮕﺮ از ﺑﯿﻦ داﻧﺶآﻣﻮزان دﺧﺘﺮ ﻣﻘﻄﻊ اﺑﺘﺪاﯾﯽ ﺷﻬﺮ ﮐـﺮج در ﺳـﺎل ﺗﺤﺼـﯿﻠﯽ 1400- 1399 ﺑﻪﺻﻮرت ﺗﺼﺎدﻓﯽ ﺧﻮﺷﻪاي اﻧﺘﺨﺎب و ﺑﻪﺻﻮرت ﺗﺼﺎدﻓﯽ در دو ﮔﺮوه آزﻣﺎﯾﺶ و ﯾﮏ ﮔﺮوه ﮐﻨﺘﺮل ﻗﺮار ﮔﺮﻓﺘﻨﺪ. اﺑﺰار ﭘﮋوﻫﺶ ﺷﺎﻣﻞ ﭘﺮﺳﺸـﻨﺎﻣﻪ ﻫـﺎي ﭘﺮﺧﺎﺷﮕﺮي ﮐﻮدﮐﺎن دﺑﺴﺘﺎﻧﯽ، آزﻣﻮن وﯾﺴﮑﺎﻧﺴﯿﻦ، آزﻣﻮن ﻋﻤﻠﮑﺮد ﻣﺪاوم و آزﻣﻮن اﺳﺘﺮوپ ﺑﻮد. ﮔﺮوهﻫﺎي آزﻣﺎﯾﺶ ﺗﺤﺖ درﻣﺎن ﻗﺼﻪ درﻣﺎﻧﯽ در 11 ﺟﻠﺴـﻪ و ﻣﻮﺳﯿﻘﯽدرﻣﺎﻧﯽ در 8 ﺟﻠﺴﻪ ﻗﺮار ﮔﺮﻓﺘﻨﺪ. دادهﻫﺎ ﺑﺎ روش ﺗﺤﻠﯿﻞ ﮐﻮوارﯾﺎﻧﺲ ﭼﻨﺪﻣﺘﻐﯿﺮي ﺗﺤﻠﯿﻞ ﺷﺪﻧﺪ. ﯾﺎﻓﺘﻪﻫﺎ: ﺑﯿﻦ اﺛﺮﺑﺨﺸﯽ ﻗﺼﻪ درﻣﺎﻧﯽ و ﻣﻮﺳﯿﻘﯽدرﻣﺎﻧﯽ ﺑﺮ ﮐﺎرﮐﺮدﻫﺎي اﺟﺮاﯾﯽ )p<0/001( داﻧﺶآﻣﻮزان دﺧﺘﺮ ﭘﺮﺧﺎﺷﮕﺮ، ﺗﻔﺎوت ﻣﻌﻨﯽداري ﻣﺸﺎﻫﺪه ﺷـﺪ. ﻣﯿﺎﻧﮕﯿﻦ ﻧﻤﺮات ﮐﺎرﮐﺮدﻫﺎي اﺟﺮاﯾﯽ در ﭘﺲآزﻣﻮن ﻣﻮﺳﯿﻘﯽدرﻣﺎﻧﯽ، ﺑﻪﻃﻮر ﻣﻌﻨﯽداري ﺑﯿﺸﺘﺮ از ﻣﯿﺎﻧﮕﯿﻦ ﻧﻤـﺮات ﮔـﺮوه ﻗﺼـﻪ درﻣـﺎﻧﯽ و ﮔـﺮ وه ﮐﻨﺘـﺮل ﺑـﻮد )p<0/001(. ﻧﺘﯿﺠﻪﮔﯿﺮي: ﻗﺼﻪ درﻣﺎﻧﯽ و ﻣﻮﺳﯿﻘﯽدرﻣﺎﻧﯽ ﺑﺮ ﺑﻬﺒﻮد ﮐﺎرﮐﺮدﻫﺎي اﺟﺮاﯾﯽ داﻧﺶآﻣﻮزان دﺧﺘﺮ ﭘﺮﺧﺎﺷﮕﺮ ﻧﻘﺶ ﻣﺆﺛﺮي دارد. ﻫﻤﭽﻨﯿﻦ ﻣﻮﺳﯿﻘﯽدرﻣﺎﻧﯽ ﻧﺴﺒﺖ ﺑﻪ ﻗﺼﻪ درﻣﺎﻧﯽ ﺑﺮ اﻓﺰاﯾﺶ ﺷﺎﺧﺺﻫﺎي ﮐﺎرﮐﺮدﻫﺎي اﺟﺮاﯾﯽ )اﻧﻌﻄﺎفﭘﺬﯾﺮي ﺷﻨﺎﺧﺘﯽ، ﺗﻮﺟﻪ ﭘﺎﯾﺪار و ﺑﺎزداري( داﻧﺶآﻣﻮزان دﺧﺘﺮ ﭘﺮﺧﺎﺷﮕﺮ، ﺗـﺄﺛﯿﺮ ﺑﯿﺸـﺘﺮي دارد؛ ﺑﻨﺎﺑﺮاﯾﻦ ﭘﯿﺸﻨﻬﺎد ﻣﯽﺷﻮد اﯾﻦ درﻣﺎنﻫﺎ ﺑﺮاي ﮐﻤﮏ ﺑﻪ داﻧﺶآﻣﻮزان ﭘﺮﺧﺎﺷﮕﺮ در ﻣﺤﯿﻂﻫﺎي آﻣﻮزﺷﯽ و درﻣﺎﻧﯽ ﺗﻮﺳﻂ ﻣﺘﺨﺼﺼﺎن اﯾﻦ ﺣﻮزهﻫـ ﺎ اﺟـﺮا ﮔﺮدد. ﻧﺘﺎﯾﺞ اﯾﻦ ﭘﮋوﻫﺶ ﻣﯽﺗﻮاﻧﺪ ﺗﻠﻮﯾﺤﺎت آﻣﻮزﺷﯽ زﯾﺎدي داﺷﺘﻪ ﺑﺎﺷﺪ.

Aim and Background: Today, children's aggression is one of the most common and one of the important reasons for their referral to psychotherapists. The aim of this study was to compare the effectiveness of story therapy and music therapy on the executive functions of aggressive female students. Methods and Materials: In this quasi-experimental study, 45 aggressive students were randomly selected from among elementary school female students in Karaj in the academic year 2020-2021 and were randomly divided into two experimental groups and one control group. The research instruments included primary school children aggression questionnaires, Wisconsin test, continuous performance test and Stroop test. The experimental groups underwent story therapy in 11 sessions and music therapy in 8 sessions. Data were analyzed by multivariate analysis of covariance. Findings: There was a significant difference between the effectiveness of story therapy and music therapy on executive functions (p <0.001) of aggressive female students. The mean scores of executive functions in the post-test of music therapy were significantly higher than the mean scores of the story therapy group and the control group (p <0.001). Conclusions: Story therapy and music therapy have an effective role in improving the executive functions of aggressive female students. Also, music therapy has a greater effect on increasing performance indicators (cognitive flexibility, sustained attention and inhibition) of aggressive female students than story therapy. Therefore, it is suggested that these treatments be performed by specialists in these fields to help aggressive students in educational and therapeutic environments. The results of this research can have many educational implications.