مقايسه اثربخشي بازي درماني گروهي مبتني بر رويكرد شناختي-رفتاري و قصه درماني بر پرخاشگري جسماني، رابطه اي و كلامي دانش آموزان كم توان ذهني آموزش پذير

Comparing the effectiveness of group play therapy based on cognitive-behavioral approach and story therapy on physical, relational and verbal aggression of Educable mentally retarded students

ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﻣﻘﺎﯾﺴﻪ ﻣﯿﺰان اﺛﺮﺑﺨﺸﯽ ﺑﺎزي درﻣﺎﻧﯽ ﺷﻨﺎﺧﺘﯽ رﻓﺘﺎري و ﻗﺼﻪ درﻣﺎﻧﯽ ﺑﺮ ﭘﺮﺧﺎﺷﮕﺮي ﺟﺴﻤﺎﻧﯽ،راﺑﻄﻪ اي و ﮐﻼﻣﯽ داﻧﺶ آﻣﻮزان ﮐﻢ ﺗﻮان ذﻫﻨﯽ آﻣﻮزش ﭘﺬﯾﺮ ﺻﻮرت ﮔﺮﻓﺖ. اﯾﻦ ﭘﮋوﻫﺶ، ﻣﻄﺎﻟﻌﻪ اي ﻧﯿﻤﻪ آزﻣﺎﯾﺸﯽ ﺑﺎ ﻃﺮح ﭘﯿﺶ آزﻣﻮن ﭘﺲ آزﻣﻮن و ﮔﺮوه ﮐﻨﺘﺮل ﺑﻮد. ﺟﺎﻣﻌﻪ آﻣﺎري اﯾﻦ ﭘﮋوﻫﺶ ﺷﺎﻣﻞ ﺗﻤﺎﻣﯽ داﻧﺶ آﻣﻮزان ﮐﻢ ﺗﻮان ذﻫﻨﯽ آﻣﻮزش ﭘﺬﯾﺮ ﮐﻪ در ﻣﺪرﺳﻪ اﺑﺘﺪاﯾﯽ اﺳﺘﺜﻨﺎﯾﯽ ﮔﻠﺴﺘﺎن ﺷﻬﺮ ﺗﺒﺮﯾﺰ ﻣﺸﻐﻮل ﺗﺤﺼﯿﻞ ﺑﻮدﻧﺪ. از روش ﻧﻤﻮﻧﻪ ﮔﯿﺮي در دﺳﺘﺮس ﺑﺮاي اﻧﺘﺨﺎب ﻧﻤﻮﻧﻪ اﺳﺘﻔﺎده ﺷﺪ. ﻟﺬا، ﻧﻤﻮﻧﻪ آﻣﺎري ﺷﺎﻣﻞ 45داﻧﺶ آﻣﻮز ﭘﺴﺮ اﺑﺘﺪاﯾﯽ ﺑﻮد ﮐﻪ ﺑﻪ ﺻﻮرت ﺗﺼﺎدﻓﯽ )15ﻧﻔﺮﻫﺮﮔﺮوه( ﺑﺎ ﺟﺎﯾﮕﺰﯾﻨﯽ ﺗﺼﺎدﻓﯽ درﮔﺮوه ﻫﺎي آزﻣﺎﯾﺶ وﮐﻨﺘﺮل اﻧﺘﺨﺎب ﺷﺪﻧﺪ. ﺟﻬﺖ ﺟﻤﻊ آوري داده ﻫﺎ، ﻣﻘﯿﺎس ﭘﺮﺧﺎﺷﮕﺮي ﮐﻮدﮐﺎن دﺑﺴﺘﺎﻧﯽ ﺷﻬﯿﻢ )1387( ﻣﻮرد اﺳﺘﻔﺎده ﻗﺮارﮔﺮﻓﺖ. ﯾﮑﯽ از ﮔﺮوه ﻫﺎي آزﻣﺎﯾﺶ ﺑﺮﻧﺎﻣﻪ آﻣﻮزﺷﯽ ﺑﺎزي درﻣﺎﻧﯽ )8 ﺟﻠﺴﻪ 45دﻗﯿﻘﻪ اي ﺑﺎزي درﻣﺎﻧﯽ ﺷﻨﺎﺧﺘﯽ-رﻓﺘﺎري(، ﮔﺮوه ﺑﻌﺪي ﺑﺮﻧﺎﻣﻪ آﻣﻮزﺷﯽ ﻗﺼﻪ درﻣﺎﻧﯽ ) 8ﺟﻠﺴﻪ 45دﻗﯿﻘﻪ اي ﻗﺼﻪ درﻣﺎﻧﯽ( و ﮔﺮوه ﮐﻨﺘﺮل ﺑﺮﻧﺎﻣﻪ آﻣﻮزﺷﯽ درﯾﺎﻓﺖ ﻧﮑﺮدﻧﺪ. ﻧﺘﺎﯾﺞ ﺗﺤﻠﯿﻞ ﮐﻮوارﯾﺎﻧﺲ ﻧﺸﺎن داد ﮐﻪ ﺑﯿﻦ ﺑﺎزي درﻣﺎﻧﯽ ﺷﻨﺎﺧﺘﯽ-رﻓﺘﺎري و ﻗﺼﻪ درﻣﺎﻧﯽ ﺑﺎ ﮔﺮوه ﮐﻨﺘﺮل در ﻣﻮﻟﻔﻪ ﻫﺎي ﭘﺮﺧﺎﺷﮕﺮي ﺗﻔﺎوت ﻣﻌﻨﺎداري وﺟﻮد دارد)0/001(. ﻫﻤﭽﻨﯿﻦ ﻗﺼﻪ درﻣﺎﻧﯽ ﻧﺴﺒﺖ ﺑﻪ ﺑﺎزي درﻣﺎﻧﯽ ﺷﻨﺎﺧﺘﯽ-رﻓﺘﺎري در ﮐﺎﻫﺶ ﭘﺮﺧﺎﺷﮕﺮي ﺑﺎ ﺿﺮﯾﺐ ﺗﺎﺛﯿﺮ 76% ﻣﻮﺛﺮﺗﺮ ﺑﻮد. ﺑﺮ اﯾﻦ اﺳﺎس ﻣﯽ ﺗﻮان ﻧﺘﯿﺠﻪ ﮔﺮﻓﺖ ﮐﻪ ﻗﺼﻪ درﻣﺎﻧﯽ و ﺑﺎزي درﻣﺎﻧﯽ ﺷﻨﺎﺧﺘﯽ- رﻓﺘﺎري ﻣﯽ ﺗﻮاﻧﻨﺪ ﺑﻪ ﻋﻨﻮان ﻣﺪاﺧﻼت ﺗﮑﻤﯿﻠﯽ در ﺟﻬﺖ ﮐﺎﻫﺶ و ﺑﻬﺒﻮد ﻣﺸﮑﻼت رواﻧﺸﻨﺎﺧﺘﯽ داﻧﺶ آﻣﻮزان ﮐﻢ ﺗﻮان ذﻫﻨﯽ ﺑﻪ ﮐﺎر ﮔﺮﻓﺘﻪ ﺷﻮﻧﺪ

The present study was conducted with the aim of comparing the effectiveness of cognitive-behavioral game therapy and story therapy on physical, relational and verbal aggression of mentally retarded students. This research was a semi-experimental study with a pre-test, post-test and control group design. The statistical population of this research includes all students with intellectual disabilities who were studying in Golestan Exceptional Primary School in Tabriz. The available sampling method was used to select the sample. Therefore, the statistical sample consisted of 45 elementary school boys who were randomly selected (15 students per group) with random replacement in experimental and control groups. In order to collect data, the aggression scale of Shahim primary school children (1387) was used. One of the experimental groups received the game therapy educational program (8 sessions of 45-minute cognitive-behavioral game therapy), the next group did not receive the educational program of story therapy (8 sessions of 45 minutes of story therapy) and the control group did not receive the educational program. The results of covariance analysis showed that there is a significant difference between cognitive-behavioral game therapy and story therapy with the control group in aggression components (0.001). Also, story therapy was more effective than cognitive-behavioral game therapy in reducing aggression with an effectiveness factor of 76%. Based on this, it can be concluded that story therapy and cognitive-behavioral game therapy can be used as complementary interventions to reduce and improve the psychological problems of mentally challenged students.