پديد آورندگان :
علي مرادي، مهناز دانشگاه آزاد اسلامي، واحد تنكابن - گروه روان شناسي , قربان شيرودي، شهره دانشگاه آزاد اسلامي، واحد تنكابن - گروه روان شناسي , خلعتبري، جواد دانشگاه آزاد اسلامي، واحد تنكابن - گروه روان شناسي , رحماني، محمدعلي دانشگاه آزاد اسلامي، واحد تنكابن - گروه مشاوره
كليدواژه :
بازي‌درماني , خود توانمندسازي اجتماعي , ناگويي هيجاني , اختلال يادگيري خاص
چكيده فارسي :
هدف: بسياري از روان‌شناسان و متخصصان سلامت در زمينهٔ كاهش آثار روان‌شناختي در دانش‌آموزان با اختلال خاص يادگيري ازجمله ناگويي هيجاني و افزايش توانمندسازي اجتماعي آنان تلاش جدي دارند، بنابر اين هدف مطالعه حاضر بررسي اثربخشي بازي‌درماني بر خود توانمندسازي اجتماعي و ناگويي هيجاني دانش‌آموزان دختر با اختلال يادگيري خاص بود.
روش‌بررسي: پژوهش حاضر نيمه‌آزمايشي از نوع پيش‌آزمون پس‌آزمون با گروه گواه بود. جامعهٔ آماري، تمامي دانش‌آموزان دختر پايهٔ ششم مبتلابه اختلال يادگيري خاص شهر بهارستان در سال تحصيلي 1397-1396 بودند كه 30 نفر (15 نفر آزمايش، 15 نفر گواه) به‌صورت نمونه‌گيري دردسترس انتخاب شده و به‌طور تصادفي در دو گروه آزمايش و گواه گماشته شدند. ابزار پژوهش شامل پرسشنامهٔ خودتوانمندسازي اجتماعي پرندين (1385)، پرسشنامهٔ ناگويي خلقي بگبي و همكاران (1994) و ده جلسهٔ 60دقيقه‌اي آموزش گروهي بازي‌درماني شناختي-رفتاري اسدي و اسدبيگي (1396) بود. جهت تحليل داده‌ها، از نرم‌افزار SPSS نسخهٔ 22 و آزمون تحليل كوواريانس چندمتغيره استفاده شد.
يافته‌ها: نتايج نشان داد كه تفاوت معنا‌داري در ميانگين نمرات خود توانمندسازي اجتماعي و ناگويي هيجاني پيش‌آزمون و پس‌آزمون در افراد گروه آزمايش وجود دارد (0٫001>p)، اما اين تغييرات در گروه گواه معنا‌دار نبود.
نتيجه‌گيري: استفاده از آموزش گروهي بازي‌درماني شناختي - رفتاري، به عنوان مداخلهٔ آموزشي اثربخش، خود توانمندسازي اجتماعي و ناگويي هيجاني دانش‌آموزان دختر با اختلال يادگيري خاص را ارتقا مي‌دهد.
چكيده لاتين :
Background & Objective: Specific learning disorder is the disruption of one or more basic psychological processes, which creates problems in
understanding or applying spoken or written language and emerges in the form of incomplete listening, thinking, speaking, reading, writing,
spelling or mathematical calculations. Many social and emotional problems are observed in students with specific learning disorder at schools.
One of the factors contributing to the increase in this issue is the lack of social self-empowerment in these children. Also, alexithymia is another
problem of these students. Therefore, finding a way to enable children to express their emotions in a way other than verbal expression and
increase their social capabilities is absolutely necessary. In this regard, game is a means by the aid of which the child expresses himself/herself
and it is an appropriate means for release of emotions and self-expression for every child. Therefore, the aim of the present study was exploring
the effect of play therapy on social self-empowerment and alexithymia in female students with specific learning disorder.
Methods: This study was a quasi-experimental study of pretest-posttest design with control group. Play therapy was implemented only on the
experimental group and its effects on the posttest scores of the experimental group was compared to the control group. The statistical population
of the study consisted of all sixth-grade female students with specific learning disorder in Baharestan county during the school year of 2017-
2018 and 30 individuals (15 experimental, 15 control) were selected randomly using convenience sampling and were assigned into two groups
of experimental and control. The research instruments included the Parandin Social Self-empowerment Questionnaire (2006), Bagby et al.’s
Alexithymia Scale (1994) and ten 60-minute sessions of training Asadi and Asadbeigi’s Cognitive Behavioral Play Therapy (2017). Data were
analyzed by SPSS software version 22 and multivariate analysis of covariance test.
Results: The mean and standard deviation of the social self-empowerment of the experimental group were 260.07±29.247 before the intervention,
and 326.88±25.362 after the intervention. The mean and standard deviation of alexithymia score in the experimental group was equal to
90.56±5.672 before the intervention and 65.06±4.238 after the intervention. Also, the size of the effect of social self-empowerment score was
0.508 (p<0.01) and the size of the effect of alexithymia was 0.416 (p<0.01). Also, the results showed that there was a significant difference
between the pretest and posttest means of social self-empowerment scores and alexithymia in the experimental group (p<0.01), but these changes
were not significant in the control group.
Conclusion: The results showed that play therapy is effective in increasing social self-empowerment and its components and decreasing
alexithymia in female students with specific learning disorder. Therefore, it is recommended that, along with other therapeutic methods, play
therapy be used to increase social self-empowerment and to treat of alexithymia symptoms in students with specific learning disorder. Finally,
it is necessary to use cognitive-behavioral group therapy education as an effective educational intervention in support of students with specific
learning disorder.
