اثربخشی بازی‌درمانی فیلیالی بر سواد هیجانی کودکان دارای اختلال یادگیری خاص

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار گروه روان شناسی، دانشگاه ملایر

2 کارشناس ارشد روانشناسی، دانشگاه ملایر

10.22098/jld.2019.831

چکیده

ازجمله مشکلات کودکان دارای اختلال یادگیری خاص، سواد هیجانی پایین است. هدف پژوهش حاضر، اثربخشی بازی­درمانی فیلیالی بر سواد هیجانی کودکان دارای اختلالات یادگیری خاص بود. طرح پژوهش آزمایشی (پیش­آزمون و پس­آزمون با گروه کنترل) بود. از میان کل مادران کودکان دارای اختلال یادگیری خاص، 32 مادر که سواد هیجانی کودکان خود را پایین ارزیابی کرده بودند به‌صورت تصادفی در دو گروه آزمایش و کنترل جایگزین شدند. برای جمع­آوری داده­ها از ابزار ارزیابی سواد هیجانی - نسخه­ی والدین استفاده شد. بازی­درمانی فیلیالی به‌صورت گروهی در ده جلسه­ی دو ساعته برای گروه آزمایش اعمال شد و گروه کنترل در این مدت آموزشی دریافت نکردند. برای تجزیه‌وتحلیل داده­ها از تحلیل کواریانس یک‌راهه (آنکوا) و تحلیل کواریانس چندمتغیری (مانکوا) استفاده شد. نتایج نشان داد که بازی­درمانی فیلیالی بر بهبود سواد هیجانی (همدلی، انگیزش، خودتنظیمی و مهارت­های اجتماعی) کودکان دارای اختلال یادگیری خاص تأثیر معنی­دار داشته است. بر اساس نتایج، بازی­درمانی فیلیالی برای بهبود مشکلات هیجانی و به‌ویژه مشکل سواد هیجانی کودکان دارای اختلال یادگیری خاص پیشنهاد می­شود. 

کلیدواژه‌ها


عنوان مقاله [English]

The effectiveness of Filial play therapy on emotional literacy of children with specific learning disorder

نویسندگان [English]

  • S Ariapooran 1
  • M Gorji Chalsepari 2
1 Associate Professor of psychology, Malayer University
2 M. A in psychology, Malayer University
چکیده [English]

One of the problems of children with specific learning disorder is low level of emotional literacy. The purpose of the present study was to investigate the effectiveness of Filial Play Therapy on emotional literacy of children with specific learning disorder. The research design was experimental (pre-test and post-test with a control group). From the total number of mothers of children with specific learning disorder, 32 mothers who reported low emotional literacy of their children were randomly assigned to experimental and control groups. The Emotional Literacy Assessment Instrument-parental version- was used to collect the data. Group Filial Play Therapy in 10 two-hour sessions was performed for the experimental group and the control group did not receive any training in this period. One-way analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA) were used for analyzing the data. The results showed that Filial Play Therapy had a significant effect on improving emotional literacy (empathy, motivation, self-regulation and social skills) of children with specific learning disorder. Based on the results, Filial Play Therapy is recommended for the improvement of emotional problems and especially for the emotional literacy problem of children with specific learning disorder.

کلیدواژه‌ها [English]

  • Emotional literacy
  • filial play therapy
  • specific learning disorder
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