مقایسه اثربخشی روش های بازی‌درمانی مبتنی بر پذیرش و تعهد و ترکیب آن با آموزش مادران بر اضطراب، عزت‌نفس و خودکارآمدی کودکان دبستانی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 کارشناس ارشد روانشناسی عمومی دانشگاه آزاد اسلامی واحد بروجن، بروجن، ایران

2 استادیار، گروه روانشناسی دانشگاه فرهنگیان تهران، تهران، ایران

3 استادیار، گروه روانشناسی دانشگاه کاشان، کاشان، ایران

چکیده

مقدمه: پژوهش حاضر با هدف بررسی و مقایسه تأثیر بازی‌درمانی مبتنی بر پذیرش و تعهد و ترکیب آن با آموزش مادران بر اضطراب، عزت‌نفس و خودکارآمدی کودکان دبستانی انجام شد.
روش: پژوهش از یک طرح آزمایشی با چارچوب پیش­آزمون­­پس­آزمون با گروه کنترل همراه با دوره پیگیری بهره می­برد. از بین کودکان مضطرب کلاس چهارم و پنجم شهر فارسان، نمونه ای  45 نفره به صورت تصادفی در دو گروه آزمایشی و یک گروه کنترل 15 نفره تقسیم شدند. گروه­ آزمایشی اول 8 جلسه­ مداخله‌ بازی‌درمانی مبتنی بر اکت و گروه دوم بازی‌درمانی مبتنی بر اکت همراه با آموزش مادران را دریافت کردند. گروه کنترل هیچ مداخله­ای جز جلسات همدلانه دریافت نکردند. آزمودنی­ها در مرحله پیش‌آزمون، پس‌آزمون و پیگیری به پرسشنامه مقیاس اضطراب اسپنس، خودکارآمدی کودکان و نوجوانان موریس و پرسشنامه عزت‌نفس کوپر اسمیت  پاسخ دادند.  داده­ها با روش مانووا با اندازه­های مکرر تحلیل شدند.
یافته‌ها: نتایج نشان داد بازی‌درمانی مبتنی بر اکت بطور معنادار موجب افزایش عزت‌نفس و خودکارآمدی کودکان دبستانی می شود،  اما بر اضطراب آنان تأثیری نداشته است. دخرمان ترکیبی بطور معناداری به کاهش اضطراب و افزایش عزت‌نفس و خودکارآمدی کودکان انجامیده است.
نتیجه‌گیری: اگرچه هر دو نوع درمان آثار مثبتی بر متغیرهای مورد مطالعه داشته­اند اما درمان ترکیبی روش مداخله مؤثرتری بود.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Comparison of the Effectiveness of Acceptance-and-Commitment Play Therapy and its Integration with Training Mothers on Elementary School Children’ Anxiety, Self-Esteem, and Self-Efficacy

نویسندگان [English]

  • S.A Mortazavi, 1
  • GH.R Nikrahan, 2
  • M. Sadoughi, 3
چکیده [English]

Introduction: The present study aimed to compare effects of the Acceptance and Commitment Play Therapy combined with training mothers on anxiety, self-esteem, and self-efficacy of elementary-school students.
Method: The study administered an experimental design with a pretest-posttest, follow-up framwork. A total sample of 45 students in 4th and 5th grade at Farsan city were randomly selected and divided to two experimental groups and one control group (n=15). The first experimental group received 8 sessions of the ACT play therapy, while the second group received the combined ACT play therapy and maternal training. No intervention made on the control group  except empathic conversation sessions.
Subjects were completed the Spence Anxiety Questionnaire, the Morris Children and Adolescents Self-efficacy Questionnaire, and the Cooper Smith Self-Esteem Questionnaire in pre-test, post-test, and follow-up phases. The final dataset were analyzed by a repeated-measure MANOVA analysis.
Results: Results indicated that the ACT play therapy significantly increased the children’s self-esteem and self-efficacy, whereas no significant effect found for their anxiety. The combined treatment in contrast significantly reduced anxiety and  increased self-esteem and self-efficacy in children.
Conclusion: It could be concluded that although both treatments conveyed positive effects, the combined treatment was more effective than the isolated ACT play therapy.

کلیدواژه‌ها [English]

  • Acceptance and Commitment Play Therapy
  • Anxiety
  • Self-esteem
  • self-efficacy
  • Children
  • Training Mothers

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