Volume 3, Issue 1 (March 2024)
IJER 2024, 3(1): 1-12 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Soroushvala A, Merati A, Yousefvand M. (2024). Comparing the Effectiveness of Child-Centered Play Therapy and Story Therapy on Social Skills and Shyness in Preschool Children with Attention Deficit Hyperactivity Disorder in Tehran. IJER. 3(1), 1-12. doi:10.22034/3.1.1
URL: http://ijer.hormozgan.ac.ir/article-1-151-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-151-en.html
1- Faculty of Humanities, Department of Psychology, Borujerd Branch, Islamic Azad University, Borujerd, Iran
2- Assistant Professor, Faculty of Humanities, Department of Psychology and Educational Sciences, Payame Noor University, Tehran-Iran ,Alirezamerati@pnu.ac.ir
2- Assistant Professor, Faculty of Humanities, Department of Psychology and Educational Sciences, Payame Noor University, Tehran-Iran ,
Abstract: (898 Views)
Objective: The aim of this study was to compare the effectiveness of child-centered play therapy and story therapy on social skills and shyness in preschool children with attention deficit hyperactivity disorder in Tehran.
Methods: The research method was a semi-experimental pre-test-post-test design with experimental and control groups. The statistical population of this research included all preschool children in 22 districts of Tehran, who were selected from three districts 1, 3, and 6 using purposive sampling, and 5 preschool centers were selected from these three districts. The selection of the research sample was done in two stages. In the first stage, 80 children were examined with a research checklist, and in the second stage, 45 children with a primary diagnosis of attention-deficit-hyperactivity disorder were selected, who were normal in terms of motor function and free of other psychological disorders, and to differentiate normal children and children with Attention-deficit-hyperactivity disorder, they were evaluated with behavioral inventory and clinical interview for more certainty. Then these people were compared in terms of age, gender, IQ and socio-economic status. To collect research data, social skills questionnaire - parent form (Gresham and Elliott, 1990) and shyness test (Cheek and Briggs, 1990) were used. Therapeutic interventions were also implemented with the protocols of story therapy (Sabri and Vakili, 2013) and child-centered play therapy (Qureishi, 2015).
Results: The results showed that in terms of social skills, the therapeutic approach of story therapy has obtained better results, whereas, play therapy has more significant effects on shyness.
Conclusions: The findings of the research can be a practical guide for therapists and psychologists in the field of children psychology.
Methods: The research method was a semi-experimental pre-test-post-test design with experimental and control groups. The statistical population of this research included all preschool children in 22 districts of Tehran, who were selected from three districts 1, 3, and 6 using purposive sampling, and 5 preschool centers were selected from these three districts. The selection of the research sample was done in two stages. In the first stage, 80 children were examined with a research checklist, and in the second stage, 45 children with a primary diagnosis of attention-deficit-hyperactivity disorder were selected, who were normal in terms of motor function and free of other psychological disorders, and to differentiate normal children and children with Attention-deficit-hyperactivity disorder, they were evaluated with behavioral inventory and clinical interview for more certainty. Then these people were compared in terms of age, gender, IQ and socio-economic status. To collect research data, social skills questionnaire - parent form (Gresham and Elliott, 1990) and shyness test (Cheek and Briggs, 1990) were used. Therapeutic interventions were also implemented with the protocols of story therapy (Sabri and Vakili, 2013) and child-centered play therapy (Qureishi, 2015).
Results: The results showed that in terms of social skills, the therapeutic approach of story therapy has obtained better results, whereas, play therapy has more significant effects on shyness.
Conclusions: The findings of the research can be a practical guide for therapists and psychologists in the field of children psychology.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2023/02/27 | Accepted: 2023/08/11 | Published: 2024/03/1
Received: 2023/02/27 | Accepted: 2023/08/11 | Published: 2024/03/1
References
1. Baribeau, D. A., Dupuis, A., Paton, T. A., Hammill, C., Scherer, S. W., Schachar, R. J., ... & Anagnostou, E. (2019). Structural neuroimaging correlates of social deficits are similar in autism spectrum disorder and attention-deficit/hyperactivity disorder: Analysis from the POND Network. Translational psychiatry, 9(1), 1-14. [DOI:10.1038/s41398-019-0382-0]
2. Byrd, R., & Luke, C. (2020). Counseling children and adolescents: Cultivating empathic connection (1st ed.). Routledge. [DOI:10.4324/9781351133159]
3. Carlson, R. (2021). Provocateurs, Examiners, and Fools: Divine Opponents to the Aqedah in Early Judaism. The Catholic Biblical Quarterly, 83(3), 373-389. [DOI:10.1353/cbq.2021.0080]
4. Casta, L. (2020). Child-centered play therapy and narrative therapy: Consilience and synthesis. International Journal of Narrative Therapy and Community Work, 1, 24-33.
5. Cheek, J. M., & Briggs, S. R. (1990). Shyness as a personality trait. Shyness and embarrassment: Perspectives from social psychology, 315-337. [DOI:10.1017/CBO9780511571183.012]
6. Cochran, N. H., Nordling, W. J., & Cochran, J. L. (2023). Child-centered play therapy: A practical guide to therapeutic relationships with children. Routledge. [DOI:10.4324/9781003260431]
7. Gresham, F. M., Elliott, S. N., Vance, M. J., & Cook, C. R. (2011). Comparability of the Social Skills Rating System to the Social Skills Improvement System: Content and psychometric comparisons across elementary and secondary age levels. School Psychology Quarterly, 26(1), 27. [DOI:10.1037/a0022662]
8. Landreth, G. L. (2012). Play therapy: The art of the relationship. Routledge.
9. London, A. S., & Landes, S. D. (2021). Cohort change in the prevalence of ADHD among US adults: evidence of a gender-specific historical period effect. Journal of attention disorders, 25(6), 771-782. [DOI:10.1177/1087054719855689]
10. Mikami, A. Y., Miller, M., & Lerner, M. D. (2019). Social functioning in youth with attention-deficit/hyperactivity disorder and autism spectrum disorder: transdiagnostic commonalities and differences. Clinical Psychology Review, 68, 54-70. [DOI:10.1016/j.cpr.2018.12.005]
11. Moghtader, L., Bashash, S., & Pourshaban, M. (2022). Effectiveness of play therapy on anxiety and shyness in elementary school students. Caspian Journal of Health Research, 7(4), 193-200. [DOI:10.32598/CJHR.7.4.249.1]
12. Mohammadpanah Ardakan, A., Ebrahimi, H., & Taghavi, P. (2022). Investigating of the effectiveness of storytelling on reducing of fears and shyness in children 3-8 years. Library and Information Sciences, 25(2), 140-159.
13. Onuorah, A. R. (2020). Efficacy of digital storytelling intervention on social skills acquisition among primary school children. Journal of Engineering and Applied Sciences, 15(12), 2562-2567.
14. Rydell, A. M., Diamantopoulou, S., Thorell, L. B., & Bohlin, G. (2009). Hyperactivity, shyness, and sex: development and socio-emotional functioning. The British Journal of Developmental Psychology, 27(Pt 3), 625-648. [DOI:10.1348/026151008X346996]
15. Şahin, İ., Say, G. N., Avcı, B., & Kesim, N. (2022). Low serum allopregnanolone levels in children with attention deficit hyperactivity disorder. Psychoneuroendocrinology, 146, 105923. [DOI:10.1016/j.psyneuen.2022.105923]
16. Sette, S., Zava, F., Baumgartner, E., Laghi, F., & Coplan, R. J. (2022). Exploring the role of play behaviors in the links between preschoolers' shyness and teacher-child relationships. Early education and development, 33(2), 187-203. [DOI:10.1080/10409289.2021.1885237]
17. Siegel, M., McGuire, K., Veenstra-VanderWeele, J., Stratigos, K., King, B., American Academy of Child and Adolescent Psychiatry (AACAP) Committee on Quality Issues (CQI), Bellonci, C., Hayek, M., Keable, H., Rockhill, C., Bukstein, O. G., & Walter, H. J. (2020). Practice parameter for the assessment and treatment of psychiatric disorders in children and adolescents with intellectual disability (intellectual developmental disorder). Journal of the American Academy of Child & Adolescent Psychiatry, 59(4), 468-496. [DOI:10.1016/j.jaac.2019.11.018]
18. Simeone-Russell, R. (2011). A practical approach to implementing theraplay for children with autism spectrum disorder. International Journal of Play Therapy, 20(4), 224. [DOI:10.1037/a0024823]
19. Smits-Engelsman, B. C., Jover, M., Green, D., Ferguson, G., & Wilson, P. (2017). DCD and comorbidity in neurodevelopmental disorder: How to deal with complexity?. Human Movement Science, 53, 1-4. [DOI:10.1016/j.humov.2017.02.009]
20. Tang, Y. (2021). Art therapy: Intervention study of immersive interaction animation on children with ADHD. 2nd International Academic Conference on Energy Conservation, Environmental Protection and Energy Science (ICEPE 2021). EDP Sciences. [DOI:10.1051/e3sconf/202127103048]
21. Yosefishahir, N., Azmodeh, M., Vahedi, S., & Livarjani, S. (2021). Comparison of the effectiveness of parent-child story therapy and play therapy on aggression and social fear in children with symptoms of coping disobedience disorder. Rooyesh-e-Ravanshenasi journal (RRJ), 9(11), 13-24.
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under the Creative Commons - Attribution 4.0 International. |
