اثربخشی بازی‌درمانی مبتنی بر رویکرد شناختی- رفتاری بر کارکردهای اجرایی و شایستگی اجتماعی دانش‌آموزان دختر دارای نشانه‌های اختلال نقص توجه/ بیش‌فعالی

امینیان, ملیحه; اصلی آزاد, مسلم

doi:10.22055/psy.2022.40864.2851

نوع مقاله : مقاله پژوهشی

نویسندگان

¹ کارشناسی ارشد روان شناسی بالینی، دانشگاه آزاد اسلامی، واحد فیروزآباد، فارس، ایران.

² دکتری روان‌شناسی، عضو باشگاه پژوهشگران جوان و نخبگان، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران.

10.22055/psy.2022.40864.2851

چکیده

هدف از این مطالعه بررسی اثربخشی بازی‌درمانی مبتنی بر رویکرد شناختی- رفتاری بر کارکردهای اجرایی و شایستگی اجتماعی دانش‌آموزان دختر دارای نشانه‌های اختلال نقص توجه/ بیش‌فعالی بود. روش پژوهش از نوع نیمه‌آزمایشی با طرح پیش‌آزمون- پس‌آزمون با گروه گواه و دوره پیگیری دو ماهه بود. جامعه آماری دانش‌آموزان دختر دارای نشانه‌های اختلال نقص توجه/ بیش‌فعالی پایه چهارم و پنجم ابتدایی ناحیه 2 شهر شیراز در سال تحصیلی 1399-1398 بودند. با استفاده از روش نمونه‌گیری هدفمند تعداد 27 دانش‌آموز از بین جامعه آماری انتخاب و به تصادف در گروه‌های آزمایش و گواه جایگزین شدند. سپس کودکان حاضر در گروه آزمایش بازی‌درمانی مبتنی بر رویکرد شناختی- رفتاری را در طی یک ماه در 10 جلسه 50 دقیقه‌ای دریافت نمودند. ابزارهای پژوهش پرسشنامه اختلال کاستی توجه و فزون‌کنشی (ADHDQ) (Brock & Clinton)، مقیاس شایستگی اجتماعی (SCS) (Kohen & Rosman) و پرسشنامه کارکردهای اجرایی (EFQ) (Gerard et al.) بود. برای تحلیل داده‌ها از تحلیل واریانس آمیخته و آزمون تعقیبی بونفرنی استفاده شد. نتایج نشان داد که بازی‌درمانی مبتنی بر رویکرد شناختی- رفتاری بر کارکردهای اجرایی و شایستگی اجتماعی دانش‌آموزان دارای نشانه‌های اختلال نقص توجه/ بیش‌فعالی مؤثر بوده است (005/0>P). این نتایج در دوره پیگیری نیز پایدار بود. بر اساس یافته‌های پژوهش حاضر می‌توان چنین نتیجه گرفت که بازی‌درمانی مبتنی بر رویکرد شناختی- رفتاری با افزایش مهارت‌های ارتباط بین فردی و گروهی، خودآگاهی، مهارت مقابله با هیجان‌های منفی و افزایش مهارت حل مسئله و تصمیم‌گیری می‌تواند به عنوان یک روش کارآمد جهت بهبود کارکردهای اجرایی و شایستگی اجتماعی دانش‌آموزان دارای نشانه‌های اختلال نقص توجه/ بیش‌فعالی مورد استفاده گیرد.

کلیدواژه‌ها

عنوان مقاله [English]

Efficacy of Play Therapy Based on Cognitive-Behavioral Approach on the Executive Functions and Social Competence in Female Students with Signs of Attention Deficit/ Hyperactivity Disorder

نویسندگان [English]

maliheh aminian ¹
moslem asli azad ²

¹ Master of Clinical Psychology, Islamic Azad University, Firoozabad Branch, Fars, Iran.

² PhD in Psychology, Member of Young and Elite Researchers Club, Islamic Azad University, Isfahan Branch (Khorasgan), Isfahan, Iran.

چکیده [English]

Introduction
One of the most common childhood neurodevelopmental disorders is attention deficit/hyperactivity disorder, which affects many aspects of development, including the development of social, emotional and cognitive functions in the home and school environment. Attention deficit/hyperactivity disorder is characterized by unpleasant developmental disorders and impairment in gross motor activities, attention and impulsivity and affects 3–5% of children worldwide. These children are prone to many complications, including poor academic performance, behavioral disorders, communication disorders, social withdrawal and adjustment problems. Children with this disorder do not have the ability to pay close attention to details or make careless mistakes in schoolwork, work or other activities. They are often disorganized when performing activities and perform tasks carelessly and without sufficient thought. Accordingly, the purpose of the present study was to investigate the efficacy of play therapy based on a cognitive-behavioral approach on executive functions and social competence in female students with signs of attention deficit/hyperactivity disorder.

Method
The research method was quasi-experimental with a pretest, post-test, control group and two-month follow-up period design. The statistical population included female fourth- and fifth-grade students with Attention Deficit Hyperactivity Disorder in Zone 2 in the city of Shiraz in the academic year 2019-20. 27 students were selected through the purposive sampling method from the statistical population and randomly assigned to experimental and control groups. Then, the children in the experimental group received play therapy based on a cognitive-behavioral approach in 10 sessions of 50 minutes over the course of one month. The applied questionnaires included the Attention Deficit Hyperactivity Disorder Questionnaire (ADHDQ) (Brock, Clinton, 2007), the Social Competence Scale (SCS) (Cohen and Rosman, 1972), and the Executive Functions Questionnaire (EFQ) (Gerard et al., 2000). Mixed ANOVA and Bonferroni follow-up test levels were used to analyze the data.

Result
The results showed that the play therapy method based on a cognitive-behavioral approach has been effective on the executive functions and social competence of the students with signs of attention deficit/hyperactivity disorder (P<0.005). These results were stable in the follow-up period. Therefore, it is concluded that play therapy based on the cognitive-behavioral approach has had a significant effect on the executive functions and social competence of students with attention deficit/hyperactivity disorder by 59 and 60 percent. Statistical power also indicates high statistical accuracy and a sufficient sample size.

Conclusion
According to the findings of the present study, it can be concluded that play therapy based on a cognitive-behavioral approach can be used as an efficient method to improve executive functions and social competence in students with signs of attention deficit/hyperactivity disorder. Through increasing interpersonal and group communication skills, self-consciousness, and negative emotion coping skills, and problem-solving and decision-making skills.

کلیدواژه‌ها [English]

Attention deficit hyperactivity disorder
play therapy based on cognitive-behavioral approach
social competence
executive functions

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دست‌آوردهای روان‌شناختی

اثربخشی بازی‌درمانی مبتنی بر رویکرد شناختی- رفتاری بر کارکردهای اجرایی و شایستگی اجتماعی دانش‌آموزان دختر دارای نشانه‌های اختلال نقص توجه/ بیش‌فعالی

مراجع

مراجع

دوره 31، شماره 1 - شماره پیاپی 31
اردیبهشت 1403
صفحه 99-120

اثربخشی بازی‌درمانی مبتنی بر رویکرد شناختی- رفتاری بر کارکردهای اجرایی و شایستگی اجتماعی دانش‌آموزان دختر دارای نشانه‌های اختلال نقص توجه/ بیش‌فعالی

مراجع

مراجع

دوره 31، شماره 1 - شماره پیاپی 31اردیبهشت 1403صفحه 99-120

دوره 31، شماره 1 - شماره پیاپی 31
اردیبهشت 1403
صفحه 99-120