Volume 5, Issue 183 (12-2024)
J Except Educ 1403, __(183): 90-90 |
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Masheshai S M M, Parvardeh R, Kohansal L, asadi S, Amin Anarki F. Comparison of the effectiveness of cognitive-behavioral play
therapy and philaal therapy on impulsivity, social competence
and empathy in children with learning disabilities. J Except Educ 2024; 5 (183) : 3
URL: http://exceptionaleducation.ir/article-1-2745-en.html
URL: http://exceptionaleducation.ir/article-1-2745-en.html
Seyedah Maryam Masheshai Masheshai1 
, Razie Parvardeh2 , Laleh Kohansal3 , Soheila Asadi *4 , Farbad Amin Anarki5
, Razie Parvardeh2 , Laleh Kohansal3 , Soheila Asadi *4 , Farbad Amin Anarki5
1- Department of Psychology, Tonkabon Branch, Islamic Azad University, Tonkabon
2- Garmsar Branch, Islamic Azad University, Garmsar, Iran.
3- Sarovia Institute of Higher Education, Sari, Iran.
4- Rahman Institute of Higher Education, Ramsar, Iran. ,soheilaasaadi@yahoo.com
5- Department of Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran
2- Garmsar Branch, Islamic Azad University, Garmsar, Iran.
3- Sarovia Institute of Higher Education, Sari, Iran.
4- Rahman Institute of Higher Education, Ramsar, Iran. ,
5- Department of Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran
Abstract: (365 Views)
Abstract
Background and purpose: This research aimed to compare the effectiveness of cognitive-behavioral
play therapy and filial therapy in reducing impulsivity, improving social competence, and enhancing empathy
in children with learning disabilities.
Method: The current research method was semi-experimental with a pre-test-post-test design and a control
group with a three-month follow-up period. The statistical population of the research included all students aged
7 to 9 (first and third grades) with learning disabilities in the academic year of 2011-2012 who referred to learning
disability centers located in Tonkabon city. 45 were available and were randomly placed in three groups of the
first experiment (cognitive behavioral game therapy), the second experiment (filial therapy) and the control
group. The tools used are Barat Impulsivity Scale Questionnaire (1959), Social Competence Scale by Cohen
and Rasman (1972), Khosravi and Larijani's Standard Empathy-Child and Adolescent Questionnaire (2019)
and Filial play therapy intervention, a 10-session, 90-minute therapy session and a once a week and cognitive
behavioral game therapy intervention was an 8-session, 60-minute therapy session once a week, the data were
analyzed by repeated measurement variance analysis method and SPSS version 24 software.
Findings: Both cognitive-behavioral play therapy and filial therapy were effective in reducing impulsivity in children
with learning disabilities (P<0.01). However, based on the Bonferroni post-hoc test, the cognitive-behavioral
method had a greater effect on reducing impulsivity compared to filial therapy. The results showed that both
cognitive-behavioral play therapy and filial therapy were effective in improving social competence and empathy in
children with learning disabilities. However, based on the Bonferroni post-hoc test, filial therapy had a greater effect
on increasing social competence and empathy compared to the cognitive-behavioral approach (P<0.01).
Conclusion: Overall, this research demonstrated that both cognitive-behavioral and filial therapy
approaches are effective tools for increasing empathy, reducing impulsivity, and enhancing social
competence in individuals. The use of these approaches in counseling and treatment centers can aid in
improving interpersonal relationships and mental health.
Background and purpose: This research aimed to compare the effectiveness of cognitive-behavioral
play therapy and filial therapy in reducing impulsivity, improving social competence, and enhancing empathy
in children with learning disabilities.
Method: The current research method was semi-experimental with a pre-test-post-test design and a control
group with a three-month follow-up period. The statistical population of the research included all students aged
7 to 9 (first and third grades) with learning disabilities in the academic year of 2011-2012 who referred to learning
disability centers located in Tonkabon city. 45 were available and were randomly placed in three groups of the
first experiment (cognitive behavioral game therapy), the second experiment (filial therapy) and the control
group. The tools used are Barat Impulsivity Scale Questionnaire (1959), Social Competence Scale by Cohen
and Rasman (1972), Khosravi and Larijani's Standard Empathy-Child and Adolescent Questionnaire (2019)
and Filial play therapy intervention, a 10-session, 90-minute therapy session and a once a week and cognitive
behavioral game therapy intervention was an 8-session, 60-minute therapy session once a week, the data were
analyzed by repeated measurement variance analysis method and SPSS version 24 software.
Findings: Both cognitive-behavioral play therapy and filial therapy were effective in reducing impulsivity in children
with learning disabilities (P<0.01). However, based on the Bonferroni post-hoc test, the cognitive-behavioral
method had a greater effect on reducing impulsivity compared to filial therapy. The results showed that both
cognitive-behavioral play therapy and filial therapy were effective in improving social competence and empathy in
children with learning disabilities. However, based on the Bonferroni post-hoc test, filial therapy had a greater effect
on increasing social competence and empathy compared to the cognitive-behavioral approach (P<0.01).
Conclusion: Overall, this research demonstrated that both cognitive-behavioral and filial therapy
approaches are effective tools for increasing empathy, reducing impulsivity, and enhancing social
competence in individuals. The use of these approaches in counseling and treatment centers can aid in
improving interpersonal relationships and mental health.
Article number: 3
Keywords: Cognitive Behavioral Play Therapy, Empathy, Filial therapy, Reduction of impulsivity, Social
competence
Type of Study: Original Article |
Subject:
مشکلات یادگیری
Received: 2024/Apr/Sat | Revised: 2025/Jan/Wed | Accepted: 2024/Jul/Sun | Published: 2025/Jan/Wed | ePublished: 2025/Jan/Wed
Received: 2024/Apr/Sat | Revised: 2025/Jan/Wed | Accepted: 2024/Jul/Sun | Published: 2025/Jan/Wed | ePublished: 2025/Jan/Wed
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