Somayeh Mohammadi kashka; Abbas Abolghasemi; seyyed mosa Kafi Masooleh
Abstract
Abstract
Research has shown that children with separation anxiety disorder often struggle with self-regulation and emotional regulation. The purpose of this study was to investigate the impact of group play therapy, specifically painting-based therapy, on the emotional skills of children with separation ...
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Abstract
Research has shown that children with separation anxiety disorder often struggle with self-regulation and emotional regulation. The purpose of this study was to investigate the impact of group play therapy, specifically painting-based therapy, on the emotional skills of children with separation anxiety disorder. The study utilized a quasi-experimental design with a pre-test-post-test approach and a control group. The study population included all sixth-grade female students with separation anxiety disorder in Ghaemshahr city during the academic year 1400. Thirty children were selected for the study and randomly assigned to either the experimental or control group. Data were collected using the Separation Anxiety Questionnaire (March et al., 1997) and Zeiman's (2001) emotion management scale. The experimental group received ten 45-minute sessions of painting-based group play therapy, while the control group received no intervention. The data were analyzed using univariate and multivariate analysis of covariance. The results showed that painting-based group play therapy significantly improved the emotional skills of children with separation anxiety disorder (P<0.001). Based on these findings, it can be concluded that group play therapy based on painting is an effective treatment method for promoting mental health and preventing psychological problems in children with separation anxiety disorder.
Extended Abstract
Introduction
Separation anxiety disorder is one of the types of anxiety disorders that can be indicative of anxiety disorders starting in childhood (Hoffman, Sterkenburg & Van Rensburg, 2019). This type of anxiety is so intense and serious that it prevents daily activities and causes severe disruption in a child's academic and social performance (Maltese & colleagues, 2018). If this anxiety continues until the end of childhood or adulthood, it can lead to an ineffective understanding of oneself and others (Tamman and colleagues, 2017). Additionally, separation anxiety disorder may be associated with various mental disorders and problems that can develop in adulthood, as reported by Agebati and colleagues (2020).
Children with separation anxiety disorder consistently use maladaptive emotional regulation strategies and use adaptive emotional regulation strategies less. In fact, maladaptive emotional regulation in children can be an important factor in maintaining their separation anxiety (Naseri, Gasempour & Mahmoudimogadam, 1394). Children with anxiety disorders tend to use more maladaptive strategies compared to those without anxiety. Identifying efficient or ineffective patterns of emotional regulation can improve anxiety (Rodrigues et al., 2021). Schneider et al. (2018) concluded that emotion dysregulation can be a potential risk factor in the development of anxiety symptoms in children and adolescents. Play therapy has a positive effect on reducing separation anxiety and avoiding harm in children (Yazdani, 2018) and is an effective intervention in improving the psychological symptoms of children suffering from separation anxiety disorder (Sidi Andi, Najafi and Rahimian Bogar, 2014). One of the other therapeutic methods used to treat children's disorders is art therapy based on painting (Mohammadi and Radin, 2016). Painting is the spontaneous drawing of pictures that provides opportunities for non-verbal communication and expression (Erickson and Blok, 2013). The research of Malekpour, Vahedi and Mirnesab (2013) showed that the implementation of painting therapy program is effective in increasing the emotional regulation of elementary school boys. Nan, Hinz and Loesbrink (2021) found that art therapy is effective in reducing stress, depression and improving the level of emotions and improving general health. Mabing-Barz, Hestercht and Ponstine (2019) concluded that art therapy reduces anxiety and improves emotion regulation and executive functioning. In general, group play therapy training based on drawing can help children to deal with their anxiety. Also, the combination of these two treatments can be a safe and useful way to promote mental health and improve the child's emotional skills. Therefore, the aim of the present study is to determine the effect of group play therapy training based on drawing on the emotional skills of children with separation anxiety disorder.
Method
The current study used a semi-experimental design with a pre-test and post-test, and a control group. The population studied consisted of all female students who were in the sixth grade and had been diagnosed with separation anxiety disorder in Ghaemshahr city during the 2019 academic year. Thirty individuals were then selected and randomly assigned to either an experimental or control group, with 15 participants in each group. The control group did not receive any intervention, while the experimental group received group play therapy training based on drawing. The study aimed to determine the effectiveness of group play therapy training on reducing separation anxiety in young girls with separation anxiety disorder.
Separation anxiety questionnaire: The separation anxiety questionnaire was developed by March et al. (1997) and contains 39 items. Mashhadi (2011) reported the reliability of this tool using Cronbach's alpha of 0.81 and a favorable face validity. Pirzadi (2017) reported a higher reliability coefficient for this questionnaire via Cronbach's alpha, with a value of 0.80.
Emotion Management Questionnaire: It was completed by Ziman et al. in 2001 and consists of 38 questions graded on a three-point Likert scale. Hashmipour and Mohammadi's research (2017) found a reliability coefficient of 0.73 and 0.86 using two-halves and retesting, respectively, for this scale.
Group play therapy based on drawing: The intervention program used in this research was a combined package of drawing therapy (Zadeh Mohammadi, 2007; quoted by Rezaei et al., 2014) and play therapy (Mohammed Ismail, 2010; quoted by Yazdani, 2018).
Results
The sample of students participating in the study was matched in terms of age, sex, and educational level.
Table 1. Pre-test and post-test descriptive indices of variables by groups
Post test
M±SD
Pre test
M±SD
Group
Variable
Post test
M±SD
Pre test
M±SD
Group
Variable
81/1±47/24
50/3±13/20
Experiment
Sadness
04/2±80/22
2±00/18
Experiment
Anger
66/2±07/22
96/3±67/21
Control
14/3±13/19
40/3±87/18
Control
22/5±33/83
60/7±80/66
Experiment
Emotion Management (total score)
77/1±00/23
61/3±20/27
Experiment
Anxiety
09/7±60/71
96/9±93/69
Control
88/2±53/28
93/3±53/27
Control
Table 1 presents the means and standard deviations of the research variables in both the control and experimental groups. To test the research hypothesis, the Multivariate covariance Analysis test was employed. Box and Levin's test and the test of effects between subjects indicated that the assumptions of the covariance analysis were met.
Table 2. Results of Multivariate covariance Analysis to investigate the effect of painting-based group play therapy training on emotional Skills
SS
Df
MS
F
P
Eta
OP
Variable
83/100
1
83/100
40/14
001/0>
340/0
96/0
Anger
20/43
1
20/43
36/8
001/0>
230/0
80/0
Sadness
63/149
1
63/149
23/26
001/0>
484/0
10/0
Anxiety
99/1255
1
99/1255
66/53
001/0>
665/0
1
Emotion
management
The results of the Multivariate covariance Analysis, as presented in Table 2, indicate a statistically significant difference between the experimental and control groups in the component of emotion management.
Discution
The aim of this study was to investigate the effect of group play therapy based on drawing on improving the emotional skills of children with separation anxiety disorder. The findings suggest that emotional dysregulation leads to difficulties with identifying, understanding, accepting, and adjusting emotions, and can result in a person being cognitively and emotionally helpless and confused. Drawing-based group play therapy training aims to improve the control of negative emotions in children with separation anxiety disorder, which can be effective in reducing it along with other treatments. Artistic activities have also been found to encourage healthy activities, emotional regulation, and the integration of the child's brain. This can help to reduce behavioral and emotional problems.
Final Results
In general, it can be concluded that group play therapy training based on drawing improves emotional skills. Since children with separation anxiety disorder have difficulty in regulating their emotions as well as in recognizing and describing their emotions, this causes problems in interpersonal relationships and interaction with others; therefore, group play therapy training based on drawing helps children to increase their emotional skills and also reduces their anxiety and worry.
Keywords: Separation Anxiety, Play Therapy, Emotional Skills, Painting Therapy.
Sepideh Nayebzadeh; Abbas Abolghasemi; seyyed mosa Kafi Masooleh; mahnaz khosrojavid
Abstract
The purpose of the present study was to investigate the effectiveness of emotion regulation training on adaptive/social behaviors of adolescents with separation anxiety disorder. The research method was quasi-experimental with pre-test and post-test design with a control group. Participants in the study ...
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The purpose of the present study was to investigate the effectiveness of emotion regulation training on adaptive/social behaviors of adolescents with separation anxiety disorder. The research method was quasi-experimental with pre-test and post-test design with a control group. Participants in the study were 20 adolescents with separation anxiety who were identified among the adolescents studying in the first and second grades of Tehran School of Art and Literature in the academic year 2019-2020 and were randomly assigned to two experimental and control groups of 10 adolescents. The experimental group received the Gross model emotion regulation training in 8 sessions of 90 minutes individually, but the control group did not receive any intervention. Data were collected using March et al.'s (1997) Separation Anxiety Inventory and Spence et al.'s (2002) Adaptive / Social Performance Questionnaire, in pretest and post-test. Research data were analyzed by univariate and multivariate analysis of covariance. The results of the analysis of covariance showed that emotion regulation training was effective in increasing adaptive/social behaviors in adolescents with a separation anxiety disorder (ρ <0.001). According to the findings, it seems that emotion regulation training can be used to manage anxiety and increase adaptive behaviors in adolescents with separation anxiety disorder as a complementary education program along with other treatment methods.
maryam zeinali; mahnaz khosrojavid; Abbas Abolghasemi; Maryam Kousha
Abstract
Given the problems faced by children with neurodevelopmental disorders in sensory processing; the aim of this study is to compare visual-spatial and auditory temporal processing in children with special learning disorders, nonverbal learning disorders, and attention-deficit / hyperactivity disorder. ...
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Given the problems faced by children with neurodevelopmental disorders in sensory processing; the aim of this study is to compare visual-spatial and auditory temporal processing in children with special learning disorders, nonverbal learning disorders, and attention-deficit / hyperactivity disorder. The research method is Exe-Post Facto and its statistical population included girls and boys aged 9 to 12 years who were referred to the Child Psychiatry Center, Learning Disabilities Centers, and primary schools in the academic year 1399-400 in Rasht. 79 of these children were divided into three groups of specific learning disorders with dyslexia, nonverbal learning disorder, and attention-deficit/hyperactivity disorder by convenience sampling. Data were collected using, the Test of Visual-Perceptual Skills, (non-motor)-Revised (Gardner, 1996), Auditory Perception Test (Allen& Serwatka, 1994), and Auditory Problems checklist (Fisher, 1996). Research data were analyzed by univariate and multivariate analysis of variance. The results show that children with a nonverbal learning disorder in all components of visual, and auditory processing components had lower performance than the other two groups. Children with dyslexia also achieved in the component (rotation and inversion) of visual processing and the component (duration) of auditory processing. Based on results and the existence of more deficiencies in children with a nonverbal learning disorder in sensory processing skills (visual and auditory) it is necessary to pay more attention to the signs and symptoms of this disorder in education to reduce the problems of these children by early interventions.
Pegah Azadimanesh; abbasali hossein khanzadeh; Abbas Abolghasemi
Abstract
The aim of this study was to determine the combined effect of executive functions training to children with attention deficit /hyperactivity disorder, behavior change strategies to parents, and communication skills to peers on relationship with parents. the statistical population of the study was all ...
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The aim of this study was to determine the combined effect of executive functions training to children with attention deficit /hyperactivity disorder, behavior change strategies to parents, and communication skills to peers on relationship with parents. the statistical population of the study was all boys with symptoms of Attention Deficit / Hyperactivity Disorder, 6 to 9 years old in Kermanshah in the academic year of 2019. that among them, 30 students who were diagnosed with Attention Deficit / Hyperactivity Disorder based on a questionnaire and clinical interview were selected by random cluster sampling method and were divided into two groups of 15 people (experimental group and control group). the instruments used in this study were the Attention Deficit / Hyperactivity Disorder Diagnostic Questionnaire based on the information provided in the fourth edition of the Diagnostic and Statistical Manual of Mental Disorders (Sadock and Sadock, 2005) and Parent-child Relationship Scale (Fine, Moreland, and Schwebel, 1983). data were analyzed using analysis of covariance. the results showed that integrated multidisciplinary education improved relationship between parents and child with attention deficit / hyperactivity disorder. creating the right context through family and peer education and the simultaneous teaching of executive functions has contributed to the effectiveness of this integration. based on the results of this study, it is suggested that in the treatment of children with Attention Deficit / Hyperactivity Disorder, multifaceted methods be used with emphasis on different levels of parents and peers.