نوع مقاله : مقاله پژوهشی

نویسندگان

• معصومه طیب لی ¹
• یوسف جلالی ²

¹ دکتری تخصصی روان‌شناسی و آموزش کودکان استثنایی، دانشگاه علامه طباطبائی، تهران، ایران.

² دکتری تخصصی روان‌شناسی، دانشگاه علامه طباطبائی، تهران، ایران.

چکیده

یکی از نقایص اساسی کودکان با کم‌توانی ذهنی که در اغلب کارکردهای آن‍ها اختلال عمده‌ای ایجاد می‍کند، نظریه ذهن ضعیف است. این پژوهش به‌منظور طراحی یک برنامه آموزشی مبتنی بر بازی‍های گروهی و تعیین اثربخشی آن بر نظریه ذهن و عزت‌نفس کودکان با کم‌توانی ذهنی خفیف انجام شد. پژوهش حاضر یک پژوهش نیمه آزمایشی از نوع پیش‌آزمون- پس‌آزمون با گروه کنترل و پیگیری بود. جامعه آماری، کلیه دانش آموزان با کم‌توانی ذهنی خفیف شهر تهران در مقطع ابتدایی دوم بود که در سال تحصیلی 1402- 1401 در مدارس استثنایی مشغول به تحصیل بودند. نمونه پژوهش 28 دانش‌آموز پسر بود که با نمونه‌گیری در دسترس انتخاب و به‌طور تصادفی در دو گروه 14 نفره آزمایش و کنترل گمارده شد. ابزارهای پژوهش آزمون نظریه ذهن استیرنمن (1999) و مقیاس عزت‌نفس روزنبرگ (1965) بود. برنامه مداخله‌ای طی 24 جلسه 90 دقیقه‌ای بر روی گروه آزمایش اجرا و دو ماه بعد، پیگیری انجام شد. جهت تحلیل داده‍ها از تحلیل واریانس با اندازه‌گیری مکرر استفاده شد. نتایج نشان داد که برنامه آموزشی پژوهش حاضر از اعتبار و پایایی مناسبی برخوردار است. همچنین، این برنامه تأثیر معناداری بر بهبود نظریه ذهن و عزت‌نفس داشت (001/0p< ) و این تأثیر با گذشت دو ماه همچنان پایدار بود. والدین، معلمان، روان‍شناسان و مراکز توان‌بخشی می‍توانند از بازی‍های موجود در برنامه آموزشی این پژوهش جهت بهبود نظریه ذهن و عزت‌نفس کودکان با ناتوانی هوشی خفیف بهره بگیرند.

کلیدواژه‌ها

• بازی
• عزت‌نفس
• کم‌توانی ذهنی
• نظریه ذهن

عنوان مقاله [English]

Designing an Educational Program Based on Group Plays and Evaluating Its Effectiveness on Improving Theory of Mind and Self-Esteem in Children with Mild Intellectual Disability

نویسندگان [English]

• Masumeh Tayebli ¹
• usef jalali ²

¹ PhD in Psychology & Education of Exceptional Children, Allameh Tabataba’i University, Tehran, Iran.

² PhD in Psychology, Allameh Tabataba’i University, Tehran, Iran.

چکیده [English]

Abstract
The primary goal of this research study is to determine the effectiveness of a group-play-based educational program on improving theory of mind and self-esteem in children diagnosed with mild intellectual disability. Theory of mind difficulties are a fundamental deficit among individuals with intellectual disabilities, significantly impacting various aspects of their functioning. The design of an educational program based on group play activities aims to address this issue and enhance the participants' self-esteem. For the study, semi-experimental research design that included a pre-test and post-test, along with a control group and a follow-up test was implemented. The research population comprised all students with mild intellectual disabilities in the second year of primary school who were attending exceptional schools in the city of Tehran during the academic year 2022-2023. A total of 28 male students were selected for this study through convenience sampling, constituting the research sample. They were subsequently divided into experimental and control groups. The tools utilized in this study included the Theory of Mind test developed by Steerneman (1999) and the Self-Esteem Scale created by Rosenberg (1965). The intervention program, consisting of 24 sessions lasting 90 minutes each, was implemented on the experimental group. In addition, a follow-up session was conducted two months after the completion of the sessions. The results demonstrated that the educational program had good validity and reliability, as assessed through a repeated measures analysis of variance. The findings of this research underscore the effectiveness of the educational program in improving both theory of mind and self-esteem in children with mild intellectual disabilities. The positive effects observed were statistically significant, as indicated by a p-value of less than 0.001, and they were found to be sustainable even after a two-month follow-up period. The plays developed by this educational program can be effectively utilized by parents, teachers, psychologists, and rehabilitative centers to support and support the development of theory of mind and self-esteem in individuals with mild intellectual disabilities.
Keywords: Play, Self-esteem, Intellectual Disability, Theory of Mind.
 
 
 
Extended Abstract

Introduction

Intellectual disability, particularly in its mild form, can present unique challenges for individuals in navigating social interactions and communication, often resulting in lower levels of self-esteem and heightened feelings of isolation. Theory of Mind (ToM) is a crucial cognitive skill which significantly contributes to social and emotional development. It has been well-established that deficits in Theory of Mind (ToM) can hinder social interactions and potentially contribute to emotional and behavioral disturbances. Group play is widely acknowledged as an effective educational approach to address these challenges and improve ToM and self-esteem in individuals with mild intellectual disabilities. This study sought to design and evaluate an educational program centered around group plays, aiming to enhance ToM and self-esteem in children with mild intellectual disabilities.

Research Questions


Does the group play-based educational program significantly improve Theory of Mind (ToM) in children with Mild Intellectual Disability (MID)?
Can this group play-based educational program enhance the self-esteem of these children?
Are the effects of the educational program sustained over time (after two months)?


Literature Review

Intellectual disability is a multifaceted condition that impacts cognitive functioning and the capacity for social interaction. One significant aspect of this disorder is the impairment of Theory of Mind (ToM), which pertains to an individual’s ability to recognize that other individuals have unique thoughts, emotions, and beliefs that guide their actions (Astington, 1993)
Research has previously shown that children with stronger Theory of Mind (ToM) capabilities tend to develop better social relationships, while simultaneously exhibiting higher levels of self-esteem (Perner et al., 1989). Furthermore, inadequate ToM abilities can result in inadequate communication skills, lowered self-confidence, and heightened social anxiety (Doherty, 2008).
 Play is regarded as a valuable tool in improving both social and cognitive abilities. Studies have demonstrated that group play can be particularly beneficial, as children engage in social interactions that aid in the development of empathy, understanding of emotions, and improvement in perspective-taking (Hamm, 2006).
The act of pretend play and role-playing stimulates children to adopt different perspectives, fostering the development of Theory of Mind (Leslie, 1987; Lin et al., 2017). Furthermore, success in group activities can elicit positive feedback, ultimately bolstering childrens' self-esteem (Johar, Ishak, & Zainuddin, 2013).

Methodology

For the purpose of this research, a quasi-experimental study employing a pre-test and a follow-up test, alongside a control group, was implemented. The research aimed to investigate whether the educational program of this study, based on group plays, is effective in improving ToM (Theory of Mind) and self-esteem in children with mild intellectual disability (MID).
In this research, a convenience sampling method was utilized to select a total of 28 male students who were diagnosed with mild to moderate intellectual disabilities. These individuals were then randomly assigned to two groups, with 14 participants assigned to the experimental group and the remaining 14 participants constituting the control group. For the assessment of theory of mind and self-esteem, two instruments were utilized: The Theory of Mind Test developed by Steerneman (1999) and the Self-Esteem Scale devised by Rosenberg (1965). Additionally, the educational program consisted of 24 sessions (each lasting 90 minutes) of group play activities, exclusively for the experimental group. The effectiveness of the program was assessed through the application of the Repeated Measures Analysis of Variance (ANOVA) statistical technique.

Results

The outcome of the research demonstrated that the educational program significantly enhanced both Theory of Mind (ToM) and self-esteem in children with Mild Intellectual Disability (MID) (P<0.001). The comparison of the mean scores for both ToM and self-esteem showed significant increases from pre-test to end, as well as between the pre-test and follow-up stages. Furthermore, no significant alterations were observed within the control group.

Discussion

The study results demonstrated that group play-based interventions proved effective in enhancing ToM and self-esteem in children with MID. These results aligned with previous research emphasizing the significance of social interactions and pretend play in cognitive and emotional development. The studies conducted by Ghasemi (2017) and Lin et al. (2017) further reinforce the idea that interactive and pretense play significantly enhances social functionality and self-esteem. This new study emphasized the importance of using structured play-based programs as a prominent intervention technique in special education and rehabilitation contexts.

Conclusion

The research results have indicated that the implementation of a group-play based educational program resulted in significant improvements in both ToM and self-esteem in children with MID. Furthermore, it was observed that these positive changes remained consistent over time, which implies the potential long-term benefits of this program.
Acknowledgments
The authors are deeply grateful for the valuable contributions made by the teachers, students, and parents who participated in this research study.
 

کلیدواژه‌ها [English]

• Play
• Self-esteem
• Intellectual Disability
• Theory of Mind