Volume 11, Issue 4 (1398 2020)
2020, 11(4): 1-9 |
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1- Assistant Professor, Department of Educational Sciences, Shahid Sheraft Faculty, Farhangian University, Tehran, Iran
2- Assistant Professor, Department of Health Education and Promotion, School of Public Health, North Khorasan University of Medical Sciences, Bojnord, Iran , tavakoli_44@yahoo.com
3- MSc, Department of Epidemiology and Biostatistics, School of Public Health, North Khorasan University of Medical Sciences, Bojnurd, Iran
2- Assistant Professor, Department of Health Education and Promotion, School of Public Health, North Khorasan University of Medical Sciences, Bojnord, Iran , tavakoli_44@yahoo.com
3- MSc, Department of Epidemiology and Biostatistics, School of Public Health, North Khorasan University of Medical Sciences, Bojnurd, Iran
Abstract: (3460 Views)
Introduction: Attention-deficit/hyperactivity disorder is a behavioral disorder in children that has many problems, and several therapeutic methods have been proposed to reduce the behavioral problems of children with this disorder. This study aimed to investigate the effectiveness of play therapy training for mothers on reducing behavioral problems in male elementary school students with attentiondeficit/hyperactivity disorder.
Methods: This study was semi-experimental (pretest-posttest with the control group). In the present study, the statistical population includes all mothers with male elementary school students with attention-deficit/hyperactivity disorder in Tehran city in 2016. Among them, 30 mothers were selected based on purposive and available sampling. They were assigned randomly into control (n = 15) and the experimental group (n = 15). Before the educational intervention, a pretest was taken in both groups. The data collection tool was the Rutter child behavior questionnaire (parent form). The child-parent relationship therapy (CPRT) model was done in 10 sessions for mothers in the experimental group. Each session takes 120 minutes. The control group did not receive any education. Then the posttest was taken in both groups. Data were analyzed by multivariate analysis of covariance (MANCOVA).
Results: Play therapy training for mothers causes considerable changes in scores of aggression and hyperactivity (η2 = 0.192, F = 5.481), anxiety and depression (η2 = 0.253, F = 7.800), social incompatibility (η2 = 0.315, F = 10.578), antisocial behaviors (η2 = 0.488, F = 21.906), and attention deficit disorder (η2 = 0.211, F = 6.154) of subjects in experimental group in comparison with the control group
Conclusions: Play therapy training for mothers can help to reduce behavioral problems in male elementary school students with attention-deficit/hyperactivity disorder
Methods: This study was semi-experimental (pretest-posttest with the control group). In the present study, the statistical population includes all mothers with male elementary school students with attention-deficit/hyperactivity disorder in Tehran city in 2016. Among them, 30 mothers were selected based on purposive and available sampling. They were assigned randomly into control (n = 15) and the experimental group (n = 15). Before the educational intervention, a pretest was taken in both groups. The data collection tool was the Rutter child behavior questionnaire (parent form). The child-parent relationship therapy (CPRT) model was done in 10 sessions for mothers in the experimental group. Each session takes 120 minutes. The control group did not receive any education. Then the posttest was taken in both groups. Data were analyzed by multivariate analysis of covariance (MANCOVA).
Results: Play therapy training for mothers causes considerable changes in scores of aggression and hyperactivity (η2 = 0.192, F = 5.481), anxiety and depression (η2 = 0.253, F = 7.800), social incompatibility (η2 = 0.315, F = 10.578), antisocial behaviors (η2 = 0.488, F = 21.906), and attention deficit disorder (η2 = 0.211, F = 6.154) of subjects in experimental group in comparison with the control group
Conclusions: Play therapy training for mothers can help to reduce behavioral problems in male elementary school students with attention-deficit/hyperactivity disorder
Type of Study: Orginal Research |
Subject:
Basic Sciences
Received: 2019/07/7 | Accepted: 2019/12/20 | Published: 2020/04/13
Received: 2019/07/7 | Accepted: 2019/12/20 | Published: 2020/04/13
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