Volume 28, Issue 6 (9-2021)                   RJMS 2021, 28(6): 0-0 | Back to browse issues page

Research code: رساله هست
Ethics code: كد رساله نوشتم
Clinical trials code: ندارد

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Zeynali H, Panahali A, Alivandi Vafa M. Comparison of the effect of Play Therapy Based on Cognitive-Behavioral Model and mothers Behavior teaching and children verbal teaching on the Improvement of Attention Deficit/Hyperactivity Disorder Symptoms in 8-10 years old children. RJMS. 2021; 28 (6)
URL: http://rjms.iums.ac.ir/article-1-6830-en.html
Department of Psychology, Tabriz Branch, Islamic Azad University, Tabriz, Iran. , zeynali.psy.1356@gmail.com
Abstract:   (243 Views)
Extended Abstract
1. Introduction
Attention deficit hyperactivity disorder (ADHD) is one of the most common psychiatric disorders in childhood. For this reason, researchers have been looking for ways to achieve maximum beneficial effects, minimum side effects and negative consequences in the treatment of these people, among which can be mentioned play therapy. Play gives children the opportunity to express their feelings freely and to use symbols to make up for their problems in reality, to find solutions to them, and to make up for the situations they may encounter through play. Play therapy directly and indirectly encourages spontaneity (10). Play therapy has been used by various psychologists and researchers for decades to treat a wide range of disorders and problems and its effectiveness has been demonstrated (12-18).
Speech therapy is another cognitive-behavioral therapy program in which children are taught to change their undesirable behavior by talking to themselves [20]. The results of some studies [24-27] indicate that verbal education has improved the symptoms of Attention Deficit / Hyperactivity Disorder.
On the other hand, some studies [32-34] showed that parental behavioral education played an important role in reducing child disorders and increasing the self-confidence of parents of children with ADHD. Parental Behavior Education, which is based on the principles of social learning, teaches parents that by recognizing the occurrences and consequences of their childrenchr(chr('39')39chr('39'))s inappropriate behaviors, identifying them, how to monitor these behaviors, deliberately ignoring and planned, temporary deprivation and other non-corporal techniques without punishment Physically change their childrenchr(chr('39')39chr('39'))s behaviors, reinforce appropriate behaviors through attention, verbal encouragement, and reward to achieve desired behaviors. [35]
Therefore, The aim of present research is to study the Comparison of Effectiveness of Play Therapy Based on Cognitive-Behavioral Model and mothers Behavior teaching and children verbal teaching on the Improvement of Attention Deficit/Hyperactivity Disorder (ADHD) Symptoms in 8-10 years old children.
2: Methods
A Semi-experimental design was conducted (pre-test and post-test) with three experimental and one control groups. For this purpose, 60 children and mothers of boys with attention deficit hyperactivity disorder with an age range of 10-8 years referred to Khoy Psychiatric Treatment Center (Calm mind) who based on the diagnosis of a psychiatrist and Connors questionnaire (parent form) have this The diagnosed disorders were selected by purposive sampling and replaced in three experimental groups and one control group (equal to 15 people in each group). Then the experimental groups were trained in cognitive play therapy and mothers Behavior teaching and children verbal teaching for 8 sessions (Week, 45-minute two-session) and the control group did not receive any training. Prior and after the training, the subjects completed Connors Childrenchr(chr('39')39chr('39'))s Behavioral Problems Scale - Parent Form (40). Multivariate analysis of covariance was used to analyze the data.
3: Results
The results showed that the mean scores of Attention Deficit / Hyperactivity Disorder in the mothers Behavior teaching group compared to the cognitive play therapy group and in the cognitive play therapy group compared to the verbal education group and in the verbal education group compared to the control group in the post-test decreased significantly (Table 4).
4: Conclusion
The results showed that mothers Behavior teaching is more effective than cognitive play therapy and children verbal teaching in reducing symptoms of attention deficit / hyperactivity disorder in children aged 8-10 years. There is no report in the research literature on comparing the effectiveness of these trainings on the improvement of attention deficit hyperactivity disorder and hyperactivity disorder in children aged 8-10 years; But the obtained result is consistent with the results of studies (7, 11-18, 24-27, 36-39).
by teaching behavior management to mothers, they became familiar with the characteristics of their child and did not consider the childchr(chr('39')39chr('39'))s disordered behaviors as a sign of his rebelliousness and stubbornness and  On the other hand, with the knowledge they had acquired in this field, they felt adequate and efficient (52).
In general, it can be said that the play therapy method has the maximum flexibility in conceptualizing the case, treatment goals and treatment methods. So that it is best adapted to the developmental levels and needs of the child. Another important point is that play therapy emphasizes the power of communication between the child and the therapist and considers this relationship as a helping factor in breaking the childchr(chr('39')39chr('39'))s problematic responses and replacing them with more effective and flexible ways of dealing with everyday problems(55).
The effect of verbal self-education is mostly due to the increase in the ability of internal and confidential speech, through which the child is able to inhibit previous strong responses and increase personal control over his behavior and speech. That is, after facing the stimulus, it thinks and provides a more appropriate response (30).
So far, various treatments have been used to improve the symptoms of attention deficit hyperactivity disorder in children.However, no study has compared the effect of different types of cognitive-behavioral therapy (play therapy and verbal education for children and behavioral education for mothers) on the improvement of symptoms and symptoms of attention deficit / hyperactivity disorder in children aged 8-10 years. Making such a comparison in this research is the strength of this research.
According to the results of this study and its confirmation through previous studies, the use of cognitive play therapy along with verbal education of children and behavioral education of mothers is suggested as an effective and combined program to reduce the symptoms and symptoms of attention deficit / hyperactivity disorder in children. 10-8 years old, especially children with ADHD in kindergartens and primary schools, by all psychologists of welfare centers, counseling and treatment in the country with the aim of guiding and helping teachers and parents of these children to prevent many behavioral problems of children, considered by education officials And special clinics for children with ADHD.
Type of Study: Research | Subject: Clinical Psychiatry

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