Volume 31, Issue 1 (3-2024)
RJMS 2024, 31(1): 1-11 |
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Research code: 01
Ethics code: IR.IAU.SARI.REC.1403.050
Clinical trials code: 01
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Zendehdel S, SalimBahram S H, Fakhri M. Comparison of Effectiveness of Philosophy for Children (P4C) and Game-Based Learning (GBL) on Communication Skills in Children with Separation Anxiety Disorder. RJMS 2024; 31 (1) :1-11
URL: http://rjms.iums.ac.ir/article-1-8758-en.html
URL: http://rjms.iums.ac.ir/article-1-8758-en.html
Assistant Professor, Department Of Psychology, Sari Branch, Islamic Azad University, Sari, Iran , salimbahrami8545@gmail.com
Abstract: (346 Views)
Background & Aims: Separation anxiety disorder (SAD) is one of the most common childhood anxiety disorders. SAD involves significant distress when a child is unexpectedly separated from home or a close attachment figure. When a person with a separation anxiety disorder is separated from loved ones such as parents or caregivers, they may experience constant worry about possible harm or loss to the person they are attached to and experience separation nightmares. They may exhibit behaviors such as refusing to go to school or being overly attached to their caregivers. Symptoms are usually seen in children or young adults but can continue into adulthood. School phobia/school avoidance and separation anxiety disorder are not the same thing. School phobia/school avoidance cannot be officially diagnosed. Instead, the result is that a child or teenager suffers from diseases such as separation anxiety disorder, panic disorder and social anxiety disorder. According to the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders, the prevalence of separation anxiety disorder in children is reported to be about 4 percent, and the main feature of this disorder is excessive fear and worry of being separated from home and loved ones. Separation anxiety disorder is one of the most common childhood anxiety disorders, therefore, the present study aims to compare the effectiveness of philosophy education for children (P4C) and game-based learning (GBL) on communication skills in children with separation anxiety disorder.
Methods: In terms of experimental method, this research was semi-experimental with a pre-test, post-test and two-month follow-up design with two experimental groups and one control group. The statistical population in this research was all children suffering from separation anxiety disorder (SAD) aged 8 to 12 years, who visited one of the 60 psychiatric centers in Sari in the second 6 months of 2012, and the number of these children was 180. . The number of sample sizes in experimental studies is considered between 10 and 30 people (Hasanzadeh, 1402). Therefore, in the current research, the number of people in each group was 15 people. Therefore, the statistical sample size included 45 people, of which 30 people were in two experimental groups (15 people teaching philosophy for children and 15 people game-based learning) and 15 people were in the control group. In this research, an available sampling method was used, and the participants were randomly divided into two experimental groups (15 people in each group) and a control group (15 people). In this research, March et al.'s (1997) multi-dimensional children's anxiety questionnaire was used to diagnose separation anxiety disorder, and Barton's (1990) communication skills questionnaire was used for communication skills. To analyze the data, the method of variance test with repeated measurements and SPSS21 software was used.
Results: The findings indicated that there is a significant difference between P4C and GBL in the communication skills of children with separation anxiety disorder, so P4C is more effective than GBL in the communication skills of children with separation anxiety disorder. Also, the results of the average post-test and follow-up in P4C and GBL indicated the lasting effects of both approaches on communication skills. The results of the Bonferroni post hoc test to check the difference between the averages in the three stages of pre-test, post-test, and follow-up are shown in Table 6. According to Table 6, there is a significant difference between the scores of communication skills in the stages of pre-test with post-test and pre-test with follow-up. However, there is no significant difference between the post-test and the follow-up, which is due to the stability of the educational intervention. The comparison of the averages shows that the scores of communication skills have increased significantly in the post-test and follow-up phases compared to the pre-test phase.
Conclusion: In general, it can be concluded that to improve the communication skills of children with separation anxiety disorder, both philosophy education for children and game-based learning can be used, but the effectiveness of P4C is greater. The results show that there is a significant difference between philosophy education for children and game-based learning on the communication skills of children with separation anxiety disorder. The results show that both philosophy education for children and game-based learning are effective on children's communication skills, but according to the pre-test, post-test, and follow-up averages, philosophy education for children has a greater effect than learning. It is based on the game on the communication skills of children with separation anxiety disorder. Besides, according to the pre-test, post-test, and follow-up averages, the results show the stability of the changes made by both approaches to communication skills. This type of learning helps children learn different concepts in a way that appeals to them through practical and concrete experiences. In this method, children actively participate in the learning process and gain new experiences and learning through interaction with the environment, peers, and teachers. This method allows them to improve their communication and social skills without formal pressures, as the game naturally provides a context for communication and cooperation. Also, game-based learning can help children to get to know their feelings better and thus achieve better control of anxiety and stress. One of the important features of this type of learning is the emphasis on creativity and flexibility. Children discover and experience the world around them through play, and this process helps to develop creative thinking and problem-solving. Also, games can help children understand complex concepts more only because games naturally use elements of storytelling and engaging interactions. Since games give children the opportunity to learn in an environment without fear of making mistakes, their confidence in performing various activities also increases. Despite the many advantages of this method, game-based learning may be less effective in strengthening critical thinking skills and deeper analysis than other methods such as teaching philosophy to children, but overall it is still an effective method in strengthening social skills.
Methods: In terms of experimental method, this research was semi-experimental with a pre-test, post-test and two-month follow-up design with two experimental groups and one control group. The statistical population in this research was all children suffering from separation anxiety disorder (SAD) aged 8 to 12 years, who visited one of the 60 psychiatric centers in Sari in the second 6 months of 2012, and the number of these children was 180. . The number of sample sizes in experimental studies is considered between 10 and 30 people (Hasanzadeh, 1402). Therefore, in the current research, the number of people in each group was 15 people. Therefore, the statistical sample size included 45 people, of which 30 people were in two experimental groups (15 people teaching philosophy for children and 15 people game-based learning) and 15 people were in the control group. In this research, an available sampling method was used, and the participants were randomly divided into two experimental groups (15 people in each group) and a control group (15 people). In this research, March et al.'s (1997) multi-dimensional children's anxiety questionnaire was used to diagnose separation anxiety disorder, and Barton's (1990) communication skills questionnaire was used for communication skills. To analyze the data, the method of variance test with repeated measurements and SPSS21 software was used.
Results: The findings indicated that there is a significant difference between P4C and GBL in the communication skills of children with separation anxiety disorder, so P4C is more effective than GBL in the communication skills of children with separation anxiety disorder. Also, the results of the average post-test and follow-up in P4C and GBL indicated the lasting effects of both approaches on communication skills. The results of the Bonferroni post hoc test to check the difference between the averages in the three stages of pre-test, post-test, and follow-up are shown in Table 6. According to Table 6, there is a significant difference between the scores of communication skills in the stages of pre-test with post-test and pre-test with follow-up. However, there is no significant difference between the post-test and the follow-up, which is due to the stability of the educational intervention. The comparison of the averages shows that the scores of communication skills have increased significantly in the post-test and follow-up phases compared to the pre-test phase.
Conclusion: In general, it can be concluded that to improve the communication skills of children with separation anxiety disorder, both philosophy education for children and game-based learning can be used, but the effectiveness of P4C is greater. The results show that there is a significant difference between philosophy education for children and game-based learning on the communication skills of children with separation anxiety disorder. The results show that both philosophy education for children and game-based learning are effective on children's communication skills, but according to the pre-test, post-test, and follow-up averages, philosophy education for children has a greater effect than learning. It is based on the game on the communication skills of children with separation anxiety disorder. Besides, according to the pre-test, post-test, and follow-up averages, the results show the stability of the changes made by both approaches to communication skills. This type of learning helps children learn different concepts in a way that appeals to them through practical and concrete experiences. In this method, children actively participate in the learning process and gain new experiences and learning through interaction with the environment, peers, and teachers. This method allows them to improve their communication and social skills without formal pressures, as the game naturally provides a context for communication and cooperation. Also, game-based learning can help children to get to know their feelings better and thus achieve better control of anxiety and stress. One of the important features of this type of learning is the emphasis on creativity and flexibility. Children discover and experience the world around them through play, and this process helps to develop creative thinking and problem-solving. Also, games can help children understand complex concepts more only because games naturally use elements of storytelling and engaging interactions. Since games give children the opportunity to learn in an environment without fear of making mistakes, their confidence in performing various activities also increases. Despite the many advantages of this method, game-based learning may be less effective in strengthening critical thinking skills and deeper analysis than other methods such as teaching philosophy to children, but overall it is still an effective method in strengthening social skills.
Type of Study: Research |
Subject:
Clinical Psychiatry
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