دوره 8، شماره 2 - ( 6-1401 )
جلد 8 شماره 2 : 0 |
برگشت به فهرست نسخه ها
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Sadeghi F, Mousavi S, Goudarzi A, Shahsavari M R. The Effect of Cognitive-Behavioral Play Therapy on Emotion Regulation and Separation Anxiety: A Quasi-Experimental Study in Elementary-School Children in Isfahan. CJP 2022; 8 (2) :730-738
URL: http://caspianjp.ir/article-1-145-fa.html
URL: http://caspianjp.ir/article-1-145-fa.html
The Effect of Cognitive-Behavioral Play Therapy on Emotion Regulation and Separation Anxiety: A Quasi-Experimental Study in Elementary-School Children in Isfahan. مجله کاسپین کودکان. 1401; 8 (2) :730-738
چکیده: (2057 مشاهده)
Background: Emotion regulation and separation anxiety are some of the problems faced by elementary-school students. This study aimed to investigate the effectiveness of cognitive-behavioral play therapy (CBPT) on emotion regulation and separation anxiety of elementary-school children in Isfahan.
Methods: This quasi-experimental study was conducted using a pretest-posttest design with a control group. The statistical population included all male elementary-school students in Isfahan, Iran in 2020. Using the convenience sampling method, 30 students were selected and divided into experimental and control groups (n= 15 per group). The experimental group underwent eight sessions (one 30-minute group session per week) of CBPT, while the control group received no intervention. The research tools included the Cognitive Emotion Regulation Questionnaire (CERQ) and the Separation Anxiety Assessment Scale-Parent version (SAAS-P). Data were analyzed using the analysis of covariance in SPSS 22 software.
Results: The participants included 30 elementary-school students, aged 9.12±1.35 years old. The mean ± SD of the post-test scores of emotion regulation and separation anxiety in the CBPT group was 58.26±1.96 and 45.26±1.08 and was 52.26±1.96 and 76.33±2.67 for the control group. The results indicated that CBPT improved emotion regulation and reduced separation anxiety in elementary-school students (P= 0.001).
Conclusion: It can thus be concluded that play therapy with a cognitive-behavioral approach can mitigate anxiety and improve emotion regulation in elementary-school students.
Methods: This quasi-experimental study was conducted using a pretest-posttest design with a control group. The statistical population included all male elementary-school students in Isfahan, Iran in 2020. Using the convenience sampling method, 30 students were selected and divided into experimental and control groups (n= 15 per group). The experimental group underwent eight sessions (one 30-minute group session per week) of CBPT, while the control group received no intervention. The research tools included the Cognitive Emotion Regulation Questionnaire (CERQ) and the Separation Anxiety Assessment Scale-Parent version (SAAS-P). Data were analyzed using the analysis of covariance in SPSS 22 software.
Results: The participants included 30 elementary-school students, aged 9.12±1.35 years old. The mean ± SD of the post-test scores of emotion regulation and separation anxiety in the CBPT group was 58.26±1.96 and 45.26±1.08 and was 52.26±1.96 and 76.33±2.67 for the control group. The results indicated that CBPT improved emotion regulation and reduced separation anxiety in elementary-school students (P= 0.001).
Conclusion: It can thus be concluded that play therapy with a cognitive-behavioral approach can mitigate anxiety and improve emotion regulation in elementary-school students.
| بازنشر اطلاعات | |
 |
این مقاله تحت شرایط Creative Commons Attribution-NonCommercial 4.0 International License قابل بازنشر است. |
