Effectiveness Of Group Play Therapy Research Articles

Comparing the Effects of Group Play Therapy and Painting Therapy on Social Adjustment and Alienation among Children with Specific Learning Disabilities in Kermanshah, Iran

Background Most children with learning disorders suffer from anxiety, depression, alienation, and social adjustment difficulties, which must be taken into account in the treatment process. This study compared group play therapy and painting therapy's effectiveness on social adjustment and alienation among Iranian children with specific learning disabilities. Materials and Methods: The research method was quasi-experimental with a pre-test, post-test, follow-up design, and a control group. The statistical population included all the girl students with learning disabilities in Kermanshah, Iran, in 2019. The sample consisted of 45 children with specific learning disabilities selected by convenience sampling and divided into two experimental groups (group plays therapy & painting therapy, n = 15 per group), and a control group (n = 15). The research instruments included the Social Adjustment Scale and the Children's Loneliness Scale. The first experimental group underwent eight sessions (45-minute sessions per week) of group play therapy and the second experimental group underwent eight sessions (45-minute sessions per week) of painting therapy. The follow-up was performed after 45 days. Data analysis was done using SPSS software version 21.0. Results: The participants included 45 girl students with specific learning disabilities, aged 11.20 ± 1.22 years old. The results indicated that play therapy and painting therapy interventions alleviated alienation and improved social adjustment among students with learning disabilities (P=0.001). There was no significant difference between play therapy's effectiveness and that of painting therapy on social adjustment and alienation. Conclusion This intervention method can be employed to mitigate alienation and enhance social adjustment among children with learning disabilities.

Effectiveness of Group Play therapy on Resilience and Self-Control Strategies in Children of Divorced Parents

Effectiveness of Group Play therapy on Resilience and Self-Control Strategies in Children of Divorced Parents

Effectiveness of Group Play Therapy on Problematic Behaviors and Symptoms of Anxiety of Preschool Children

ABSTRACTThe current study explored the effects of child-centered group play therapy (CCGPT) on anxiety symptoms and problematic classroom behaviors of preschool children. Using a single case design, 4 preschool children with clinical levels of anxiety problems as rated by parents or teachers on the Child Behavior Checklist/Caregiver-Teacher Report Form, participated in 10 sessions of CCGPT. Participants’ problematic classroom behaviors were examined prior to and during participation in CCGPT. After participation in group play therapy, all 4 children exhibited decreased anxiety symptoms and fewer problematic classroom behaviors. A discussion of limitations and implications for future research are discussed.

Effectiveness of Group Play Therapy on the Communication of 5-8 Years Old Children With High Functioning Autism

Effectiveness of Group Play Therapy on the Communication of 5-8 Years Old Children With High Functioning Autism

The Effectiveness of Group Play Therapy on Social Skills of Female Students With Intellectual Disability

The Effectiveness of Group Play Therapy on Social Skills of Female Students With Intellectual Disability

The Effects of Group Play Therapy on Self-Concept Among 7 to 11 Year-Old Children Suffering From Thalassemia Major.

BackgroundChildren suffering from thalassemia have higher levels of depression and lower levels of self-concept.ObjectivesThe aim of this study was to determine if group play therapy could significantly increase self-concept among children with thalassemia major ages 7 to 11 years old in teaching hospitals of Golestan province, Iran, in 2012.Patients and MethodsIn this randomized, controlled clinical trial, 60 children with thalassemia major were randomly assigned to intervention (30 children) and control (30 children) groups. The intervention included eight 45 to 60 minute sessions during four weeks, during which the intervention group received group play therapy. The control group received no interventions. Self-concept was measured three times using the Piers-Harris children’s self-concept scale: before, immediately after, and a month after the intervention.ResultsFor the intervention group, results showed that the mean self-concept score was significantly higher at the second point in time compared to the baseline (P < 0.001), going from 60.539 to 69.908. Likewise, comparing the first and third time points, the mean score significantly increased and reached 70.611 (P < 0.001). Furthermore, changes in the mean score from the second to the third time point, though non-significant (P = 0.509), followed the trend, going from 69.908 to 70.611. For the control group, comparing the first, second, and third time points did not result in any significant change in the mean score (P > 0.05).ConclusionsThe results showed that group play therapy improves self-concept in children suffering from thalassemia major.

Effectiveness of Group Play Therapy on Symptoms of Oppositional Defiant Among Children

Effectiveness of Group Play Therapy on Symptoms of Oppositional Defiant Among Children

Effectiveness of Group Play Therapy through Cognitive - Behavioral Method on Social Adjustment of Children with Behavioral Disorder

Children form main part of the society and their health is so important. Paying attention to their mental health helps them to perform their social functions properly. The present study would be conducted in order to investigate effectiveness of group play therapy through cognitivebehavioral method on social adjustment of children with behavioral disorder. Statistical population of this study includes all male students with behavioral disorder in fifth and sixth grade of elementary school in Arak Iran. Among these students, 20 persons would be selected randomly for experimental group and other 20 persons would be selected through matching their demographic characteristics and placed in control group. Afterwards, group play therapy through cognitive-behavioral method would be implemented for 10 sessions every session 45min for experimental group. California Personality Questionnaire (subscale of social adjustment) would be applied as pre-test and post-test. Data analysis based on t-test for independent groups indicates that group play therapy can improve social adjustment of children with behavioral disorder. Accordingly, it would be suggested to use play therapy and similar methods for improvement of communicative functions of children.