Abstract:
هدف از پژوهش حاضر، بررسی اثربخشی آموزش بازیدرمانی مبتنی بر رابطهدرمانی بر مشکلات رفتاری کودکان کمشنوا و تابآوری مادران آنها بود. این پژوهش ازنظر هدف کاربردی و ازنظر روش شبهآزمایشی با طرح پیشآزمون و پسآزمون با گروه کنترل بود. 30 نفر از مادران بهروش نمونهگیری دردسترس از مدارس ناشنوای شهر اصفهان انتخاب و بهطور تصادفی در یک گروه کنترل و یک گروه آزمایش 15نفری جایگزین شدند. آموزش بازیدرمانی مبتنی بر رابطهدرمانی در 10 جلسۀ 90دقیقهای به گروه آزمایش ارائه شد؛ درحالیکه گروه کنترل تا پایان مرحلۀ پسآزمون هیچ آموزشی دریافت نکردند. آزمودنیها با استفاده از پرسشنامه نقاط قوت و ضعف گودمن (1997) و مقیاس تابآوری کانرـدیویدسون (2003) ارزیابی شدند. دادههای بهدستآمده با استفاده از روش تحلیل کوواریانس تکمتغیری و چندمتغیری با استفاده از نرمافزار SPSS 26 تجزیهوتحلیل شد. یافتهها حاکی از آن بود که آموزش بازیدرمانی مبتنی بر رابطهدرمانی بر مشکلات رفتاری و برخی از مولفههای آن ازجمله علائم عاطفی و رفتارهای مطلوب اجتماعی در کودکان کمشنوا و تابآوری مادران آنها تاثیر مثبت و معناداری داشت (01/0 > p)؛ بنابراین، میتوان نتیجه گرفت که برنامۀ آموزش بازیدرمانی مبتنی بر رابطهدرمانی باعث بهبود مشکلات رفتاری کودکان کمشنوا و تابآوری مادران آنها میشود و میتوان از این برنامه در مدارس ویژۀ کودکان کمشنوا استفاده کرد.
The purpose of the present study was to investigate the effectiveness of play-therapy which is based on relationship therapy on the behavioral problems of children who suffer from hearing loss and the resilience of their mothers. This research was applied in terms of purpose and quasi-experimental in terms of method. It had a quasi-experimental design with a pre-test, post-test and a control group. Thirty mothers were selected by convenience sampling method from the students with hearing loss in Isfahan. They were randomly assigned to experimental (n = 15) and control groups (n = 15). Play-therapy training was provided to the experimental group in 10 sessions of 90 minutes, while the control group did not receive any training until the end of the post-test phase. Participants were assessed using the Goodman Strengths and Difficulties Questionnaire (1997) and the Connor-Davidson Resilience Scale (2003). The obtained data were analyzed by univariate and multivariate analysis of covariance using SPSS 26 software. The findings indicated that play-therapy training had a positive and significant effect on behavioral problems. Some of its components, include emotional symptoms and desirable social behaviors in children who suffer from hearing loss (p IntroductionIntra-family relationships affect children's social and emotional development and play an important role in preventing their behavioral problems (Ildiz & Ayhan, 2020). Behavioral problems in children who are suffering from hearing loss are often attributed to poor communication skills, low quality of parent-child relationships, parental behaviors, and lack of family dynamics (Fiorillo et al., 2017). On the other hand, the performance and behavior of parents with their children who are suffering from hearing loss affect children in different ways (Ashori, 2022). As a result, for such parents to obtain sufficient information and skills, they need a special training program (Porter & Edirippulige, 2007). For this reason, play-therapy trainings which are based on relationship therapy can be effective for such parents (Rodriguez et al., 2021).Play-therapy training which is based on relationship therapy is a type of intervention that is designed based on child-centered game-therapy and through knowledge of the principles of child development (Kim, 2021). This type of play-therapy is comparable to some psychological interventions such as parent-child interaction therapy (Ashori, 2018). In this program, parents gradually learn and use child-centered game-therapy skills (Bratton & Landreth, 2019). The goal of play-therapy based on relationship therapy is for parents to become an available, responsive, and cooperative personalities (Topham & VanFleet, 2011). Therefore, the present paper aimed to investigate the effectiveness of play therapy on the behavioral problems of children who are suffering from hearing loss and the resilience of their mothers. MethodThe present study used quasi-experimental design with pre-test, post-test and control group. The statistical population of the present study included all mothers of children who are suffering from hearing loss aging 7 to 11 in Isfahan. Participants were selected by convenience sampling method from the Shafagh and Alinaghian Deaf Schools in Isfahan. They were randomly assigned to experimental (n = 15) and control groups (n = 15). Both groups were assessed using the Goodman Strengths and Difficulties Questionnaire (1997) and the Connor-Davidson Resilience Scale (2003) in the pre-test phase.Play-therapy based on relationship therapy was provided to the experimental group in ten sessions (each session 90 minutes, and one session per week), while the control group did not receive any training until the end of the post-test phase. After the last session, the experimental and control groups responded to the same questionnaires as the post-test. Data analysis was done using SPSS 26. In fact, univariate and multivariate analyses of covariance were used to explore the change in behavioral problems of children who are suffering from hearing loss and the resilience of their mothers at pre and post-test stages. ResultsUnivariate covariance analysis was used to investigate the effect of play-therapy training which is based on relationship therapy on the behavioral problems of children who are suffering from hearing loss, the results are reported in Table 1. Table 1. Univariate analysis of covariance of the total score of behavioral problemsSourceSSdfMSFSig.Eta2Test powerPre-test480.381480.3893.220.010.771.00Group71.92171.9216.410.010.370.97Error118.28274.38 Total11235.0030 Based on the results of Table 1, play-therapy which is based on relationship therapy had a positive and significant effect on the post-test scores of behavioral problems of children who were suffering from hearing loss. According to the eta coefficient, it is stated that 37% of changes in behavioral problems come from play-therapy training based on relationship therapy. The results of multivariate covariance analysis showed that the intervention had a positive and significant effect on the post-test scores of the subscales of emotional symptoms and desirable social behaviors in children who were suffering from hearing loss (p Table 2. Univariate analysis of covariance of resilience scoresSourceSSdfMSFSig.Eta2Test powerPre-test1210.1511210.1535.680.010.561.00Group285.141285.148.400.010.230.79Error915.712733/91 Total33000.0030 Based on the results of Table 2, the intervention had a positive and significant effect on post-test scores of the resilience of mothers (p DiscussionThe results showed that play-therapy training which is based on relationship therapy had a significant effect on improving the behavioral problems in children who are suffering from hearing loss and the resilience of their mothers. In training through play-therapy which was based on relationship therapy, parents are helped to reorganize their beliefs and focus only on the child's competence (Bratton & Landreth, 2019). On the other hand, considering that the family and school environment affect the type of access of children who are suffering from hearing loss (Tapia-Fuselier & Ray, 2019). Therefore, it seems natural that play-therapy method which is based on relationship therapy can affect the behavioral problems of children who are suffering from hearing loss and increase the resilience of their mothers.Among the limitations of the current study, we can mention the implementation of the study for mothers of children who are suffering from hearing loss and the lack of opportunity for a follow-up test. Therefore, it is better to be cautious in generalizing the results. It is suggested to investigate the effectiveness of play-therapy training which is based on relationship therapy for parents of children who are suffering from hearing loss at different ages and with different hearing levels. It is better to consider the follow-up stage in addition to the pre-test and post-test stages. In addition, it is suggested to investigate the effectiveness of play-therapy training which is based on relationship therapy on the behavioral problems of other children with special needs and the resilience of their parents. *