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Showing 3 results for safarzade
Jahanshir Tavakolizadeh, Ebrahim Zanganefar, Somayeh Safarzade,
Volume 4, Issue 4 (autumn 2018)
Abstract
Introduction: Adolescence is a period of transformation with rapid changes in physiological, cognitive, emotional and behavioral. Successfully completing of this course requires social competence. Aim of this present study was effectiveness of social competence training to increase self-esteem and reduce shyness of students with multiple disabilities of Qaen county.
Methods: In this quasi-experimental study with pre-test and control group, the statistical population consisted of all multiple disabilities under the welfare office of county of Qaen. From this statistical population were selected 30 persons by simple random sampling and assigned randomly in two groups of experimental and control. First, both groups completed Felner social competence scale, Shyness Questionnaire and Coopersmith Self-Esteem Inventory.Then experimental group received ten sessions of social competence.The findings analyzed by using T-Test.
Results: Findings of study showed that is a significant difference between experimental and control groups after the implementation of social competence training. So that the self-esteem average in the experimental group was significantly higher than the control group and the shyness average of experimental group decreased significantly compared to the control group (P<0/01).
Conclusions: According to the findings, recommended that social competence training by skilled experts as a wonderful application to improve situations of adolescents with disabilities in Care centers of persons with physical movement disabilities.
Zainab Pirabasi, Dr Sahar Safarzadeh,
Volume 6, Issue 2 (winter 2019)
Abstract
Introduction: Learning disorders is one of the important factors in the academic failure of some students and determining appropriate therapeutic methods can solve their educational problems and increase their sense of self-esteem. Therefore, the purpose of present study was to investigate the effectiveness of group play therapy on social skillsand memory performance of Primary school girl students with specific learning disorder.
Methods: This research method was quasi-experimental (pre-test and post-test with control group). The statistical populationconsisted of all primary school girl students of Ahvaz in the academic year 2016-2017. 30 students who had criteria for diagnosis of Specific learning disorder based on the revised IQ test for children (1974) and social skills scale Gresham and Elliot (1990) had social skills defects, were randomly selected and randomly assigned to two groups of 15 were placed. Participants in the experimental group received group play therapy for 10 sessions of 60 minutes. After the end of the educational program, both scales were implemented for both groups.
Results: The results showed that group play therapy improvement of social skills in the dimensions of cooperation, self-expression and self-control and improving the memory of short-term visual and auditory memory in the experimental group.
Conclusions: According to the findings, intervention of play therapy with the aim of cognitive rehabilitation of students with learning disorder is effective in improving their executive functions and complementary therapies and hence, performing group play therapy, as a perfect interventional program, is recommended by skilled experts in order to improve the conditions of girl studentswith specific learning disorder.
Sosan Korbacheh, Sahar Safarzadeh, Marjan Alizadeh,
Volume 10, Issue 1 (autumn 2023)
Abstract
Introduction : play therapy training has a significant effect on their attitude toward children with learning disabilities; Because these children are facing major problems in their behavior and interaction with their parents. The purpose of this study is to determine the effectiveness of filial play therapy on the dimensions of emotion management and social competence of students with special learning disorders.
Method: In a semi-experimental study, 30 students with special learning disabilities in the first and second grades of elementary school participated in the study in the academic year 2021-2022. First, the participants were selected by available sampling and then randomly assigned to two intervention groups and the control group. Both groups were pre-tested based on Zeman et al.'s emotional management skill questionnaires (2001), and the social competence of children by Cohen and Resman (1972), and the intervention group was exposed to the independent variable (filial play therapy) for 8 sessions of 90 minutes. Both groups were given a post-test and a follow-up was done one month later.
Result: The average difference of all three dimensions of emotion management skill in two groups of filial play therapy and control is statistically significant at 0.01 level. Dimensions of inhibition (F = 12.73, h2 = 0.377, P = 0.001), disturbed expression (h2 = 0.203, P = 0.001, F = 5.36) and coping (h2=0/303, P=0.001, F=9.14) emotion management skill is significant. Inclination/withdrawal component (Wilks lambda = 0.519, h2 = 0.279, P = 0.001, F = 7.94), cooperation/opposition component (Wilks lambda = 0.508, h2 = 0.327, P = 0.001, F = 8.27) and The total score of social competence (Wilks lambda = 0.392, h2= 0.374, P = 0.001, F = 12.22) is significant.
Conclusion: play therapy training improved emotion management, social competence, and dimensions of parent-child relationships and children's behavioral problems; Therefore, it is important to plan for the use of affiliate play therapy training for children with learning disabilities.
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