مقایسه اثربخشی آموزش مبتنی بر بازی درمانی شناختی-رفتاری و آموزش مبتنی بر قصه درمانی بر سازگاری اجتماعی و جرات ورزی دانش آموزان کم توان ذهنی آموزش پذیر دختر خانواده های شهر تبریز

زن و مطالعات خانواده

مقاله 9، دوره 16، شماره 61، آذر 1402، صفحه 177-196   

نوع مقاله: علمی پژوهشی

شناسه دیجیتال (DOI): 10.30495/jwsf.2022.1969032.1753

نویسندگان

انیسه جباری دانشور¹؛ سیدداوود حسینی نسب^{* 2}؛ معصومه آزموده³

¹دانشجوی دکترای تخصصی روان شناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، واحد تبریز، دانشگاه آزاداسلامی،تبریز، ایران

²استاد گروه روانشناسی،دانشکده علوم تربیتی و روانشناسی، واحد تبریز، دانشگاه آزاداسلامی، تبریز، ایران(نویسنده مسئول). [e-mail]

³استادیار گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، واحد تبریز، دانشگاه آزاداسلامی، تبریز، ایران

چکیده

پژوهش حاضر با هدف مقایسه میزان اثربخشی آموزش گروهی مبتنی بر بازی درمانی شناختی –رفتاری و قصه درمانی بر سازگاری اجتماعی و جرات‌ورزی دانش آموزان کم توان ذهنی آموزش پذیر دختر صورت گرفت. این پژوهش، مطالعه‌ای نیمه آزمایشی با طرح پیش آزمون پس آزمون و گروه کنترل بود. جامعه آماری این پژوهش شامل ‌دانش آموزان کم توان ذهنی آموزش پذیر دختر درسال تحصیلی 1399-1400 بودکه در مدارس ابتدایی استثنایی شهر تبریز مشغول تحصیل بودند. نمونه ی آماری شامل 45 دانش آموز مقطع ابتدایی بود که 15نفرگروه آزمایش بازی درمانی، 15 نفرگروه آزمایش قصه درمانی و 15نفرگروه کنترل بارعایت ملاک های ورود به پژوهش و با جایگزینی تصادفی درگروه های آزمایش وکنترل انتخاب شد. جهت جمع‌آوری داده‌ها، پرسشنامه سازگاری اجتماعی دانش آموزان سینها و سینگ (1993)و مقیاس جرات ورزی گمبریل وریچی (1975) مورد استفاده قرارگرفت. یکی از گروه‌های آزمایش برنامه آموزشی بازی درمانی (8 جلسه )، گروه بعدی برنامه آموزشی قصه درمانی (8 جلسه ) و گروه کنترل مداخله دریافت نکردند. یافته‌های این پژوهش نشان می‌دهد که آموزش گروهی مبتنی بر بازی درمانی شناختی-رفتاری و قصه درمانی بر سازگاری اجتماعی و جرات ورزی دانش‌آموزان کم توان ذهنی آموزش‌پذیر با سطح معنی‌داری (p) اثر بخش است. بین اثر بخشی آموزش گروهی مبتنی بر بازی درمانی شناختی-رفتاری و قصه درمانی بر سازگاری اجتماعی و جرات ورزی دانش‌آموزان کم توان ذهنی آموزش‌ پذیر با سطح معنی‌داری (p ) تفاوت وجود دارد. درنتیجه از قصه درمانی و بازی درمانی در جهت آموزش و بهبود مشکلات رفتاری دانش آموزان کم توان ذهنی می توان بهره گرفت.

کلیدواژه‌ها

بازی درمانی شناختی-رفتاری؛ سازگاری اجتماعی؛ جرات ورزی؛ قصه درمانی؛ کم توان ذهنی آموزش پذیر

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