Evaluating the Effectiveness of Philosophy Education for Children and Cognitive Behavioral Group Play Therapy on Social Function of Children with Separation Anxiety Disorder
The aim of this study was to evaluate the effectiveness of philosophy education for children and group play therapy with cognitive-behavioral method on social performance of children with separation anxiety disorder. Research method in this study; The quasi-experimental was pretest and posttest with...
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| Autor*in: |
Gholamreza Mohammadi [verfasserIn] zabih pirani [verfasserIn] firozeh zanganeh motlagh [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Persisch |
| Erschienen: |
2022 |
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In: Faṣlnāmah-i Farhang Mushavirah va Ravān/Darmānī - Allameh Tabataba'i University Press, 2017, 13(2022), 49, Seite 219-248 |
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| Übergeordnetes Werk: |
volume:13 ; year:2022 ; number:49 ; pages:219-248 |
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Link aufrufen |
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| DOI / URN: |
10.22054/qccpc.2021.62236.2744 |
|---|
| Katalog-ID: |
DOAJ081320701 |
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10.22054/qccpc.2021.62236.2744 doi (DE-627)DOAJ081320701 (DE-599)DOAJ69db092c0e3e4204bb2ec7f9431ba272 DE-627 ger DE-627 rakwb per BF1-990 Gholamreza Mohammadi verfasserin aut Evaluating the Effectiveness of Philosophy Education for Children and Cognitive Behavioral Group Play Therapy on Social Function of Children with Separation Anxiety Disorder 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The aim of this study was to evaluate the effectiveness of philosophy education for children and group play therapy with cognitive-behavioral method on social performance of children with separation anxiety disorder. Research method in this study; The quasi-experimental was pretest and posttest with the control group. The statistical population was all children referred to Shamim Counseling Center in Kermanshah. The sample group consisted of 30 children with separation anxiety disorder. The sample was selected by purposive sampling and alternative by random sampling. First, social skills questionnair (Matson et al., 1983). Implemented for all three groups (pre-test). Then, the participants of one of the intervention groups received the philosophy training program for group child play therapy in 10 sessions of 60 minutes once a week, and the other intervention group received group play therapy with cognitive-behavioral method in 10 sessions of 60 minutes. ; While the control group did not receive any educational intervention. Then all three groups were re-evaluated with the mentioned questionnair (post-test). The follow-up stage was held 2 months after the post-test. The results showed that both methods in the intervention groups had a significant effect on increasing social performance. Of course, the effectiveness of the philosophy education program for children has been more than group play therapy in a cognitive-behavioral way. separation anxiety group play therapy philosophy for the child social functioning Psychology zabih pirani verfasserin aut firozeh zanganeh motlagh verfasserin aut In Faṣlnāmah-i Farhang Mushavirah va Ravān/Darmānī Allameh Tabataba'i University Press, 2017 13(2022), 49, Seite 219-248 (DE-627)DOAJ000034460 24766178 nnns volume:13 year:2022 number:49 pages:219-248 https://doi.org/10.22054/qccpc.2021.62236.2744 kostenfrei https://doaj.org/article/69db092c0e3e4204bb2ec7f9431ba272 kostenfrei https://qccpc.atu.ac.ir/article_13233_fa1bf65e3a829f3a414804bd27c874ee.pdf kostenfrei https://doaj.org/toc/2345-6051 Journal toc kostenfrei https://doaj.org/toc/2476-6178 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 13 2022 49 219-248 |
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10.22054/qccpc.2021.62236.2744 doi (DE-627)DOAJ081320701 (DE-599)DOAJ69db092c0e3e4204bb2ec7f9431ba272 DE-627 ger DE-627 rakwb per BF1-990 Gholamreza Mohammadi verfasserin aut Evaluating the Effectiveness of Philosophy Education for Children and Cognitive Behavioral Group Play Therapy on Social Function of Children with Separation Anxiety Disorder 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The aim of this study was to evaluate the effectiveness of philosophy education for children and group play therapy with cognitive-behavioral method on social performance of children with separation anxiety disorder. Research method in this study; The quasi-experimental was pretest and posttest with the control group. The statistical population was all children referred to Shamim Counseling Center in Kermanshah. The sample group consisted of 30 children with separation anxiety disorder. The sample was selected by purposive sampling and alternative by random sampling. First, social skills questionnair (Matson et al., 1983). Implemented for all three groups (pre-test). Then, the participants of one of the intervention groups received the philosophy training program for group child play therapy in 10 sessions of 60 minutes once a week, and the other intervention group received group play therapy with cognitive-behavioral method in 10 sessions of 60 minutes. ; While the control group did not receive any educational intervention. Then all three groups were re-evaluated with the mentioned questionnair (post-test). The follow-up stage was held 2 months after the post-test. The results showed that both methods in the intervention groups had a significant effect on increasing social performance. Of course, the effectiveness of the philosophy education program for children has been more than group play therapy in a cognitive-behavioral way. separation anxiety group play therapy philosophy for the child social functioning Psychology zabih pirani verfasserin aut firozeh zanganeh motlagh verfasserin aut In Faṣlnāmah-i Farhang Mushavirah va Ravān/Darmānī Allameh Tabataba'i University Press, 2017 13(2022), 49, Seite 219-248 (DE-627)DOAJ000034460 24766178 nnns volume:13 year:2022 number:49 pages:219-248 https://doi.org/10.22054/qccpc.2021.62236.2744 kostenfrei https://doaj.org/article/69db092c0e3e4204bb2ec7f9431ba272 kostenfrei https://qccpc.atu.ac.ir/article_13233_fa1bf65e3a829f3a414804bd27c874ee.pdf kostenfrei https://doaj.org/toc/2345-6051 Journal toc kostenfrei https://doaj.org/toc/2476-6178 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 13 2022 49 219-248 |
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10.22054/qccpc.2021.62236.2744 doi (DE-627)DOAJ081320701 (DE-599)DOAJ69db092c0e3e4204bb2ec7f9431ba272 DE-627 ger DE-627 rakwb per BF1-990 Gholamreza Mohammadi verfasserin aut Evaluating the Effectiveness of Philosophy Education for Children and Cognitive Behavioral Group Play Therapy on Social Function of Children with Separation Anxiety Disorder 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The aim of this study was to evaluate the effectiveness of philosophy education for children and group play therapy with cognitive-behavioral method on social performance of children with separation anxiety disorder. Research method in this study; The quasi-experimental was pretest and posttest with the control group. The statistical population was all children referred to Shamim Counseling Center in Kermanshah. The sample group consisted of 30 children with separation anxiety disorder. The sample was selected by purposive sampling and alternative by random sampling. First, social skills questionnair (Matson et al., 1983). Implemented for all three groups (pre-test). Then, the participants of one of the intervention groups received the philosophy training program for group child play therapy in 10 sessions of 60 minutes once a week, and the other intervention group received group play therapy with cognitive-behavioral method in 10 sessions of 60 minutes. ; While the control group did not receive any educational intervention. Then all three groups were re-evaluated with the mentioned questionnair (post-test). The follow-up stage was held 2 months after the post-test. The results showed that both methods in the intervention groups had a significant effect on increasing social performance. Of course, the effectiveness of the philosophy education program for children has been more than group play therapy in a cognitive-behavioral way. separation anxiety group play therapy philosophy for the child social functioning Psychology zabih pirani verfasserin aut firozeh zanganeh motlagh verfasserin aut In Faṣlnāmah-i Farhang Mushavirah va Ravān/Darmānī Allameh Tabataba'i University Press, 2017 13(2022), 49, Seite 219-248 (DE-627)DOAJ000034460 24766178 nnns volume:13 year:2022 number:49 pages:219-248 https://doi.org/10.22054/qccpc.2021.62236.2744 kostenfrei https://doaj.org/article/69db092c0e3e4204bb2ec7f9431ba272 kostenfrei https://qccpc.atu.ac.ir/article_13233_fa1bf65e3a829f3a414804bd27c874ee.pdf kostenfrei https://doaj.org/toc/2345-6051 Journal toc kostenfrei https://doaj.org/toc/2476-6178 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 13 2022 49 219-248 |
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10.22054/qccpc.2021.62236.2744 doi (DE-627)DOAJ081320701 (DE-599)DOAJ69db092c0e3e4204bb2ec7f9431ba272 DE-627 ger DE-627 rakwb per BF1-990 Gholamreza Mohammadi verfasserin aut Evaluating the Effectiveness of Philosophy Education for Children and Cognitive Behavioral Group Play Therapy on Social Function of Children with Separation Anxiety Disorder 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The aim of this study was to evaluate the effectiveness of philosophy education for children and group play therapy with cognitive-behavioral method on social performance of children with separation anxiety disorder. Research method in this study; The quasi-experimental was pretest and posttest with the control group. The statistical population was all children referred to Shamim Counseling Center in Kermanshah. The sample group consisted of 30 children with separation anxiety disorder. The sample was selected by purposive sampling and alternative by random sampling. First, social skills questionnair (Matson et al., 1983). Implemented for all three groups (pre-test). Then, the participants of one of the intervention groups received the philosophy training program for group child play therapy in 10 sessions of 60 minutes once a week, and the other intervention group received group play therapy with cognitive-behavioral method in 10 sessions of 60 minutes. ; While the control group did not receive any educational intervention. Then all three groups were re-evaluated with the mentioned questionnair (post-test). The follow-up stage was held 2 months after the post-test. The results showed that both methods in the intervention groups had a significant effect on increasing social performance. Of course, the effectiveness of the philosophy education program for children has been more than group play therapy in a cognitive-behavioral way. separation anxiety group play therapy philosophy for the child social functioning Psychology zabih pirani verfasserin aut firozeh zanganeh motlagh verfasserin aut In Faṣlnāmah-i Farhang Mushavirah va Ravān/Darmānī Allameh Tabataba'i University Press, 2017 13(2022), 49, Seite 219-248 (DE-627)DOAJ000034460 24766178 nnns volume:13 year:2022 number:49 pages:219-248 https://doi.org/10.22054/qccpc.2021.62236.2744 kostenfrei https://doaj.org/article/69db092c0e3e4204bb2ec7f9431ba272 kostenfrei https://qccpc.atu.ac.ir/article_13233_fa1bf65e3a829f3a414804bd27c874ee.pdf kostenfrei https://doaj.org/toc/2345-6051 Journal toc kostenfrei https://doaj.org/toc/2476-6178 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 13 2022 49 219-248 |
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Evaluating the Effectiveness of Philosophy Education for Children and Cognitive Behavioral Group Play Therapy on Social Function of Children with Separation Anxiety Disorder |
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Evaluating the Effectiveness of Philosophy Education for Children and Cognitive Behavioral Group Play Therapy on Social Function of Children with Separation Anxiety Disorder |
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Gholamreza Mohammadi |
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Gholamreza Mohammadi zabih pirani firozeh zanganeh motlagh |
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evaluating the effectiveness of philosophy education for children and cognitive behavioral group play therapy on social function of children with separation anxiety disorder |
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Evaluating the Effectiveness of Philosophy Education for Children and Cognitive Behavioral Group Play Therapy on Social Function of Children with Separation Anxiety Disorder |
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The aim of this study was to evaluate the effectiveness of philosophy education for children and group play therapy with cognitive-behavioral method on social performance of children with separation anxiety disorder. Research method in this study; The quasi-experimental was pretest and posttest with the control group. The statistical population was all children referred to Shamim Counseling Center in Kermanshah. The sample group consisted of 30 children with separation anxiety disorder. The sample was selected by purposive sampling and alternative by random sampling. First, social skills questionnair (Matson et al., 1983). Implemented for all three groups (pre-test). Then, the participants of one of the intervention groups received the philosophy training program for group child play therapy in 10 sessions of 60 minutes once a week, and the other intervention group received group play therapy with cognitive-behavioral method in 10 sessions of 60 minutes. ; While the control group did not receive any educational intervention. Then all three groups were re-evaluated with the mentioned questionnair (post-test). The follow-up stage was held 2 months after the post-test. The results showed that both methods in the intervention groups had a significant effect on increasing social performance. Of course, the effectiveness of the philosophy education program for children has been more than group play therapy in a cognitive-behavioral way. |
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The aim of this study was to evaluate the effectiveness of philosophy education for children and group play therapy with cognitive-behavioral method on social performance of children with separation anxiety disorder. Research method in this study; The quasi-experimental was pretest and posttest with the control group. The statistical population was all children referred to Shamim Counseling Center in Kermanshah. The sample group consisted of 30 children with separation anxiety disorder. The sample was selected by purposive sampling and alternative by random sampling. First, social skills questionnair (Matson et al., 1983). Implemented for all three groups (pre-test). Then, the participants of one of the intervention groups received the philosophy training program for group child play therapy in 10 sessions of 60 minutes once a week, and the other intervention group received group play therapy with cognitive-behavioral method in 10 sessions of 60 minutes. ; While the control group did not receive any educational intervention. Then all three groups were re-evaluated with the mentioned questionnair (post-test). The follow-up stage was held 2 months after the post-test. The results showed that both methods in the intervention groups had a significant effect on increasing social performance. Of course, the effectiveness of the philosophy education program for children has been more than group play therapy in a cognitive-behavioral way. |
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The aim of this study was to evaluate the effectiveness of philosophy education for children and group play therapy with cognitive-behavioral method on social performance of children with separation anxiety disorder. Research method in this study; The quasi-experimental was pretest and posttest with the control group. The statistical population was all children referred to Shamim Counseling Center in Kermanshah. The sample group consisted of 30 children with separation anxiety disorder. The sample was selected by purposive sampling and alternative by random sampling. First, social skills questionnair (Matson et al., 1983). Implemented for all three groups (pre-test). Then, the participants of one of the intervention groups received the philosophy training program for group child play therapy in 10 sessions of 60 minutes once a week, and the other intervention group received group play therapy with cognitive-behavioral method in 10 sessions of 60 minutes. ; While the control group did not receive any educational intervention. Then all three groups were re-evaluated with the mentioned questionnair (post-test). The follow-up stage was held 2 months after the post-test. The results showed that both methods in the intervention groups had a significant effect on increasing social performance. Of course, the effectiveness of the philosophy education program for children has been more than group play therapy in a cognitive-behavioral way. |
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Evaluating the Effectiveness of Philosophy Education for Children and Cognitive Behavioral Group Play Therapy on Social Function of Children with Separation Anxiety Disorder |
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