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مقایسه اثربخشی بازیدرمانی شناختی - رفتاری و قصهدرمانی بر همدلی و جراتورزی دانشآموزان دوره ابتدایی | ||
| تدریس پژوهی | ||
| مقاله 2، دوره 13، شماره 1 - شماره پیاپی 34، اردیبهشت 1404، صفحه 24-43 اصل مقاله (1.2 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22034/trj.2025.142731.2120 | ||
| نویسندگان | ||
| سیف الله رحمانی* 1؛ بلال مرادویسی2 | ||
| 1استادیار گروه آموزشی روانشناسی و مشاوره دانشگاه فرهنگیان تهران، ایران | ||
| 2کارشناسی ارشد روانشناسی عمومی، دانشگاه آزاد، سنندج، ایران | ||
| چکیده | ||
| هدف پژوهش حاضر مقایسه اثربخشی بازیدرمانی شناختی - رفتاری و قصهدرمانی بر همدلی و جراتورزی دانشآموزان دوره ابتدایی بود. روش پژوهش از نوع کمی، نیمهآزمایشی و با پیشآزمون_پسآزمون با دو گروه آزمایش و یک گروه کنترل بود. جامعه آماری شامل کلیه دانشآموزان پسر دوره دوم ابتدایی شهرستان کامیاران در سال 1402-1401 بود. با روش نمونهگیری دردسترس تعداد 45 نفر بهعنوان نمونه انتخاب و با گمارش تصادفی در دو گروه آزمایش (بازیدرمانی شناختی رفتاری= 15 نفر) و (قصهدرمانی= 15 نفر) و یک گروه گواه (15 نفر) جایگزین شدند. برای گروه آزمایش اول جلسات بازیدرمانی شناختی - رفتاری طی 10 جلسه و برای گروه دوم آزمایش جلسات قصهدرمانی طی 11 جلسه بهصورت هفتگی و گروهی برگزار شد و گروه کنترل هیچ مداخلهای دریافت نکردند. برای جمعآوری دادهها از پرسشنامه همدلی جولیف و فارینگتون (2006) و پرسشنامه جراتورزی گمبریل و ریچی (1975) استفاده شد. جهت تجزیهوتحلیل دادههای از تحلیل کوواریانس با نرمافزار SPSS-22 استفاده شد. یافتههای حاصل از روش تحلیل کوواریانس و معنادار شدن آزمون F نشاندهنده اثربخشی بازیدرمانی شناختی - رفتاری و قصهدرمانی بر همدلی و جراتورزی بودند. همچنین نتایج نشان داد که بین نمرات همدلی و جرات ورزی دانشآموزان در دو گروه قصه درمانی و بازی شناختی عاطفی تفاوت معناداری یافت نشد، اما تفاوت نمرات دو گروه در دو متغیر با گروه گواه معنادار شد. در نتیجه میتوان اظهار داشت که مشاوران مدرسه میتوانند از فنون رویکرد بازیدرمانی شناختی - رفتاری و قصهدرمانی جهت ارتقا مهارتهای کودکان استفاده نمایند. | ||
| کلیدواژهها | ||
| بازیدرمانی شناختی رفتاری؛ قصهدرمانی؛ همدلی؛ جراتورزی؛ روش آزمایشی | ||
| مراجع | ||
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