پیوندهای مفید
آمار
| تعداد نشریات | 26 |
| تعداد شماره‌ها | 308 |
| تعداد مقالات | 2,655 |
| تعداد مشاهده مقاله | 3,993,971 |
| تعداد دریافت فایل اصل مقاله | 2,692,454 |
Storytelling on Aggression and Academic Performance in children with Oppositional Defiant Disorder | ||
| Preventive Counseling | ||
| دوره 4، شماره 1، خرداد 2023، صفحه 59-69 اصل مقاله (443.81 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22098/jpc.2023.10434.1083 | ||
| نویسندگان | ||
| Vahid Kuhi1؛ Aqdas Khosravi2؛ Soheila .Baghaei3؛ Maryam Nayebzadeh4؛ Masumeh Janfaza* 5؛ Javad Seyyed Jafari6 | ||
| 1Islamic Azad University | ||
| 2Master of general psychology, department of psychology, faculty of psychology and educational sciences, Yazd University, Yazd, Iran | ||
| 3Department of Psychology, Faculty of Psychology, Yazd Branch, Islamic Azad University, Yazd, Iran | ||
| 4Master of General Psychology, Department of Humanitis، Islamic Azad University Electronic Campus, Tehran, Iran. | ||
| 5M.A in clinical psychology, Department of Psychology, Kharazmi University, Tehran, Iran. | ||
| 6Ph.D. candidate in Psychology, Allameh Tabataba'i University, Tehran, Iran | ||
| چکیده | ||
| Behavioral and emotional problems are the most common form of child psychiatric pathology. The aim of the present research is to effects of therapeutic storytelling on aggression and academic performance in children with oppositional defiant disorder. This experimental study was a pretest-posttest with the control group, which consists of 24 children with an oppositional defiant disorder based on a multi-stage sampling method was selected and randomly allocated to experimental (n=12) and control (n=12) groups. Storytelling intervention training was provided for twelve weekly 45-minute sessions to participants in the study group. At the start of the study, after 12 weeks, all participants were tested using the Aggression Questionnaire (AGQ). In addition to descriptive statistics, one-way (ANOVA) was used to analyze the results and all analyzes were carried out using SPSS-23 software. Based on the ANOVA, therapeutic storytelling was significantly more effective than non-treatment in reducing aggression (p <0.05). Moreover, storytelling training was able to increase the Academic Performance among children with an oppositional defiant disorder, significantly (p <0.05). Consequently, we can determine that the practice of storytelling therapy seems to be a promising area of intervention, not only for decreasing aggression but also for enhancing academic performance among with oppositional defiant disorder. | ||
| کلیدواژه‌ها | ||
| Storytelling؛ Aggression؛ Academic Performance؛ Oppositional Defiant Disorder | ||
| مراجع | ||
|
Alkaaf, F., & Al-Bulushi, A. (2017). Tell and write, the effect of storytelling strategy for developing story writing skills among grade seven learners. Open Journal of Modern Linguistics, 7(2), 119-141.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5®). American Psychiatric Pub.Shapiro, J. P. (2015). Child and adolescent therapy: Science and art. John Wiley & Sons.
Boivin, M., Brendgen, M., Vitaro, F., Forget-Dubois, N., Feng, B., Tremblay, R. E., & Dionne, G. (2013). Evidence genenvironmennt correlation for peer difficulties: Disruptive behaviors predict early peer relation difficulties in school through genetic effects. Development and Psychopathology, 25(1), 79-92
Da Fonseca, D., Cury, F., Santos, A., Sarrazin, P., Poinso, F., & Deruelle, C. (2010). How to increase academic performance in children with an oppositional defiant disorder? An implicit theory effect. Journal of Behavior Therapy and Experimental Psychiatry, 41(3), 234-237.
Delavar A. Basic theory of scientific research in human & social sciences. Tehran: Roshd; 2005.
Dewi, E. T. (2014). Upaya Mengatasi Munculnya Tingkah Laku Agresif Anak Melalui Mendengarkan Cerita Di Kelompok B Tk Aba Tegal Domban Tempel Sleman. Yogyakarta: Universitas Negeri Yogyakarta.
Evans, S. C., Pederson, C. A., Fite, P. J., Blossom, J. B., & Cooley, J. L. (2016). Teacher-reported irritable and defiant dimensions of oppositional defiant disorder: Social, behavioral, and academic correlates. School Mental Health, 8(2), 292-304.
Fallahnejad, M., Kazemi, F., & Pezeshk, S. (2018). Effectiveness of Visual Storytelling on the Reduction of Externalizing and Internalizing Behaviors in Children with Oppositional Defiant Disorder. Journal of Exceptional Children, 17(3), 5-18.
Georgiades, K., Duncan, L., Wang, L., Comeau, J., Boyle, M. H., & 2014 Ontario Child Health Study Team. (2019). Six-month prevalence of mental disorders and service contacts among children and youth in Ontario: evidence from the 2014 Ontario Child Health Study. The Canadian Journal of Psychiatry, 64(4), 246-255
Goertz-Dorten, A., Groth, M., Detering, K., Hellmann, A., Stadler, L., Petri, B., & Doepfner, M. (2019). Efficacy of an individualized computer-assisted social competence training program for children with Oppositional Defiant Disorders/Conduct Disorders. Frontiers in Psychiatry, 682
Gonçalves, L. L., Voos, M. C., Almeida, M. H. M. D., & Caromano, F. A. (2017). Massage and storytelling reduce aggression and improve academic performance in children attending elementary school. Occupational therapy international, 2017.
Graziano, P. A., Slavec, J., Ros, R., Garb, L., Hart, K., & Garcia, A. (2015). Self-regulation assessment among preschoolers with externalizing behavior problems. Psychological Assessment, 27(4), 1337.
Hidayati, Y. (2019). The effect of storytelling on students speaking skills at X grade students of manurul haram in boarding school. Journal of Languages and Language Teaching, 7(2), 132-143.
Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early childhood education journal, 32(3), 157-163.
Javdan, M., & Morovati, Z. (2020). The Impact of Storytelling on Improving Social Problems, Aggressive Behaviors, and Law-Breaking Behaviors of Primary School Children. Iranian Evolutionary and Educational Psychology Journal, 2(2), 81-88.
Juraid, R. A., & Ibrahim, M. M. (2016). The effect of storytelling on developing communication skills of EFL female students and their attitudes toward it. Educational Research International, 5(4), 71-131.
Kersten, L., Prätzlich, M., Mannstadt, S., Ackermann, K., Kohls, G., Oldenhof, H., ... & Stadler, C. (2016). START NOW-a comprehensive skills training program for female adolescents with oppositional defiant and conduct disorders: study protocol for a cluster-randomized controlled trial. Trials, 17(1), 1-16.
Mostafaei, H., Hosseini, M., & Jenaabadi, H. (2014). The Investigation of the Relationship between the Aggression and Addiction Potential High-school Male Students. Journal of Management and Accounting Studies, 2(01), 81-84.
Musavi, Z., & Hejazi, M. (2016). Effectiveness of Narrative Therapy in Reducing Aggression and Stubborn Preschoolers. 12(2), 173–179.
Najjarian, B. (1996). Constructing and Validity an Instrument of Measuring Aggression in Iranian Adolescents. Doctorate dissertation in general psychology school of psychology & educational science Shahid Chamran University. Ahvaz
Pan, L. Y., & Chen, K. H. (2019). A study on the effect of storytelling marketing on brand image, perceived quality, and purchase intention in ecotourism. Ecology, 28(107), 705-712.
Piaget, J. (1977). The role of action in the development of thinking. In Knowledge and development (pp. 17-42). Springer, Boston, MA.
Piqueras, J. A., & Rama-Victor, D. (2020). Neuropsychological deficits in internalizing and externalizing disorders: Implications for improving cognitive-behavioral therapy in children and adolescents.
Roshan Chesli, R. (2012). The Effect of Storytelling Based on Social Skills Training on Improving Social Skills and Behavioral Problems in 8-10-Year-Old Boy Students with Opiate and Disorder (ODD) Disorders. Quarterly Clinical Psychology, 3(9), 73-93
Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental psychology, 51(1), 52.
Sekhavatpour, Z., Khanjani, N., Reyhani, T., Ghaffari, S., & Dastoorpoor, M. (2019). The effect of storytelling on anxiety and behavioral disorders in children undergoing surgery: a randomized controlled trial. Pediatric health, medicine, and therapeutics, 10, 61.
Skharninda, R., & Setyowati, W. E. (2020). The Effect of Storytelling on Ability to Control Violence Behavior in Early Childhood. Jurnal Ners, 15(1Sp), 574-577.
Susanti, M. D. (2013). Pengaruh Kegiatan Bercerita Dengan Buku Cerita Islami Terhadap Perilaku Moral Anak. Jiv, 8(1), 38–45.
Yati, M., Wahyuni, S., & Islaeli, I. (2017). The effect of storytelling in play therapy on anxiety level in pre-school children during hospitalization in the general hospital buy button to public Health of Indonesia, 3(3), 96-101.
YavandHasani, A., Farahbakhsh, K., & ShafiAbadi, A. (2014). Effectiveness of Cognitive-Behavioral Therapy on the Treatment of Adolescent Behavioral Disorders. Journal of Clinical Psychology and Research, 4(7), 71-94.
Zeraatkar, H., & Moradi, A. (2019). The effect of problem-solving skills training based on storytelling on different levels of aggressive behaviors in students. Quarterly Journal of Child Mental Health, 6(2), 68-80. | ||
|
آمار تعداد مشاهده مقاله: 286 تعداد دریافت فایل اصل مقاله: 264 |
||