Volume 15, Issue 45 (11-2024)
3 2024, 15(45): 1-16 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Nabil G. The Effectiveness of Cognitive Behavioral Play Therapy (CBPT) on the Development of Social Skills and Problem-Solving in Children with Math Disorder. 3 2024; 15 (45) :1-16
URL: http://jnrihs.ir/article-1-655-en.html
URL: http://jnrihs.ir/article-1-655-en.html
Cognitive Behavioral Play Therapy, Social Skills, Problem-Solving, Mathematical Disorder
Abstract: (39 Views)
This research was conducted to assess the effectiveness of Cognitive Behavioral Play Therapy on social skills and problem-solving in children with mathematical disorder in Kashan City in 2024. The research method was a semi-experimental design using a pre-test/post-test approach with a control group. The statistical population consisted of all female students in grades four to six with mathematical disorder who were selected through purposive sampling and randomly assigned to experimental (15 participants) and control (15 participants) groups. The experimental group received 10 sessions of 30-minute Cognitive Behavioral Play Therapy, while the control group remained on the waiting list. Data collection was based on the Gresham and Elliott Social Skills Questionnaire (1990) and the Heppner and Peterson Problem-Solving Inventory (1982). Data analysis was performed using SPSS 27 in both descriptive and inferential sections (Analysis of Covariance). The results indicated that Cognitive Behavioral Play Therapy significantly increased social skills and its components, including cooperation, assertiveness, self-control, and behavioral skills among students with mathematical disorder. Additionally, the results showed that Cognitive Behavioral Play Therapy improved “confidence in problem-solving” and “personal control” in female students in grades four to six with mathematical disorder in Kashan. However, there was no significant difference between the two groups regarding “approach-avoidance style.” Therefore, Cognitive Behavioral Play Therapy is endorsed as an option in the classroom program for students and can be utilized as an appropriate intervention method.
Type of Study: Research |
Subject:
General
Received: 2025/07/13 | Accepted: 2024/11/30 | Published: 2024/11/30
Received: 2025/07/13 | Accepted: 2024/11/30 | Published: 2024/11/30
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
