نویسندگان

1 کارشناس ارشد روانشناسی بالینی، دانشکده روانشناسی و علوم تربیتی، دانشگاه آزاد اسلامی، واحد تنکابن، ایران.

2 کارشناس ارشدروانشناسی بالینی، دانشکده روانشناسی و علوم تربیتی، دانشگاه آزاد اسلامی، واحد تنکابن، مازندران، ایران.

چکیده

هدف از پژوهش حاضر بررسی تأثیر قصه‌گویی بر کاهش کاهش پرخاشگری و کاهش اضطراب امتحان در پسران پرورشگاه‌های شهر رشت می‌باشد. در چهارچوب روشی "آزمایشی" در قالب یک طرح تحقیق از نوع پیش آزمون – پس آزمون- پیگیری با گروه کنترل، 33 پسر، 8 ساله که از بین 34 کودک 6تا 8 ساله که داروی روانپزشکی استفاده نمی-کردند و تاکنون مورد درمان‌های روانشناسانه قرار نگرفته بودند انتخاب شدند. به طور تصادفی در دو گروه (1 گروه آزمایشی و 1 گروه کنترل) جایگزین شدند. دو گروه آزمایش به مدت 7 جلسه تحت تأثیر متغیر مستقل"قصه گویی همراه با بحث" قرار گرفتند و گروه کنترل هیچ مداخله‌ای را دریافت نکرد. بعد از اتمام مداخلات و نیز یک ماه پس از اتمام مداخلات از هر دو گروه آزمون به عمل آمد تا تأثیر متغیر مستقل بر متغیرهای وابسته و داده‌ها با استفاده از روش تحلیل واریانس برای اندازه گیری های مکرر،(MANCOVA) مورد تحلیل قرار گرفتند. نتایج نشان داد که روش قصه گویی همراه با بحث بر کاهش پرخاشگری و کاهش اضطراب امتحان پسران 8 ساله پرورشگاه های شهر رشت مؤثر است. این نتایج قابلیت کاربرد قصه و ساختار آن را درآموزش و درمان مشکلات کودکان نشان می‌دهد.

کلیدواژه‌ها

عنوان مقاله [English]

Effectiveness of Storytelling on decrease of Aggression and Test Anxiety in Boys orphanage in Rasht

نویسندگان [English]

  • golnoosh Chegeni 1
  • Mahboobe Chegeni 2

1 MSc in Clinical Psychology, Faculty of Psychology and Educational Sciences, Islamic Azad University, Tonekabon Branch, Tonekabon, Mazandaran, Iran.

2 MSc in Clinical Psychology, Faculty of Psychology and Educational Sciences, Islamic Azad University, Tonekabon Branch, Tonekabon, Mazandaran, Iran.

چکیده [English]

The purpose of this study was an investigation of storytelling approach on aggression and test anxiety decrease of 8 year old boys orphanage in Rasht. Using a Quasi experimental, pre-test post-test- fallow up design with control group. a sample consisting of 20 elementary school boys were selected On the basis of the scores achieved from the scales of 34 elementary school children that they didn’t accusations any psychotherapy and psychoanalysis treatment. (Parent & teacher form), the samples were placed randomly in 1 experimental and control groups. Then experimental groups participated in storytelling and storytelling and discussion for 7 sessions. Upon the completion of the training and after 1months Shahim aggression scale were administered as a post test and fallow up to 2 groups of mothers and teachers to investigate the effect of independent variable on dependent variable. Data were analyzed using repeated measures analysis of variance & MANCOVA parents in storytelling and discussion group reported a significant decrease in children's aggression and test anxiety This finding shows the efficiency of using story and its structure in training and treatment of children with aggression and test anxiety.

کلیدواژه‌ها [English]

  • storytelling
  • story
  • aggression and test anxiety
  • boys
  • orphanage
Achenbach, T, Rskvrla, L 1384, Manual forms of school-age Achenbach experience- based measurement system. A translator enamel. Tehran: Organization of Exceptional Education, the Institute for Exceptional Children
Ashtiani, M 1371, Tales educational role. Seminar presented research findings in Prvrsh.dbyrkhanh Education Ministry of Education and Research Council(Persian).
Amin peasants, N, AndParirokh, M 1382, analyzed the content of the story book suitable for children in the age group of medical literature approach, Journal of Library and Information Science, No. 24, Pp. 19 - 53(Persian).
Bazargan, Z, Sadeghi, N, Gholamali, M, Check the status of verbal violence in schools in Tehran, Journal of Psychology and Educational Sciences, thirty-second year Number 1, Pp1-28 (Persian)
Bernstein GA. Anxiety disorders in children and adolescences, a review of the past 10 years,1996: 1110-1119
Casas, J. F, Masher. M 1997, Relational and Overt aggression in preschool. Developmental psychology , NO.33, Pp.579-588
Cook, J.W , Taylor, L, Silverman, P 2004, The application of therapeutic storytelling techniques with preadolescent children: A clinical description with illustrative case study. Cognitive and
behavioral practice. Vol.11, No.2,Pp. 243-248.
Chansky Tamar. Freeing your child from obsessive- compulsive disorder, a breakthrough from program for parents and children,2000.
Chaharmahali 1385, The impact of social strategies in reducing behavioral disorders in children with stories published before Dbstany. payan a master. Allameh Tabatabaei University m(Persian)
Crothers, L. M, Field, J. E, Kolbert, J. B, et al 2007, “Relational aggression in childhood and adolescence: Etiology, characteristics, diagnostic assessment, and treatment”. Counseling and Human Develoment, No.39, Pp.1-23.
Creswell, C 2001. A case of soap therapy: Using soap operas to adapt cognitive therapy for an adolescent with learning disabilities. Clinical Child Psychology and Psychiatry, No. 6, Pp.307-315.
Chegeni, G 1389, An investigatation of story telling approach on component physical & behavior & ADHD and conduct disorder and coping behavior decries.
David, L, Maureen, O, Montgomery, S, et al ,Psychiatry and child and adolescent mental health [E] / Translation:.
Eskandari,M.R S. Karami. Dehestani, N 1386. The effect of education on the concepts of science with storytelling - - Learn first-grade girl students of two educational Thran.sal 87. 86.payan published a AllamehTabatabai University (Persian)
Ericsson, M, Rosen, S 1386, Narrative therapy (Translation Gharachedaghi, AD), Tehran.
Fairbairn, G.J 2002, Ethics, empathy and storytelling in professional development. Learning in Health and Social Care, Vol. 1, NO.1, Pp.22–32.
Forgan, J. W 2002, Using bibliotherapy to teach problemsolving. Intervention in School and Clinic, Vol.38, NO.2, Pp.75–83.
Forgan, J. W, Gonzalez-DeHass, A. R 2004, How to infusesocial skills training into literacy instruction. Teaching ExceptionalChildren, Vol.36, No.6,Pp. 24–30.
Green, A 1927, art of storytelling, translation pour Friday, T.thran, Abjd, Pp. 148- 149.
Galdard, K 1389, principles and techniques of consultation with children, translation Barabadi; H.thran. Parent-Teacher Organization
Goodvin, T, Pacy, K, 2003, children violence preventionin preschool setting, Journal of child and adolescence of psychiatric nursing, No.16, Pp.52-59
Gordon. B. S 2004, Cognitive – Behavioral therapy for anger in children and adolescence a meta analysis, aggression and violent behavior.Pp:247-269
HasanleeK. Heydari, M 1385, Taking advantage of native mythology in the story, Journal: Humanities and Social Sciences, University of Shiraz, No.48,Pp. 85- 100
Heffner, M 2003. Excremental support for the use of story telling to guide behavior: The effect of story tellingonmultiple and mixed ratio (FR)/ differential reinforcement of low rate (DRL) schedule responding. Unpublished Doctoral Dissertation, West Virginia University
Heidi, L, Tussing, M.S.W, Deborah, P, etal 2001, Helping Adolescents Copewiththe Mental Illness of a Parent Through Bibliotherapy. Child and Adolescent Social Work Journal, Vol.18, No.6, Pp.455-469
Heiman, T, PreelK 2003,student with learning disabilities in primary schools, Pp.248-258
Hejazi, B 1384, adbyat kids. Tehran. Intellectuals and women's studies (Persian)
Iaquinta, A, Hipsky, S 2006. Practical Bibliotherapy Strategies for the Inclusive ElementaryClassroom Early Childhood Education Journal.
Karimi, A 1381, social Psychology. Tehran, Press Arasbaran (Persian).
Kaplan, Sadvk, B 1386, Summary of psychiatry, translation Pour Afkari, n. Tehran, Shahrabi.
Kazden, A 1997, Conduct disorder across the life span. D. Cicchetti(Eds) Developmental psychologyPrespective on adjustment, risk and disorder, Pp. 248-272.
Kleinberg, G 1363, What we learned from Congress about the legends and myths for children and adolescents. 39 articles on Adbat children in Tehran. Children's Book Council. Pp 213- 214.
Kaye D.L 2000, Child and adolescent mental health, Pp.200-229.
Ladd, G, Burgess, k 1997, Charting the relationship trajectories of aggressive/non withdrawn, children during early grade school.Child development, No.70, Pp. 919- 929.
Matsuura, N, Hashimoto, T, Toichi, M 2009, Correlations among self-esteem, aggression, adverse childhood experiences and depression in inmates of a female juvenile correctional facility in Japan Psychiatry ClinNeurosci. Vol.63, No.4, Pp.478-485.
MacDonald, As 2001, the prevalence and effects of the test anxiety in school children, Educational psychology, Pp.89- 98.
Micheal, B 2000. "Drama, masculinity, and violence". Research in Drama Education, No.5, Pp.9-22.
Moghaddam,M 1391,The first International Congress of anxiety,Shahidbeheshti University.
Mohammadi, M 1381, Fantasy in children's literature. Tehran, publishing days.
Nasirzadeh, R 2009, The effect of storytelling on aggression, shiraz.(Persian)
Newman, J, Nangle, D, Erdiery. C.A 2002, Social skill training as a treatment for aggressive children. Pp. 162-199.
Ortcutt, S. R 2002, A creative approach to helping children deal with anger: Developing a child book on anger management. Unpublished Doctoral Dissertation, Alliant International University.
Ostrov JM, GodleskiS, A 2009, Impulsivity-hyperactivity and subtypes of aggression in early childhood: an observational and short-term longitudinal study Eur Child Adolesc Psychiatry. Vol.18, No.8, Pp.477-483.
Painter, J. T, Silverman, P. S, Cook, J. W 1999. The effect of therapeutic storytelling and behavioral parent training on noncompliant behavior in young boys. Child & Family Behavior Therapy, No.21,Pp. 47–66.
Parker, J. G, Ashe, S, R 1993. Friendship & friendship Qualitu in middle childhood. Link with peer group developmental psychology. Pp. 611-621.
Perrow,S 2008, Healing storiesfpr challenging behavior. UK hawthorn press
Phoenix Health Department Dr. Fariba Arabgol (Child and Adolescent Psychiatrist)
Qabasy, the 1385, Creative Drama - storytelling and children's theater. Qatreh and University of Kerman.
Rahmandoust, M 1381, Storytelling, the importance and the way it is. Tehran. Growth (Persian)
Rubin, J.A, Artful therapy. New Jersey.John Wiley &Sons Inc.2005
Roshan, A 1385, storytelling: how the story to help children benefit in solving the problems of life. Translation Yazdani, B and Imad, d. Tehran growth (Persian).
Saadat, M, Karimifard, P, Ghasemzadeh, A 1392, Systematic training in reducing anxiety, Education development Jundishapur University (Persian).
Seyedi , T 1381, The use of storytelling in the treatment of behavioral problems - emotional, exceptional education, Pp. 43 – 35. ( Persian)
Silver, R 2007, The silver drawing test and draw the story, Newyork& London: Routledge.
Shahim, S 1385, revealing and relational aggression among school children. Journal of Psychology and Psychiatry. Syzdhm.shmarh 3 years (Persian).
Schneider, P, andDube, Rv 2005. "Story presentation effects on children’s retellcontent". Am J Speech Lang Pathol, No. 14 ,Pp. 52-60.
Shapiro, J, Ross, V 2002, "Applications of narrative theory and therapy to thepractice of family". Family Medicin, No.34 , Pp.96-100.
Shechtman, Z, Nasaraladin , D.B 2006, treating mothers of aggressive children: Areserch study, international journal of group psychotherapy, Vol.56, No.1,Pp. 93-112.
Sukhodolsky, D. G, Kassinove, H, Gorman, B. S 2004. Cognitive-behavioral therapy for anger in children and adolescents: A meta-analysis. Aggression and Violent Behavior, No.9, Pp.247-269.
Schilling, L 1382, Theories of advice. Translation Arian, Str. Tehran. Release of Data.
Teglasi, H, Rthman, L 2001, Stories: A class room basal program to reduce aggressive behavior, No.39, Pp.71-94.
Watson, J 1980, Bibliotherapy for abused children. Sch Counsel, No.27, Pp. 204-208
Warrior, M 1378, aggression in children and how to deal with Tehran. Dictionary vote
Wojtalewicz, M. P 2004, Examination of head storchildrens social competence and social cognitions after participating in a universal violence preventation program. University of Florida
Zipes,JD, creative storytelling. Building community, changing lives. Route DGE New York and.