بازی درمانی

Weight loss and its maintenance were one of the most important goals of therapists in the field of treating chronic obesity in children due to the inadequacies of current treatments. Thus, the researchers of this study decided to test the effect of their play therapy package based on Hall and Fong's temporal self-regulation theory in this regard. By implementing a semi-experimental research design with pre-test, post-test and follow-up at 2-month intervals on a convenience sample from the population of the Iranian Health Centers-Isfahan City, including 45 parent-obese child pairs randomly assigned to two experimental and control groups, at the same time as conducting family-based behavioral intervention on both groups, members of the experimental group also received play therapy package training. By analyzing the data of children's body mass index (measured by dividing the weight measured in kilograms on a scale by the square of the height measured in meters with a stadiometer) in three sections in the form of pre-test, post-test and follow-up by one-way covariance method, significant difference between the experimental group (combined play therapy method with family-based behavioral intervention method) and the control group (only family-based behavioral intervention method) in both post-test stages (F(42,1)=2188.34, P<0.001, ŋ2=0.98) and follow-up (F(42,1)=1036.61, P<0.001, ŋ2=0.96) was observed which according to the observed strong size effect indicates the effectiveness of the combined method was much better than using the family-based behavioral intervention method alone on weight loss and maintenance. The interpretation of the results indicates the effectiveness of adding the training package designed based on Hall and Fong's temporal self-regulation theory to strengthen the three executive functions of working memory,response inhibition, and cognitive flexibility to the usual family-based behavioral intervention as the best method available in the field of reducing and maintaining weight of children. In such a way that this combined method according to restrictions set in the field of using medical treatments (including drug therapy and surgery) for children under 12 years of age, could be considered as a step in the field of designing complementary methods, which by addressing other causes of chronic obesity including the neurological causes and the psychological structures attributed to it, including the executive functions, has been able to be effective with minimal side effects on the process of treating chronic obesity. The primary step that taking other steps in the direction of improvement and expansion of the designed play therapy package was subject to its retesting and application in other societies, and in comparison, with other methods by interested researchers.

The purpose of this study was to compare the effectiveness of play therapy and story therapy in improving the behavioral problems of mentally disabled children. The research sample consisted of 45 elementary school students selected through purposive sampling from students studying in special schools in Bandar Anzali city. Their parents answered the Achenbach Child Behavior Checklist (CBCL, Achenbach, and Rescorla, 2007), and the students were randomly assigned to three groups (two experimental groups and one control group). After the pre-test, experimental intervention (8 sessions 45-minute play therapy sessions and 10 sessions 45-minute narrative therapy), and post-test, the data were analyzed using the analysis of the covariance method and the Bonferroni post hoc test. The findings showed that play therapy and narrative therapy are effective in improving behavioral problems in children with intellectual disabilities(P<0.01), and there is no difference between the effectiveness of play therapy and narrative therapy in improving behavioral problems in children with intellectual disabilities (p>0.05). the two methods of play therapy and storytelling can be used to improve behavioral problems in children with intellectual disabilities in schools.

The present study was conducted to investigate the effectiveness of play therapy with a problem-solving approach on learning anxiety and social anxiety of male students in the second year of elementary school in Torbat Jam.

The method of this study was semi-experimental with a pre-test and post-test design with a control group. The statistical population of the study is all elementary school students in Torbat Jam, 3972 people, according to the list obtained, there are 33 schools in Torbat Jam city, and 30 students were randomly assigned to two experimental and control groups using a multi-stage cluster method. The data collection tools used were the Pekran Learning Anxiety Questionnaire, the Jarabek Social Anxiety Questionnaire, and the Goldfried and Davidson Cognitive Play Therapy Protocol for Problem-Solving Behavior (each session 45 minutes to one hour). The obtained data were analyzed using descriptive statistics (mean, standard deviation) and inferential statistics (covariance analysis) using SPSS version 24 software.

The results showed that play therapy has a significant effect on learning anxiety (statistical power effect of 0.61 and significance of 0.003) and social anxiety (effect or difference of 0.75 and significance level of 0.003) of elementary school students.

According to the findings of this study, play therapy based on the problem-solving approach has a positive effect on reducing learning anxiety and social anxiety in elementary school boys. Also, play therapy with a problem-solving approach is a useful strategy for reducing anxiety in male students.

Attention Deficit Hyperactivity Disorder is one of the childhood disorders with a fixed pattern of attention deficit and hyperactivity that about 3 to 7 percent of primary school children suffer from in the pre-puberty stage. One of the therapeutic interventions that can be performed in a group is the sensory integration therapy model, so the purpose of this study was to investigate the effectiveness of play therapy based on sensory integration on the executive function and social adjustment of children with attention deficit hyperactivity disorder, which was used as a semi-experimental research method with a pre-test-post-test design. The statistical population consisted of 8-10-year-old children with attention deficit hyperactivity disorder in 2018, who had referred to medical centers in Tehran. 30 people were divided into two groups of 15 people using the targeted sampling method. In this research, from two questionnaires for the behavioral rating of executive functions (Parent Form) (Guy& et al, 2000) and children's social adjustment questionnaire (Dokhanchi, 1998) and the play therapy course based on the plan (Horwitz & Roset, 2007; Tabrizi & Esteki, 2012; Babaei, 2014) has been used. Data analysis was done using analysis of covariance test. The findings showed that the effect of play therapy based on sensory integration on the executive function and social adaptation of children with attention deficit hyperactivity disorder was significant. Therefore, play therapy based on sensory integration can be used to improve the executive function and social adaptation of children with attention deficit hyperactivity disorder.

The purpose of this research was to determine the effectiveness of play therapy on communication skills, feelings of loneliness, and educational adjustment of children with hearing impairment. The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population included all students with hearing impairment in the age range of 6 to 12 years in Damghan city in the academic year of 2018-2019, and 16 of them were randomly selected in two experimental and control groups using available sampling method. (Each group 8 people) were assigned. In order to measure the variables, the Revised Questionnaire of Queen-Dame Communication Skills (QCST-R), the Revised Loneliness Scale of Russell, Peplau and Catrona (R-UCLA) and the Educational Adjustment Questionnaire of Teaguez, Clark and Thorpe were used and the interventions Play therapy was performed as a group for the experimental group during 12 45-minute sessions in the rehabilitation unit. Multivariate covariance analysis was used in the SPSS software environment to check the research hypotheses. The results of the present study showed that the average of the experimental group was different in the post-test of communication skills and academic adjustment and feelings of loneliness. In fact, play therapy increases communication skills and its components (the ability to receive and send messages, emotional control, listening skills, insight into the process of communication and communication combined with assertiveness) as well as the educational adjustment of children with hearing impairment (p<0.01), and play-therapy was effective in reducing the loneliness of these children (p<0.01). It is suggested to use cognitive-behavioral play therapy with group performance to improve communication skills and increase educational adaptation and reduce the feeling of loneliness of hearing impaired children.

The objective of this study was to assess the efficacy of group play therapy in reducing behavioral problems and aggression in children aged 7 to 12 years who are anxious. The research design was semi-experimental, employing a pre-test and post-test design with a control group. A total of 30 anxious primary school students from the Forth district of Tehran were selected purposefully and randomly to form the experimental and control groups. Data were collected via the Rutter Children's Behaviour Questionnaire for completion by parents (RCBQ) and the Aggression Questionnaire (AQ). The experimental group underwent group play therapy over the course of eight 45-minute sessions. The results of the multivariate covariance analysis indicated a statistically significant difference between the mean scores for behavioral problems and aggression in the experimental and control groups (P<0.05). Furthermore, the findings indicated that group play therapy has been effective in reducing the scores for behavioral problems and aggression in the experimental group. These findings suggest that group play therapy may be an effective intervention for reducing behavioral problems and aggression in children aged 7 to 12 years who are anxious.

Specific learning disabilities include a heterogeneous group of children who have problems in various domains. These problems have life-long effects that seem to extend far beyond reading, writing, and arithmetic, and profoundly affect areas such as health, mental health, interpersonal relationships, continuing education, employment opportunities, and the like.

The aim of this study was to compare the effectiveness of game-based therapy and game-based therapy integrated with cognitive rehabilitation techniques on the math performance and Anxiety mathematical in Students With learning disabilities (MLD).

In the quasi-experimental research of pre-test-post-test multi-group designs, among the statistical population of the study, including all students of third, fourth, fifth and sixth grades of the academic year of 2018- 19 of Khomeini Shahr city in Iran, the number of 36 students those with math learning disabilities were randomly divided into three groups of 12. (2 experimental and 1 control). Then the experimental groups were treated. During this period, the control group did not receive any psychological or pharmacological interventions. Shalve mathematics questionnaires and Kazeleskis mathematical anxiety scale were used to evaluate the subjects.

The results of data analysis showed that play therapy-based education and the play therapy-based education combined with cognitive rehabilitation methods in mathematical anxiety and mathematical achievement at the level of(p< 0.05) were associated with significant effectiveness. Also, play therapy-based education combined with cognitive rehabilitation methods was more effective in the mathematical achievement variable in students with mathematic learning disabilities compared to play therapy-based education.

This research was conducted with the aim of comparing the effectiveness of play therapy-based education and play therapy-based education integrated with cognitive rehabilitation methods in math anxiety and math academic progress in students with math learning disorders, by examining 36 students with math learning disorders who were in three There were experimental and control groups, the experimental groups received training based on play therapy and training based on play therapy integrated with cognitive rehabilitation methods

The purpose of current study was to investigate the effectiveness of filial therapy on fear of coronavirus in children. The present study was a quasi-experimental study with a pretest, posttest, and control group. The statistical population consisted of all mothers of children with complain of fear of coronavirus visiting counseling centers in Isfahan, Iran, from among whom 22 people were selected through purposive sampling and randomly assigned to experimental and control groups. The experimental group received eight sessions of filial therapy sessions, while the control group received no training. Data collection instrument was fear of covid-19 scale (FCV-19S) (Ahorsu et al, 2020) that was standardized and visualized in children society. Date were analyzed by univariate covariance in SPSS version 21. filial therapy was an effective intervention in reducing fear of coronavirus in children (p<0.01). filial therapy, like other psychological and pharmacological interventions, can improve the fear of coronavirus in children.
Key words: play therapy, filial therapy, fear of coronavirus, children

This research was conducted with the aim of determining the effectiveness of cognitive rehabilitation and play therapy on improving the executive functions of children with brain tumors.

The study was a practical research and a time series quasi-experimental design with multiple groups. The sample included 45 children between 7 and 10 years old with brain tumors selected from Mahak Hospital purposefully and by considering the inclusion and exclusion criteria. The subjects were randomly replaced in 3 groups of 15 people (group 1: cognitive rehabilitation; group 2: cognitive rehabilitation with play therapy; group 3: control group). The experimental groups received relevant interventions in 8 sessions, and the control group did not receive any intervention. The pre-test, post-test and 1-month follow-up of the participants of all 3 groups were conducted with the Executive Function questioner (BRIEF). In order to analyze the data, split-plot ANOVA design (SPANOVA) with spss21 software was used.

According to the results, the deficit of executive functions in children of both experimental groups was reduced compared to the control group and was stable in the follow-up.

The result showed these interventions can be used for children with brain tumors. Of course, the use of rehabilitation therapy integrated with play therapy is more suitable for improving the cognitive skills of children with brain tumors.

Research has demonstrated that students with elevated levels of self-esteem tend to perform better in social interactions. Mindfulness interventions, which emphasize self-discipline and a focus on present experiences, have been increasingly scrutinized for their ability to facilitate the recognition of mental events and enhance traits such as sensitivity, openness, and receptivity among individuals. Concurrently, play therapy is recognized as a beneficial physical and mental activity that boosts self-respect. Despite these advancements, there is a notable gap in research concerning the application of mindfulness principles within play therapy to amplify self-esteem within the studied population.

The current study was designed to compare the effectiveness of mindfulness-based education and game-based education on the self-esteem of primary school students in Garmsar City.

The present research employed a semi-experimental design, incorporating pre-tests, post-tests, and a one-month follow-up. The study population comprised all primary school students in the city of Garmsar (totaling 7,620) in the academic year 2021-2022. Participants were divided into three groups of 15, selected through purposeful convenience sampling based on eligibility criteria. For data collection, the self-esteem questionnaire developed by Krocker et al. (2003) was utilized. The interventions included a play therapy protocol by Johnson and Parsons (2023), delivered over eight 60-minute sessions, and a mindfulness training protocol by Siegel et al. (2002), also conducted over eight 60-minute sessions for the two experimental groups. To test the research hypotheses, multivariate analysis of variance (MANOVA) was conducted using SPSS software, version 22.

The analysis of the data revealed that both mindfulness interventions and game-based interventions significantly impacted the enhancement of self-esteem among primary school students in Garmsar city (p <.05).

Drawing from the findings of this study, it is evident that both mindfulness and play therapy possess the capacity to affect self-esteem in students. Future research is recommended to employ larger sample sizes and to explore different research populations to validate and extend these results.

Using online games has many negative emotional and social consequences. Therefore, the present research was conducted with the aim of determining the effectiveness of play therapy on improving emotion regulation and social adjustment of students addicted to online games.

This study in terms of purpose was applied and in terms of implementation method was quasi-experimental with a pre-test, post-test and follow-up design with a control group. The research population was the fifth grade students of district 2 of Sari city in the 2021-22 academic years. The sample size based on G Power software for each group was determined 15 people, who this number was selected by purposive sampling method and by random method replaced into two experimental and control groups. The experimental group 8 sessions of 90 minute underwent the play therapy, and during this time the control group did not receive any education. The data were collected with addiction to online games questionnaire (Wang & Chang, 2002), emotion regulation questionnaire for children and adolescents (Gullone and Taffe, 2012) and children's social adjustment scale (Dokhanchi, 1998) and were analyzed by methods of variance analysis by repeated measurement and Bonferroni post hoc test in SPSS-26 software.

The findings showed that the play therapy improved the emotion regulation (reappraisal and suppression) and social adjustment of students addicted to online games, and the results remained in the follow-up phase (P<0.001).

The results indicated the effectiveness of play therapy and its durability on improving emotion regulation and social adjustment of students addicted to online games. Therefore, specialists and therapists can use play therapy along with other treatment methods to improve psychological characteristics, especially to improve emotion regulation and social adjustment.

Cancer has extensive effects on children’s mental health and well-being. One of the problems of children with cancer is social interest. Due to the constant reduction of social interests and their association with quality of life, effective intervention programs are very important. On the other hand, helping childhood cancer survivors and children with cancer to maintain physical, mental and social well-being is one of the most important responsibilities of health professionals and psychologists. It should be noted that the intervention was tailored to the condition of children with cancer. This study aimed to evaluate the effectiveness of an Adlerian play therapy on enhancing social interest in children with cancer. It was a quasi-experimental study with pretest–posttest with control group. The statistical population consisted of all children with cancer of Yazd City, Iran. Using the convenience sampling method, 30 children were selected as a sample based on the inclusion and exclusion criteria. They were randomly divided into experimental and control groups (n=15/group). The inclusion criteria for children included age 8-12, definitive diagnosis of cancer, at least one course of chemotherapy, not being treated with psychotropic drugs, the child living with both parents, not having any disease other than cancer, not having neuropsychological problems such as mental retardation, hyperactivity, moderate socio-family status and hospitalized for at least one month. The inclusion criteria included reluctance to continue cooperation, not cooperating in completing questionnaire at each of stages or more than two absences in training sessions. In pretest and posttest stage, participants completed the Social Interest Scale for Iranian Children (Alizadeh, 2015(, which included responsibility-task doing, relationship with people-empathy, confidence -assertive, equality vs inferiority-superiority. The weekly sessions of play therapy program included eighteen 45–minute for children. To describe the obtained data, central and dispersion indices, including mean and standard deviation and multivariate and univariate analysis of covariance were used in SPSS 24 at the significance level of 0.05. The results of the multivariate covariance analysis for the subscales of the social interest scale show that the experimental group shows a significant positive change in the subscales after participating in the training program compared to the control group (p <0.05). Adlerian play therapy is effective on social interest in children with cancer and should be offered as a complementary treatment along with other medical and psychological therapies to these children.

The present study was conducted with the aim of investigating cognitive-behavioral game therapy on alexithymia and reducing aggression in students with attention-deficit/hyperactivity disorder. The current study was experimental with a pre-test-post-test design with a control group. The statistical population included all students with hyperactive/inattentive disorder in Kermanshah city, from which a sample of 30 people was selected using convenience sampling and randomly assigned to two experimental and control groups. The tools of this research included cognitive behavioral game therapy protocol, Eysenck's Aggression Questionnaire (1975) and Toronto Alexithymia Questionnaire (1994). The treatment program was implemented for eight sessions of 30-45 minutes duration twice a week. The findings of covariance analysis showed that the cognitive-behavioral game therapy program significantly reduced emotional problems, alexithymia and aggression in children with hyperactivity/inattention disorder. Finally, the results showed that play therapy can be used as a suitable method to reduce children's emotional and behavioral problems.

 the purpose of this research was to determine the effectiveness of play therapy based on the cognitive-behavioral approach on self-esteem and working memory of children with hearing-speech disorders. 

 The current research is a quasi-experimental type of research. The statistical population of the research is all people (girls and boys) with hearing-speech impairment aged 8 to 12 years, who formed Tabasom rehabilitation center in Falavarjan city in 2021-22. Sampling included 30 boys and girls with hearing and speech disorders who were selected as convenience sampling and were placed in two groups of 15 people, experimental and control group. Also, analysis of variance with repeated measurements and Bonferroni's post hoc test were used to analyze the data. 

 The findings showed that the average score of active memory (inverted digits) and self-esteem after game therapy in the experimental and control groups had a significant difference (P<0.05). The score of self-esteem and active memory (inverted numbers) in the experimental group was higher than the control group (P<0.05). There was no significant difference in the mean of active memory score (forward digit span) after game therapy in the experimental and control groups (P<0.05). 

 It can be concluded that play therapy based on cognitive-behavioral approach is effective on self-esteem and working memory of children with hearing and speech disorders, and cognitive-behavioral play therapy can be implemented in rehabilitation centers, clinics, and schools.

The present study was conducted with the aim of investigating the effectiveness of play therapy on the aggression of single-parent children. This research was a semi-experimental study with a pre-test-post-test design with a control group. The statistical population of the research includes all single-parent children in 1401. The research sample consisted of 40 people (20 experimental people and 20 control people) of these teenagers who were selected using the purposeful sampling method and randomly divided into two experimental and control groups. The experimental group underwent 12 sessions of game therapy, and the control group remained waiting for treatment during this period. Data collection was based on Nelson's aggression questionnaire (2000). The analysis of the information obtained from the implementation of the questionnaire was done through the SPSS 23 software in the inferential section (analysis of covariance). The findings of the research showed that play therapy is effective on the aggression of single-parent children, which means that play therapy leads to the reduction of aggression in them.

The aim of this study was to design and validate a stress and anger management training package based on book therapy and play therapy in primary school children in Kerman province:

This research is multifaceted. Led to the choice of a qualitative-quantitative mixed research method). Among the mixed research methods, a sequential mixed exploratory research design will be used. In order to collect data, in addition to using library studies and theoretical foundations derived from content analysis, in-depth semi-structured interviews will be used for further understanding.

The results of this study show that play therapy, story therapy packages can be used by psychologists to treat stress and anger in children. The results also showed that the mean of aggression and stress after using play therapy and book therapy, decreased significantly.

The findings of this study indicate that the use of these methods reduces children's stress and increases their acceptance in society.

The aim of this study was to investigate the effectiveness of parent-child interaction through play therapy (CPRT) on executive function and social adjustment of children with attention deficit hyperactivity disorder (ADHD). This study was a quasi-experimental study with pre-test and post-test with a control group. The statistical population included children aged 8 to 10 years with ADHD who referred to medical centers in Tehran in 1398. The sample consisted of 30 people (two groups of 15 people) who were selected using purposive sampling. Data collection tools were BRIEF (Parent Form) Behavior Rating Function Questionnaire (Guy,2000) and Dokhanchi Children's Social Adjustment Questionnaire (1998). After randomly selecting and determining the experimental and control groups and before conducting play therapy sessions for the participants in the study, a separate introductory session with the aim of initial acquaintance with the children and establishing a therapeutic relationship, as well as creating confidence in the subjects and collecting data. Pre-test was held. During the same introductory session to collect pre-test data, Connors parent questionnaires, BRIEF executive behavioral grading questionnaire and children's social adjustment questionnaire were given to children's parents in groups, and finally the experimental group played 10 sessions of 120 minutes once a week. Were treated. The results showed that play therapy training based on parent-child interaction on the executive functions of children with attention deficit hyperactivity disorder was effective and according to ETA squared the effectiveness of play therapy training based on parent-child interaction on executive functions. In the studied children 75.1% Also, play therapy training based on parent-child interaction is effective in improving the social adjustment of children with attention deficit hyperactivity disorder. The studied children are 74.9%.

Research has shown that children with separation anxiety disorder often struggle with self-regulation and emotional regulation. The purpose of this study was to investigate the impact of group play therapy, specifically painting-based therapy, on the emotional skills of children with separation anxiety disorder. The study utilized a quasi-experimental design with a pre-test-post-test approach and a control group. The study population included all sixth-grade female students with separation anxiety disorder in Ghaemshahr city during the academic year 1400. Thirty children were selected for the study and randomly assigned to either the experimental or control group. Data were collected using the Separation Anxiety Questionnaire (March et al., 1997) and Zeiman's (2001) emotion management scale. The experimental group received ten 45-minute sessions of painting-based group play therapy, while the control group received no intervention. The data were analyzed using univariate and multivariate analysis of covariance. The results showed that painting-based group play therapy significantly improved the emotional skills of children with separation anxiety disorder (P<0.001). Based on these findings, it can be concluded that group play therapy based on painting is an effective treatment method for promoting mental health and preventing psychological problems in children with separation anxiety disorder.

Evidence has shown that play therapy has been effective in reducing behavioral disorders, but can it be effective in improving social anxiety disorder, segregation, and isolation of students? The female students were elementary school students. This study was a quasi-experimental study with pre-test and post-test design with a control group. The statistical population included all first-grade female students of Haj Mohammad Jafari Namin School (68 students). Among them, the samples of students with the highest anxiety scores on the Separation Anxiety and Isolation Scale of (Mani Kawasgar ,2009) were selected and randomly divided into experimental and control groups. The experimental group received 10 sessions of play therapy intervention and no interventions were performed on the control group. Students' anxiety screening test score was considered as a pre-test and after the intervention, children's anxiety test was performed on both groups again and its score was considered as a post-test. Data were analyzed using analysis of covariance and independent group t-test. The results showed that play therapy had a positive and significant effect on reducing separation anxiety and isolation in children because it was) P <0.5(. Play therapy can be effective in treating separation anxiety and isolation students.