Investigating the Effectiveness of Psychodrama Therapy on the Social Competency Improvement in Students with Mathematical Disorder

The purpose of the present study is to investigate the effectiveness of psychodrama therapy for improving the social competency in students with mathematical disorder in Kermanshah. The design of this study is quasi- experimental with pretest- posttest and control group. In this study, 30 mathematical disorder boys, who were 12-15 years old, were selected by the convenient method, and were randomly divided into two groups (experimental and control group), each consisted of 15 students. Experimental group received psychodrama therapy training in 10 sessions of 45-minutes, while control group did not receive any special treatment. The instruments used were Wechsler Intelligence Scale for children and Social Competency Questionnaire. The obtained data were statistically analyzed using MANCOVA. The findings of this research showed that significant increase in social competency mean of experimental group in the post intervention in comparison with control group was observed. Furthermore, psychodrama therapy training had positive and significant effects on all subscales of social competency (cognitive skills, behavioral skills, emotional competency and motivational sets) in these students. The psychodrama therapy instructional program improved social competency of students with mathematical disorder. At the end, applying psychodrama therapy training for improved social competency of the students with mathematical disorder. Discussions as well as suggestions for future research are presented.