Effectiveness of Therapeutic storytelling on social anxiety and Cognitive emotion regulation children with visual impairment

The purpose of this study was to evaluate the effectiveness of Therapeutic storytelling on social anxiety and cognitive emotion regulation of blind students.

This research is a quasi-experimental method with a pre-test and post-test design with a control group. The statistical population of the present study includes students of Narjes blind educational complex in Tehran. Thirty eligible individuals were selected by purposive sampling method and randomly divided into two groups of control (fifteen) and experimental group (fifteen). The Labiotz scale of social anxiety and the cognitive regulation of Garnefsky and Craig's emotion were used. The experimental group received ten sessions of story therapy (each session for ninety minutes) as a group and the control group did not receive any intervention. At the end of the course, post-test was performed for both experimental and control groups.

The results of analysis of covariance showed that story therapy had a significant effect on social anxiety and cognitive regulation of emotion (total) and its components such as positive re-attention, focused on planning, review and positive re-evaluation, self-blame, rumination, under Commenting, considering it catastrophic and blaming others in the experimental group compared to the control group.

In general, the results of this study showed that Therapeutic storytelling can help improve social anxiety and cognitive emotion regulation in blind students.