Rooyesh-e- Ravanshenasi Journal(RRJ)

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Filial Therapy (FT) is a style of play therapy that uses parental play as a tool to treat children's problems. This style of therapy, which is a combination of different approaches such as psychodynamic, humanistic, behavioral, cognitive theory, and the developmental theory of attachment and family system, encourages parents and children to express their feelings during the game in a desirable way. The aim of this study was to introduce and review the history, goals, and characteristics of Filial Therapy and providing research evidence on its effectiveness and benefits for a range of problems in children. The study method is descriptive and the articles of reputable scientific databases have been used to collect information. The results of the descriptive study and analysis of the research showed that the Filial Therapy intervention program reduces parental stress, improves parent-child interaction, reduces behavioral problems and anxiety, and improves social skills and behaviors. As a result, Filial Therapy can be used as an effective intervention in improving children's behavioral and social problems. Also, it can use to repair parent-child relationships.

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This research aimed to compare the effectiveness of brain exercise training and filial therapy training on cognitive avoidance and executive functioning of students with learning disabilities. The method of this research was semi-experimental with a pre-amon-post-test design with a control group and a three-month follow-up period. The research population consisted of all 7-9-year-old students (first and third grades) with learning disabilities referred to the learning disability centers of Tonkabon City in the academic year of 1402-1401. Among them, 45 people were selected and were divided into two experimental groups and a control group. The first group underwent brain exercise training during 8 sessions and the second group underwent filial therapy sessions during 10 sessions. The research tool was the executive functions questionnaire. (BRIEF, Gerrard et al., 2008) was the Cognitive Avoidance Questionnaire (CAQ, Saxon and Dagas, 2008). The findings obtained from mixed variance analysis showed that there is a significant difference between the groups in the post-test and follow-up phases (p<0.001). Both intervention methods have reduced cognitive avoidance and increased executive functioning, and the level of effectiveness had a lasting effect over time, and there was no significant difference between the effectiveness of the two methods (p<0.001). In general, the results obtained from the research showed that both ways of intervention are effective in cognitive avoidance and executive functioning of students with learning disabilities.