مقالات پژوهشی درباره کووید19 در اولویت انتشار قرار دارند
year 10, Issue 10 (Spring 2022 2022)
Rooyesh 2022, 10(10): 41-52 |
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Karami J, Lorestani S. The intervention effect of cognitive-behavioral play theory (CBPT) on alexithymia and Academic burnout in children with special learning disabilities(severe). Rooyesh 2022; 10 (10) :41-52
URL: http://frooyesh.ir/article-1-2947-en.html
URL: http://frooyesh.ir/article-1-2947-en.html
1- Assistant Professor, Department Of Psychology, Faculty Of Psychology, University Of Razi, Kermanshah, Iran.
2- M.A Student. Psychology, Faculty Of Psychology, University Of Razi, Kermanshah, Iran. , psychologyscience.2020@gmail.com
2- M.A Student. Psychology, Faculty Of Psychology, University Of Razi, Kermanshah, Iran. , psychologyscience.2020@gmail.com
Abstract: (622 Views)
The aim of this research was to investigate evaluate cognitive-behavioral play therapy on alexithymia and reduce academic burnout in students with special learning disabilities (severe). In terms of purpose, the present study is a part of basic research and in terms of method, it is a quasi-experimental study with a pre- post-test and group waiting for treatment. The study community included all primary students with special learning disabilities disorder in Kermanshah city, from which 30 people were available selected as a sample. Research questionnaires included: Toronto Mood Inventory Questionnaire FTAS-20 (2013) School– Burnout Inventory SBI (2005) and Colorado Learning Difficulties Questionnaire CLDQ (2011). Path analysis was used for multivariate covariance analysis of the data. Findings showed that cognitive-behavioral play therapy reduced emotional problems and alexithymia and burnout in these children (p< 0.001). As a result, the findings showed that play therapy can be used as a suitable way to reduce emotional, alexithymia and its components and academic burnout problems in children.
Type of Article: Research |
Subject:
Developmental Psychology
Received: 2021/06/9 | Revised: 2022/03/3 | Accepted: 2021/08/8 | ePublished: 2022/01/30
Received: 2021/06/9 | Revised: 2022/03/3 | Accepted: 2021/08/8 | ePublished: 2022/01/30
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