Volume 5, Issue 3 (Vol 5, No 3 (17) 2024)
2024, 5(3): 17-27 |
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Vatankhah M, Hafezi F, Johari fard R. (2024). Comparison effectiveness solution focused kids' skill method and psychodrama on social skill, of educable mentally disabled male students. Journal of Childhood Health and Education. 5(3), : 2 doi:10.32592/jeche.5.3.17
URL: http://jeche.ir/article-1-184-en.html
URL: http://jeche.ir/article-1-184-en.html
1- PhD student, Department of Psychology, Ahvaz branch, Islamic Azad University, Ahvaz, Iran
2- Associate Professor, Department of psychology, Ahvaz branch, Islamic Azad University, Ahvaz, Iran
2- Associate Professor, Department of psychology, Ahvaz branch, Islamic Azad University, Ahvaz, Iran
Keywords: solution focused kids' skill method, psychodrama, social skill, mentally retarded student.
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| Extended Abstract Background and Aim: Students with intellectual disabilities are one of the groups with special educational needs (Hallahan et al., 2020; as cited in Vatankhah & Bakhtiarpour, 2023). One of the primary goals of educating students with disabilities is to help them learn social adaptation, establish meaningful and effective relationships with others, and accept social responsibility. Therefore, one of the most important educational dimensions for students with intellectual disabilities is teaching them social skills. Children with mild intellectual disabilities tend to perform less maturely in social interactions compared to their peers, struggling to appropriately understand social cues and interpret the actions of others (Vanrest, 2020). Thus, it is crucial to help these children develop the necessary skills for a fulfilling life, build confidence in dealing with challenges, and grow essential social skills for successful adaptation to their social environment and productive living (Karimi, 2013). The solution-focused child skills training method aims to help children acquire various skills by emphasizing their unique abilities (Vatankhah & Bakhtiarpour, 2023). This approach focuses on children’s strengths rather than solving problems and providing direct solutions. Another method of teaching skills to children is psychodrama. Psychodrama is a group therapy method introduced by Moreno and is a relational approach that focuses on behavior modification through group interactions (Taher, 2021). This study seeks to identify an effective method that can be used to teach these skills to children with intellectual disabilities in a short period of time. To this end, it compares the effectiveness of solution-focused child skills training and psychodrama on the social skills of male students with intellectual disabilities. Methods: This research is an applied study with a quasi-experimental design, including a pre-test, post-test, follow-up, and control group. The statistical population comprised all students with mild intellectual disabilities attending Omid Exceptional School in Sari during the 2022-2023 academic year. From this population, a sample of 45 children was selected using a purposive sampling method based on inclusion and exclusion criteria and randomly assigned to two experimental groups (15 participants each) and a control group (15 participants). Before the educational interventions were conducted by a trained instructor, a pre-test was administered to all three groups. The first experimental group underwent eight 60-min sessions of training with the independent variable (solution-focused child skills training), while the second experimental group participated in psychodrama training sessions with the instructor. The control group received no intervention. After the educational sessions, a post-test was administered to all three groups, followed by a three-month follow-up. The inclusion criteria for the study were male gender, 9-12 years of age, mild intellectual disability, no comorbidity with other disorders, no use of psychiatric medications affecting the intervention sessions, and consent to participate. The exclusion criteria were missing more than two intervention sessions, taking psychiatric medications, or undergoing concurrent behavioral therapies during the study intervention. The research used Gresham and Elliott’s Social Skills Questionnaire as the assessment tool. For the first experimental group’s intervention, the protocol designed and presented in the study by Vatankhah and Bakhtiarpour (2023) for solution-focused child skills training was used. The second experimental group’s intervention followed psychodrama guidelines provided by clinical specialists, based on Lenton’s principles. Psychodrama sessions, as outlined in Taher’s study (2021), were conducted in 10 sessions of 90 min each, twice a week for five weeks. The data collected from these tests were analyzed using univariate covariance analysis in SPSS-26 software. After the therapeutic intervention, in accordance with professional ethical standards, the control group also received social skills training through play therapy. Results: The average social skills scores in the post-test and follow-up phases increased in the experimental groups compared to the control group. The results of the univariate covariance analysis indicate a significant difference in social skills between the experimental and control groups at the follow-up stage. Additionally, the findings show that solution-focused child skill training was able to affect 88% of the variance in social skills. The results of the univariate covariance analysis also indicate a significant difference in social skills between the experimental group (psychodrama) and the control group at the follow-up stage. Therefore, the findings suggest that psychodrama training was able to influence 84% of the variance in social skills. The results indicate that the effectiveness of the solution-focused child skill training method is significantly greater than that of psychodrama in improving the social skills variable. Discussion and conclusion: This study aimed to compare the effectiveness of solution-focused child skills training and psychodrama on the social skills of male students with mild intellectual disabilities. The findings showed that both methods were effective in improving the social skills of these students, with the solution-focused child skills training proving to be more impactful than psychodrama. These results align with the findings of studies by Vatankhah and Bakhtiarpour (2023), Azizpour (2018), Rahmani (2019), Jenny et al. (2019), Mohammadiari and Hosseinian (2019), and Abubakri Makouei et al. (2021) regarding the impact of solution-focused child skills training, as well as of Taher (2021), regarding the effectiveness of psychodrama. Additionally, the findings also confirm the results of studies by Ghods (2019), Ali Moradi et al. (2018), and Mohammadyaari & Hosseyniyaan (2019). When comparing these two approaches, solution-focused child skills training, which emphasizes each skill as a necessary ability and is designed based on the child’s characteristics with repetition and practice at home, may explain its higher efficacy compared to psychodrama. Teaching social skills to children with intellectual disabilities is critical, so it is essential to implement educational methods that are both engaging and effective for these children. One of the limitations of this study was the target population (children with intellectual disabilities) and the use of purposive sampling. Researchers interested in this field are encouraged to conduct further studies comparing these educational methods with other approaches across different populations and variables. References Ali Moradi M, Gurban Shiroudi, Dr. Sh, Khaltabari, Dr. J, Rahmani, Dr. M.A, (2018). 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Type of Study: Research |
Subject:
Special
Received: 2023/12/12 | Accepted: 2024/01/13 | Published: 2024/04/20
Received: 2023/12/12 | Accepted: 2024/01/13 | Published: 2024/04/20
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