Volume 5, Issue 3 (Vol 5, No 3 (17) 2024)
2024, 5(3): 93-103 |
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Mirzazadeh K, Iskandar Nejad G, Shahriari Ahmadi M. (2024). The Effectiveness of Two Storytelling Methods through Imagery and Pantomime on Emotional and Behavioral Disorders of Hearing-Impaired Students. Journal of Childhood Health and Education. 5(3), 93-103. doi:10.32592/jeche.5.3.93
URL: http://jeche.ir/article-1-275-en.html
URL: http://jeche.ir/article-1-275-en.html
1- Assistant Professor, Department of Psychology, Islamic Azad University, Central Tehran Branch, Tehran, Iran
2- Assistant Professor, Department of Art, Tehran University of Cinema and Theater, Tehran, Iran
3- PhD student in psychology of exceptional children, Department of Psychology, Islamic Azad University, Central Tehran Branch, Tehran, Iran
2- Assistant Professor, Department of Art, Tehran University of Cinema and Theater, Tehran, Iran
3- PhD student in psychology of exceptional children, Department of Psychology, Islamic Azad University, Central Tehran Branch, Tehran, Iran
Keywords: Students with hearing problems, Storytelling through imagery, Storytelling through pantomime, Emotional/behavioral disorders
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Extended Abstract
Background and Aim:
Hearing impairment is one of the most common sensory-neural deficiencies in humans as approximately one in every thousand children is born with severe to profound, permanent sensory-neural hearing loss (Meng and Chen, 2023). Hearing impairment can have significant adverse effects on all areas of development, including linguistic, cognitive, social, emotional, and behavioral functions (Wang et al., 2020). As a result of these potential developmental delays, children who are deaf or hard of hearing are at a higher risk for developing mental health problems, compared to their hearing peers (Wang et al., 2020). Various studies have shown that teaching social skills to these children significantly improves their personal and social adaptability and also increases their cooperation, assertiveness, and self-control. Therefore, employing therapeutic methods to reduce emotional and behavioral problems is of great importance (Abiyariki and Shalani, 2017). Usage of pantomime and storytelling can help these children better confront and resolve their emotional and behavioral issues (Sakhavatpour et al., 2019). Storytelling and pantomime, in addition to their entertaining nature, can serve as effective therapeutic tools for children (Marden, 2020; Schneider & Dubé, 2005). In a study aimed at evaluating the effectiveness of auditory-visual interventions in reducing anxiety in children, it was shown that storytelling was able to reduce anxiety in children (Amouri et al., 2011). Additionally, the use of pantomime for deaf children has been shown to improve their adaptive social behaviors, with pantomime performances serving as a substitute for the communication language of deaf individuals. Moreover, psychodrama through pantomime enhances the social adaptability of deaf students and can be employed as both an educational and therapeutic method. Based on these findings, the present study aimed to investigate the hypothesis that there is a difference in the effectiveness of the two methods, namely storytelling through imagery and pantomime, on emotional and behavioral disorders in students with hearing impairments. Methods: The present applied study had a quasi-experimental design with a pre-test, post-test, and control group. The statistical population of the study included all 14-17-year-old deaf female students with emotional-behavioral disorders from District 20 of Tehran, Iran, who were studying in the academic year 2021-2022. From this population, 24 students aged 14-17 were selected as the sample using accessible and purposeful sampling methods and were randomly assigned to three groups of eight. These groups were storytelling through mental imagery, pantomime, and control groups. After obtaining parental consent, a briefing session was held for the parents in which the research objectives were explained to them. The parents were asked to complete a written consent form for the participation of their children in the study, and they also completed the Child Behavior Checklist. The intervention groups underwent storytelling through mental imagery and pantomime training, while the control group did not receive any treatment. However, intervention sessions were held for the control group at the end of the study. After the intervention sessions concluded, a post-test was conducted. Data analysis was performed using multivariate covariance analysis in SPSS software (version 22). The inclusion criteria for the study were consent to participate, a high score on the Child Behavior Checklist, no prior participation in psychotherapy sessions, and no more than two absences. The exclusion criteria included a history of psychiatric medication usage or withdrawal of consent to continue participation. Results: Mean and standard deviation of the variables in the pre-test and post-test stages for the intervention and control groups are summarized in Table 1. Emotional/ behavioral disorders decreased at the post-test stage in the intervention groups. Hypothesis: There is a difference in the effectiveness of the two methods of storytelling through imagery and pantomime on the components of emotional/behavioral disorders in students with hearing impairments. The post-test results for rule-breaking behaviors and aggressive behaviors (P<0.05) showed a significant difference between the control group and the intervention groups. However, no significant differences were observed between the groups in other components of emotional/behavioral disorders. The effect size indicated that 33% and 39% of the changes in rule-breaking and aggressive behaviors, respectively, were due to group membership. There was no significant difference between the storytelling through imagery and pantomime intervention groups in terms of rule-breaking behaviors. The only significant difference (at the 0.05 level) was between the pantomime storytelling group and the control group, indicating that only pantomime storytelling was effective in reducing rule-breaking behaviors. Additionally, there was no significant difference between the storytelling through imagery and pantomime groups in terms of aggressive behaviors. However, significant differences were observed between the intervention groups and the control group in this regard, indicating that both storytelling through imagery and pantomime were effective in reducing aggressive behaviors. According to the descriptive tables, both methods led to a decrease in aggressive behaviors; therefore, both methods were equally effective in reducing aggressive behaviors. Discussion and conclusion: The results indicated no significant difference in terms of rule-breaking behaviors between the intervention groups that received storytelling through imagery and pantomime. The only significant difference in this regard was observed between the pantomime storytelling group and the control group, meaning that only pantomime storytelling was effective in reducing rule-breaking behaviors. These findings were consistent with those of previous studies performed by Nizami Pour et al. (2014), Ashouri et al. (2020), Mohammadi and Iran Pour (2016), and Amouri et al. (2011). To explain the findings of this research, it can be said that, in general, story therapy by providing opportunities for emotional release and identification and also increasing the understanding of children, can serve as an important source of change and improvement in the problems and disorders of children (Ali-Moradi et al., 2018). The results also showed no significant difference in behaviors between the intervention groups that received storytelling through imagery and pantomime in terms of aggressive behaviors. However, there was a significant difference between the intervention groups and the control group, indicating that both storytelling through imagery and pantomime were effective in reducing aggressive behaviors. It should be noted that both methods were equally effective in decreasing aggressive behaviors. Finally, it should be noted that every study has limitations, and since this research was conducted on 14-17-year-old deaf female students in District 20 of Tehran, caution should be exercised when generalizing the results to other deaf students in Tehran and other cities. It is recommended that for better generalizability, this research be conducted in other cities, regions, and communities with different cultures and languages, and also on students of various ages and male gender as well. Tables: Table 1: Variable descriptive indices of emotional and behavioral disorders in intervention and control groups
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Type of Study: Research |
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Received: 2024/09/24 | Accepted: 2024/05/30 | Published: 2024/05/30
Received: 2024/09/24 | Accepted: 2024/05/30 | Published: 2024/05/30
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