Comparing effectiveness of individual and group play therapy on resilience in elementary school students with Attention Deficit/Hyperactivity Disorder

Document Type : Original Article

Authors

1 Ph.D. student in Children with Special Needs, Department of Psychology, Islamic Azad University, Ahvaz Branch, Ahvaz, Iran

2 Associate Professor, Department of Psychology, Islamic Azad University, Ahvaz Branch, Ahvaz, Iran

3 Assistant Professor, Department of Psychology, Islamic Azad University, Ahvaz Branch, Ahvaz, Iran

Abstract

The purpose of this study was to compare the effectiveness of individual and group play therapy on resilience in elementary school students with attention deficit/hyperactivity disorder (ADHD). The statistical population of this study included all elementary school students of Tehran City in year academic 2018-2019. Using targeted sampling method, 60 of them were selected and randomly assigned to two experiment groups and one control group (each group consisting of 20 student). To collect data, Connor-Davidson Resilience Scale (CD-RISC) (2003) was utilized. This quasi- experimental study was conducted with a pretest-posttest design with control group. The experimental groups underwent individual play therapy(10 sessions 45 minutes) and group play therapy (10 sessions 60 minutes), but the control group received no training. Data were analyzed using Covariance Analysis. The results showed that both individual and group play therapy were effective to increasing the resilience of elementary school students with attention deficit/hyperactivity disorder (p<0.01). Also, the results showed that individual play therapy had a greater effect on the improvement of resilience of elementary school students with attention deficit/hyperactivity disorder (p<0.01). The results showed that individual and group play therapy can be used to increase the resilience in ADHD students. It is suggested that these two treatments be used in schools for ADHD children.

Keywords

References

Ab Razak, N. H., Johari, K. S. K., Mahmud, M. I., Zubir, N. M., & Johan, S. (2018). Module of Cognitive Behavior Play Therapy on Decision Making Skills and Resilience Enhancement (CBPT Module).
American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th Ed). Washington, DC: Author.
Ariel, S. (2019). Integrative Play Therapy with Individuals, Families and Groups. Routledge. https://www.routledge.com/Integrative- Play- Therapy- with- Individuals- Families-and- Groups- 1st- Edition/Ariel/p/book/9780367187682
Arruda, M., Arruda, R., Bigal, M., & Guidetti, V. (2019). Disparities in the Diagnosis and Treatment of Attention- Deficit/Hyperactivity Disorder in Children and Adolescents- a Nationwide Study (P5. 6- 045).
Barnard-Brak, L., Roberts, B., & Valenzuela, E. (2018). Examining breaks and resistance in medication adherence among adolescents with ADHD as associated with school outcomes. Journal of Attention Disorders. 1(1), 63-73.
Bayat, M., & Jamnia, N. (2019). Positive Interactions with At- Risk Children: Enhancing Students’ Wellbeing, Resilience, and Success. Routledge. https://www.taylorfrancis.com/books/9781315110547
Blaustein, M. E., & Kinniburgh, K. M. (2018). Treating traumatic stress in children and adolescents: How to foster resilience through attachment, self- regulation, and competency. Guilford Publications.
Bockting, W. O. (2016). Vulnerability and resilience among gender-nonconforming children and adolescents: mental health professionals have a key role to play. Journal of the American Academy of Child & Adolescent Psychiatry. 55(6), 441-443.
Cheng, Y. J., & Ray, D. C. (2016). Child- centered group play therapy: Impact on social- emotional assets of kindergarten children. The Journal for Specialists in Group Work. 41(3), 209-237.
Clark, C. D. (2016). Imaginal coping: Resilience through a play of tropes. In Child and Adolescent Resilience within Medical Contexts (pp. 175- 192). Springer, Cham.
Cornell, H. R., Lin, T. T., & Anderson, J. A. (2018). A systematic review of play- based interventions for students with ADHD: implications for school- based occupational therapists. Journal of Occupational Therapy, Schools, & Early Intervention. 11(2), 192-211.
Crenshaw, D. A., Brooks, R., & Goldstein, S. (Eds.). (2015). Play therapy interventions to enhance resilience. Guilford Publications.
David, O. A., Cardoș, R. A., & Matu, S. (2019). Is REThink therapeutic game effective in preventing emotional disorders in children and adolescents? Outcomes of a randomized clinical trial. European Child & Adolescent Psychiatry. 28(1), 111-122.
Folostina, R., Tudorache, L., Michel, T., Erzsebet, B., Agheana, V., & Hocaoglu, H. (2015). Using play and drama in developing resilience in children at risk. Procedia- Social and Behavioral Sciences. 197(25), 2362-2368.
Hashemi, M., Banijamali, S. S., & Khosravi, Z. (2018). The efficacy of short-term play therapy for children in reducing symptoms of ADHD. World Family Medicine Journal: Incorporating the Middle East Journal of Family Medicine. 99(5804), 1-9.
Ho, R. T., Lai, A. H., Lo, P. H., Nan, J. K., & Pon, A. K. (2017). A Strength- Based Arts and Play Support Program for Young Survivors in Post- Quake China: Effects on Self- Efficacy, Peer Support, and Anxiety. The Journal of Early Adolescence. 37(6), 805-824.
Jia, R. M. (2018). Social resilience in children with ADHD: buffers of externalizing behaviour, internalizing behaviour, and negative parenting (Doctoral dissertation, University of British Columbia).
Kamp, C. F., Sperlich, B., & Holmberg, H. C. (2014). Exercise reduces the symptoms of attention‐deficit/hyperactivity disorder and improves social behaviour, motor skills, strength and neuropsychological parameters. Acta Paediatrica. 103(7), 709-714.
Kestenbaum, C., Canino, I. A., Wu, W. C., Duch, H., Marti, M., Snow, R., & Benavides, C. (2016). CARING at Columbia Head Start: Promoting resilience through creative art and play and a prevention model for at- risk preschool children and families. Journal of the American Academy of Child & Adolescent Psychiatry. 55(10), S352.
Koprulu, O., Darcan, S., Ozbaran, B., Ata, E., Altinok, Y., Ozen, S., & Goksen, D. (2015, August). Insulin Resistance in Adolescents with Screen Addiction and Attention- Deficit/Hyperactivity Disorder. In 54th Annual ESPE (Vol. 84). European Society for Paediatric Endocrinology.
Kwon, Y. J., & Lee, K. (2018). Group child- centered play therapy for school- aged North Korean refugee children. International Journal of Play Therapy. 27(4), 256-271.
MacLeod, C. (2018). Current Range of Treatments and Therapies in Children and Adolescents Diagnosed With ADHD; A Systematic Review of the Literature. https://digitalcommons.salemstate.edu/honors_theses/180/
Mastoras, S. M., Saklofske, D. H., Schwean, V. L., & Climie, E. A. (2018). Social support in children with ADHD: An exploration of resilience. Journal of Attention Disorders. 22(8), 712-723.
McCrea, K. T., Guthrie, D., & Bulanda, J. J. (2016). When traumatic stressors are not past, but now: Psychosocial treatment to develop resilience with children and youth enduring concurrent, complex trauma. Journal of Child & Adolescent Trauma. 9(1), 5-16.
Meany- Walen, K. K., & Kottman, T. (2019). Group Adlerian play therapy. International Journal of Play Therapy. 28(1), 1-12.
Meany- Walen, K. K., & Teeling, S. (2016). Adlerian play therapy with students with externalizing behaviors and poor social skills. Int J Play Ther. 25(2), 64-77.
Mochi, C. (2015). Enhancing resilience through play therapy with child and family survivors of mass trauma. Play therapy interventions to enhance resilience.
Mohr- Jensen, C., Steen- Jensen, T., Bang- Schnack, M., & Thingvad, H. (2019). What do primary and secondary school teachers know about ADHD in children? Findings from a systematic review and a representative, nationwide sample of Danish teachers. Journal of Attention Disorders. 23(3), 206-219.
Ojiambo, D., & Bratton, S. C. (2014). Effects of Group Activity Play Therapy on Problem Behaviors of Preadolescent Ugandan Orphans. J Counsel Dev. 92(3), 355-365.
Okumura, Y., Yamasaki, S., Ando, S., Usami, M., Endo, K., Hiraiwa- Hasegawa, M., & Nishida, A. (2019). Psychosocial Burden of Undiagnosed Persistent ADHD Symptoms in 12- Year- Old Children: A Population- Based Birth Cohort Study. Journal of Attention Disorders. 1-2
Palmer, C. G., Boudreault, P., Berman, B. A., Wolfson, A., Duarte, L., Venne, V. L. & et al. (2017). Bilingual approach to online cancer genetics education for deaf American Sign Language users produces greater knowledge and confidence than English text only: A randomized study. Disability and Health Journal. 10(1), 23-32.
Pittala, E. T., Saint- Georges- Chaumet, Y., Favrot, C., Tanet, A., Cohen, D., & Saint-Georges, C. (2018). Clinical outcomes of interactive, intensive and individual (3i) play therapy for children with ASD: a two- year follow- up study. BMC pediatrics. 18(1), 165.
Post, P. B., Phipps, C. B., Camp, A. C., & Grybush, A. L. (2019). Effectiveness of child- centered play therapy among marginalized children. International Journal of Play Therapy. 28(2), 88- 97.
Sella, F., Re, A. M., Lucangeli, D., Cornoldi, C., & Lemaire, P. (2019). Strategy selection in ADHD characteristics children: A study in arithmetic. Journal of Attention Disorders, 23(1), 87-98.
Seymour, J. W. (2015). Resilience- enhancing factors in play therapy. Play Therapy Interventions to Enhance Resilience. https://books.google.com/books
Soleimany, A. S., Sadeghi, H., Zerehpoush, A., Rabie, M., Abedi, A., & Esmaeeli, S. (2016). Effectiveness of rhythmic games on social skills of children with attention deficit hyperactive disorder. J Gorgan Univ Med Sci. 18(2), 91-96.
Stavrou, P. D., & Kourkoutas, E. (2017). School Based Programs for Socio- emotional Development of Children with or without Difficulties: Promoting Resilience. American Journal of Educational Research. 5(2), 131-137.
Sullivan, M. B., Erb, M., Schmalzl, L., Moonaz, S., Noggle Taylor, J., & Porges, S. W. (2018). Yoga therapy and polyvagal theory: The convergence of traditional wisdom and contemporary neuroscience for self- regulation and resilience. Frontiers in Human Neuroscience. 12, 67.
Wofford, J. R., & Ohrt, J. H. (2018). An Integrated Approach to Counseling Children Diagnosed With ADHD, ODD, and Chronic Stressors. The Family Journal. 26(1), 105-109.
 
 
 
 
 
Empowering Exceptional Children
Volume 10, Issue 3
January 2020
Pages 1-13

Files

History

  • Receive Date: 02 June 2019
  • Revise Date: 18 August 2019
  • Accept Date: 01 September 2019

Share

How to cite

Statistics