تاثیر بازی‌های دبستانی بر کاهش افسردگی و اضطراب و دوری‌گزینی اجتماعی دانش‌آموزان مبتلا به نارسایی‌های رشدی و ذهنی

زمینه و هدف: دانش‌آموزان مبتلا به نارسایی‌های رشدی و ذهنی به‌دلیل مواجهه با چالش‌های زیاد دارای مشکل‌های روان‌شناختی ازجمله افسردگی و اضطراب و دوری‌گزینی اجتماعی هستند. این پژوهش با هدف بررسی تاثیر بازی‌های دبستانی بر کاهش افسردگی و اضطراب و دوری‌گزینی اجتماعی دانش‌آموزان مبتلا به نارسایی‌های رشدی و ذهنی انجام شد.روش‌بررسی: پژوهش حاضر مطالعه‌ای نیمه‌آزمایشی با طرح پیش‌آزمون و پس‌آزمون با گروه کنترل بود. جامعهٔ این پژوهش را همهٔ دانش‌آموزان مبتلا به نارسایی‌های رشدی و ذهنی مقطع ابتدایی شهر ارومیه در سال تحصیلی96-1395 تشکیل دادند. درمجموع تعداد 30 نفر با روش نمونه‌گیری دردسترس انتخاب شده و به‌طور تصادفی در دو گروه مساوی قرار گرفتند. گروه آزمایش 21 جلسه، به‌صورت سه بار در هفته با روش بازی‌های دبستانی آموزش دید. هر دو گروه پرسشنامهٔ اضطراب و افسردگی و خلق اسبنسن و همکاران (2003) را به‌عنوان پیش‌آزمون و پس‌آزمون تکمیل کردند. داده‌ها با استفاده از نرم‌افزار spss نسخهٔ 19 و با روش‌های تحلیل کوواریانس چندمتغیری و تک‌متغیری تحلیل شدند.یافته‌ها: یافته‌ها نشان داد بین گروه‌ها در هر سه متغیر افسردگی و اضطراب و دوری‌گزینی اجتماعی تفاوت معناداری وجود داشت. به‌عبارتی بازی‌های دبستانی به‌طورمعناداری باعث کاهش افسردگی و اضطراب و دوری‌گزینی اجتماعی دانش‌آموزان مبتلا به نارسایی‌های رشدی و ذهنی شد (0٫01>p).نتیجه‌گیری: باتوجه به نتایج حاصل، بازی‌های دبستانی می‌تواند به‌‌عنوان روشی کارآمد و کاربردی توسط مشاوران و روان‌شناسان بالینی و درمانگران برای کاهش ویژگی‌های روان‌شناختی منفی ازجمله افسردگی و اضطراب و دوری‌گزینی اجتماعی استفاده شود.

Impact of Primary School Plays on Decrease Depression, Anxiety and Social Avoidance of Students with Intellectual and Developmental Disabilities

Background & Objective: Students with intellectual and developmental disabilities due to exposure to many challenges have psychological problems such as depression, anxiety and social avoidance. A major part of children’s life is passed on in playing and explorations about the around world of them. Playing is one of the important pillars of healthy development in language, cognition; social competence, self–control and self–esteem grow. As an educational and therapeutic method, playing helps individuals to control mental pressures. Primary school games are a method that could improve children’s psychological problems. Results of some studies have indicated the significant effects of primary school games on social development including communication skills with others and children with intellectual disabilities. Students with intellectual and developmental disabilities is low papulation of the society. However, their problems engage many people. As a result, this research aimed to investigate the impact of primary school plays on decrease depression, anxiety and social avoidance of students with intellectual and developmental disabilities.Methods: The present research was a semi–experimental study with a pre–test and post–test design along with a control group. The population included all students with intellectual and developmental disabilities of the elementary level of Urmia city (West Azarbaijan province, Northwest of Iran) in 2016–17 academic years. Totally 30 individuals were selected through the available sampling method and randomly assigned into two equal groups. The experimental group training 21 sessions (3 times a week) with a primary school plays method. Every two groups completed the questionnaire of anxiety, depression, and mood (Esbensen, 2003) as a pre–test and post–test. The survey consists of 28 items, and it is scored using a four–point Likert scale from zero (no behavior observed) to three (happens a lot). The validity of the questionnaire for psychiatric diagnosis was obtained using the correlation between subscales of depression, anxiety, and social avoidance with a total test to be 0.70, 0.68 and 0.70, and reliability of 0.80, 0.83, and 0.83 respectively. Data were analyzed using SPSS–19 software and univariate and multivariate analysis of covariance.Results: Findings showed that in the post–test stage, depression, anxiety, and social avoidance of the case group was lower than the control group. Also, to investigate the significance of the effect of the independent variable on dependent ones, Hotelling’s Trace, as well as MANCOVA, was employed the results of which showed that primary school games have a significant effect at least on one of the dependent variables (p<0.001, Eta=0.43, F=24.16). Besides, Eta squared was 0.43, where the dependent variable explains 43% of the total variance. To investigate whether primary school games have had a significant effect on depression, anxiety, or social avoidance variables, univariate analysis of covariance (ANCOVA) was employed. Results showed that primary school games had a significant effect on all three variables of depression, anxiety, and social avoidance. Eta–squared showed that 38% of changes in depression, 28% of changes in anxiety, and 31% of changes in social avoidance result from the effect of primary school games. As a result, primary school plays significantly led to decrease depression, anxiety, and social avoidance of students with intellectual and developmental disabilities (p<0.01).Conclusion: Result showed that counselors, clinical psychologists and therapists to reduce negative psychological characteristics (depression, anxiety and social avoidance) could be used primary school plays as an efficient method.