اثربخشی نقاشی درمانی و بازی درمانی بر خلاقیت و مشکلات رفتاری دانش‌آموزان مدارس ابتدایی
محورهای موضوعی : تربیتی
سیاوش شیخ علیزاده
1
(استادیار گروه علوم تربیتی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران)
کلید واژه: مشکلات رفتاری, بازی درمانی, مدارس ابتدایی, نقاشی درمانی,
چکیده مقاله :
هدف این پژوهش بررسی اثربخشی نقاشی درمانی و بازی درمانی بر خلاقیت و مشکلات رفتاری دانش آموزان مدارس ابتدایی شهر تبریز بود. این پژوهش به شیوه نیمه آزمایشی از نوع طرح پیش آزمون- پس آزمون با گروه کنترل بود. جامعه آماری این پژوهش کلیه دانش‌آموزان پسر مقطع ابتدایی شهر تبریز در سال تحصیلی 98-1397 بودند. برای انتخاب نمونه از روش نمونه گیری تصادفی خوشه ای چند مرحله ای استفاده شد. ابتدا از بین مناطق شهر تبریز، ناحیه 4 انتخاب شده و از بین مدارس آن ناحیه، تعداد سه مدرسه مقطع ابتدایی به صورت تصادفی انتخاب شده و از هر سه مدرسه، از هر کدام تعداد 1 کلاس به صورت تصادفی انتخاب شدند و سپس از بین دانش آموزان مدارس انتخاب شده تعداد 45 دانش آموز به صورت تصادفی در 3 گروه، آزمایش اول نقاشی‌درمانی (15 نفر)، گروه آزمایش دوم بازی درمانی (15 نفر) و کنترل (15 نفر) قرار گرفتند. آزمودنی های گروه آزمایش اول، تحت نقاشی درمانی به مدت 10 جلسه و گروه آزمایشی دوم بازی درمانی، به مدت 10 جلسه قرار گرفته و در مقابل گروه کنترل هیچ آموزشی را دریافت نکرد. ابزارهای پژوهش شامل پرسشنامه خلاقیت (Abedi, 1993) و پرسشنامه مشکلات رفتاری (Rutter, 1976) بود. تجزیه و تحلیل داده ها با روش آماری تحلیل کواریانس چندمتغیره و آزمون تعقبی استفاده شد. نتایج پژوهش نشان داد که نقاشی درمانی و بازی درمانی بر خلاقیت و مشکلات رفتاری دانش‌آموزان تأثیر دارند (05/0>P). همچنین نتایج آزمون تعقیبی نشان داد که نقاشی درمانی بر خلاقیت و بازی درمانی بر مشکلات رفتاری دانش آموزان تأثیر بیشتری دارد (01/0>P). بر اساس نتایج، نقاشی درمانی و بازی درمانی بر بهبود خلاقیت و کاهش مشکلات رفتاری دانش آموزان اثربخش بوده است. در نتیجه ایجاد زمینه های لازم جهت برگزاری جلسات نقاشی درمانی و بازی درمانی در مدارس ضروری به نظر می رسد که این موارد می تواند در بهبود وضعیت روان شناختی و تحصیلی این دانش آموزان موثر باشد.
The purpose of this study was to investigate the effect of therapeutic painting and play therapy on the creativity and behavioral problems of elementary school students in Tabriz. This was a quasi-experimental design with pre-test and post-test design with control group. The statistical population of this study was all students of primary school boys in Tabriz in the academic year of 2018-2019. Multi-stage random cluster sampling was used to select the sample. First, 4 districts were selected from the districts of Tabriz, and from the schools of that district, three primary schools were randomly selected, and from each of the three schools, 1 class was randomly selected, and then from knowledge. The selected school students were randomly assigned to 45 students in 3 groups, the first experimental painting (15 subjects), the second experimental group of experimental play therapy (15 subjects) and control (15 subjects). The subjects of the first experimental group underwent painting therapy for 10 sessions and the second experimental group underwent therapy for 10 sessions and did not receive any training in front of the control group. Research questionnaires including Creativity Scale (Abedi, 1993) and Behavioral Problems Scale (Rutter, 1976) were selected. Data were analyzed using multivariate analysis of covariance and post-test. The results of this study showed that painting and therapeutic games have an effect on creativity and behavioral problems of students. Also, the results of post hoc test showed that painting therapy has a greater effect on creativity and game therapy on students' behavioral problems. According to the results, painting therapy and play therapy have been effective in improving creativity and reducing students' behavioral problems. As a result, it seems necessary to create the necessary grounds for holding painting therapy and play therapy sessions in schools, which can be effective in improving the psychological and educational status of these students.
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