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IRCT20230130057285N1 IRCT 2023-05-07 Islamic Azad University Comparison of effectiveness of brain gym exercises and filial play therapy on emotional management skills, social competence, Empathy and parent – child related students with specific learning disorder in Tehran City in 2021. Comparison of effectiveness of brain gym exercises and filial play therapy on emotional management skills, social competence, Empathy and parent – child related students with specific learning disorder in Tehran City in 2021. 2021-10-23 anticipated 45 Complete https://irct.ir/trial/68878 interventional Randomization: Randomized, Blinding: Single blinded, Placebo: Not used, Assignment: Factorial, Purpose: Education/Guidance, Randomization description: According to the current research community, to determine the research sample, first, among the centers of learning disorders under the supervision of education in Tehran, 5 centers (Center No. 3, Arta) were selected from the 14 centers that had the possibility to cooperate , Reha, Pandar, Gohar Mehr) were selected and among the students who were in the first and second grade of elementary school, 58 students responded to questionnaires of emotion management skills, social competence, empathy and parent-child relationships, and 49 students who had the least The grades were obtained from the questionnaires and they were determined according to the entry criteria, and of course, due to the dropout of the subjects, they were reduced to 45 people. After that, the students were randomly replaced in three groups (15 brain exercises, 15 filial play therapy, and 15 control group), Blinding description: According to the current research community, to determine the research sample, first, among the centers of learning disorders under the supervision of education in Tehran, 5 centers (Center No. 3, Arta) were selected from the 14 centers that had the possibility to cooperate , Reha, Pandar, Gohar Mehr) were selected and among the students who were in the first and second grade of elementary school, 58 students responded to questionnaires of emotion management skills, social competence, empathy and parent-child relationships, and 49 students who had the least The grades were obtained from the questionnaires and they were determined according to the entry criteria, and of course, due to the dropout of the subjects, they were reduced to 45 people. After that, the students were randomly replaced in three groups (15 brain exercises, 15 filial play therapy, and 15 control group).A pre-test was conducted in all three groups, and then brain exercise exercises for the first experimental group (8 sessions of 90 minutes and one session per week) and the second experimental group of filial play therapy (8 sessions of 90 minutes and one session per week) It was done, but no intervention was done for the control group during the implementation of the research. After that, a post-test was taken from three groups. It is necessary to explain that all the students during the implementation of the interventions in the present study used the trainings specific to children with special learning disabilities. In order to determine the permanence of the effect of the training methods, the tests were carried out again after two months in the experimental groups. 2-3 Learning disability. Intervention group: First session:Introduction of parents, description of filial play therapy and its effects based on previous researches, description of the logic of treatment and trust building, description of the duties of therapists and mothers, description of positive and negative parenting experiences of parents, task of familiarizing and recognizing negative and positive emotions of the child and reflective response in homework, homework to recognize the emotions and behavior related to them in the child and reflective listening to the child.second session :Preparing parents for the first interactive experience, reviewing homework, modeling an empathetic response through play and demonstration to the child combined with the principles of filial play therapy, parents entering the playroom and familiarizing themselves with toys and how to use them and their rules. , giving the list of toys to the parents, choosing the right time and place for play sessions at home.باز کردن در «ترجمه Google»•third session :Explaining to the parents about the toys in the house and the selected meeting place, doing the homework "do not disturb me", encouraging the therapist to role play in two important cases: don't do (not criticizing the child's behavior, not praising the child, not asking questions, not interrupting the game, not giving information and teaching the child, not giving advice and preaching, not doing a new activity, not being passive or calm), do (setting the stage of the game, allowing the child to lead through the game) (following behavior, reflecting the child's feelings, setting limits, validating the child's strength and effort, joining the play as a child follower, being verbally active). Yes - There is a plan to make this available What will be shared: The pre-test of emotional management skill questionnaires, social competence, empathy and parent-child relationships are completed by all three groups, and one experimental group is exposed to the independent variable of brain exercise exercises and one experimental group is exposed to the independent variable of filial play therapy. No educational intervention will be applied to the control group. Then, the effectiveness of the interventions on emotion management skills, social competence, empathy, and parent-child relationships of individuals was evaluated by re-implementing the questionnaires. In the follow-up phase, which takes place two months after the completion of the therapeutic intervention, the durability of the training effect in the groups will be determined. When: From 2023to the next six months To whom: Teachers, parents and researchers and students and institutions that teach children with learning disabilities Conditions: Those who want to conduct research similar to this research and professionals who work with children with learning disabilities. Where to obtain: Mrs. Susan Kordbcheh, No. 17, Javad Mobra Alley, Khayyam North, Tehran, Unit 210.susankb047@gmail.com09125402946. How to obtain: He can have access to the research if he states the name of each of the variables in the research(مذکر) جستج Comments:
public sahar safarzadeh
No. 17, No. 17, Khayyam North, Javad Mobra Alley, Unit 210.
امیدیه Iran (Islamic Republic of) 5254682332 +98 21 5589 5632 safarzadeh1152@gmail.com Ahvaz University of Medical Sciences scientific sahar safarzadeh
Farhang St
امیدیه Iran (Islamic Republic of) 6646354684 +98 21 5589 5632 safarzadeh1152@gmail.com Islamic Azad University Iran (Islamic Republic of) The subject must be in elementary school, 2- willing to cooperate, 3- consent form must be completed by parents, 4- definitive diagnosis of specific learning disorder for the student through the relevant specialist. 7 years 9 years Both 1- child's unwillingness to cooperate, two absences in training sessions, 2- having psychological disorders and 3- using drugs to treat psychological disorders. F81.81 Disorder of written expression Rehabilitation Intervention group: First session:Introduction of parents, description of filial play therapy and its effects based on previous researches, description of the logic of treatment and trust building, description of the duties of therapists and mothers, description of positive and negative parenting experiences of parents, task of familiarizing and recognizing negative and positive emotions of the child and reflective response in homework, homework to recognize the emotions and behavior related to them in the child and reflective listening to the child.second session :Preparing parents for the first interactive experience, reviewing homework, modeling an empathetic response through play and demonstration to the child combined with the principles of filial play therapy, parents entering the playroom and familiarizing themselves with toys and how to use them and their rules. , giving the list of toys to the parents, choosing the right time and place for play sessions at home.باز کردن در «ترجمه Google»•third session :Explaining to the parents about the toys in the house and the selected meeting place, doing the homework "do not disturb me", encouraging the therapist to role play in two important cases: don't do (not criticizing the child's behavior, not praising the child, not asking questions, not interrupting the game, not giving information and teaching the child, not giving advice and preaching, not doing a new activity, not being passive or calm), do (setting the stage of the game, allowing the child to lead through the game) (following behavior, reflecting the child's feelings, setting limits, validating the child's strength and effort, joining the play as a child follower, being verbally active) Emotion management skills, social competence, empathy and parent-child relationships. Timepoint: Comparing the effectiveness of brain exercise exercises and filial play therapy. Method of measurement: questionnaire. Ahvaz Azad University Approved 2021-02-17 Islamic Azad University of Ahvaz Northern Khayyam,No. 17, Javad Mobra Alley, Unit 210. tehran Tehran Iran (Islamic Republic of)