Document Type : Original Article

Authors

1 Azad tabriz university

2 Professor of Psychology Department , Tabriz Branch, Azad University , Tabriz, Iran

3 Assistant professor of Psychology Department , Tabriz Branch, Azad University, Tabriz, Iran

Abstract

Objective: The present study intended to compare the effectiveness of Cognitive-Behavioral Play Therapy Training and Narrative Therapy Training on Aggression and Assertiveness of Students With Educatable Intellectual Disability(EID) . Method: This was a quasi-experimental research design with pretest, posttest, and a control group.The statistical population included all Students With Educatable Intellectual Disability studying in elementary schools of Tabriz, of whom 45 male students were selected using convenience sampling and randomly assigned to experimental and control groups (15 each). Data were collected using Shahim Aggression questionnaire for School Student(2008) and Ritchie & Gmbryl Assertiveness questionnaire .first, a pre-test was administered to groups.Then , the first experimental group received Play Therapy for eight sessions of 45 minute , and the second experimental group received Narrative Therapy for eight sessions of 45 minute. After that, the post-test was administered to groups. Results: Results by Covariance analysis showed that there is a significant difference between cognitive-behavioral play therapy and narrative therapy with control group in aggression and assertiveness. narrative therapy had stronger effects than cognitive-behavioral play therapy in reducing aggression Also, narrative therapy had stronger effects than cognitive-behavioral play therapy in increasing assertiveness . Conclusion: Narrative therapy and cognitive-behavioral play therapy can be utilized as complementary interventions for ameliorating the psychological problems of students with Educatable Intellectual Disability .

Keywords

Main Subjects