The Efficacy of Psychodrama Training Program on Emotion Regulation in Students with Dyslexia

Abstract

Aim and Background: The problem of emotional regulation is one of the problems faced by students with dyslexia. The aim of this study was to investigate the effectiveness of psychodrama on emotion regulation of students with dyslexia. Methods and Materials: This study was quasi-experimental with pre-test, post-test and control group design. The statistical population included all students with dyslexia who were studying in public schools of the five educational regions of Isfahan city during 2015-2016. Multistage random sampling was used for the selection of the sample. The Reading & Dyslexia Test (RDT) were administered to identify learning disabilities in the students and 30 students with dyslexia were selected and randomly assigned to experimental (n=15) and control (n=15) groups. The intervention for the experimental group included 12 sessions each lasted 25 minutes. In this study, the Cognitive Emotion Regulation Questionnaire (CERQ), Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) and Reading & Dyslexic Test (RDT) were used. The data were analyzed using Multivariate Analysis of Covariance (MANCOVA). Findings: The findings indicated that the psychodrama training program significantly influenced emotion regulation of students with dyslexia (p<0.0001). Conclusions:The results showed that psychodrama training program is effective in emotion regulation of students with dyslexia. So, students after receiving this approach, in addition to reducing negative emotions and improving the regulation of positive emotions also improved in other areas such as interpersonal and social behaviors. Therefore, focusing on emotional regulation skills as an important factor in the continuity of learning disorders can be useful in designing preventive interventions and reducing the incidence of psychological disorders.

Quantifying Executive Functions: Bilingual Education's Cognitive Impact in Special Education

“…Previous studies have mostly concentrated on generally developing children or adults, with little emphasis on those with specific educational challenges. Although some research has explored the cognitive impacts of being bilingual in children with developmental disorders like autism spectrum disorder (ASD) and attentiondeficit/hyperactivity disorder (ADHD), few studies have focused on the effects of bilingual education on executive functions in special education settings (Vickerman & Blundell, 2012;Sepanta et al, 2019). This research focused on kids who receive special education assistance and examined the cognitive impact of bilingual education on their executive functions.…”

Psi̇kodrama Yöneli̇mli̇ Grup Terapi̇si̇ni̇n, Obezi̇tesi̇ Olan Ergenleri̇n Standardi̇ze Beden Ki̇tle İndeksi̇ Ve Yeme-Egzersi̇z Davranişlari Üzeri̇ne Etki̇si̇ni̇n Değerlendi̇ri̇lmesi̇

“…Psikodrama grup terapilerinin PO tedavisinde kullanımına yönelik olarak literatürde kısıtlı sayıda araştırma bulunmaktadır. Shokraneh ve ark.larının (13) obez çocuklarla gerçekleştirdiği araştırmada, psikodrama grup terapisinin hem beden kitle indeksi (BKİ)'nin azaltılmasına hem de katılımcıların özgüvenlerinin artmasına anlamlı olarak katkı sağladığı bulunmuştur. Demir Acar ve Bayat (14) ise, yaratıcı dramanın toplum örnekleminden alınan ergen yaş grubu obezitesi olan bireylerde BKİ'de azalma ve sağlıklı diyetegzersiz davranışlarını arttırma üzerine etkili olduğunu göstermiştir.…”

“…Araştırmamızın sonucu ile uyumlu olarak Shokraneh ve ark.ları (13) 10-12 yaş aralığında 24 obezitesi olan hastayı dahil ettikleri araştırmalarında, müdahale grubuna 2 seans psikodrama grup terapisi uygulanmış, ayrıca hem müdahale hem de kontrol grubunun ebeveynleri 4 seans boyunca sağlıklı yeme düzeni üzerine eğitilmişlerdir. Bu araştırma sonucunda, psikodrama uygulanan grubun istatistiksel olarak anlamlı olacak şekilde BKİ değerlerinin azaldığı, özgüvenlerinin arttığı tespit edilmiştir (13). Demir Acar ve Bayat ( 14) tarafından gerçekleştirilen diğer araştırmada ise, 12-13 yaş aralığındaki aşırı kiloluluğu ve obezitesi olan ergenlerde 5 seans uygulanan yaratıcı dramanın, katılımcıların BKİ, vücut ağırlığı ve bel/boy oranlarını azalttığı bildirilmiştir.…”