كليدواژه :
بازي هاي دبستاني , افسردگي , اضطراب , دوري گزيني اجتماعي , نارسايي هاي رشدي و ذهني
چكيده لاتين :
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.
