Middle Eastern Journal of Disability Studies

Abstract
Background and Objective: Learning difficulties can cause negative consequences such as poor efficacy and loneliness in primary school students. In fact, learning problems and disorders are not only related to negative academic consequences, but they can also negatively affect the mental health and emotional well-being of primary school students. It is worth noting that Attention to academic problems and psychological matters of primary school students is necessary to prevent problems in the future. Previous studies and research literature shows that play therapy is an effective strategy, which can result in the empowerment of children. Cognitive Behavioral Play Therapy is an effective approach to play therapy. Cognitive Behavioral Play Therapy is based on the principles of cognitive behavior therapy. Thus, the aim of current research was to investigate the effect of Cognitive Behavioral Play Therapy on self- efficacy and loneliness of primary school students with learning difficulties.
Methods: This is a pretest-posttest control group quasi-experimental research. Population of study consisted of primary school students with learning difficulties in Rasht-Iran in 2016. Convenience sampling ease used to recruit 36 participants. The research instruments were Sherer General Self-Efficacy Scale and Usher Loneliness Scale. Both scales were used in this study are valid and reliable. The participants were randomly assigned to experimental groups and and control groups in equal numbers. The inclusion criteria were voluntary participation and non-participation in other research programs simultaneously. The experimental group participated in 8 sessions of group training based on Cognitive Behavioral Play Therapy. The control group received no intervention. Univariate analysis of covariance and multivariate analysis of covariance (ANCOVA) was used to analyze the data.
Results: Kolmogorov-Smirnov test results showed the normality of the distribution of scores on both research instruments (p>0.05). Levene test results confirmed the equality of variances assumption (p>0.05). The results showed that Cognitive Behavioral Play Therapy significantly increased self- efficacy of primary school students with learning difficulties (p>0.01). It also significantly reduced loneliness of primary school students with learning difficulties (p>0.01).
Conclusion: It can be concluded that Cognitive Behavioral Play Therapy improves self- efficacy and reduces loneliness of Primary school students with learning difficulties. The results of current research are consistent with other conducted studies. In other words, Cognitive Behavioral Play Therapy provides conditions that students directly and indirectly correct their irrational beliefs and learn behavioral skills. Thus, they experience positive cognitive, emotional and social results. Cognitive Behavioral Play Therapy is recommended to improve self-efficacy and reduce loneliness among primary school students with learning disabilities.