Middle Eastern Journal of Disability Studies

fa اثربخشی برنامه هنردرمانی(تئاتر و نمایش) بر سازش یافتگی اجتماعی نوجوانان پسر دارای ناتوانی هوشی The effectiveness of the art therapy program on the development of adolescent communication skills is Intellectual disability(Boys) روانشناسی Psychology مقاله پژوهشی اصیل Original Research Article هدف: پژوهش حاضر با هدف اثربخشی برنامه هنردرمانی(تئاتر و نمایش) بر سازش یافتگی اجتماعی نوجوانان پسر دارای ناتوانی هوشی انجام شد. هنردرمانی یکی از تکنیک های مختلف در درمان و توانبخشی کودکان و نوجوانان دارای ناتوانی هوشی و سایر مشکلات استفاده می شود. روش بررسی: روش پژوهش نیمه آزمایشی (طرح پیشآزمون و پسآزمون) یک گروه آزمایش و یک گروه گواه بود. جامعهآماری پژوهش شامل کلیه دانشآموزان پسر دارای ناتوانی هوشی 14-10 ساله شهر تهران در سال تحصیلی 97-96 بودند. از این جامعه تعداد 40 دانشآموز دارای ناتوانی هوشی، به صورت نمونهگیری دردسترس به عنوان نمونه پژوهش انتخاب و به تصادف به دو گروه آزمایش و گواه گمارش شدند (20 نفر پسر در گروه آزمایش، 20 نفر پسر در گروه گواه). معلمان هر دو گروه از آزمودنی ها پرسشنامه پژوهش پاسخ دادند (پیشآزمون). سپس گروه آزمایش به مدت 20 جلسه 90 دقیقهای تحت آموزش هنردرمانی(تئاتر و نمایش) قرار گرفتند و گروه گواه آموزشی دریافت نکردند. در پایان معلمان هر دو گروه مجددا به ابزار پژوهش پاسخ دادند(پسآزمون). ابزار اندازهگیری پرسشنامه سازش یافتگی اجتماعی (آزمون شخصیتی کالیفرنیا ثورپ، کلارک و نیکز، 1939) بود. همه مراحل آماری با استفاده از نرم‌افزار SPSS ورژن 22 انجام و داده های نیز با تحلیل کواریانس <a>تحلیل</a>  شدند. یافته ها: یافته های پژوهش نشان داد که اثر هنردرمانی (تئاتر و نمایش) بر رشد سازگاری اجتماعی پسران معنی دار بود. یعنی تفاوت دو گروه آزمایش و گواه  از نظر تاثیر هنر درمانی بر رشد و بهبود سازگاری اجتماعی معنی&lrm;دار بود (۰٫۰۰۱>p). نتیجه گیری: بر اساس یافته های این پژوهش نتیجه می گیریم که هنر درمانی می تواند سازگاری اجتماعی نوجوانان دارای ناتوانی هوشی را افزایش دهد. Background and Aim: The connection between art and mental health was first recognized in the late 1800s. Some practitioners realized that art might be valuable for rehabilitating patients with mental illness. In the 1940s, ideas from psychoanalysis and art were combined to develop art as a tool to help patients release unconscious thoughts. Art therapy is more concerned with creativity, the process and the experience, than with making a beautiful product. Drawing an ugly picture can be an important expression. As many people have not done any art since elementary school, engaging in working with images can evoke feelings and memories from that age. Connecting with our creativity, and having this witnessed and supported, can be a concrete beginning to challenging those hindrances. There are many possible inspirations to starting therapeutic art; dreams, memories, feelings, body sensations, doodles, or attraction to a specific color or gesture, to name a few. Art therapy is also based on the idea that the creative act can be healing. According to practitioners, called art therapists, it helps people express hidden emotions, reduces stress, fear and anxiety, and provides a sense of freedom. Art therapists also believe the act of creating influences brain wave patterns and the chemicals released by the brain. Child therapists often use art in therapy because children often have more difficulty than adults trying to put feelings into words. Art therapy can also be used with adolescents and adults who are struggling with personal issues or just in search of personal growth. There are many developmental stages that children go through during their lives. Art therapy as a psychotherapy method can be helpful in diagnosis and treatment of many disorders. In addition, art works when produced through a creative processes can work as a pain relief for patients and also help them in expressing their emotions such as development communication skills & .... Visual arts as nonverbal communications enable patients to express their feelings, thoughts and problems in the form of art. The expression of feelings in which happens through the creation on an art work will assist therapists to learn more about patients and their problems. Art therapists would choose different art therapy methods, depending on the patients capabilities and problems. The present study was carried out with the effectiveness of the art therapy program (theater and show) on the growth of communication skills among young adolescents with Intellectual disability. Method: The research method was experimental with a pretest and post-test design with control group. The study population consisted of all 10- 14 year old boy students in Tehran during the academic year of 2018. From this community, 40 students were selected by random sampling as a sample and randomly assigned to two experimental and control groups (20 boys in the experimental group, 20 boys in the control group) were replaced. The teachers in both groups answered the research questionnaires (pre-test). The experimental group was then trained for 20 sessions of 90 minutes under the supervision of art therapy (theater and theater), and the control group did not receive any training. At the end, both groups responded to the research instrument (retest). Measurement tool was a communication skill questionnaire. Collected data was analyzed by SPSS software version 22 using covariance analysis. Results: The results showed that the effect of art therapy (theater and show) on the development of boys' communication skills (F = 154.65, F = 0.001) Is it The difference between the two groups of experiments and evidence in terms of the effect of art therapy on communication skills development is significant. Conclusion: The education of arthritis in the experimental group compared with the control group significantly improves the growth of communication skills of adolescents with Intellectual disability. According to these results, parents and teachers are encouraged to provide the conditions, tools and facilities for identifying students who have difficulty communication and communication skills with other students and undergo art therapy. سازش یافتگی اجتماعی, هنردرمانی, نوجوانان پسر دارای ناتوانی هوشی. communication skills, art therapy, Intellectual disability (Boy). 0 0 http://jdisabilstud.org/browse.php?a_code=A-10-1133-2&slc_lang=fa&sid=1 mojtaba amirimajd مجتبی امیری مجد amirimajd@yahoo.com 100319475328460028058 100319475328460028058 Yes دانشیار، گروه روانشناسی، واحد ابهر، دانشگاه آزاد اسلامی، ابهر، ایران، parisa tajalli پریسا تجلی p_tajalli@yahoo.com 100319475328460028059 100319475328460028059 No استادیار، گروه روان شناسی و آموزش کودکان استثنایی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران masume kalantari معصومه کلانتری m.kalantari.1987@gmail.com 100319475328460028060 100319475328460028060 No دانشجوی دکترای روانشناسی و آموزش کودکان استثنایی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران. ایران