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Comparative Study

| Published: September 25, 2016

Role of Play Therapy on Aggression and Learning Disabilities in Students: A Quasi-Experimental Design

Bita Sarpoulaki

M.A in General Psychology, Azad University, Science and Research Branch, Semnan , Iran Google Scholar More about the auther

, Parisa Kolahi

M.A in General Psychology, Tabriz Islamic Azad University Branch, Tabriz, Iran Google Scholar More about the auther

DIP: 18.01.021/20160304

DOI: 10.25215/0304.021

ABSTRACT

Objective: This study was performed to evaluate the effectiveness of play therapy on children aggressive and spelling disorders. Method: Quasi-experimental design is a type of pre-exam and posttest with control group. The Samples of this research consisted of 24 male and female students who were selected according to the entering criteria of this study and based on the available sampling method in the second district of Tehran. In this study was used an aggressiveness Shahim questionnaire and self-made dictation test to collect the data. Results: Data analysis indicated that play therapy was reduced the aggression of children in post test of experimental group and could improve their spelling disorder. Overall, results showed the importance and effectiveness of play therapy on aggression and spelling disorder. Conclusion: The results indicated that the uses of play therapy as an effective method and without adverse effects are useful in clinical centers of reducing aggression and improving spelling disorder.

Responding Author Information

Bita Sarpoulaki @ parsianfu@gmail.com

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ISSN 2348-5396

ISSN 2349-3429

DIP: 18.01.021/20160304

DOI: 10.25215/0304.021

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Published in   Volume 03, Issue 4, July-September, 2016

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