The aim of the present research was to compare the effectiveness of play therapy and story therapy on increasing self-efficacy and problem solving in single-parent children in the first elementary school course. The present research was applied in terms o
DOI:
https://doi.org/10.61841/en7tme22Keywords:
Story Therapy, Play Therapy,, Problem Solving,, Self-Efficacy,, Single- ParentingAbstract
The aim of the present research was to compare the effectiveness of play therapy and story therapy on increasing self-efficacy and problem solving in single-parent children in the first elementary school course. The present research was applied in terms of purpose and in terms of research method it was both semi-experimental with pre-test and post- test design with control group and comparative. The statistical population includes all first course elementary school single-parent students of the district 8 of Tehran in the academic year of 2019-2020. Among the members of the population, 21 people were selected voluntarily and purposefully in a cluster method and were assigned into three (7 people in play therapy, 7 people in story therapy, and 7 people in control) groups. The play therapy and story therapy groups underwent 8 sessions of treatment. A self-efficacy questionnaire for children and adolescents and the London Tower Scale were used for investigation. The research results showed that both play therapy and story therapy are effective in increasing problem solving and self-efficacy of single-parent children in the first elementary school course, but there is no significant difference in their effectiveness ratio. Due to the effectiveness of play therapy and story therapy, these treatments can be used in clinics and counseling centers to increase self-efficacy and problem solving.
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