The effect of sand play therapy on reducing Alexithymia in dyslexic students

Document Type : Scientific Articles

Authors

1 PhD student in Educational Psychology, Faculty of Economics and Social Sciences, Bu Ali Sina University, Hamadan.

2 Professor, Department of Psychology, Faculty of Economics and Social Sciences, Bu Ali Sina University, Hamadan.

3 Associate Professor, Department of Psychology, Faculty of Economics and Social Sciences, Bu Ali Sina University, Hamadan.iran

4 Associate Professor, Department of Psychology, Faculty of Economics and Social Sciences, Bu Ali Sina University, Hamadan, Iran

10.22111/jeps.2020.5321

Abstract

The purpose of this study was to investigate the effect of sand play on reducing Alexithymia in dyslexic students. The study was a pretest-posttest with control group. The statistical population of this study was all dyslexic male students with second and third grade Alexithymia who were referred to counseling and learning disorders centers of Qorveh city in 1389-99 academic year. The samples of this study included 20 dyslexic male students with second and third grade Alexithymia who were selected by purposeful sampling. Then, these samples were randomly divided into two groups of 10 experimental and control groups. Research instruments included researcher made Alexithymia scale, Wechsler IV test and NEMA dyslexia test. Pre-test was performed in both experimental and control groups. Then, the intervention group received the same intervention and the control group did not receive any similar intervention. The results of multivariate analysis of variance showed that the subjects in the experimental group showed a significant decrease after the boating method compared to the control group (p < 0.002). The results of this study showed that boating method reduced the difficulty describing feelings (p < 0.03), decreased the difficulty in fantasies (p < 0.02), reduced the difficulty in distinguishing emotions from physiological changes (p < 0.002) and There was a significant difference in reduction of externally orientated thinking style (p < 0.001). But there was no significant difference in decreasing difficulty identifying one's own feelings (p> 0.05).

Keywords

References

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Journal of Educational Psychology Studies
Volume 17, Issue 38
August 2020
Pages 85-104

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