The Effectiveness of Child-Centered Group Play Therapy and Narrative Therapy on Preschoolers' Separation Anxiety Disorder and Social-Emotional Behaviours

Autor/inn/en	Zarra-Nezhad, Maryam; Pakdaman, Fatemeh; Moazami-Goodarzi, Ali
Titel	The Effectiveness of Child-Centered Group Play Therapy and Narrative Therapy on Preschoolers' Separation Anxiety Disorder and Social-Emotional Behaviours
Quelle	In: Early Child Development and Care, 193 (2023) 6, S.841-853 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zarra-Nezhad, Maryam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2023.2167987
Schlagwörter	Play Therapy; Separation Anxiety; Intervention; Social Emotional Learning; Social Development; Emotional Development; Preschool Children; Program Effectiveness; Psychotherapy; Foreign Countries; Child Behavior; Iran (Tehran); Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Spieltherapie; Trennungsangst; Soziale Entwicklung; Gefühlsbildung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Psychotherapie; Ausland
Abstract	This study examined the effectiveness of child-centered group play therapy (CCGPT) and narrative therapy in reducing separation anxiety disorder (SAD) and boosting social-emotional behaviours in early childhood (2.5-4-year-olds). An 8-week-randomized controlled trial design with three intervention groups, i.e. CCGPT, narrative therapy, and a combination of both interventions (i.e. combined group), and one control group that provided data at a pre-test and post-test, was adopted. A total of 48 children who showed signs of SAD participated in the study. Results showed that compared to the control group, CCGPT and combined group interventions showed a lower separation anxiety level. Children in all three intervention groups showed lower behavioural problems and higher prosocial behaviours than the control group. The findings suggest that the three interventions could be effective selective psychotherapy methods to promote social-emotional competencies. The CCGPT and combined group, particularly, were effective psychotherapy methods for reducing SAD in early childhood. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01