Designing, compiling and evaluating the play therapy educational program based on the cognitive-behavioral approach for preschool children with language disorders
Subject Areas : روانشناسی
shahrzad Rezaee rezvan
1
*
,
hosein kareshki
2
1 - Department of Educational Sciences, Farhangian University, Emam Mohammad Bagher Bojnord Campus, Bojnord, Iran.
2 - Department of Psychology, Faculty of Psychology & Educational Sciences, Ferdowsi University of Mashhad, Mashhad, Iran
Keywords: Designing, compiling, evaluating, Play Therapy,
Abstract :
The aim of the current research was to Designing, compiling and evaluating a play therapy educational program based on the cognitive-behavioral approach for preschool children with language disorders. The research method for the design and d compiling stage of the program was a descriptive-analytical method with a combined research synthesis approach. To validate the program, quantitative content validity method was used with a panel of 10 experts, and two relative content validity coefficients (CVR) and content validity index (CVI) were used. The data required for this research was used using the method of thematic analysis proposed by Stirling (2001). Based on the investigations carried out from various sources, finally 59 specific codes of play therapy were identified and evaluated. Based on the obtained results, communication skills were formed from 17 basic themes, self-awareness skills from 15 basic themes, coping skills from 14 basic themes, and problem-solving skills from 13 basic themes. The minimum and maximum content validity index (CVI) for each material or program component (0.8 and 1) respectively and the minimum and maximum content validity index (CVR) for each material or program component (0.7 and 1) respectively) results showed that the play therapy educational program based on cognitive-behavioral approach for preschool children with language disorder has appropriate content validity and has the necessary validity for educational, clinical and research applications.
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