[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
Main Menu
Home::
Journal Information::
About the Journal
International Editorial Board
Editorial Board of Iranian University
Aims & Scopes
Indexing & Abstracting
Open Access Policy
Financial Policies
CrossMark Policy
Journal News
Articles archive::
All Issues
Current Issue
For Authors::
Instructions for Authors
Submission Form
Principles of Publishing Ethics
Ethical Code: Psychologic Study
Ethical Code: Medical Research
Ethical Consideration
Peer Review Policy
Declaration Form
Article Processing Charges
For Reviewers::
Policies of Peer Review
Registration::
Registration Form
Contact us::
Contact Information
Contact us
Site Facilities::
Site map
Search contents
Top 10 contents
Inform to friends
::
Search in website

Advanced Search
..
Receive site information
Enter your Email in the following box to receive the site news and information.
..
Open Access
..
Registered in
..
Indexing and Abstracting
..
:: Volume 6, Issue 2 (Vol6 No2 Summer 2019 - 2019) ::
J Child Ment Health 2019, 6(2): 68-80 Back to browse issues page
The Effect of Problem-Solving Skills Training based on Storytelling on Different Levels of Aggressive Behaviors in Students
Haniyeh Zeraatkar * 1, Alireza Moradi2
1- Faculty of Psychology and Educational Sciences, University of Tehran, Iran
2- Department of Psychology, Faculty of Psychology and Educational Sciences, Kharazmi University, Karaj, Iran
Abstract:   (10362 Views)
Background and Purpose: Aggression in childhood and adolescence is a risk factor for substance abuse, delinquency, and violence in adulthood. Since one of the causes of aggression in this period is the lack of problem-solving skills; hence the present study aimed to investigate the effect of problem-solving skills training by storytelling on aggression and to compare this method with the common method of problem-solving skill training by D'zurilla.   
Method: This study was a quasi-experimental research with pretest-posttest control group design. The study population included all male primary school students of grade 5 and 6 in Tehran during the academic year 2014-2015. The sample included 36 aggressive students of the said population who were randomly assigned to two experimental groups and one control group. The experimental groups received 10 sessions of one hour training, but the control group received no intervention. Univariate and multivariate analysis of covariance were used to analyze the data.  
Results: The findings of this study indicate that both methods were significantly effective on the aggression of the participants. However, problem-solving skills training via storytelling was more effective in reducing the aggression (F = 8.78, P <0.001), physical aggression (F = 9.03, P < 0.001) and hostility (F = 8.83, P < 0.001). No significant difference was observed between the groups in terms of violence.
Conclusion: Based on the findings of the present study, it can be concluded that due to their attractive content and emotional nature, stories are easy to recall and attract the attention of the participants and; thus, make the treatment sessions more attractive for children. On the other hand, stories are capable of teaching the cognitive reconstruction and challenging the child's automatic thoughts, which consequently will accelerate the process of learning and application of the acquired skills.   
Keywords: Problem-solving skills, storytelling, aggression, students
Full-Text [PDF 1041 kb]   (2178 Downloads)    
Type of Study: Research | Subject: Special
Received: 2018/04/7 | Accepted: 2018/07/3 | Published: 2019/08/13
References
1. Gentry WD. Anger management for dummies. John Wiley & Sons; 2011, p: 23. [Link]
2. Card NA, Stucky BD, Sawalani GM, Little TD. Direct and indirect aggression during childhood and adolescence: a meta-analytic review of gender differences, intercorrelations, and relations to maladjustment. Child Dev. 2008; 79(5): 1185-1229. [Link] [DOI:10.1111/j.1467-8624.2008.01184.x]
3. Özdemir Y, Vazsonyi AT, Çok F. Parenting processes and aggression: The role of self-control among Turkish adolescents. J Adolesc. 2013; 36(1): 65-77. [Link] [DOI:10.1016/j.adolescence.2012.09.004]
4. Sukhodolsky DG, Kassinove H, Gorman BS. Cognitive-behavioral therapy for anger in children and adolescents: a meta-analysis. Aggress Violent Behav. 2004; 9(3): 247-269. [Link] [DOI:10.1016/j.avb.2003.08.005]
5. Roth A, Fonagy P. What works for whom: A critical review of psychotherapy research, 2nd ed. New York, NY, US: Guilford Publications; 2005, p: 55. [Link]
6. Lochman JE, Wayland KK. Aggression, social acceptance, and race as predictors of negative adolescent outcomes. J Am Acad Child Adolesc Psychiatry. 1994; 33(7): 1026-1035. [Link] [DOI:10.1097/00004583-199409000-00014]
7. Wheatley MJ, Crinean G. Transforming aggression into creative problem solving. Leader to Leader. 2005; 2005(36): 19-28. [Link] [DOI:10.1002/ltl.124]
8. Omar H. Prevention issues in adolescent health care-adolescent medicine: state of the art reviews, Volume 10, Number 1. J Pediatr Adolesc Gynecol. 2000; 13(3): 151-152. [Link] [DOI:10.1016/S1083-3188(00)00048-6]
9. D'Zurilla TJ, Nezu AM. Problem-solving therapy. In: Dobson KS, editor. Handbook of cognitive-behavioral therapies, 3rd ed. New York, NY, US: Guilford Press; 2010, pp: 197-225. [Link]
10. Haan ADD, Prinzie P, Deković M. How and why children change in aggression and delinquency from childhood to adolescence: moderation of overreactive parenting by child personality. J Child Psychol Psychiatry. 2010; 51(6): 725-733. [Link] [DOI:10.1111/j.1469-7610.2009.02192.x]
11. Spivack G, Shure MB, Platt JJ. Means-ends problem solving: Stimuli and scoring procedures supplement. Philadelphia: Department of Mental Health Sciences, Hahnemann Medical College and Hospital; 1981, pp: 98-103.
12. Takahashi F, Koseki S, Shimada H. Developmental trends in children's aggression and social problem-solving. J Appl Dev Psychol. 2009; 30(3): 265-272. [Link] [DOI:10.1016/j.appdev.2008.12.007]
13. Jaffee WB, D'Zurilla TJ. Adolescent problem solving, parent problem solving and externalizing behavior in adolescents. Behav Ther. 2003; 34(3): 295-311. [Link] [DOI:10.1016/S0005-7894(03)80002-3]
14. Burns GW. 101 healing stories for kids and teens: using metaphors in therapy. John Wiley & Sons; 2012, pp: 143-157. [Link]
15. Bergner RM. Therapeutic storytelling revisited. Am J Psychother. 2007; 61(2): 149-162. [Link] [DOI:10.1176/appi.psychotherapy.2007.61.2.149]
16. Heffner M. Exprimental support for use of storytelling to guide bahavior: The effects of story telling on multiple and mixed fixed ratio (fr)/differential reinforcement of low rate (DRL) schedule responding [PhD thesis]. [West Virginia, United States]: Eberly College of Arts and Sciences, West Virginia Universsity; 2003, p: 23. [Link]
17. Otto MW. Stories and metaphors in cognitive-behavior therapy. Cogn Behav Pract. 2000; 7(2): 166-172. [Link] [DOI:10.1016/S1077-7229(00)80027-9]
18. Seyyedi ST. Application of storytelling in the treatment of behavioral-emotional problems: aggression. Exceptional Education. 2002; 23(3): 35-43. [Persian]. [Link]
19. Lyddon WJ, Clay AL, Sparks CL. Metaphor and change in counseling. J Couns Dev. 2001; 79(3): 269-274. [Link] [DOI:10.1002/j.1556-6676.2001.tb01971.x]
20. Kottman T, Ashby J. Metaphoric stories. In: Schaefer CE, Cangelosi D, editor. Play therapy techniques. 2nd ed. Lanham, MD, US: Jason Aronson; 2002, pp: 133-142. [Link]
21. Pardeck JT, Pardeck JA. Using bibliotherapy to help children cope with the changing family. Soc Work Educ. 1987; 9(2): 107-116. [Link] [DOI:10.1093/cs/9.2.107]
22. Forgan JW. Teaching problem solving through children literature. New York: Teacher Ideas Press, Libraries Unlimited; 2003, p: 42. [Link]
23. Gonçalves LL, Voos MC, de Almeida MHM, Caromano FA. Massage and storytelling reduce aggression and improve academic performance in children attending elementary school. Occup Ther Int. 2017; 2017: 5087145. [Link] [DOI:10.1155/2017/5087145]
24. Margalit M. Lonely children and adolescents: self-perceptions, social exclusion, and hope. New York, NY: Springer New York; 2010, pp: 78-83. [Link] [DOI:10.1007/978-1-4419-6284-3]
25. Fallahnejad M, Kazemi F, Pezeshk S. Effectiveness of visual storytelling on the reduction of externalizing and internalizing behaviors in children with oppositional defiant disorder. Journal of Exceptional Children. 2018; 17(3): 5-18. [Persian]. [Link]
26. Shabib Asl N, Naderi F, Makvandi B. The effect of storytelling on behavioral problems (aggression-withdrawal) of preschoolers' in Ahvaz. Journal of Applied Environmental and Biological Sciences. 2015; 5(8S): 353-357. [Link]
27. Nasirzadeh R, Roshan R. The effect of storytelling on aggression in six to eight-year old boys. Iranian Journal of Psychiatry and Clinical Psychology. 2010; 16(2): 118-126. [Persian]. [Link]
28. Samani S. Study of reliability and validity of the buss and perry's aggression questionnaire. Iranian Journal of Psychiatry and Clinical Psychology. 2008; 13(4): 359-365. [Persian]. [Link]
29. García-León A, Reyes GA, Vila J, Pérez N, Robles H, Ramos MM. The aggression questionnaire: a validation study in student samples. Span J Psychol. 2002; 5(1): 45-53. [Link] [DOI:10.1017/S1138741600005825]
30. Buss AH, Perry M. The aggression questionnaire. J Pers Soc Psychol. 1992; 63(3): 452-459. [Link] [DOI:10.1037//0022-3514.63.3.452]
31. Mohammadi N. A perliminary study of the psychometric properties of buss and perry's aggression questionnaire. Journal of Social Sciences and Humanities of Shiraz University. 2007; 25(4/49): 135-151. [Persian]. [Link]
32. Unnsteinsdóttir K. The influence of sandplay and imaginative storytelling on children's learning and emotional-behavioral development in an Icelandic primary school. Arts Psychother. 2012; 39(4): 328-332. [Link] [DOI:10.1016/j.aip.2012.05.004]
33. Sunderland M. Using story telling as a therapeutic tool with children. 1st Edition. London: Routledge; 2017, p: 14. [Link] [DOI:10.4324/9781315148830-1]
34. Yavand Hassani A, Farahbakhsh K, Shafiabadi A. Impact of story therapy and cognitive-behavioral therapy on reducing emotionaland behavioral disorders in adolescents. Research in Clinical Psychology and Counseling. 2014; 4(1): 71-94. [Persian]. [Link]
35. Zimmerman J. Neuro-narrative therapy: brain science, narrative therapy, poststructuralism, and preferred identities. Journal of Systemic Therapies. 2017; 36(2): 12-26. [Link] [DOI:10.1521/jsyt.2017.36.2.12]
36. Slivinske J, Slivinske L. Therapeutic storytelling for adolescents and young adults. 1 edition. Oxford, New York: Oxford University Press; 2013, pp: 193-201. [Link]
Send email to the article author

Add your comments about this article
Your username or Email:

CAPTCHA

XML   Persian Abstract   Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Zeraatkar H, Moradi A. The Effect of Problem-Solving Skills Training based on Storytelling on Different Levels of Aggressive Behaviors in Students. J Child Ment Health 2019; 6 (2) :68-80
URL: http://childmentalhealth.ir/article-1-461-en.html
Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 6, Issue 2 (Vol6 No2 Summer 2019 - 2019) Back to browse issues page
فصلنامه سلامت روان کودک Quarterly Journal of Child Mental Health
Persian site map - English site map - Created in 0.06 seconds with 43 queries by YEKTAWEB 4645