Most children with learning disorders suffer from anxiety, depression, alienation, and social adjustment difficulties, which must be taken into account in the treatment process. This study compared group play therapy and painting therapy's effectiveness on social adjustment and alienation among Iranian children with specific learning disabilities.
Materials and Methods: The research method was quasi-experimental with a pre-test, post-test, follow-up design, and a control group. The statistical population included all the girl students with learning disabilities in Kermanshah, Iran, in 2019. The sample consisted of 45 children with specific learning disabilities selected by convenience sampling and divided into two experimental groups (group plays therapy & painting therapy, n = 15 per group), and a control group (n = 15). The research instruments included the Social Adjustment Scale and the Children's Loneliness Scale. The first experimental group underwent eight sessions (45-minute sessions per week) of group play therapy and the second experimental group underwent eight sessions (45-minute sessions per week) of painting therapy. The follow-up was performed after 45 days. Data analysis was done using SPSS software version 21.0.
Results: The participants included 45 girl students with specific learning disabilities, aged 11.20 ± 1.22 years old. The results indicated that play therapy and painting therapy interventions alleviated alienation and improved social adjustment among students with learning disabilities (P=0.001). There was no significant difference between play therapy's effectiveness and that of painting therapy on social adjustment and alienation.
This intervention method can be employed to mitigate alienation and enhance social adjustment among children with learning disabilities.