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Volume 25, Issue 164 (10-2026)
Journal of Psychological Science 2026, 25(164): 1-19 |
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Askari F, Asgari P, Askari M, Dashtbozorgi Z. (2026). Comparing the Effectiveness of Drama Therapy and Cognitive-Behavioral Play Therapy on Emotional Self-Awareness of Bullying Students. , Journal of Psychological Science. 25(164), : 10 doi:10.66224/jps.25.164.9
URL: http://psychologicalscience.ir/article-1-3696-en.html
URL: http://psychologicalscience.ir/article-1-3696-en.html
Department of Psychology, Ahv.C., Islamic Azad University, Ahvaz, Iran. , p.askari1404@iau.ac.ir
Abstract: (241 Views)
Background: Bullying in elementary school is one of the most prevalent and damaging behavioral problems, posing a serious threat to the mental health of both victims and the bullies themselves. In recent years, art- and play-based interventions have gained attention as indirect methods suited to the world of the child for fostering emotional skills; however, the comparative effectiveness of drama therapy and cognitive-behavioral play therapy regarding the emotional self-awareness of students who bully has received limited study.
Aims: The aim of the present study was to compare the effectiveness of drama therapy and cognitive-behavioral play therapy on the emotional self-awareness of bullied students.
Methods: The method of this research was a pretest-posttest experiment with a control group. The statistical population consisted of all elementary school students exhibiting bullying behaviors in Ahvaz during the 1404–1405 academic year. The sample comprised 45 students (divided into three groups of 15) selected from the population via random sampling. The first experimental group received the drama therapy intervention (Norouzi Homayoun et al., 2023) and the second experimental group received the cognitive-behavioral play therapy intervention (Gheysari et al., 2024) during ten 45-minute sessions. The data collected from the research were analyzed using the univariate analysis of covariance with SPSS-27 software.
Results: Research findings indicated that drama therapy and cognitive-behavioral play therapy interventions were effective in improving the emotional self-awareness of students who engage in bullying (P< 0.01). Furthermore, a comparison of the two therapeutic methods revealed no significant difference between cognitive-behavioral play therapy and drama therapy regarding their effectiveness in enhancing emotional self-awareness.
Conclusion: Research findings indicate that the effectiveness of interventions in fostering emotional self-awareness depends less on the specific type of therapeutic approach than on their fundamental commonalities in providing a safe, symbolic, and non-verbal environment for processing emotions.
Aims: The aim of the present study was to compare the effectiveness of drama therapy and cognitive-behavioral play therapy on the emotional self-awareness of bullied students.
Methods: The method of this research was a pretest-posttest experiment with a control group. The statistical population consisted of all elementary school students exhibiting bullying behaviors in Ahvaz during the 1404–1405 academic year. The sample comprised 45 students (divided into three groups of 15) selected from the population via random sampling. The first experimental group received the drama therapy intervention (Norouzi Homayoun et al., 2023) and the second experimental group received the cognitive-behavioral play therapy intervention (Gheysari et al., 2024) during ten 45-minute sessions. The data collected from the research were analyzed using the univariate analysis of covariance with SPSS-27 software.
Results: Research findings indicated that drama therapy and cognitive-behavioral play therapy interventions were effective in improving the emotional self-awareness of students who engage in bullying (P< 0.01). Furthermore, a comparison of the two therapeutic methods revealed no significant difference between cognitive-behavioral play therapy and drama therapy regarding their effectiveness in enhancing emotional self-awareness.
Conclusion: Research findings indicate that the effectiveness of interventions in fostering emotional self-awareness depends less on the specific type of therapeutic approach than on their fundamental commonalities in providing a safe, symbolic, and non-verbal environment for processing emotions.
Article number: 10
Keywords: drama therapy, cognitive-behavioral play therapy, emotional self awareness, bullying students.
Type of Study: Research |
Subject:
Special
Received: 2026/09/5 | Accepted: 2026/10/2 | Published: 2026/10/23
Received: 2026/09/5 | Accepted: 2026/10/2 | Published: 2026/10/23
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