The Effectiveness of the Integrated Resilience and Play Therapy Training Model on Problem-Solving Skills in Students
Keywords:
Integrated Education, Resilience, Problem Solving Skills, Play TherapyAbstract
This study aimed to examine the effectiveness of an integrated resilience and play therapy training model on the problem-solving skills of elementary school students. This research employed a quasi-experimental design with pre-test, post-test, and follow-up assessments using a control group. The statistical population consisted of all fourth-grade female students in Tehran during the 2024 academic year. Using cluster sampling, 30 students were randomly assigned to experimental and control groups (15 each). The experimental group received 10 sessions of integrated resilience and play therapy training, while the control group remained on a waiting list. Data were collected using the Heppner and Petersen (1982) Problem-Solving Inventory and analyzed through mixed ANOVA using SPSS-23. Inferential results indicated a significant difference between groups in problem-solving skills (p<0.001). The main effect of time was significant, showing improvement in post-test and follow-up scores compared to pre-test in the experimental group. The time × group interaction was also significant (p<0.001), demonstrating the specific impact of the intervention. Bonferroni post-hoc tests confirmed significant differences between groups in post-test and follow-up stages, while no significant difference was observed at baseline. The findings suggest that the integrated resilience and play therapy training model significantly and sustainably enhances students’ problem-solving skills. This intervention can be considered an effective educational approach for strengthening children’s cognitive and emotional functioning.
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Copyright (c) 2025 Azam Mohebbi (Author); Davod Manavipor; Akbar Mohammadi (Author)
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