文章基本信息

标题：Effect of Painting Therapy on Aggression in Educable Intellectually Disabled Students
本地全文：下载
作者：Peyman Hashemian 1 , Lida Jarahi
期刊名称：Psychology
印刷版ISSN：2152-7180
电子版ISSN：2152-7199
出版年度：2015
卷号：05
期号：18
页码：2058-2063
DOI：10.4236/psych.2014.518208
语种：English
出版社：Scientific Research Publishing
摘要：Children with intellectual development disorder require to longer time for data processing. Delayed responses often exposed them to problematic condition like ignoring, stigma and physical or mental punishment. Intellectually disabled (ID) students also are in greater risk of psychological disorders such as anxiety and aggression based on problematic circumstances. This study was an experimental randomized controlled survey for assessment of painting therapy in reducing aggression in ID students. A total number of 20 educable ID children in elementary schools for student with special needs education in Bojnord City of Iran, were selected by using random sampling method in 2012. Participants were matched for age and educational level in intervention and control groups. According to Rotter and Goodenough test, after painting therapy, the mean scores of aggression in intervention group and control group were significantly different. The effect of painting therapy in male and female students was not statistically different. Painting therapy was effective method in reducing aggressive behaviors in ID students, as a complementary treatment in both male and female children. Painting therapy can be an effective method in similar behavioral problems in ID students.
关键词：Painting Therapy; Aggression; Intellectual Disability; Children; Student