SociaL Skills using Group play in Children of Attention Deficit Hyperactivity Disorder
D Thesis in PsychologyP
Shaima Mohammed Hassan Morsey
Prof Dr. Khaled Ibrahim Al Fakhrani
Professor of Psychology
Faculty Of Arts
Dr. Nashwa Zaki Habib
Faculty Of Arts
Childhood is one of the most important stages in which an individual undergoes. It is the basis of the formation of many of his knowledge, trends, values and principles. The study of children and their attention is one of the most important criteria in which the progress of society is measured and developed. The psychological problems of children in modern societies are increasing, Children with Attention Deficit Hyperactivity Disorder (ADHD) characterized by levels of attention deficit, hyperactivity and hyperactivity vary in intensity and incidence compared with the same age group in growth.
Mattox and Harder (2007, 196) noted that the disorder of underdevelopment accompanied by hyperactivity negatively affects all aspects of daily, social, emotional, academic, and practical life.
(Maria Pierce and Geneva Landauer, 1996, p. 47) suggest that play is the means by which children learn and polish social, emotional and physical skills. Therefore, many of the results of the studies confirm the importance of play programs and their impact on the development of social skills for children. The play provides psychological, social and educational conditions that make it difficult to provide the child with extra play.
This confirms the importance of using group play to improve some social skills in children with hyperactivity disorder. The results of previous studies and studies that have demonstrated the effectiveness of group play therapy have also shown improvement in some social skills and improved symptoms of hyperactivity disorder. The researcher in this study to improve some social skills of the same kind of children and tries through the study of the use of group play in the light of the findings of
Studies and previous research conducted in this area.
The problem of the study can be formulated through the following questions: 1. to what extent does a psycho-training program use group play to improve some social skills in underactive children with hyperactivity? 2. Can the impact of a psychosocial exercise program continue through the use of group play to improve some social skills in children with hyperactivity after hyperactivity after program implementation? 3. Are there any gender differences in the improvement of some social skills in children with Attention Deficit Disorder accompanied by hyperactivity after application of the program? 4. To what extent does a psycho-training program use group play to improve symptoms of attention deficit with hyperactivity?
Importance of studying
This study presents a theoretical framework for group play and its role in improving some of the social skills of ADHD children with hyperactivity. On the practical side, the study provides a range of skills, knowledge and psychological and social skills that help the child to improve some of the social skills of children with Attention Deficit Disorder and hyperactive activity, which help to communicate and interact with others to reach an appropriate level of compatibility and mental health.
Objectives of the study
The objectives of the present study are as follows:
- Improving some social skills in children with ADHD by using group play.
- Preparation of a measure of social skills assessment in children with ADHD accompanied by hyperactivity (prepared by the researcher).
- Preparation of a psychological training program using group play to train children in lack of attention and activity.
In light of the theoretical framework, and previous studies, the researcher provided hypotheses: 1. there is a statistically significant difference between the mean scores of the pre-measurement and post-measurement levels in the social skills assessment scale in children with Attention Deficit Disorder accompanied by hyperactivity in favor of telemetry following the application of the group-based training program "2. There was no statistically significant difference between the mean and post-measurement levels in the social skills assessment scale of children with Attention Deficit Disorder accompanied by hyperactivity after the follow-up period. 3 - There are differences of statistical significance between the sexes on the scale of the assessment of social skills in favor of female children of the disorder and lack of activity after the application of the program. 4 - There is a statistically significant difference between the middle of the grading and telemetry levels in the test of hyperactive attention deficit disorder.
Limitations of the study:
The final sample of the study consisted of (10) children of the underactive children (5 males and 5 females) and had some social skills. They ranged in age from 6-9 years. The researcher relied on the design of one group and a tribal measurement and dimension measurement. In this design, one group is used and measured beforehand, and then the independent variable (play therapy) is introduced. Then a post-measurement is done for the same group and finally the sequential measurement stage.
In this study, the researcher used the following tools:
1 - The test of Attention Deficit Hyperactivity Disorder (Dr'Abd al-Raqib al-Behiri, 2014).
2 - Scale of social skills assessment of children with Attention Deficit Disorder accompanied by hyperactivity (the researcher's preparation).
3 - Psychological training program to improve some social skills using group play (preparation of the researcher).
The program was implemented at the Children's Unit of the Mental Health Hospital in Banha.
The researcher used the following statistical methods: 1) Mann Whitney (U) Wilcoxon Signed Rank Test to test the validity of hypotheses and extract the semantics in the knowledge of the differences between the pre-measurement and the post-measurement to determine the effectiveness of the program, as well as to know the differences between the post-measurement and follow-up of the same group. To determine the impact of the effectiveness of the program after the follow-up period. Study terms Effectiveness Is the effect that the proposed program can have on improving social skills in children with Attention Deficit Disorder and hyperactivity. This effect is statistically determined (Safinaz, 2008, 6). Training program is defined as the program used in the present study, which is a planned and organized process aimed at improving some social skills in children with attention deficit disorder and hyperactivity by using a group-based psychotherapy program through a number of sessions to improve communication and interaction skills and acquire new behaviors.
. Attention Deficit Hyperactivity Disorder (Attention Deficit Hyperactivity Disorder) The American Psychiatric Association (APA, 2000) defines the Fourth Revised Diagnostic Manual: "Attention deficit disorder with hyperactivity is characterized by a set of basic characteristics of attention deficit disorder, hyperactivity and impulse, which occur more than usual in the intensity and frequency of occurrence compared to the same age group in growth. Group Play Is a group of activities and games carried out by the child with one or more of his peers, which can be assessed and works on the development of social skills such as verbal communication skills between the child and his peers as well as the skill of cooperation and sympathy with them and attention to them and reduce some behavioral problems. Social Skills Social skills are defined as the child's ability to begin interacting with others, to express negative and positive feelings towards them, and to adjust his emotions in social interaction situations to suit the nature of the situation.
The present study found the following results: 1. there was a statistically significant difference between the mean and the post-measurement levels in the social skills assessment scale in children with Attention Deficit Disorder (ADHD) at the level of (0.05) for the benefit of telemetry following the application of the group play -based training program. 2. There is no statistically significant difference between the mean and post-measurement levels in the social skills assessment scale of children with attention deficit disorders accompanied by hyperactivity. 3 - There is a difference of statistical significance at the level of 0.05 between the average grades of female and male grades in the measure of social skills for the benefit of females. 4 - There is a statistically significant difference between the middle of the grading and the telemetry levels in the test of attention deficit hyperactivity disorder. Thus,
*the results of the study proved the effectiveness of a psychological training program to improve some of the social skills in the sample of children (male - female) with attention deficit disorder accompanied by hyperactivity, which confirms the effectiveness of the progra