اثربخشی نمایش خلاق بر تنظیم شناختی هیجان در نوجوانان تیزهوش پرخاشگر

شادی احدی فر; سیمین حسینیان; سمیرا وکیلی; سوگند قاسم زاده

Authors

Shadi Ahadifar PhD Student in Exceptional Child Psychology and Education, Science and Research Branch, Islamic Azad University, Tehran, Iran. Author https://orcid.org/
Simin Hoseinian Professor of the whole counseling department, Al-Zahra University, Tehran, Iran. Author https://orcid.org/
Samira Vakili Assistant Professor, Department of Psychology and Education of Exceptional Children, Science and Research Branch, Islamic Azad University, Tehran, Iran. Author https://orcid.org/
Sogand Ghasemzadeh Assistant Professor, Department of Psychology and Exceptional Child Education, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran. Author https://orcid.org/

Keywords:

Creative Demonstration, Emotion Recognition, Intelligence, Aggressio

Abstract

Purpose: The aim of this study was to determine the effectiveness of creative drama on cognitive emotion regulation of aggressive gifted adolescents.Methods: In this quasi-experimental study, pre-test-post-test and follow-up design were used. The statistical population of this study consisted of all gifted adolescent girls who are studying in talented schools in Tehran. Sampling method In this study, sampling was available. The number of samples was 30 (15 in the control group and 15 in the experimental group). First, the Bass and Perry Aggression Questionnaire (1992) and the Garnfsky Emotion Cognition Regulation (2001) were completed. Adolescents were then randomly assigned to experimental and control groups. The experimental group participated in a creative demonstration program for 12 sessions. At the end of the twelfth session, and 1 month after (to evaluate the durability of the treatment program). The questionnaires were completed again by the subjects of both groups. In order to analyze the data, repeated measures analysis of variance was used.Results: The results showed that the cognitive emotion regulation of the experimental group increased significantly (p <0.01) after the intervention compared to the control group.Conclusion: Creative drama therapy program seems to be a good intervention method to improve cognitive emotion regulation, so this program can be used to promote the health of aggressive gifted adolescents.