Developing and Assessing the Effectiveness of Painting Therapy Program Based on Mindfulness on Social Skills of High-Functioning Autism Students

Document Type : Research Paper

Authors

1 Ph.D. of Psychology and Education of Exceptional Children, Allameh Tabataba'i University

2 Professor of Psychology and Education of Exceptional Children, Allameh Tabataba'i University

3 Assistant Professor of Psychology and Education of Exceptional Children, Allameh Tabataba'i University

4 Professor of Research methods and Statistics, Allameh Tabataba’i University

10.22098/jsp.2021.1230

Abstract

The purpose of this study was to developing and assessing the effectiveness of painting therapy program based on mindfulness on social skills of high-functioning autism students. This study was experimental with pretest-posttest design with control group.Statistical population of the study all students with high function autism the exceptional schools of Ardebil city in the academic year of 2018-2019, among which 30 students with high function autismwere selected through available sampling method and was replaced randomly assigned to the experimental group (n= 15) and control group (n= 15). The research was conducted in two stages. In the first stage, a painting therapy based mindfulness program based on theoretical literature, research backgrounds, and programs was developed in ten sessions and its content validity was evaluated and validated by professors and experts. Participants in the experimental group received 10 sessions of painting therapy based on mindfulness. Eliot and Gresham Social Skills Questionnaire was used to collect data. Data were analyzed using statistical analysis of MANCOVA. The results showed that students with high function autism in the experimental group compared to students with high function autism in the control group had significantly more social skills in post-test (p<0.01). Therefore, it can be concluded that the use of developing program painting therapy based on mindfulness can increasing social skills of students with high function autism.

Keywords


ارجمندنیا، علی؛ افروز، غلام علی. و سادتی، سمیه سادات. (1392). علل اصلی معلولیت در کودکان و نوجوانان سنین مدرسه مناطق شهری و روستایی. فصلنامه روانشناسی و علوم تربیتی، 3(3)، 38-27.
بدری گرگری، رحیم؛ نعمتی، شهروز و  خانی صلوات، زهرا. (1399). اثربخشی آموزش ذهن‌آگاهی بر ظرفیت حافظه‌کاری دانش‌آموزان دارای اختلال یادگیری خاص. مجله ناتوانی‌های یادگیری، 10(1)، 47-32.
بخشی، مریم؛ مروتی، ذکراله؛ الهی، طاهره. و شاه محمدیان، سارا. (1397). اثربخشی هنردرمانی بر مهارت‌های اجتماعی_ارتباطی، تنظیم هیجان و انعطاف پذیری رفتاری در کودکان مبتلا به اختلال‌های طیف اوتیسم. روانشناسی افراد استثنایی، 8(30)، 177-155.
حبیبی، مجتبی و حناساب‌زاده، مریم. (1393). اثربخشی هنردرمانی مبتنی بر ذهن‌آگاهی بر افسردگی، اضطراب، استرس و کیفیت زندگی در میان زنان یائسه. فصلنامه سالمند، 9(1)، 31-22.
حسین‌خانزاده، عباسعلی و ایمن خواه، فهیمه. (1396). تاثیر موسیقی درمانی به همراه بازی درمانی بر افزایش رفتارهای اجتماعی و کاهش رفتارهای کلیشه‌ای کودکان مبتلا به اوتیسم. مجله روانشناسی بالینی، 5(4)، 262-251.
شیخ الاسلامی، علی و سیداسماعیلی قمی، نسترن. (1393). مقایسه‌ی تاثیر روش‌های کاهش استرس مبتنی بر ذهن‌آگاهی و مهارت‌های مطالعه بر اضطراب امتحان دانش آموزان. مجله روانشناسی مدرسه، 3(2)، 121-104.
شیخ الاسلامی، علی و سیداسماعیلی قمی، نسترن. (1398). اثربخشی آموزش فنون مبتنی بر ذهن‌آگاهی بر پریشانی روان‌شناختی مادران فرزند با ناتوانی یادگیری خاص. فصلنامه روانشناسی افراد استثنایی، 9(34)، 196-183.
شیخ الاسلامی، علی؛ درتاج، فریبرز؛ دلاور، علی و ابراهیمی‌قوام، صغری. (1393). تاثیر آموزش برنامه‌ی کاهش استرس مبتنی بر ذهن‌آگاهی بر تعلل‌ورزی دانش‌آموزان. فصلنامه روانشناسی تربیتی، 10(34)، 109-93.
شیخ الاسلامی، علی؛ قمری کیوی، حسین و اشرفی‌ورجوی، صبا. (1394). تاثیر روش آموزش مبتنی بر ذهن‌آگاهی بر خودکنترلی دانش‌آموزان دختر. فصلنامه‌ی پژوهش در نظام‌های آموزشی، 9(28)، 104-87.
کافمن ، جیمزام و هالاهان دانیل پی .(1395). کودکان استثنائی، ‌ترجمه‌ی مجتبی جوادیان. انتشارات آستان قدس رضوی.
گلشن، مریم. (1396). مقایسه اثربخشی بازی‌های شناختی (سنتی-کامپیوتری) بر بهبود مهارت‌های ارتباطی-اجتماعی کودکان با اختلال طیف اوتیسم عملکرد بالا شهر یزد سال 1396. پایان نامه کارشناسی ارشد. دانشگاه علامه طباطبایی.
گنجی، مهدی. (1395). روانشناسی کودکان استثنایی براساس DSM-5، چاپ اول، تهران: ساوالان.
نریمانی، محمد؛ آریاپوران، سعید؛ ابوالقاسمی، عباس و احدی، بتول. (1389). مقایسه اثربخشی آموزش‌های ذهن‌آگاهی و تنظیم هیجان بر سلامت روان جانبازان شیمیایی. مجله روانشناسی بالینی، 2(4)، 73-61.
Alexander, A.E & Mohapatra, B, (2015). Effect of social skill training on emotiobal intelligence of adolescents with specific learning disability. International Journal of Science and Research (IJSR) ISSN (Online), 2319-7064.
Allen, R. J. (2017). Effects of mindfulness-based art therapy on stress and cortisol levels in graduate and professional-level students. Athesis submitted to the department of art education in partial fulfillment of the requirement for the degree of master science.
American Psychiatric Associantion. (2013). "Diagnostic Criteria for 299.00 Autistic Disorder". Diagnostic and statistical Manual of Mental Disorders. 4 th ed.,text revision.(DSM5).
Arjmandnia, A.و Afrooz, Gh. A., & Sadati, S. S. (2014). The main causes of disability in school-age children and adolescents in urban and rural areas. Journal of Psychology and Educational Science, 3(2), 27-38. (Persian)
Badrigargari, R., Nemati, SH., & Khanisalavat, Z. (2020). The effectiveness of mindfulness training on span of working memoryin children with specific learning disability. Journal of Learning Disabilites, 10(1), 32-47. (Persian)
Bakhshi, M., Marwati, Z., Elahi, T., & Shah Mohammadi, S. (1397). The effectiveness of art therapy on social-relational skill, emotion regulation, and behavioral flexibility in children with autism spectrum disorders. Quarterly of Psychology of Exceptional Individuals, 8(30), 155-177. (Persian)
Brown, K. W., Ryan, R. M., & Creswell, J. D. (2007). Mindfulness: Theoretical foundations and evidence for its salutary effects. Psychological Inquiry, 18(4), 211-237.
Cervantes, P. E., & Matson, J. L. (2015). The relationship between comorbid psychopathologies, autism, and social skill deficits in young children. Research in Autism Spectrum Disorders, 10, 101-108.
D’Amio, M., & Lalonde, C. (2017). The teaching social skills to children with autism spectrum disorder. Journal of the American Art Therapy Association, 34(4), 176-182.
Emery, M. J., & Forest, L. (2004). Art therapy as an intervention for autism. Journal of the American Art Therapy Association, 21(3), 143-147.
Ganji, M. (2017). Psychology of Exceptional Children Based on DSM-5, First Edition, Tehran: Savalan. (Persian)
Gulshan, M. (2018). Comparison of the Effectiveness of Cognitive (Traditional-Computerized) Games on the Improvement of Social-Communication Skills of Children with High Performance Autism Spectrum Disorder in Yazd City in 1396. M.Sc. Allameh Tabatabaei University. (Persian)
Habibi, M., & Hanasabzadeh, M. (2014). The effectiveness of mindfulness based art therapy on depression, anxiety, stress and quality of life among postmenopausal women. Salmand: Iranian Journal of Ageing, 9 (1), 22-31. (Persian)
Hofmann, S. G., Sawyer, A. T., Witt, A. A., & Oh, D. (2010). The effect of mindfulnessbased therapy on anxiety and depression: A meta-analytic review. Journal of Consulting and Clinical Psychology, 78, 169-183.
Hossein Khanzadeh, A. & Imankhah, F. (2017). the effect of music therapy along with play therapy on social behaviors and stereotyped behaviors of children with. Iranian Journal of Practice in Clinical Psychology, 5(4), 51-262. (Persian)
Ip, H. H., Wong, S. W., Chan, D. F., Byrne, J., Li, C., Yuan, V. S & Wong, J. Y. (2017). Enhance emotional and social adaptation skills for children with autism spectrum disorder: A virtual reality enabled approach. Computers & Education, 117(5), 1-15.
James, J. (2018). Health professions council (HPC) state-registered art therapist BAAT registered pivate practitioner.
Kapitan, L. (2013). Art therapy’s sweet spot between art, anxiety, and the flow experience. Art Therapy. Journal of the American Art Therapy Association, 30(2), 54-55.
Kauffman, J & Hallan Daniel, P. (2016). Exceptional children, a translation by Mojtaba Javadian. Astan Ghods Razavi Publications. (Persian)
Lecavalier, L. (2014). Handbook of autism and anxiety. Phenotypic variability in autism spectrum disorder: Clinical considerations, Springer, 15-24.
Lesiak, M. (2017). Mindfilness-based music therapy group protocol for individuals with sepious mental illnesses and chronic illnesses: A feasibility study. Submitted to the graduate degree program in music education and music therapy and the graduate factulty of the University of Kansas in partial fulfillment of the requirement for the degree of master of Music Education (Music Therapy).
London, P. (2006). Towards a holistic paradigm of art education Art education: Mind, body, spirit. Virtual Arts Research, 32(1), 8-15.
Martin, N. (2009). Art as an early intervention tool for children with autism: Jessica Kingsler Publishers.
Mendelson, J. L., Gates, J. A., & Lerner, M. D. (2016). Friendship in school-age boyswith autism spectrum disorders: A meta-analytic summary and developmental, process- based model. Psychological Bulletin, 142(6), 601– 622.
Miranda, D. & Corinne, L. (2017). The effectiveness of art therapy for teaching social skills to children with autism spectrum disorder. Journal of the American Art Therapy Association, 4(34), 176-182.
Monti, D. A., Peterson, C., Kunkel., E. J., Hauck, W. W., Pequignot, E., Rhodes., L., & Brainard, G C. (2006). A randomized, controlled trial of mindfulness-based art therapy (MBAT) for women with cancer. Psycho-Oncology, 15(5), 363–373.
Narimani, M., Shahmohammdzadeh, Y., Omidvar, A., & Omidvar, Kh. (2014). A comparison of psychological capital and affective styles in students with learning disorder and normal students. Journal of Learning Disabilities, 4(1), 100-118. (Persian)
Narimani, N., Ariapouran, S., Abolghasemi, A., & Ahadi, B. (2011). The comparison of the effectiveness of mindfulness and emotion regulation training on mental health in chemical weapon victims. Journal of Clinical Psychology, 2(4), 61-73. (Pesrian)
Otero, T. L., Schatz, R. B., Merrill, A. C., & Bellini, S. (2015). Social skills training for youth with autism spectrum disorders. Child and Adolescent Psychiatric Clinics, 24(1), 99-115.
Rappaport, L & Kalmanowitz, D. (2014). Mindfulness, Psychotherapy and the Arts Therapies’ In: Rappaport, L. (2014) Mindfulness and the Arts Therapies. JKP, London.
Roland, N. (2018). Art therapist and mindfulness teacher.
Rosch, E. (2001). “If your [sic] depict a bird, give it space to fly”: Eastern psychologies, the arts, and self-knowledge [Issue 94/95: Special issue: On the origin of fictions: Interdisciplinary perspectives]. SubStance, 30(1/2), 236-253.
Rumney, H. L., & MacMahon, K. (2017). Do social skills interventions positively influence mood in children and young people with autism? A systematic review. Mental Health & Prevention, 5(5), 12-20.
Sheykholeslami, A., & Seyedesmaili ghomi, N. (2014). Comparing the effect of mindfulness-based stress reduction program and study skills training on the test anxiety in students. School Psychology Quarterly, 3(2), 104-121. (Persian)
Sheykholeslami, A., Dortaj, F., Delavar, A., & Ebrahimighavam, S. (2015). The effect of mindfulness-based stress reduction program training on student's procrastination. Educational Psychology, 10(34), 93-109. (Persian)
Silvers, J. B. (2008). Art therapy workbook for children and adolescents with Autism. A Thesis submittrd in partial fulfillment of the requirements for the degree of master of arts therapy & counseling. Ursuline College.
Smeijsters, H., Kil, J., Kurstjens, H., Welten, J., & Willemars, G. (2011). Arts therapies for young offenders in secure care-A practice-based research. Art Psychotherap, 38(1), 41-51.
Thienot, E., Jackson, J., Dimmock, J.R., Grove, M. B., & Fournier, J. F. (2014). development and preliminary validation of the mindfulness inventory for sport. Psychology of Sport and Exercise, 15 (1), 72-80.