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IRCT20260108068594N1 IRCT 2026-01-29 Islamic Azad University Comparing the effectiveness of drama therapy and cognitive behavioral play therapy on emotional self-awareness, problem-solving skills, and social adjustment of bully elementary school students in Ahvaz Comparing the effectiveness of drama therapy and cognitive behavioral play therapy on emotional self-awareness, problem-solving skills, and social adjustment of bully elementary school students 2026-01-31 anticipated 45 Complete https://irct.ir/trial/88754 interventional Randomization: Randomized, Blinding: Not blinded, Placebo: Not used, Assignment: Parallel, Purpose: Treatment, Randomization description: In this study, cluster random sampling method will be used to select the research sample. First, the General Directorate of Education of Khuzestan Province will be referred to and a district will be randomly selected from the different education districts of Ahvaz city. Then, an elementary school will be randomly selected from that district and Illinois Bullying Questionnaires will be distributed among the students of that school to determine the desired sample. After the bully students are identified through the questionnaire, they will be randomly (by drawing lots) placed into three groups (two experimental groups and one control group). N/A Bullying students in primary school in Ahvaz. Intervention 1: Intervention group: drama therapy. In this study, drama therapy is considered as an independent variable. In the present study, drama therapy techniques intervention based on Moreno's (1982) approach will be used in 10 60-minute sessions. Summary of intervention sessions for drama therapy techniques based on Moreno's approach: Session 1: Introduction, acceptance and problem recognition. Session 2: A sincere and non-bullying atmosphere for student participants and the implementation of drama games, recognizing the seven main emotions, interest (curiosity and exploratory behavior), fear, anger, anxiety, love, pleasure through drama performance and teaching cognitive, physiological and behavioral consequences, emotional reactions and the relationship between emotion, cognition and behavior, how to respond to one's emotional experiences. Session 3: Using mirror techniques and introducing oneself, observing events and conversations of others while performing events on stage in order to achieve a useful perspective or the need for emotional distance to better understand one's feelings. Session 4: Body awareness, body posture (body position), reading body language and awareness of sensory stimuli and responding to them. Session 5: Using the role-changing method, playing the role of the victim by the client and presenting the role of the bully by another person or the therapist and guiding the bully in the new role is for managing bullying behaviors. Session 6: Getting to know your own and others' rights and how to demand them through role-playing and dramatization by students. Session 7: Using the role-playing technique, symbolically confronting the client with situations or a specific person or object that is the source of bullying in the individual's life, and visualizing them and playing the role of the same situations by the client and the therapist. Session 8: Using the empty chair technique, sharing your feelings and establishing communication and a desire to be friends with another person who is absent, and expressing your concern about the person in question by talking to the empty chair that is a symbol of a person. Session 9: Creating a real situation to test the level of bullying and expressing emotion, creating a situation for the bully and assessing the reaction and level of bullying behavior, and recording the level of behavior. Session 10: Strengthening interpersonal interactions, teaching skills to get along with others, using polite words, and following the rules. Intervention 2: Intervention group: Cognitive behavioral play therapy. In this study, cognitive-behavioral play therapy is considered as the independent variable. In the present study, the cognitive-behavioral play therapy intervention of Azarnioshan, Bepajouh, and Ghobari Bonab (2012) will be used in 10 45-minute sessions. Cognitive-behavioral play therapy intervention by Azarnioshan, Bepajouh and Ghobari Bonab: First session: Cartoon show, finger painting, therapist and children getting to know each other and group meeting activities, presenting rules and duties of each member, addressing the dimensions of children's behavioral, physical and cognitive signs. Second session: Playing in the school yard, examining the merits of communicating with others and doing group work, dividing work. Third session: Working with sand and making sand sculptures, strengthening and teaching verbal and non-verbal communication skills. Fourth session: Working with stones, painting on stones, examining children's physical differences and increasing self-confidence. Fifth session: Glove puppets, examining and strengthening each child's abilities and strengths. Sixth session: Tug of war, ball, balance board, identifying the four main emotions of their facial and non-verbal expressions. Seventh session: Pottery, painting on clay, examining signs and causes in diagnosing erroneous beliefs that are effective in anger. Session 8: Geometric shapes, drawing expressions of sadness, happiness, etc. Session 9: Storytelling from pictures, examining the signs and causes of fear in people. Session 10: Working with crumpled paper, introducing children to daily decisions throughout life, the importance of consulting with trusted people. Yes - There is a plan to make this available What will be shared: Data related to the main research outcome questionnaires can be shared. When: Access period starts 6 months after results are published. To whom: Researchers and scientific investigators Conditions: In order to contribute to future research related to the study topic. Where to obtain: fateme.askari57@gmail.com How to obtain: Instructions will be received via email. Comments:
public Parviz Asgari
Farhangshahr
Ahvaz Iran (Islamic Republic of) ۶۱۳۴۹۳۷۳۳۳ +98 61 3334 8421 askari47@yahoo.com Islamic Azad University scientific Parviz Asgari
Farhangshahr
Ahvaz Iran (Islamic Republic of) ۶۱۳۴۹۳۷۳۳۳ +98 61 3334 8421 askari47@yahoo.com Islamic Azad University Iran (Islamic Republic of) Bullying students Elementary school students Students of Ahvaz city 9 years 12 years Both Lack of consent from parents or the student themselves Presence of severe psychiatric disorders Receiving treatment or counseling at the same time Frequent absences from school or the possibility of non-compliance Reporting acute family problems or environmental instability Severe cognitive-linguistic disability Treatment - Other Treatment - Other Intervention group: drama therapy. In this study, drama therapy is considered as an independent variable. In the present study, drama therapy techniques intervention based on Moreno's (1982) approach will be used in 10 60-minute sessions. Summary of intervention sessions for drama therapy techniques based on Moreno's approach: Session 1: Introduction, acceptance and problem recognition. Session 2: A sincere and non-bullying atmosphere for student participants and the implementation of drama games, recognizing the seven main emotions, interest (curiosity and exploratory behavior), fear, anger, anxiety, love, pleasure through drama performance and teaching cognitive, physiological and behavioral consequences, emotional reactions and the relationship between emotion, cognition and behavior, how to respond to one's emotional experiences. Session 3: Using mirror techniques and introducing oneself, observing events and conversations of others while performing events on stage in order to achieve a useful perspective or the need for emotional distance to better understand one's feelings. Session 4: Body awareness, body posture (body position), reading body language and awareness of sensory stimuli and responding to them. Session 5: Using the role-changing method, playing the role of the victim by the client and presenting the role of the bully by another person or the therapist and guiding the bully in the new role is for managing bullying behaviors. Session 6: Getting to know your own and others' rights and how to demand them through role-playing and dramatization by students. Session 7: Using the role-playing technique, symbolically confronting the client with situations or a specific person or object that is the source of bullying in the individual's life, and visualizing them and playing the role of the same situations by the client and the therapist. Session 8: Using the empty chair technique, sharing your feelings and establishing communication and a desire to be friends with another person who is absent, and expressing your concern about the person in question by talking to the empty chair that is a symbol of a person. Session 9: Creating a real situation to test the level of bullying and expressing emotion, creating a situation for the bully and assessing the reaction and level of bullying behavior, and recording the level of behavior. Session 10: Strengthening interpersonal interactions, teaching skills to get along with others, using polite words, and following the rules Intervention group: Cognitive behavioral play therapy. In this study, cognitive-behavioral play therapy is considered as the independent variable. In the present study, the cognitive-behavioral play therapy intervention of Azarnioshan, Bepajouh, and Ghobari Bonab (2012) will be used in 10 45-minute sessions. Cognitive-behavioral play therapy intervention by Azarnioshan, Bepajouh and Ghobari Bonab: First session: Cartoon show, finger painting, therapist and children getting to know each other and group meeting activities, presenting rules and duties of each member, addressing the dimensions of children's behavioral, physical and cognitive signs. Second session: Playing in the school yard, examining the merits of communicating with others and doing group work, dividing work. Third session: Working with sand and making sand sculptures, strengthening and teaching verbal and non-verbal communication skills. Fourth session: Working with stones, painting on stones, examining children's physical differences and increasing self-confidence. Fifth session: Glove puppets, examining and strengthening each child's abilities and strengths. Sixth session: Tug of war, ball, balance board, identifying the four main emotions of their facial and non-verbal expressions. Seventh session: Pottery, painting on clay, examining signs and causes in diagnosing erroneous beliefs that are effective in anger. Session 8: Geometric shapes, drawing expressions of sadness, happiness, etc. Session 9: Storytelling from pictures, examining the signs and causes of fear in people. Session 10: Working with crumpled paper, introducing children to daily decisions throughout life, the importance of consulting with trusted people. Emotional Awareness Questionnaire (EAQ-30) score. Timepoint: Pre-test and post-test. Method of measurement: Emotional Awareness Questionnaire (EAQ-30). Heppner Problem Solving Questionnaire (PSI) score. Timepoint: Pre-test and post-test. Method of measurement: Heppner Problem Solving Questionnaire (PSI). California Social Adjustment Questionnaire score. Timepoint: Pre-test and post-test. Method of measurement: California Social Adjustment Questionnaire. Islamic Azad University Approved 2025-12-17 Ethics Committee of Islamic Azad University of Ahvaz Branch No. 91, Qanadanzadeh Street Ahvaz Khouzestan Iran (Islamic Republic of)