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The effect of storytelling on the symptoms of stubborn disobedience in children

Number of pages: 147 File Format: word File Code: 30170
Year: 2014 University Degree: Master's degree Category: Psychology
Tags/Keywords: disobedience - Obstinacy disorder - story therapy - Stubbornness
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  • Summary of The effect of storytelling on the symptoms of stubborn disobedience in children

    Faculty of Psychology and Social Sciences - Department of Psychology

    Dissertation for Master's degree (M.A)

    Dissertation abstract (including summary, objectives, implementation methods and obtained results):

    The present study was conducted in order to investigate the effect of storytelling on the signs of stubborn-disobedience behavior. The study was an experimental type with a pre-test-post-test design. The sample group of this research consists of 20 children between the ages of 4 and 6 years, which includes 10 people in the experimental group and 10 people in the control group, who were identified as children with signs of stubbornness-disobedience using the available sampling method. Then, they participated in 13 60-minute sessions over a period of 2 months. The data were analyzed using covariance analysis. The results showed that story therapy has reduced the symptoms of stubbornness-disobedience in the subjects. (P<0.01)

    This result is consistent with the findings of other researchers and shows the applicability of story therapy in the treatment of children's behavioral problems.

    Key words: story therapy, stubbornness-disobedience disorder

    Today, although we see a lot of interest in the care and treatment of children with behavioral disorders, but this It is a relatively new phenomenon in the field of mental health, the beginning of paying attention to the mental health of children can clearly be traced back to some time before the beginning of the 20th century. Of course, it took some time that in the manuals for diagnosing mental disorders, a chapter was dedicated to psychological disorders and maladaptive patterns of children's behavior and their semiology. Today, in the shadow of scientific studies, our knowledge about childhood problems is increasing day by day. Scientific study methods have opened up a world of findings and of course more questions. These findings modify, expand and add new categories to the previous classifications (Morris [1] and Kratochvil [2], translated by Nainian 1389)

    According to DSM-V [3], the latest version of the Diagnostic and Statistical Manual of Mental Disorders, the 15th diagnostic category includes:

    Obstinacy-disobedience disorder, Intermittent Explosive Disorder, Conduct Disorder, Antisocial Personality Disorder, Fire Aphrodisiac, pathological theft and other specific and non-specific disorder, impulse control and behavior. (Diagnostic and Statistical Manual of Mental Disorders; 2013)

    Most children, especially in adolescence, go through a period of negativity and disobedience and mild disobedience, and most parents complain about their children's occasional hostility or arguments. But what happens if such behaviors exist more often? Children and adolescents with stubborn disobedience disorder show a negative, hostile and disobedient behavior pattern that leads to important family or academic problems. This disorder is much more severe than the usual disobedience of childhood and adolescence. Children and teenagers with this disorder often lose their temper, argue, refuse to do what they are told and actually hurt others. They are quick to suffer, sad and aggressive, proud and right to the side. Instead of seeing themselves as the cause of their problems, they blame others or insist that they are victims of circumstances. Some children who behave in this way confront their parents more than strangers, but most of them have problems in any field. Their behavior interferes with their academic performance and social relationships in such a way that they lose the respect of their teachers and the friendship of their peers. These failures make them feel incompetent and depressed (Haljin [4], and Cross [5], translated by Seyed Mohammadi, 2011)

    The first signs of stubbornness-disobedience usually appear in the years before elementary school, and rarely later than adolescence. Boys suffer from this disorder more than girls of the same age, but after puberty, this disorder is equally common in girls and boys. In some cases, stubbornness-disobedience turns into behavior disorder. In fact, most children with conduct disorder have a history of stubbornness and disobedience. However, all children with stubbornness-disobedience disorder do not progress to more serious disruptive behaviors that are associated with conduct disorder (Lahey [6] et al., 1992).

    However, all children with stubbornness-disobedience disorder do not progress to more serious disruptive behaviors that are associated with conduct disorder (Lahey [6] et al., 1992)

    In parallel with extensive research, which has led to more knowledge and awareness about the types, signs, underlying factors and differences between children's behavior disorders, the volume of studies on their psychological treatment is also increasing rapidly. Methods resulting from the system Primary theories (psychoanalysis, behaviorism, family systems and theories related to growth) are constantly being updated, modified and adjusted. Besides that, every day new perspectives are opened for child psychotherapy. The review of recent literature shows the application and effectiveness of approaches such as psychoanalysis and cognitive behavioral therapy for children, as well as a wide range of therapies such as art and music. Among the available treatments, most of the writings focus on play therapy and the use of stories in the treatment of children (Scorzelli [7], Gold [8] 1999)

    The use of play therapy as a technique goes back to the psychoanalytic movement and the works of Anafroid [9] and Melanie Klein [10] in the treatment of children. (Landreth [11], translated by Arin, 2013)

    The therapeutic use of stories is also rooted in psychoanalytical thinking and started with the works of Milton Erikson [12] (Carlson [13] 2001) In therapy sessions, Erikson used to tell him stories that fit the client's psychological situation and believed that by retelling the stories, positive and constructive forces are made available to the client's subconscious. Betelheim[14] and Gardner[15] also later used stories as a therapeutic tool. Although stories are used in adult psychotherapy, due to their special harmony with the world of children, they can be used more widely in children's psychotherapy. Stories give the child the opportunity to identify with characters, externalize conflicts, vent emotions, and gain insight (Erikson, translated by Karacha Daghi, 2016)

    A review of research literature shows that child therapists use stories and storytelling, both in the field of play therapy and independently, for treatment (children with sexual abuse, learning disorders, emotional disabilities, etc.) ) and teaching specific skills (problem solving skills, self-regulation skills, recognition of emotions, control of aggression, etc.) have been used.

    1-2- Statement of the problem

    Although confrontational and defiant behavior, especially among preschool children, may be considered a normative behavior, a group of children show confrontational behavior so often and with such intensity that the diagnosis of disorder Stubbornness is inevitable. As defined in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders, DSM-V, stubbornness is a recurring pattern of negative, disobedient, defiant and hostile behavior towards people in authority. In order for a child to receive the criteria for the diagnosis of stubbornness-disobedience, he must exhibit at least four of the following behaviors over a 6-month period. 1- Stubbornness 2- Arguing with adults, 3- Refusal to obey the requests or orders of adults 4- Deliberately hurting people 5- Blaming others 6- Resentment against others 7- Getting angry and resentful or malicious 8- Revenge. (5th edition of Diagnostic and Statistical Manual of Mental Disorders, 2013)

    In addition, stubbornness-disobedience disorder is diagnosed only when these behaviors occur with a greater frequency than is usually seen among children of the same age and developmental level, and harm social, academic or occupational functioning. However, if conduct disorder criteria are also present, or if coping behaviors appear only during the course of mood disorder or psychosis, then defiant-defiance disorder is not diagnosed. (American Psychiatric Association 1994)

    The current prevalence of stubbornness-disobedience disorder is in the prevalence range of 1% to 11% of the population. With an average prevalence estimate of about 3.3%, the amount of oppositional defiant disorder may be different depending on the age and gender of the child. It seems that the prevalence of this disorder before adolescence is somewhat higher in males than in females (1:4:1).

  • Contents & References of The effect of storytelling on the symptoms of stubborn disobedience in children

    List:

    Table of Contents

    Title

    Chapter One: Research Overview

    1-1- Introduction. 1

    1-2- statement of the problem. 5

    1-3- research objectives. 9

    1-4- Necessity of the research subject. 10

    1-5- Research hypothesis. 13

    1-6- Definition of research variables. 13

    1-6-1- Independent variable: story therapy. 13 1-6-2 dependent variable: child's obstinacy-disobedience disorder (ODD) 14 Chapter 2: Background review 2-1 Introduction. 15

    2-2- The first part of stubbornness disorder - disobedience. 15

    2-2-1- Stubbornness disorder - childhood disobedience. 15

    2-2-2- Epidemiology. 21

    2-2-3- Diagnostic considerations and clinical features. 24

    2-2-4- Differential diagnosis. 28

    2-2-5- characteristics and combined disorders. 30

    2-2-6- pathological and laboratory examinations. 31

    2-2-7- Prognosis. 31

    2-2-8- Etiology. 32

    2-2-9- cognitive behavioral mechanisms. 34

    2-2-10- Treatment. 39

    2-3- The second part: The story, its place and clinical applications. 42

    2-3-1- Objectives of children's literature. 42

    2-3-2- The growth trend of children's literature in the world. 43

    2-3-3- The story and its importance. 44

    2-3-4- The role of the story in the emotional, social and cognitive development of the child. 47

    2-3-5- the criteria of the storyteller's attention for choosing the story. 52

    2-3-6- Points to be considered by the storyteller while telling stories. 53

    2-3-7- Characteristics of stories in the process of story therapy. 54

    2-3-8- Story therapy procedures. 55

    2-3-9- Storytelling as a therapeutic strategy. 62

    2-3-10- Stories in family therapy. 65

    2-3-11- Storytelling in child psychotherapy. 68

    2-3-12- Story therapy in a group way. 69

    2-3-13- Stories in the theoretical approaches of psychotherapy. 72

    2-3-14- Psychoanalysis. 73

    2-3-15- Individual psychology (Adlerian) 75

    2-3-16- Cognitive therapy. 76

    2-3-17- Behavior therapy. 77

    2-3-18- Research background. 79

    Chapter Three: Research Methodology

    3-1- Introduction. 88

    3-2- Statistical population. 89

    3-3- Sample and sampling method. 89

    3-4- measuring tool. 90

    3-5- CSI-4 Children's Morbid Symptoms Questionnaire. 90

    3-6- Implementing and scoring the CSI-4 questionnaire. 90

    3-6-1-Scoring based on the screened cut score 91

    3-6-2-Scoring based on the severity of disease symptoms. 91

    3-6-3- How to score the researcher. 91

    3-7- The reliability and validity of the questionnaire in 4 CSI-92

    3-8- Necessary tools for story therapy. 94

    3-9- Treatment plan and brief description of sessions. 95

    3-10- Data analysis method 105

    Chapter four: Data analysis

    4-1- Introduction. 106

    4-2- Assumptions of covariance analysis. 108

    4-3- Research hypothesis. 113

    Chapter Five: Discussion and Conclusion

    5-1- Discussion and conclusion. 115

    5-2- Research limitations. 116

    5-3- Proposals 117

    5-3-1- Research proposals. 117

    5-3-2- Practical suggestions. 118

    Sources and sources

    Persian sources. 122

    English sources. 126

    Appendixes

    Appendices 130

    Source:

    Persian sources

    Agha Abbasi, Yadalallah. (2013). Creative show (storytelling and theaters for children and teenagers). Tehran, Qatra.

    Erickson, Milton. (1386). Story therapy, the role of stories in changing life and personality. Translation; Mehdi Garache Daghi, Tehran, Department.

    Islami, Farzaneh. (1379). The effectiveness of teaching perspective understanding through storytelling on increasing intelligence. Master's Thesis. Islamic Azad University.

    Asghari, Nikah. (1382). Action research report on the use of stories as a technique and tool in child counseling and psychotherapy. Special Education and Education Journal, no. 21.

    Bettelheim, Bruner. (2012). The magic of legends. Translation, Akhtar Shariatzadeh. Tehran, Hermes.

    Prout, Thomson. Brown, Douglas. (1999) Psychotherapy and Counseling of Children and Adolescents. Translation: Hasan Farhi (2007). Tehran, Arjmand.

    Ploiski, Ana. (1376). Storytelling at home and family. translation; Mostafa Rahmandoost. Tehran, school. Thomson, Charles. Rudolph, Linda. (2008). Counseling with children. Translation; JavadTranslation: Javad Tahorian. Tehran, Rashd.

    Tabrizi, Mustafa. (1374). Storytelling for recognition and treatment. Women's magazine, number 23. Tavaklizadeh, Jahanshir. (1375). Epidemiological investigation of injurious behavior disorders and attention deficit among primary school students of Gonabad city. Master's thesis. Tehran; Iran University of Medical Sciences.

    Taviserkani, Mahdia. (2006). Effectiveness of story-based social skills training in reducing behavior disorder symptoms. Master thesis. University of Welfare and Rehabilitation Sciences.

    Jungsma, Arthur, Peterson, Mark McInnis, William. (2013). Child and Adolescent Psychotherapy. Translation, Ali Sahibi, Ali Akbar Thamari, Nader Bagheri. Mashhad: Published by Jack Zipes, (2006). The art of creative storytelling. Translated by Mino Perniani. Tehran: Rushd.

    Champerz, Dewey. (2004). Creative storytelling and performance. Translated by Soraya Qezel Ayagh. Tehran: University Press.

    Chahar Mohali, Fatemeh. (1380). Investigating the effectiveness of storytelling in reducing obvious behavioral disorders of preschool children, master's thesis, Allameh Tabatabai University.

    Reinke, Mark E. Dunblue, Frank M. Freeman, Arthur. (1380). Cognitive therapy in children and adolescents. Translated by Javad Asifalband Rad, Hassan Farhi. Tehran: Beqaa.

    Rahmandoost, Mostafa. (1381). Storytelling, its importance, way and custom. Tehran: Rushd.

    Roshan, Arthur. (2012). Storytelling (how to use stories to help children solve life problems). Translation: Behzad Yazdani, Mozhgan Emadi. Tehran: Javane Rushd.

    Sadok, Benjamin J. Sadock, Virginia A. (2001). Abstract of clinical psychiatry. Translation, Nosrat Elah Pourafkari. (1382). Tehran: Shahrab; Futurists.

    Sardar Khani Eid Gahi, Mohsen. (1384). Comparing the frequency of symptoms of oppositional defiant disorder in single children in Tehran. Doctoral thesis. Tehran: Iran University of Medical Sciences.

    Sultani, Maryam. (2005). The effectiveness of group storytelling method in increasing the self-esteem of students in the second grade of elementary school in Tehran, Master's thesis, Allameh Tabatabai University.

    Sidi, Tahera. (1379). The effect of storytelling in reducing the aggressive behavior of first grade children, master's thesis, Islamic Azad University.

    Shahqalian, Mitra. The effect of storytelling in reducing children's aggression and social maladjustment, master's thesis, Islamic Azad University.

    Schroeder, Carolyn S. Gordon. Bati.N. (2009). Measurement and treatment of childhood problems. Translation, Mehrdad Firouzbakht. Tehran: Danje.

    Shariatzadeh, Murad. (1377). Normization and validity and reliability of the Child Sickness Symptoms Questionnaire (CSI-4) in primary school students of West Islamabad city. Master's Thesis, Allameh Tabatabai University.

    Sheikh al-Islami, Hossein. (1381). Monthly Children and Teenagers, No. 8, page 58-63.

    Shaarinejad, Ali Akbar. (1381). Children's literature. Tehran: Information.

    Shelling, Louis. (1390). Counseling theories. Translated by Khadija Arin. Tehran: Information.

    Shibani, Shahnaz, (1385). The effect of story therapy on reducing depression symptoms in depressed children, master's thesis, Islamic Azad University.

    Shipro, Lawrence.T. (2016). Mysterious world of children. Translation, Birjandi, Moslinejad. Tehran: Shahid Mahdavi Cultural Educational Charity Institute.

    Sahibi, Ali. (2014). Story therapy (the educational and therapeutic scope of allegory). Tehran, Arjamand.

    Sabbaghian, Hamid (1386). Investigating the effect of storytelling on the level of aggression of boys and girls in the first and second year of elementary school in Mehriz city, master's thesis, Allameh Tabatabai University.

    Ghani, Reza. (1376). The principles and methods of storytelling. Mashhad: Children and Adolescent Intellectual Development Center.

    Qarel Ayagh, Soraya (1389). Children and Adolescent Literature and Reading Promotion. Tehran: Samat.

    Kaplan, Harold. E. and Sadok, Benjamin. J., (1389), Synopsis of Psychiatry (3rd volume). Translated by Hassan Rafiei and Farzin Rezaei, Tehran; Arjamand Publications. Kakavand, Alireza. (2012). Morbid psychology of children, Tehran; editor.

    Kadasen, Heidi. Shafer, Charles. (1998). A selection of play therapy methods. Translated by Sosan Saberi, Paryosh Vakili (2009). Tehran; Knower.

    Kranuchobel, Thomas. Morris, Richard. (1991). Child clinical psychology. Translation, Mohammad Reza Nayinian (2009). Tehran; Rushd.

    Karimi, Abdul Azim. (2008). Love therapy (mystical psychotherapy). Tehran, Danje.

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    Goldard, Catherine. Goldard, David. (2009).

The effect of storytelling on the symptoms of stubborn disobedience in children
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