Shadi Ahadifar; Simin Hoseinian; Samira Vakili; Sogand Ghasemzadeh
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 ...
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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.
