1- PhD Student, Department of Psychology, Bi.C., Islamic Azad University, Birjand, Iran
2- Department of Psychology, Bi.C., Islamic Azad University, Birjand, Iran ,Samane.tabatabaee@iau.ac.ir
3- Department of Psychology, Bi.C., Islamic Azad University, Birjand, Iran
4- Department of Psychology, Bi.C., Islamic Azad University, Birjand, Iran
2- Department of Psychology, Bi.C., Islamic Azad University, Birjand, Iran ,
3- Department of Psychology, Bi.C., Islamic Azad University, Birjand, Iran
4- Department of Psychology, Bi.C., Islamic Azad University, Birjand, Iran
Abstract: (11 Views)
Objective: This study aimed to compare the effectiveness of emotional disclosure through drawing and family-based Floortime play therapy in improving emotion regulation and reducing internalizing and externalizing symptoms in children with anxiety symptoms.
Methods: A quasi-experimental pretest–posttest design with a control group and follow-up was employed. The participants consisted of 45 children aged 8–10 years with anxiety symptoms in Qaen, South Khorasan Province, who were selected based on elevated scores on the Spence Children’s Anxiety Scale–Parent version. Participants were randomly assigned to one of three groups: emotional disclosure through drawing, family-based Floortime play therapy, or a control group (n = 15 per group). Both interventions were delivered in eight 45-minute sessions over four weeks. Emotion regulation difficulties and behavioral symptoms were assessed using the Difficulties in Emotion Regulation Scale for Children and the Child Behavior Checklist. Data were analyzed using analysis of covariance (ANCOVA) and Bonferroni post hoc tests.
Results: The results revealed a significant effect of group on emotion regulation difficulties, as well as internalizing and externalizing symptoms. Both intervention groups demonstrated significant improvements in emotion regulation and significant reductions in internalizing and externalizing symptoms compared to the control group at posttest and follow-up. No significant differences were observed between the emotional disclosure and Floortime play therapy groups. The beneficial effects of both interventions were maintained at follow-up.
Conclusions: Emotional disclosure through drawing and family-based Floortime play therapy were both effective in enhancing emotion regulation and reducing anxiety-related internalizing and externalizing symptoms in children.
Methods: A quasi-experimental pretest–posttest design with a control group and follow-up was employed. The participants consisted of 45 children aged 8–10 years with anxiety symptoms in Qaen, South Khorasan Province, who were selected based on elevated scores on the Spence Children’s Anxiety Scale–Parent version. Participants were randomly assigned to one of three groups: emotional disclosure through drawing, family-based Floortime play therapy, or a control group (n = 15 per group). Both interventions were delivered in eight 45-minute sessions over four weeks. Emotion regulation difficulties and behavioral symptoms were assessed using the Difficulties in Emotion Regulation Scale for Children and the Child Behavior Checklist. Data were analyzed using analysis of covariance (ANCOVA) and Bonferroni post hoc tests.
Results: The results revealed a significant effect of group on emotion regulation difficulties, as well as internalizing and externalizing symptoms. Both intervention groups demonstrated significant improvements in emotion regulation and significant reductions in internalizing and externalizing symptoms compared to the control group at posttest and follow-up. No significant differences were observed between the emotional disclosure and Floortime play therapy groups. The beneficial effects of both interventions were maintained at follow-up.
Conclusions: Emotional disclosure through drawing and family-based Floortime play therapy were both effective in enhancing emotion regulation and reducing anxiety-related internalizing and externalizing symptoms in children.
Keywords: Emotional disclosure, Drawing therapy, Floortime play therapy, Emotion regulation, Internalizing symptoms, Externalizing symptoms, Child anxiety
Type of Study: Original |
Subject:
Educational Psychology
Received: 2025/08/18 | Accepted: 2025/10/1
Received: 2025/08/18 | Accepted: 2025/10/1
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