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Volume 6, Issue 4 (2025)
J Clinic Care Skill 2025, 6(4): 177-183 |
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Ethics code: IR.IAU.SARI.REC.1403.428
History
Received: 2025/08/13 | Accepted: 2025/09/26 | Published: 2025/10/1
Received: 2025/08/13 | Accepted: 2025/09/26 | Published: 2025/10/1
How to cite this article
Hamidi B, Ghanadzadegan H, Mirzaian B. Effect of Solution-Focused Child Skills Training and Acceptance and Commitment-Based Play Therapy on Social Competence in Anxious Children. J Clinic Care Skill 2025; 6 (4) :177-183
URL: http://jccs.yums.ac.ir/article-1-441-en.html
URL: http://jccs.yums.ac.ir/article-1-441-en.html
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1- Department of Psychology, Sari Campus (Sar.C.), Islamic Azad University, Sari, Iran
Abstract (472 Views)
Aims: Anxiety disorders profoundly impair children’s mental health and social functioning, manifesting in symptoms, such as inattention, cognitive deficits, and behavioral avoidance. Early intervention is crucial to mitigate these effects. This study comparatively evaluated the efficacy of solution-focused child skills training and acceptance and commitment-based play therapy in enhancing social competence among anxious children.
Materials & Methods: This quasi-experimental clinical trial was conducted with a pre-test, post-test, and three-month follow-up design, incorporating a control group. The sample consisted of anxious children aged 9-12 years from schools in Tehran’s District 5 during the 2024-2025 academic year. Sixty female students, diagnosed by specialists and meeting inclusion/exclusion criteria, were selected and randomly allocated to three equal groups (n=20 each), including solution-focused child skills training, acceptance and commitment-based play therapy, and control. Interventions involved eight 60-minute weekly sessions tailored to each experimental group. Social competence was assessed via the parent-rated Social Competence Scale. Data were analyzed using repeated-measures ANOVA in SPSS 26.
Findings: There were significant intergroup differences in social competence (p<0.001). Solution-focused child skills training yielded markedly greater improvements than acceptance and commitment-based play therapy, demonstrating superior efficacy. No significant differences emerged between post-test and follow-up scores across groups, indicating sustained intervention effects.
Conclusion: Solution-focused child skills training outperforms acceptance and commitment-based play therapy in bolstering social competence in anxious children.
Materials & Methods: This quasi-experimental clinical trial was conducted with a pre-test, post-test, and three-month follow-up design, incorporating a control group. The sample consisted of anxious children aged 9-12 years from schools in Tehran’s District 5 during the 2024-2025 academic year. Sixty female students, diagnosed by specialists and meeting inclusion/exclusion criteria, were selected and randomly allocated to three equal groups (n=20 each), including solution-focused child skills training, acceptance and commitment-based play therapy, and control. Interventions involved eight 60-minute weekly sessions tailored to each experimental group. Social competence was assessed via the parent-rated Social Competence Scale. Data were analyzed using repeated-measures ANOVA in SPSS 26.
Findings: There were significant intergroup differences in social competence (p<0.001). Solution-focused child skills training yielded markedly greater improvements than acceptance and commitment-based play therapy, demonstrating superior efficacy. No significant differences emerged between post-test and follow-up scores across groups, indicating sustained intervention effects.
Conclusion: Solution-focused child skills training outperforms acceptance and commitment-based play therapy in bolstering social competence in anxious children.
Keywords:
Anxiety [MeSH], Acceptance and Commitment Therapy [MeSH], Play Therapy [MeSH], Social Skills [MeSH], Child [MeSH]
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