TITLE:
Effect of Painting Therapy on Aggression in Educable Intellectually Disabled Students
AUTHORS:
Peyman Hashemian, Lida Jarahi
KEYWORDS:
Painting Therapy, Aggression, Intellectual Disability, Children, Student
JOURNAL NAME:
Psychology,
Vol.5 No.18,
November
25,
2014
ABSTRACT: Children
with intellectual development disorder require to longer time for data processing.
Delayed responses often exposed them to problematic condition like ignoring,
stigma and physical or mental punishment. Intellectually disabled (ID) students
also are in greater risk of psychological disorders such as anxiety and
aggression based on problematic circumstances. This study was an experimental
randomized controlled survey for assessment of painting therapy in reducing
aggression in ID students. A total number of 20 educable ID children in
elementary schools for student with special needs education in Bojnord City of
Iran, were selected by using random sampling method in 2012. Participants were
matched for age and educational level in intervention and control groups.
According to Rotter and Goodenough test, after painting therapy, the mean scores
of aggression in intervention group and control group were significantly
different. The effect of painting therapy in male and female students was not
statistically different. Painting therapy was effective method in reducing
aggressive behaviors in ID students, as a complementary treatment in both male
and female children. Painting therapy can be an effective method in similar
behavioral problems in ID students.