Comparison of the Effectiveness of Problem-Solving Skills Training and Cognitive-Behavioral Group Play Therapy on Cognitive Emotion Regulation in Children with Generalized Anxiety Disorder

Leila Parsa; Keivan Kakabraee; Azita Chehri

Authors

Leila Parsa PhD student, Department of Psychology, Ker.C., Islamic Azad University, Kermanshah, Iran Author https://orcid.org/0009-0007-4246-9914
Keivan Kakabraee Professor, Department of Psychology, Ker.C., Islamic Azad University, Kermanshah, Iran Corresponding Author https://orcid.org/0000-0001-7652-7376
Azita Chehri Assistant Professor, Department of Psychology, Ker.C., Islamic Azad University, Kermanshah, Iran Author https://orcid.org/0000-0002-8488-4784

Keywords:

problem-solving skills training, cognitive-behavioral group play therapy, cognitive emotion regulation, children, generalized anxiety disorder

Abstract

The aim of this study was to compare the effectiveness of problem-solving skills training and cognitive-behavioral group play therapy on cognitive emotion regulation in children with generalized anxiety disorder. The present study employed a quasi-experimental pretest-posttest design with a one-month follow-up and a control group. The statistical population consisted of children with generalized anxiety disorder who were referred to counseling and welfare centers in Kermanshah. A total of 75 eligible participants were selected through purposive sampling and randomly assigned to three groups of 25 participants each: problem-solving skills training, cognitive-behavioral group play therapy, and control. The Cognitive Emotion Regulation Questionnaire developed by Garnefski (2001) was used in this study. The intervention for the first experimental group (problem-solving skills training) was conducted in 10 sessions of 120 minutes each, whereas the intervention for the second experimental group (cognitive-behavioral group play therapy) consisted of eight 90-minute sessions. The collected data were analyzed using SPSS version 24 and repeated-measures analysis of variance, following examination of the relevant statistical assumptions. The results indicated significant differences across the pretest, posttest, and follow-up stages in cognitive emotion regulation and its components (p < .05 to p < .001), and these significant differences were maintained at the follow-up stage (p < .05). Moreover, a significant difference was observed between problem-solving skills training and cognitive-behavioral group play therapy among children with generalized anxiety disorder. Problem-solving skills training produced greater changes in cognitive emotion regulation among children with generalized anxiety disorder than cognitive-behavioral group play therapy. Problem-solving skills training enhances cognitive emotion regulation strategies in children with generalized anxiety disorder. Through problem-solving skills training, children can develop the belief that they are genuinely capable of influencing the events and situations they encounter.

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