Indian Journal of Positive Psychology

Open Access Open Access  Restricted Access Subscription Access
Open Access Open Access Open Access  Restricted Access Restricted Access Subscription Access

Development of Social Cognitive Experiential Play Intervention (SCEPI) : A Pilot Study


Affiliations
1 The Graduate School, University of Santo Tomas, Manila, Philippines
     

   Subscribe/Renew Journal


Oppositional defiant disorder is one of the most frequent behavioral problems of children which is characterized by forms of aggression such as physical harm, argumentativeness, active defiance and disobedience. It influence adversely on individual, social, educational and other areas of individuals' functioning. Understanding the need of an intervention which target the aggression of children with oppositional defiant disorder symptoms and making the child more socially oriented with prosocial behaviors the researcher developed the 'Social Cognitive Experiential Play Intervention (SCEPI)' based on the Social information processing and cognitive theories in a play therapy paradigm to reduce aggression and to enhance prosocial behavior. The newly developed intervention was exposed to expert's evaluation by six inter- disciplinary specialists and a feasibility test was piloted with ten children having oppositional defiant disorder symptoms who were in high aggression and low prosocial behavior. The intervention was really made positive impact in participants and the analysis of the pilot study showed significant reduction in aggression and increase in prosocial behavior among the children.

Keywords

Oppositional Defiant Disorder, Aggression, Prosocial Behaviour.
Subscription Login to verify subscription
User
Notifications
Font Size


  • Ajitha, C., Firoz, K., & Kunhi, K. (2017). Prevalence and pattern of psychiatric disorders in school going adolescents. The International Journal of Indian Psychology, 4(3), 100. DIP 18.01.074.20170403.

  • Anderson, J.K., Ford, T., Soneson, E., Coon, J.T., Humphrey, A., Rogers, M., Moore, D., Jones, P.B., Clarke, E., & Howarth, E. (2018). A systematic review of effectiveness and cost-effectiveness of school-based identification of children and young people at risk of, or currently experiencing mental health difficulties. Psychological Medicine, 13, 1-11.

  • Andrade, B.F., Browne, D.T., & Tannock, R. (2014). Prosocial skills may be necessary for better peer functioning in children with symptoms of disruptive behavior disorders. Peer-Journal, 2, e 487.

  • Beck, A.T. (1967). The diagnosis and management of depression. Philadelphia, PA: University of Pennsylvania Press.

  • Buss, A.H., & Warren, W.L. (2000). Aggression questionnaire: Manual. Los Angeles: Western Psychological Services.

  • Crick, N.R., & Dodge, K.A. (1994). A review and reformulation of social information processing mechanisms in children's social adjustment. Psychological Bulletin, 115, 74-101.

  • Deccan Chronicle (2016). Nine lakh kids low in mental health in Kerala, life style, health and well-being. Published July 18, 2016, Retrieved from www.deccanchronicle.com/lifestyle/health-and-wellbeing/180716

  • Dodge, K., Malone, P., Lansford, J., Sorbring, E., Skinner, A., Tapanya, S., & Pastorelli, C. (2015). Hostile attributional bias and aggressive behavior in global context. Proceedings of the National Academy of Sciences of the United States of America, 112(30), 9310-9315. Retrieved from https://www.jstor.org/stable/26464186

  • Finne, J. N., & Svartdal, F. (2017). Social perception training: Improving social competence by reducing cognitive distortions. The International Journal of Emotional Education, 9(2), 44-58.

  • Gadow, K. D., Sprafkin, J., Salisbury, H., Schneider, J., & Loney, J. (2004). Further validity evidence for the teacher version of the child symptom lnventory-4. School Psychology Quarterly, 19(1), 50-71. http://dx.doi.org/ 10.1521/scpq. 19.1.50.294 08

  • Jenkins, A., & Ueno, A. (2017). Classroom disciplinary climate in secondary schools in England: What is the real picture? British Educational Research Journal, 43, 124-150.

  • Joint Commissioning Panel for Mental Health (2013). Guidance for commissioners of children and adolescent mental health services. http:// www.jcpmh.info/good-services/camhs/

  • Joshua, G.R., Candice, L.O., Avshalom C., Honalee, H., Sean Hogan., Renate, M.H., Richie, P., & Terrie, E.M. (2017). The high societal costs of childhood conduct problems: Evidence from administrative records up to age 38 in a longitudinal birth cohort. The Journal of Child Psychology and Psychiatry, 59(6), 703-710.

  • Li, J. (2013). Social information processing and aggressive behavior in childhood: theory and practice. University of North Carolina at Chapel Hill. https://doi.org/10.17615/eh6q-re45

  • Mikami, A.Y., Griggs, M.S., Lerner, M.D., Emeh, C.C., Reuland, M.M., Jack, A., & Anthony, M.R. (2013). A randomized trial of a classroom intervention to increase peers' social inclusion of children with attention- deficit/hyperactivity disorder. Journal of Canadian Journal of Consulting and Clinical Psychology, 81(1), 100-112.

  • NHP (National Health Portal) India (2016). Behavioral disorders of childhood. Retrieved from www.nhp.gov.in/Behavioral-disorders-of-chilhood_mtl

  • Norton, C. C., & Norton, B. E. (2006). Experiential play therapy. In C. E. Schaefer and H. G. Kaduson (Eds.), Contemporary play therapy: Theory, research, and practice (pp. 28-54). New York, NY, US: Guilford Press.

  • Obsuth, I., Eisner, M. P., Malti, T., & Ribeaud, D. (2015). The developmental relation between aggressive behaviour and prosocial behaviour: A 5-year longitudinal study. BMC Psychology, 3(1), 16.

  • Osa, N., Penelo, E., Navarro, J.B., Trepat, E., Maria Domenech, J., & Ezpeleta, L. (2018). Oppositional defiant disorder dimensions and aggression: The moderating role of hostile bias and sex. Psicothema, 30(3), 264-269.

  • Pastorelli, C., Barbaranelli, C., Cermak, I., Rozsa, S., & Caprara, G.V. (1997). Measuring emotional instability, prosocial behavior and aggression in pre-adolescents: A cross-national study. Personality and Individual Differences, 23, 691-703.

  • Riley, M., Ahmed, S., & Loke, A. (2016). Common questions about oppositional defiant disorder. American Family Physician, 98, 586-591.

  • Tourian, L., LeBoeuf, A., Breton, J.J., et al. (2015). Treatment options for the cardinal symptoms of disruptive mood dysregulation disorder. Journal of Canadian Academy of Child and Adolescent Psychiatry, 24(1), 41-54.

  • Waschbusch, D.A., Walsh, T.M., Andrade, B.F., King, S., & Carrey, N.J. (2007). Social problem solving, conduct problems, and callous- unemotional traits in children. Child Psychiatry and Human Development, 37(4), 293-305.

  • World Health Organization (2013). Mental health action plan 2013-2020: Setting WHO directions. Geneva: WHO.


Abstract Views: 118

PDF Views: 0




  • Development of Social Cognitive Experiential Play Intervention (SCEPI) : A Pilot Study

Abstract Views: 118  |  PDF Views: 0

Authors

Somy Thettayil
The Graduate School, University of Santo Tomas, Manila, Philippines
Rosalito De Guzman
The Graduate School, University of Santo Tomas, Manila, Philippines

Abstract


Oppositional defiant disorder is one of the most frequent behavioral problems of children which is characterized by forms of aggression such as physical harm, argumentativeness, active defiance and disobedience. It influence adversely on individual, social, educational and other areas of individuals' functioning. Understanding the need of an intervention which target the aggression of children with oppositional defiant disorder symptoms and making the child more socially oriented with prosocial behaviors the researcher developed the 'Social Cognitive Experiential Play Intervention (SCEPI)' based on the Social information processing and cognitive theories in a play therapy paradigm to reduce aggression and to enhance prosocial behavior. The newly developed intervention was exposed to expert's evaluation by six inter- disciplinary specialists and a feasibility test was piloted with ten children having oppositional defiant disorder symptoms who were in high aggression and low prosocial behavior. The intervention was really made positive impact in participants and the analysis of the pilot study showed significant reduction in aggression and increase in prosocial behavior among the children.

Keywords


Oppositional Defiant Disorder, Aggression, Prosocial Behaviour.

References





DOI: https://doi.org/10.15614/ijpp%2F2019%2Fv10i4%2F215060