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«February 2015 Volume 5 Issue 1 ISSN: 2146-7463 JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES IN THE WORLD February 2015, ...»

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WJEIS’s Note: This article was presented at World Conference on Educational and Instructional Studies WCEIS, 06- 08 November, 2014, Antalya-Turkey and was selected for publication for Volume 5 Number 1 of WJEIS 2015 by WJEIS Scientific Committee.

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Abstract The aim of doing this study was to investigate the role of trashing based on art therapy with origami method in the amount to of pre- elementary school ultra-active children’s impulsive disorder of Kermanshah Township.

The statistical society included all of the ultra-active male children who were referred to the Education and trading organization counting centers and Behzasti of Kermanshah township and have gained a score more that the cutting point ( in the mentioned disorder part) in CSI-4 questionnaire. The volume number was a sample of 15 individuals in the form of available sampling. The used tool in this study was CSI-4 questionnaire and the pre-test – post-test method with a control group and a test group was used. The data was analyzed by co-variance analysis method for continuous measurement. The findings showed that art therapy with origami method teaching method is meaning full on the decrease of ultra-activeness impulsive disorder in collation disobedience and behavior disorder in (p 0/05) level. These results show the applicable capacity of art therapy and its construction in teaching ultra-active impulsive children and solving their problems.

Key Words: Art therapy teaching, ultra activeness, impulsive disorders, collation disobedience, Behavior disorder.


The children having impulsiveness disorder have more social excitement problems in comparison to ordinary children. The harmful results and consequences of impulsiveness disorder are pointed out in different studies.

« stimulation or impulsiveness appears usually in the following form in child rent: They first act then think; so, they cannot anticipate the meaning of their behaviors. For instance, they sometimes beat their classmates and then apologize a lot (others think they do such things intentionally and want to disobey and want to be obstinate, but their main problem is acting before thinking) also, they answer a question before it ends and their answers are after false» (Mack Namara and Mack Namara, 15-19: 1389).

Another characteristic is impatience. These children interrupt others continuously and disturb them (Ahmady, 20: 1390) they can not bear waiting for their turn in group activities. They grip objects from others and touch things that they are not allowed to touch (Lotfy kashony and vasiri, 136: 1380). These children (may say consulting words, but they cannot recognize the meaning of their behaviors until they are not told. They ask

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quest ions that are irrelevant to the discussion subject. They don’t learn from their mistakes. They quarrel with other children too soon and they may lose their friends because of it) (Azhar, 18: 1390).

In a study, Daghighyan (1390) set forth impulsiveness as one of the main elements of ultra-activeness attention inexpression disorder and says that these children in (becoming satisfied). They need strengthening's with shorter distances in comparison to ordinary children. So, they don’t experience from the consequences of their behaviors and even after being punished, they repeat their bothering behaviors fur they can learn control finally. The children having this problem are restless, careless; Rude, perplexed, drowned in dark and fierce though and extremely impulsive and have a very changeable temper (Daghighyan, 9:1389).

These symptoms affect recognition AL, educational, behavioral, emotional and social operations. The child who has this disorder is in the danger of educational decline and being banished from friends. The children whose these symptoms continue to teenage years are in more danger for having behavior disorder. Behavior disorder is a set of antisocial permanent behaviors in children which courses disorder in some of their application fields and its characteristic is being quarrelsome and violating other rights (Najafy et al, 244: 1388).

The children having ultra activeness/ lack of attention disorder and behavior disorder altogether are in a triple danger for using and abusing drug. These Individuals are in the danger of road accidents because of lack of attention and 60% of them have the charges of this disorder in adult hood (Moayed etal,242:1392).Impulsiveness disorder has undesirable mental consequences for individuals who have it, also its negative effects is more sever in society. So, it's to the individual’s families and society advantage to prevent and treat this disorder sooner. There fore, this study seeks to investigate the role of art therapy with origami method in the decrease of ultra-active children’s disorder to take a positive step forward introducing modern methods of art therapy to instructors and children’s parents having this disorder.Of course it’s good to point out that there’s no necessity to use all of the methods for the patients but it’s necessary to be aware of all of The present and effective methods to select the best one for a special kind of this disorder and the present and effective methods to select the best one for a special kind of this disorder and special situation of each individual.

The other important issue in this study is the role of the new the apical methods in this kind of disorder and one of the new methods is art therapy. We can look at art therapy with another view in the treatment of this disorder. Why? Researches have Shown that art therapy is used in different forms like painting therapy, play therapy, doll play, film therapy, music therapy and once to treat and control quarrelsome (crimmens, 2006, narrated by karamy et al, 109: 1391).

Ultra activeness/attention inexpression is a kind of behavioral inexpression and disorder that using art therapy has a complete positive and effective effect unit.

To mix art therapy with several others the apical programs increases the child’s abilities and skill in the long face with ultra-activeness/attention in expression disorder. (Henly.1998, narrated by Eqoeela,26: 1386).

« Art therapy helps treatment in different ways. First, the aesthetic quality of artistic works can improve temper, joy, self- respect, and patient’s self-awareness. Second, the researches have shown that when individuals are involved in activates they enjoy deeply, physiologic factors such as heart beat, blood pressure and breathing be come slowly. In addition, art creation is an opportunity for hands and eyes to practice goatherd and nervous directions between hand and brain can be excited. Because art the vary has a language except words, it is usually used in occasions that patients are encountered with physical and emotional problems and it is difficult for them to express their hopes and fears or it is difficult for them to talk about their anxiety or perplexed feelings) ( Ali Verdi, 52: 1387)Based on the presented subject we can conclude that children can use art therapy as a mental and defense mechanism in the face of the men tined disorders and also, they can express their emotions and feelings more easily this study seeks to reply the following hypothesizes.

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1. Teaching based on art therapy with origami method affects the amount of collation disobedience disorder in ultra active pre- elementary school children.

2- Teaching based on art therapy with origami method affects the amount of behavior disorder in ultra-active pre-elementary school children.


The study method is empirical like pre-test- post-test with test group and control group and the study is mainly a fundamental one because it leads to the better recognition and understanding of art therapy in children.

Also, because the gained results of the study are useable in theoretical and training centers vastly, this study is of applicable kind.

The study scheme In this empirical like study 15 male ultra-active children who were referred to the Educational and training organization counseling and Behzisti centers of Kermanshah township and gained a score move than the cutting point (in the mentioned disorder part) in CSI-5 questionnaire were accepted and were chosen as statistical simply by available sampling.

First, the students were taken the pre-test and before the beginning of the teaching sessions of art therapy with origami method the statistical sample was divided into test group (n=8) and control group (n=7) randomly in a way that the chance of being chosen was equal for all. Then the examinees of test group received the interventional art therapy.

The condition, the place of playing therapy were the same a view to light, temperature, smallness or bigness of the place, also the performance hours with a view to controlling the hunger and fatigue. The content of sessions was designed based on the principles of origami teaching using available sources amount teaching this art by Mirbaqer(1392),saedi( 1390) and Masah(1390), and these sessions included making 16 origami hand made things in 3 sessions in each week.

But the traditional teaching was used forth control group, so that they received the common teaching in counseling centers. It is necessary to note that these children did not use the intervention of medicine therapy.

After the performance of the interventional program, the post – test was performed for both groups in the place in which the teaching program of art therapy was performed. To compare both groups the co-variance analysis with SPSS software was used. It should be mentioned that to prevent any possible adherence, the questionnaires were collected, encoded and scored by the researcher and his assistant.

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