Comparing the Effectiveness of Parent-Centered and Child-Centered Play Therapy on Emotional Intelligence in Students with Social Anxiety Disorder

Abstract

The present study aimed to compare the effectiveness of parent-centered and child-centered play therapy on improving emotional intelligence in students with social anxiety disorder. This study employed a quasi-experimental design with pretest, posttest, and follow-up across three groups. The statistical population consisted of 7–8-year-old primary school students with social anxiety disorder in Zahedan, from whom 60 participants were selected using convenience sampling and randomly assigned into two experimental groups (parent-centered and child-centered play therapy) and one control group (n=20 per group). Data were collected using the Trait Emotional Intelligence Questionnaire–Child Form (TEIQue-CF). The interventions included a 10-session parent-centered play therapy protocol and a 16-session child-centered play therapy protocol. Data were analyzed using repeated measures ANOVA. Results indicated a significant main effect of time (F=582.91, p<0.001) and a significant interaction effect of time × group (F=93.56, p<0.001) on emotional intelligence. The between-group effect was also significant (F=65.16, p<0.001). Bonferroni post hoc tests revealed that both interventions significantly outperformed the control group (p<0.001), and a significant difference was observed between the two experimental groups (p=0.002), with parent-centered play therapy demonstrating greater effectiveness. Play therapy, particularly the parent-centered approach, is an effective intervention for enhancing emotional intelligence in students with social anxiety disorder, with family involvement contributing to more sustained therapeutic outcomes.