The effectiveness of psychodrama on social competence and positive self-concept of students with specific learning disorder

Background & Purpose: This study aimed to investigate the effectiveness of psychodrama on the social competence and the positive self-concept of male students with specific learning disorder. Materials and Methods: The research was a quasi-experimental study with a pretest-posttest design with a control group. The statistical population of the study included all male students studying in the eighth grade with specific learning disorder of Karaj in the academic year 2021-2022. To determine the sample size, first using a cluster random sampling method from the primary schools in District 3 of Karaj, a school was randomly selected and among 30 students who obtained lower scores in dependent variables, using They were selected by available sampling method and randomly assigned to experimental and control groups (experimental group of 15 people/control group of 15 people). The research instruments included the Colorado Learning Difficulties Questionnaire (2011), the Flener Social competence Questionnaire (1990), Piers-Harris Children’s Self-Concept Scale (1969), and Structured clinical interview based on DSM-5. Data analysis was performed using univariate and multivariate analysis of covariance in SPSS-26. Results: Findings showed that psychodrama was effective on social competence, self-concept and their components of male students (p<0.001). Conclusion: According to the findings, it can be said that psychodrama was an effective way to improve the social competence and self-concept of students with specific learning disorder, so this method can be used in educational centers and schools.