Effectiveness of Play Therapy on Social Anxiety, Depression, and Loneliness in Children with Dyslexia

Abstract

Purpose: The present study examines the effectiveness of play therapy on social anxiety, depression, and loneliness for children with dyslexia. Methods and Materials: The study employed a quasi-experimental design with pretest-posttest and a control group. A sample of children with dyslexia was randomly selected and divided into experimental and control groups. The experimental group received play therapy, whereas the control group received no intervention. Findings: The results indicated that play therapy had a positive effect on children with dyslexia. Children in the experimental group demonstrated significant improvements in reading and comprehension following the intervention. Moreover, social support was identified as a critical factor influencing the effectiveness of play therapy. Children who received greater social support showed more substantial progress in reading skills and a reduction in social anxiety. Conclusion: Based on the findings, play therapy can be considered an effective approach to improving the performance and psychological well-being of children with dyslexia. Additionally, attention to social support plays a vital role in enhancing the effectiveness of this method.