Comparison of the Effectiveness of Parent-Child Relationship-Based Play Therapy versus Attachment-Focused Play Therapy on Parent-Child Relationship Quality in Children with Learning Difficulties

Abstract

Learning difficulties represent one of the most prevalent developmental disorders diagnosed during childhood. Play therapy has been shown to assist children with learning difficulties in better understanding and managing their emotions and challenges. This study aimed to compare the effectiveness of parent-child relationship-based play therapy versus attachment-focused play therapy on parent-child relationship quality in children with learning difficulties. This was a quasi-experimental study employing a pretest-posttest design with a follow-up period. The study population comprised all elementary school children with learning difficulties in Birjand City during the 2023–2024 academic year, totaling 125 participants. Using the Parent-Child Relationship Questionnaire (Pianta, 1992), 45 children were selected via convenience sampling and randomly assigned to three groups. The experimental groups received nine 60-minute sessions of either parent-child relationship-based play therapy or attachment-focused play therapy, whereas the control group received no intervention. A posttest was administered to all three groups following the completion of the training period. Data were analyzed using repeated measures analysis of covariance (ANCOVA) with SPSS statistical software. The findings indicated that parent-child relationship-based play therapy significantly improved parent-child relationship quality in children with learning difficulties compared to attachment-focused play therapy.