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Chess as a way of improving object relationships in narcissistic teenagers

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Chess as a way of improving object relationships in narcissistic teenagers

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... When playing chess, young adolescents learned to respect the decisions of their opponents; this had a positive influence on the development of conflict resolution skills. Fried (1992) and Gaines, Berkovitz, and Kohn (2000) reported that after participating in a school-based chess program, adolescents who exhibited self-centered and aggressive behaviors showed an increased willingness to change their behavior for the better. ...
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This investigation looked at the influence of a chess program on adolescents' attitudes towards schooling at an alternative charter school in a high-risk urban context. Participants included school administrators, subject teachers, and 15 chess players, all of whom were African American male students from lowincome backgrounds. Interview data revealed that the game of chess had a positive impact on the adolescents' attitudes toward schooling in a number of ways by: (1) engaging these adolescents in interactions with a supportive school professional, (2) having the students socialize in a violence-free environment, and (3) providing students with opportunities to explore life beyond their neighborhood.
... 35 Furthermore, chess improved object relationships in narcissistic adolescents. 36 Also, in a study carried out in New Jersey, the authors reported that chess enhanced students' self-esteem after just one year of playing chess. 37 An alternative explanation for the observed reduction in SNAP/Conners scores could be a placebo effect (see strengths and limitations). ...
... Los autores encontraron que aquellos que jugaban al ajedrez tenían mayor probabilidad de mejorar sus capacidades cognitivas, la capacidad de resolución de problemas y la de afrontamiento, en comparación al grupo que jugaba al fútbol o baloncesto 35 . Además, el ajedrez mejoró las relaciones objetales en los adolescentes narcisistas en otro estudio 36 . De igual modo, en un estudio realizado en Nueva Jersey, los autores señalaron que el ajedrez mejoraba la autoestima de los estudiantes tras un año de práctica de esta disciplina 37 . ...
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To examine the effectiveness of playing chess as a treatment option for children with ADHD. Parents of 44 children ages 6 to 17 with a primary diagnosis of ADHD consented to take part in the study. Parents completed the Spanish version of the Swanson, Nolan and Pelham Scale for parents (SNAP-IV) and the Abbreviated Conner's Rating Scales for parents (CPRS-HI) prior to an 11-week chess-training program. We used a paired t-test to compare pre- and post-intervention outcomes, and Cohen-d calculations to measure the magnitude of the effect. The statistical significance was set at P<.05. Children with ADHD improved in both the SNAP-IV (t=6.23; degrees of freedom (df)=41; P<.001) and the CPRS-HI (t=5.39; df=33; P<.001). Our results suggest a large effect in decreasing the severity of ADHD as measured by the SNAP-IV (d=0.85) and the CPRS-HI (d=0.85). Furthermore, we found a correlation between intelligence quotient and SNAP-IV improvement (P<.05). The results of our pilot study should be interpreted with caution. This pilot project highlights the importance of carrying out larger studies with a case-control design. If our results are replicated in better designed studies, playing chess could be included within the multimodal treatment of ADHD. Copyright © 2014 SEP y SEPB. Published by Elsevier España. All rights reserved.
... Based on the results of the statistical analysis, findings provide preliminary support for the use of GAT as a developmentally appropriate method for working with adolescents. This study provides some evidence that GAT has the potential to produce positive effects in the moral reasoning of adolescents, which extends the body of literature (Breen & Daigneault, 1998;Gaines, Berkovitz, & Kohn, 2000;Kottman, Strother, & Deniger, 1987;Madonna & Caswell, 1991;Nickerson & O'Laughlin, 1980;Packman & Bratton, 2003;Ray, Bratton, Rhine, & Jones, 2001;Wilde, 1994;Wilson & Ryan, 2001) indicating that play therapy is an effective mode of treatment for children and preadolescents. Results of this study suggest that GAT is more effective than group talk therapy as it relates to the moral reasoning of at-risk high school students. ...
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The main goal of this study was to examine whether group therapy is useful for developing moral reasoning in at-risk youth. This research compared the impact of 10 weeks of group activity therapy (n = 27) and group talk therapy (n = 34) on the moral reasoning of at-risk ninth grade students. Group activity therapy is the developmentally appropriate extension of child centered play therapy for adolescents. Using pretest and posttest scores on the Maintaining Norms Schema subscale of the Defining Issues Test 2 (DIT-2; Rest, Narvaez, Thoma, & Bebeau, 1999), an analysis of covariance indicated significant difference between groups. Implications for counselors who work with this population are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Article
Reviews the available literature (1932–1993) regarding the use of board games in psychotherapy with children. The authors examine potential advantages and disadvantages of this therapeutic tool. Currently, empirical validation of these games is scarce. The paper presents a discussion of the importance of empirically examining the use of board games in therapy and directions for future research. In addition, the authors provide readers with some preliminary guidelines for selecting and evaluating board games for use with their child clients. (PsycINFO Database Record (c) 2012 APA, all rights reserved)