Comparing Fredrickson's Positive Emotion Training Program and Psychodrama Program in Terms of Emotion Regulation in Students with Dyslexia


  • Mandana Sepanta PhD, Department of Psychology, School of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran
  • Ahmad Abedi Associate Professor of Psychology and Education of Children with Special Needs, Department of Special Education, School of Educational Science and Psychology, University of Isfahan, Isfahan, Iran
  • Amir Ghamarani Assistant Professor of Psychology and Education of Children with Special Needs, Department of Special Education, School of Educational Science and Psychology, University of Isfahan, Isfahan, Iran
  • Salar Faramarzi Associate Professor of Psychology and Education of Children with Special Needs, Department of Special Education, School of Educational Science and Psychology, University of Isfahan, Isfahan, Iran



Positive emotion training program, Psychodrama, Emotion regulation, Dyslexia, Students


Background: The present study was aimed at comparing a positive emotion training program based on Fredrickson’s broaden-and-build model of positive emotions with the psychodrama program in terms of emotion regulation in students with dyslexia.

Methods: This experimental study was conducted with 3 groups (2 experimental groups and 1 control group), pretest-posttest design, and a follow-up. The statistical population included all fifth-grade female, middle-class, 10-11-year-old primary-school students with specific learning disabilities who were studying in public schools of the 5 educational regions of Isfahan, Iran. Multistage random sampling was used for the selection of the participants. The reading and dyslexia test was administered to identify learning disabilities in the students, and as a result, 38 students with a reading disorder were selected and randomly assigned to experimental group 1 (Fredrickson’s positive emotion training program), experimental group 2 (psychodrama program), and control group. Students completed the Cognitive Emotion Regulation Questionnaire (CERQ)‎ ‎at pretest, posttest, and follow-up. Prior to the treatment, the students completed the CERQ. The follow-up phase of the study was conducted 3 months after the end of the treatment. The interventions consisted of 10 sessions (45 minutes each) devoted to positive emotion training and 10 sessions (45 minutes each) devoted to psychodrama program training. The data were analyzed using descriptive (mean and standard deviation) and inferential statistics (repeated measures ANOVA) in SPSS software.

Results: The findings indicated that a positive emotion training program exerted a significant effect on emotion regulation, while the effect of the psychodrama training program was not statistically significant.

Conclusion: It can be concluded that positive emotion training has a more significant effect than the psychodrama training program.


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How to Cite

Sepanta, M., Abedi, A., Ghamarani, A., & Faramarzi, S. (2020). Comparing Fredrickson’s Positive Emotion Training Program and Psychodrama Program in Terms of Emotion Regulation in Students with Dyslexia. International Journal of Body, Mind and Culture, 7(2), 62-72.



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