Backgroud & purpose : The present study was conducted to investigate the effectiveness of play therapy with a problem-solving approach on learning anxiety and social anxiety of male students in the second year of elementary school in Torbat Jam.
Method: The method of this study was semi-experimental with a pre-test and post-test design with a control group. The statistical population of the study is all elementary school students in Torbat Jam, 3972 people, according to the list obtained, there are 33 schools in Torbat Jam city, and 30 students were randomly assigned to two experimental and control groups using a multi-stage cluster method. The data collection tools used were the Pekran Learning Anxiety Questionnaire, the Jarabek Social Anxiety Questionnaire, and the Goldfried and Davidson Cognitive Play Therapy Protocol for Problem-Solving Behavior (each session 45 minutes to one hour). The obtained data were analyzed using descriptive statistics (mean, standard deviation) and inferential statistics (covariance analysis) using SPSS version 24 software.
Results: The results showed that play therapy has a significant effect on learning anxiety (statistical power effect of 0.61 and significance of 0.003) and social anxiety (effect or difference of 0.75 and significance level of 0.003) of elementary school students.
Conclusion: According to the findings of this study, play therapy based on the problem-solving approach has a positive effect on reducing learning anxiety and social anxiety in elementary school boys. Also, play therapy with a problem-solving approach is a useful strategy for reducing anxiety in male students.