The Effect of the Therapy Program with Stories on the Emotional Management Skills of Children with Speech and Language Disorders

The aim of this study is to examine the effect of the therapy with stories program on the emotional management skills of children with speech and language disorders. The study, in which a single group pre-test and post-test experimental design without control group was used, was conducted with 14 children aged 5-8 years with speech and language disorders. There are 9 stories (3 anger, 3 sadness, 3 anxiety) prepared by the researcher in the therapy with stories program. The prepared stories were read to the children three times and the program was completed in 14 weeks. In the program


INTRODUCTION
Language disorders, seen in approximately 7% of children, are expressed as difficulties in acquiring receptive or expressive language and using language (Bishop et al., 2017;Norbury et al., 2017).The difficulties that children experience in using receptive and expressive language lead them to experience high levels of emotional difficulties (GohKokYew & O'Kearney, 2014).Since children with language disorders have more problems especially in recognizing and regulating emotions, it is emphasized that they may experience reactive externalization problems (van den Bedem et al., 2020), that they are more likely to use maladaptive strategies such as worrying and externalizing and that this situation creates important risk factors for depressive symptoms (van den Bedem et al., 2018).For this reason, especially the parent and peer social interactions and the emotional self-regulation abilities are negatively affected (Forrest et al., 2020;St Clair et al., 2019).Besides, due to the language disorders they experience, their interaction with the environment is limited from an early age and this creates a basis for children with speech and language disorders, to experience communication and emotional problems (GohKokYew & O'Kearney, 2014).As a matter of fact, researches reveal that children with language and speech disorders experience problems in recognizing, expressing and regulating emotions.(Bakopoulou & Dockrell, 2016;Brinton et al., 2015;Jones et al., 2014;Kayhan Aktürk & Ünsal, 2019;Löytömäki et al., 2019;Ntourou et al., 2013;van den Bedem et al., 2018van den Bedem et al., , 2020)).There are also studies showing that children who stutter have lower levels of understanding, regulation, emotional regulation skills and emotional reactivity compared to their normally developing peers (Karrass et al., 2006;Jones et al., 2014;Kayhan Aktürk & Ünsal, 2019).In addition, other studies reveal that children with speech and language disorders experience higher levels of emotional problems such as internalizing disorders, social anxiety, problem behaviour, academic, behavioural, social difficulties, peer relationships, problems with self-esteem, depressed mood, and anxiety.(Brinton et al., 2015;Bakopoulou & Dockrell, 2016;Özkanç, 2017;Bishop et al., 2017;Curtis et al., 2018;Lloyd-Esenkaya et al., 2020).
It has been determined that the fact that individuals with language disorders have problems in emotional regulation, is increasing the intensity and severity of stuttering (Arnold et al., 2012), but that the use of emotional regulation strategies during speaking is reducing the level of stuttering (Arnold et al., 2011).Choi et al., (2016), have found in their study that less stuttering was experienced when emotional stress decreased and that the stuttering severity increased when it increased.It makes it difficult for children with high emotional reactivity and low emotional regulation skills to control stuttering while it also causes stuttering to persist (Karrass et al., 2006).Negative emotions and the inability to control these emotions are expressed as risk factors for chronic stuttering.(AydınUysal&Özdemir, 2019).In the light of this information, it is thought that it is very important to support the ability of children with language and speech disorders to control their emotions in terms of both their social-emotional and language development.However, it is seen that the programs in the studies on emotional regulation are mostly given to school-age children and adolescents with normal development.(Aktürk, 2016;Buharalı, 2020;Demir & Gündoğan, 2018;Durmuşoğlu Saltalı, 2010;Gülgez & Gündüz, 2015;Gültekin, 2014;Kayılı, 2015;Kuzucu, 2006;Sarıçalı, 2020;Uğur Ulusoy, 2018;Topal 2021;Yılmaz, 2020).However, it is seen that these programs are offered to children in pre-school classes through activities or are implemented in the school environment for large groups (Aktürk, 2016;Bulut-Serin & Genç, 2011;Canpolat & Atici 2017;Duran & Eldeleklioğlu, 2005;Gedik et al., 2018;Kelleci et al., 2014;Öz & Aysan, 2012;Uğur Ulusoy, 2018).However, it is unclear whether the same emotional regulation programs will be effective since children with language and speech disorders have different experiences and even trauma experiences than children with normal development.In addition, there is no evidence for the effectiveness of programs prepared for children with normal development or specially prepared intervention programs in supporting the emotional regulation skills of children with language and speech disorders.For this reason, methods that can be effective in supporting the emotional regulation skills of children with language and speech disorders, have been investigated.
In the literature review, it is seen that therapy with stories comes to the forefront in supporting children whose emotional development is at risk.Therapy with stories is a therapy method in which stories appealing to both the conscious and subconscious of children are told using metaphors.Usually, there is a moment when the individual finds himself in the story and the gaining of insight begins here.Therefore, it is very effective in communicating with resistant children.Metaphor and therapeutic stories, which are effective in reaching the child's world, help the child make sense of the world by changing their feelings, thoughts and behaviours and show that change is possible (Pernico, 2021).In this way, it empowers and heals children against their difficulties by gaining them a perspective on their traumatic experiences in their past lives (Brandell, 1984;Burns, 2002;Burrows, 2014;Carlson & Arthur 1999;Cook et al., 2004;Holyoake, 2013;Kagan, 1982).
Studies reveal that metaphorical stories contribute to improving children's traumatic experiences and problems (Burns, 2002;Burns, 2019;Burrows, 2014;Carlson & Arthur, 1999;Cook, 2004;Davis;2019;Levine, 1980;Painter et al., 1999;Painter, 1997;Pernico, 2021;Rhue & Lynn, 1991).In the light of this information, it can be said that the therapy technique with stories can be effective on the emotional management skills of children with language and speech disorders whose emotional development is at risk due to their traumatic experiences.Therefore, the main purpose of this research is; to examine the effect of the therapy program with stories on the emotional management skills of children with speech and language disorders.For this purpose, the following hypotheses were tested.
• The therapy program with stories increases the anger management skills of children with language and speech disorders.
• The therapy program with stories increases the management skills of your children who have language and speech disorders.
• The therapy program with stories increases the anxiety management skills of children with language and speech disorders.

METHOD Model of the Research
This research was designed with an experimental model.One of the experimental models, the "Single group pre-test-post-test experimental design without a control group" model was used.In the pre-test-post-test without a control group, the group or groups are pretested before the experimental study.As a result of the experimental study, the same measurement tool is applied as a post-test (Sönmez & Alacapınar, 2014).

Study group
The study group consists of 14 children (4 children of 5 years, 6 children of 6 years, 2 children of 7 years, 2 children of 8 years), 2 girls and 12 boys, between the ages of 5 and 8, who have language and speech disorders.In addition, the mothers of children with speech and language disorders participated in the study in order to collect qualitative data on children.Because it was determined in the studies, conducted in the literature, that children with speech and language disorders have problems with emotional management and that these children should be supported (Bakopoulou & Dockrell 2016;Brinton et al., 2015, Jones et al., 2014;Kayhan Aktürk & Ünsal, 2019;Löytömäki et al., 2019;Ntourou et al., 2013;van den Bedem et al., 2020;van den Bedem et al., 2018 ), children with speech and language disorders were included in this study.Due to the inclusion of children with speech and language disorders in the study, the study group was determined by the purposeful sampling method.The purposeful sampling method is the inclusion of people with certain characteristics in the sample by the researcher.(Demir, 2014).

Data Collection Tools Emotional Management Scales in Children: Anger, Sadness and Worry/Child Forms
In the study, the Child Emotional Management Scales: Anger, Sadness and Worry/Child Forms, which are used to determine children's anger, sadness and anxiety emotional management skills, were developed by Zeman et al. (2001), Zeman et al. (2010).The psychometric data in the original version of the anger and sadness scales were obtained from 227 children aged 9-12 years (Zeman et al., 2001) and from 214 children aged 6-12 years for the anxiety scale (Zeman et al. 2001).A validity and reliability study adapted into Turkish was carried out by Soydan et al. (2021) for children between 5-8 years.These scales were developed to evaluate anger, sadness and anxiety emotional management skills based on the children's self-report.
The original version of the BASC-Child Form Anger Scale consists of 11 items, the original version of the BASC-Child Form Sadness Scale consists of 12 items and the original version of the BASC-Child Form Anxiety Scale consists of 10 items.All three scales consist of three subdimensions: (1) suppression, (2) unregulated expression, and (3) coping.The suppression subdimension refers to the suppression of emotional experiences (for example, "I hide my anger/sadness/anxiety").The unregulated expression sub-dimension assesses the inappropriate expression of the emotion experience (for example, "When I am angry, I attack what makes me angry"), the coping sub-dimension assesses the appropriate expression of the emotional experience (for example, "I can control my crying when I am sad and go about my business").The scales are scored on a three-point Likert scale as (1=never, 2=sometimes, 3=often).The sub-dimensions are evaluated by scoring within themselves.The scores obtained from the sub-dimensions show that the emotional management skill is used more.There is only one reverse-coded item on the anxiety scale.

Parent Interview Form
Before the therapy with stories program is implemented, semi-structured interviews were conducted in order to determine children's emotion management skills (In which situations does your child experience feelings of anger/sadness/anxiety?; What are the situations that anger/sadden/make your child anxious the most?) and in order to determine the development of the therapy with stories program on children's emotional management skills (Is there any situation where your child hides or does not show his anger/sadness/anxiety, if so, can you give an example?; How does your child physically express anger/sadness/anxiety?; How does your child express anger/sadness/anxiety verbally; Does your child need your support to calm down in anger/sadness/anxiety/or does he/she calm down on his/her own?; How long does it take for your child to calm down with your support?; How long is your child's self-soothing time?).Process After receiving education in therapy with stories, the literature on therapy with stories and the stories whose effectiveness was determined were examined.For the therapy with stories program, some stories were prepared by the researchers; some of them were prepared by adapting ready-made stories.The prepared stories; were presented to the expert opinion of two child development specialists, two psychologists and bilingual speech therapists in order to examine the suitability for children's development, suitability for individual differences, the suitability of metaphors that will attract children's attention and of metaphors for children's cognitive level.The stories, which were prepared with the arrangements made according to the suggestions of the experts, were given their final form.In this direction, a total of 9 stories, three stories about anger, three stories about sadness and three stories about anxiety were prepared.The first story read about anger, sadness, anxiety, has been prepared in order to gain perspective on the problem; the second story has been prepared to gain emotional management skills with an external intervention; and the third story has been prepared to gain emotional management skills with an internal intervention.In the stories, for each emotion, strategies are given for emotional management skills.Distraction strategies are given for anger by calming down, with breathing exercises, by sharing emotions and with a favourite activity; Strategies are given for sadness by crying, sharing feelings and seeking help from an adult; Strategies are given for anxiety by breathing exercises, sharing emotions, and accepting the experienced emotion.Metaphorical stories are told with the straight narrative method.Because it is an eclectic intervention, figures are used while telling the stories.In order for children to share their feelings about the story; it is important to give the child the opportunity to share their feelings with the questions "What did you feel?What did this story make you feel?What did you imagine while listening to the story?"(Davis, 1989;Liu, 2017;Teber, 2020).After the metaphorical storytelling, children were asked to draw pictures about the story (Pearce & Pearce, 1998;Pernico, 2021;Teber, 2020).A total of 9 stories, 3 for each relating to the feelings of anger, sadness and anxiety, were told.Each story was told 3 times and the program lasted 14 weeks in total.The Children's Emotional Management Skills Scale was implemented on the children as a pre-test before the therapy with stories program was implemented.After the implementation phase of the therapy with stories program was completed, the same measurement tool was applied again as a post-test.

Data Analysis
The SPSS.24 package program was used in the analysis of quantitative data.Non-parametric tests were preferred because the sample group was less than 20 children.The Wilcoxon Signed Ranks test, one of the non-parametric tests, was used to determine the differences between the scale and the sub-dimension scores before and after the therapy program.
In order to determine the emotional problems experienced by the children in the communication process with the mothers of the children participating in the therapy program and to prepare an intervention program suitable for the needs of the children; in order to determine the emotional management skills of children before the program and in order to determine the effects of the therapy program on children's emotional management skills after the program, semi-structured interviews were conducted twice in total.The interviews were transcribed as they were, without any changes.The Deductive Analysis Method was used in the analysis of qualitative data (Teddlie &Tashakkori, 2009).In the analysis, predetermined themes were applied and the data depending on the themes determined on the basis of the literature were analysed (Teddlie &Tashakkori, 2009).During the interviews conducted with the mothers before the program, it was seen that children have communication problems and two subthemes "problems arising from the source related to this theme" and "problems arising from the receiver" were determined (Öztürk, 2019).In the study, the sub-themes "suppression", "unregulated expression" and "coping" were determined under the theme of "emotional processes experienced by children" to determine the emotional management skills of children (Zeman et al., 2010;Zeman et al., 2001).The children's emotional management skills were examined within the framework of these themes.In order to keep the identity of the participants confidential, codes such as A1 and A2 were used in the answers of the mothers.

Ethical Issues
Before starting the research process, permission was obtained from the Scientific Research Ethics Committee of KTO Karatay University (number: 41901325-050.99,date: 18.12.2020).Families of children with speech and language disorders were informed about the therapy program with stories.In addition, information was given about the pre-test and post-tests to be applied.Children whose families gave consent were included in the study.

FINDINGS Findings Related to Emotional Problems Experienced by Children with Speech and Language Disorders
As a result of the interviews about the problems experienced by children with language and speech disorders, it was determined that the children had emotional problems while communicating.The problems that children experience while communicating are analysed in two separate sub-themes, caused by the source and the receiver.

Source-related problems
According to the determined themes, one of the communication problems experienced by children is the problems arising from the source.In the interviews, 7 of the mothers stated that the communication problems experienced by the children were caused by the source, which is one of the basic elements of the communication process (Öztürk, 2019).The expressions of the mothers are as follows: A.1: "When he/she can't speak, he/she will get upset because he/she can't explain."A.2: "He/She gets worried when he/she can't speak in situations where he/she doesn't feel safe, when he/she has difficulties (when he/she stutters, can't pronounce the words correctly)."

Receiver-related problems
According to the determined themes, one of the communication problems experienced by children is the problems arising from the receiver.7 of the mothers stated that the communication problems experienced by the children were caused by the receiver, which is one of the basic elements of the communication process.The expressions of the mothers are as follows: A.6: "When he/she is not understood when he/she is telling his/her problem, he/she will get very upset when he/she will notice it."A.7: "He/She will get very angry if someone interrupts him/her and if he/she feels he/she is not being listened to."A.11: "Sometimes he/she gets angry when other people ask what he/she is talking about when he/ she is not understood."A.9: "He/She gets very angry when he/she is interrupted and not listened to."

Findings Obtained from Children on the Effectiveness of the Therapy Program with Stories
The Analysis Results in Table 1 show that there is a significant difference between the Pre-test and Post-test scores of the children's Anger Scale Suppression Sub-dimension (z=-3,305, p<0,001).Considering the Rank Average and the Rank Totals of the scores, it is seen that the Post-test scores of 14 out of 14 children decreased compared to the Pre-test scores.The Anger Scale shows that there is a significant difference between the Pre-test and the Post-test scores of the UnregulatedExpression Subscale (z=-3,208, p<0,001).Considering the Rank Average and the Rank Totals of the scores, it was observed that the Post-test score of 13 of 14 children decreased compared to the Pre-test score, and 1 person did not change.The Coping Subdimension of the Anger Scale shows that there is a significant difference between the Pre-test and the Post-test scores (z=-3,314, p<0,001).Considering the Rank Average and the Rank Totals of the scores, it was observed that the Post-test scores of 14 children increased compared to the Pre-test scores.According to these results, it can be said that the Therapy Program with Stories is effective in increasing the ability of children with language and speech disorders to cope with anger; and is effective in suppressing the feeling of anger and reducing the use of an unregulated expression.The Analysis Results in Table 2 show that there is a significant difference between the Pre-test and Post-test scores of the children's Sadness Scale Suppression Sub-dimension (z=-3,311, p<0,001).Considering the Rank Average and the Rank Totals of the scores, it is seen that the Post-test scores of 14 out of 14 children decreased compared to the Pre-test scores.The Sadness Scale Unregulated Expression Sub-dimension shows that there is a significant difference between the Pre-test and the Post-test scores (z=-3.100,p<.002).Considering the Rank Average and the Rank Totals of the scores, it was observed that the Post-test score of 12 of 14 children decreased compared to the Pre-test score, and 1 person did not change.The Coping Subdimension of the Sadness Scale shows that there is a significant difference between the Pre-test and the Post-test scores (z=-3,306, p<0,001).Considering the Rank Average and the Rank Totals of the scores, it was observed that the Post-test scores of 14 children increased compared to the Pre-test scores.According to these results, it can be said that the Therapy Program with Stories is effective in increasing the ability of children with language and speech disorders to cope with sadness; and is effective in suppressing the feeling of sadness and reducing the use of an unregulated expression.The Analysis Results in Table 3 show that there is a significant difference between the Pre-test and the Post-test scores of the children's Anxiety Scale Suppression 276,p<0,023).Considering the Rank Average and the Rank Totals of the scores, it is seen that the Post-test score of 13 of 14 children decreased compared to the Pre-test score, and 1 person did not change.The Anxiety Scale Unregulated Expression Sub-dimension shows that there is a significant difference between the Pre-test and the Post-test scores (z=-3,057b, p<0,002).Considering the Rank Average and the Rank Totals of the scores, it was observed that the Post-test scores of 12 out of 14 children decreased compared to the Pre-test scores.The Coping Subdimension of the Anxiety Scale shows that there is a significant difference between the Pre-test and the Post-test scores (z=-3,201b, p<0,001).Considering the Rank Average and the Rank Totals of the scores, it was observed that the Post-test scores of 14 children increased compared to the Pre-test scores.According to these results, it can be said that the Therapy Program with Stories is effective in increasing the ability of children with language and speech disorders to cope with anxiety; and is effective in suppressing the feeling of anxiety and reducing the use of an unregulated expression.
A.8: "He/She paints or does other things when he/she's angry, he/she doesn't cry much, he/she's calmer."A.2: "He/She used to throw away his/her toys, he/she would damage things when he/she was upset, now he/she was telling his/her brother/sister "toys are not to thrown away, otherwise what will we be playing with?", the other day, he/she does not harm the environment even if he/she shouts and cries."When Table 4 is examined; it was determined that according to the mother's observations, the use of the suppression completely disappeared of children who suppressed their anger, sadness and anxiety before the program.While it was reported that 10 children used unregulated expressions in the management of anger, sadness and anxiety before the program, it was reported that 3 children used unregulated expressions after the program.While 3 children used their coping skills before the program, it was reported that 9 children used their coping skills in the management of anger, sadness and anxiety after the program.According to the qualitative findings of the study, it can be said that the therapy program with stories is effective in reducing the behaviour suppressing anger, sadness, anxiety and the use of unregulated expression, and increasing the coping skills of children with speech and language disorders.In addition, while 10 children provided emotional control with parental support before the program, it is seen that 4 children achieved emotional control with parental support after the program.According to this result, it can be said that the therapy program with stories is effective in reducing the need for parental support in the process of controlling the emotions of children with language and speech disorders, and in increasing the self-control of emotions.Zeman et al. (2001) state that while conducting research on emotional development, it is critical to examine emotions individually, taking into account the specific function of each emotion.Rivers et al. (2006) also state that certain types of emotional regulation strategies can be effective in regulating both anger and sadness, but that some strategies may be effective only for certain emotions.For this reason, the effects of the therapy program with stories on feelings of anger, sadness and anxiety were examined separately.

DISCUSSION
While the therapy program with stories is effective in suppressing anger emotions and reducing the use of unregulated expression in anger emotions in children with speech and language disorders, it was determined that it increased the ability to cope with anger (Table 1).Findings obtained from interviews with parents also reveal a decrease in suppression and unregulated expression use and an increase in coping skills.In addition, it was determined that the therapy program with stories reduced the need for parental support in the process of controlling the emotions of children with language and speech disorders and that their selfcontrol skills increased.Davis (2019) stated that the metaphorical story prepared for a 4-year-old child with speech problems helped the child express the angering situation; that the child's behaviour is effective in controlling when the metaphorical story prepared for a boy who shows angry, destructive and aggressive behaviour is combined with other stories and behavioural changes; that the child, who listens to the metaphorical stories prepared for a child, who has suffered many losses many times, changes in his anger behaviours; that an abused child regains emotional health by listening to the metaphorical stories over and over again.It was found that therapeutic storytelling applied to five children with incompatibility and anger management problems was effective in reducing the frequency and intensity of targeted behaviours in both disharmony and anger control problems (Painter & Laura, 1997); that the therapeutic story prepared for a 10-year-old child with anger management problems was effective in reducing the child's anger expressions (Cook et al., 2004); that the intervention with the storytelling technique to an eight-year-old child who lost a loved one is effective in reducing the feelings of anger (Scaletti& Hocking, 2010).In addition, Burrows (2014) states that in his case study, in which mindfulness and therapeutic story technique was used, the child with behavioural problems and social skills gained insight into behavioural problems and gained the awareness to keep anger and emotions under control.The results of this study support our finding that the therapy program with stories helps children with speech and language disorders gain the ability to manage their anger emotions.Carlson & Arthur (1999) and Teber (2020) state that therapy with stories is an intervention technique that is complementary to play therapy.Buharalı (2019) stated that childcentred play therapy is effective in improving regulation skills.Sezici (2013) stated that play therapy based on the "Social Cognitive Learning Theory" increases social, emotional and behavioural skills.Topal (2021) stated that the psycho-education program is effective in increasing children's emotional regulation skills.Seay et al. (2003) stated that children's anger control skills increased as a result of the Multi-Component Treatment to Increase Anger Control.Şekerci et al. (2017) stated that the anger control program prepared according to the cognitive behavioural approach is effective in increasing anger control.Kelleci et al. (2014) stated that the anger management program based on cognitive-behavioural techniques decreased the trait anger level of students and increased their ability to express anger appropriately and to control anger.Cenkseven (2003) stated that the anger management skills training program, prepared based on cognitive-behavioural approach, decreased students' anger scores, while it increased their anger control levels.Duran &Eldeleklioğlu (2005) stated that the Anger Control Program, which is based on the cognitive-behavioural approach, decreased the trait anger, anger-in, and anger-out levels of adolescents while it increased the anger control levels of adolescents.Sütçü (2006) stated that the cognitive-behavioural group therapy program decreased the trait anger and anger-out levels of adolescents, while it increased their anger control levels.Gebeş (2011) stated that the cognitive-behavioural Therapy-Based anger control skill training program was effective in decreasing anger and increasing anger control.Dykeman (2000) stated that a cognitive-behavioural-based anger program is effective in increasing anger control in adolescents with behavioural disorders.Gülgez & Gündüz (2015) stated that the Dialectical Behavioral Therapy-based program was effective in decreasing the emotional regulation difficulties of the students.Deffenbacher & Stark (1992) stated that the program they prepared for anger control, which includes cognitive and relaxation coping skills, was effective in decreasing anger suppression.Willner et al. (2002) stated that cognitive-behavioural anger management treatment was effective in decreasing anger in children with learning disabilities.Factor et al. (2019) stated that the Stress and Anger Management Program, a cognitive-behavioural treatment designed to improve emotional regulation deficits in young children with autism, was effective in increasing the ability to manage anger and anxiety.These research results, which reveal that therapy programs are an effective method for children to gain the ability to manage their anger, support our finding about the effectiveness of the therapy program with stories.
It was determined that the therapy program with stories was effective in suppressing feelings of sadness and reducing the use of unregulated expressions in sadness, while it was increasing the skills of coping with sadness in children with speech and language disorders (Table 2).Findings obtained from interviews with parents also reveal that there is a decrease in suppression and in the use of unregulated expression and that there is an increase in coping skills.In addition, it was determined that the need for parental support in the process of controlling the emotions of children with language and speech disorders of the therapy program with stories decreased and the self-control increased.
Examining the sadness in children shows that it is a largely neglected emotion, especially compared to other emotions such as anger, shame, and fear (Zeman et al., 2001).Due to the inability with the feeling of sadness and the of the feelings of sadness, causing negative consequences such as depression and anxiety in (Zeman et al., 2001, it is in the literature mostly seen as intervention studies for the treatment of depression.Kenny & Williams (2007) found that Mindfulness-Based Cognitive Therapy (MBCT) is acceptable to patients and that there is an improvement in the depression scores with a significant proportion of patients returning to normal or near-normal mood levels.It has been determined that the Awareness-Based Cognitive Therapy applied to a depressed group significantly reduced depression and anxiety levels (Eisendrath et al., 2008); and that the Mindfulness-Based Cognitive Therapy Program reduces the depression levels of individuals (Demir, 2015).It is seen that the Psychodrama-Based Group Practice for the depressive symptoms and negative emotions of visually impaired individuals is effective in reducing depressive symptoms and negative emotions.Child-centred Play Therapy applied to homeless children has been found to reduce children's self-esteem, anxiety and depression levels (Baggerly, 2004).The results of this research, which reveal that therapy methods are an effective method in helping children gain the ability to manage their feelings of sadness, support our finding about the effectiveness of the therapy program with stories.
It was determined that the Therapy Program with stories is effective in suppressing the feelings of anxiety and reducing the use of unregulated expression in the feelings of anxiety in children with speech and language disorders and that it increased the skills of coping with anxiety (Table 3).Findings obtained from the interviews with parents also reveal a decrease in suppression and the use of unregulated expressions, and an increase in coping skills.In addition, it was determined that the Therapy Program with Stories decreased the need for parental support in the process of controlling the emotions of children with language and speech disorders and that self-control of emotions increased.Pernico (2021) stated that the therapeutic story about anxiety prepared for an active 8year-old girl was a turning point in therapy and that she decided to try not to worry.There are many studies showing that the Child-Centred Play Therapy (Carlson & Arthur, 1999;Teber, 2020), in which therapeutic stories are used as supportive; is an effective method in reducing the anxiety levels of children in both normally developing and disadvantaged groups.It has been found that Child-centred Play Therapy, reduces the anxiety levels of earthquake survivors (Shen, 2002); homeless children (Baggerly, 2004) and children with high anxiety levels (Stulmaker & Ray, 2015).It has been determined that the Therapeutic play/Game Therapy applied to children aged 6 to 12, who have a fear of medical procedures that will involve liver transplantation, reduces their anxiety levels and fears about medical procedures (Zengin et al., 2020).In addition, it is seen that Child-centred Play Therapy applied to children aged 4-9 with normal development reduces the levels of separation anxiety, social and generalized anxiety (Temizel, 2019) .It has been determined that the Child-centred Play Therapy reduces the anxiety level of children in the 4-6 age group, and reduces the levels of separation anxiety, general anxiety, panic, social phobia, OCD, depression, total anxiety and total anxiety-depression in aged (Demirer, 2021).
It is seen that the Cognitive-Behavioural Therapy, is also used effectively together with the therapy with stories and the child-centred play therapy, in gaining the ability to regulate anxiety.The Emotion-Focused Cognitive-Behavioural Therapy applied to anxious children under the age of 7-13, has been found to cause improvements in children's anxious symptoms, understanding and regulation skills of emotion and general functionality (Suveg et al., 2006).It has been found that the cognitive-behavioural group therapy applied to children with high anxiety levels is effective in reducing children's separation anxiety and social anxiety (Gedik et al., 2018).Sertelin Mercan and Yavuzer (2017) stated that it has been demonstrated that the social skills training integrated with a cognitive-behavioural approach is effective in reducing children's social anxiety and that the drama-based Intermodel expressive art therapy program is effective in reducing the anxiety levels of individuals with an anxiety disorder (Ünlü, 2020).Factor et al. (2019) applied the Stress and Anger Management Program, which is a cognitivebehavioural treatment designed to improve emotional regulation deficits in young children with autism, in children aged between 4-7 years.It has been reported that the children's ability to manage anger and anxiety increased as a result of the program.These research results, which reveal that therapy methods are an effective method in helping children gain the ability to manage their anxiety, support our finding about the effectiveness of the therapy program with stories.

SUGGESTIONS
It has been determined that the therapy with stories used in this study is an effective method that experts working in the field can use while supporting children.In this regard, informative training programs can be organized for child development experts, psychologists, psychological counsellors, language and speech therapists to use this method in the field.It is recommended to "Child Developmentalists" and "Psychologists" to implement programs in special education and rehabilitation centres to develop emotional management skills of children with speech and language disorders.This study, which was carried out with children aged 5-8 years, who were diagnosed with speech and language disorders in Konya and attending a special education and rehabilitation centre, will increase the evidence for the effectiveness of Story Therapy with children of different ages, in different risk groups, and in larger samples.Comparative studies to be conducted with the experimental design with the Pre-test-Post-test Control Group, will provide more detailed evidence of the effectiveness of the program.Examining the effect of the program on the speech and language therapy process will make significant contributions to the field.

Table 1 .
Wilcoxon Test Results for the Comparison of the Anger Scale Pre-Test Post-Test Total Scores

Table 2 .
Wilcoxon Test Results for the Comparison of the Sorrow Scale Pre-Test Post-Test Total Scores

Table 3 .
Wilcoxon Test Results for the Comparison of the Anxiety Scale Pre-Test Post-Test Total Scores

Opinions on Coping Before Application
A.9: "He/She tells you what situation made him/her angry."A.5: "He/She breathes quickly when he/she's angry and prefers to talk after he/she's calmed down."A.10: "When he/she gets angry, he/she has trouble speaking, starts to stutter, so he/she plays with his/her toys and tells what he/she was angry about after his/her anger subsides."

Their Opinions on Coping After Application
A.4: "When he/she was angry or upset, he/she would start to stutter, his/her speech was incomprehensible, and then he/she got angry and cried more.Now he/she stops, he/she tries to explain by speaking slowly, he/she tells what he/she is about, what he/she is upset A.6: "When he/she angry, he/she goes to his/her room, sometimes plays games, sometimes he/she at or paints.When his/her anger subsides, I call him/her and we talk, he/she doesn't cry much, we solve it by talking."A.2: "When we don't support him/her, he/she can't solve his/her own problems.He/She cries more, gets angry, he/she used to cry until we went to him/her, now he/she doesn't cry much, sometimes he/she even asks if we can come and help him/her."

Table 4 .
Comparison and Frequencies of the Results Obtained from the Mother Interviews Before and After the Program