Volume 8, Issue 1 (3-2022)
CJP 2022, 8(1): 0 |
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Fatemeh Hassani Adelian 
, Leila Hatam Tehrani Moghadam , Zahra Rafati , Maleknaz Usefi , Vida Shahdadian Naeini , Sara Mousavi
, Leila Hatam Tehrani Moghadam , Zahra Rafati , Maleknaz Usefi , Vida Shahdadian Naeini , Sara Mousavi
Nain Branch, Islamic Azad university, Isfahan, Iran , Sahafinovin@yahoo.com
Abstract: (2335 Views)
Background and Objective: Multiple disabilities are associated with attention deficit hyperactivity disorder (ADHD), some with single disabilities, while others involve multiple deficits, while others display no specific impairments. This study aimed to examine how coping skills training affects emotional self-regulation in children with ADHD.
Methods: In this study, a quasi-experimental design was used with pretests, post-tests and a control group. From October to December 2019, all pediatric ADHD patients attended the Armaghan Pediatric Clinic of the Razi Psychiatric Hospital in district 4 of Tehran, Iran were studied. Totally, 28 of them were chosen for the study using a purposive sampling method. Both groups were randomly divided into two experimental (n=14) and control (n=14) groups. The experimental group received 12 ninety-minute sessions of therapy once a week, while the control group did not receive treatment. The study instruments were a questionnaire on demographic features and the Emotion Regulation Questionnaire (ERQ). For data analysis, SPSS 21 was used to conduct an analysis of covariance (ANCOVA).
Findings: Twenty-eight children aged 7-12 were evaluated for ADHD (mean=8.13±1.20) whose diagnoses met the diagnostic criteria. The results revealed that coping skills training made significant changes in emotion regulation in pre-test and post-test in experimental group were 13.53±2.446 and 14.00±2.299 and in control group 13.40±2.098 and 13.40±1.920 , respectively (P<0.001).
Conclusion: The findings of this study demonstrated that coping skills training for children with ADHD resulted in improved emotional self-regulation.
Methods: In this study, a quasi-experimental design was used with pretests, post-tests and a control group. From October to December 2019, all pediatric ADHD patients attended the Armaghan Pediatric Clinic of the Razi Psychiatric Hospital in district 4 of Tehran, Iran were studied. Totally, 28 of them were chosen for the study using a purposive sampling method. Both groups were randomly divided into two experimental (n=14) and control (n=14) groups. The experimental group received 12 ninety-minute sessions of therapy once a week, while the control group did not receive treatment. The study instruments were a questionnaire on demographic features and the Emotion Regulation Questionnaire (ERQ). For data analysis, SPSS 21 was used to conduct an analysis of covariance (ANCOVA).
Findings: Twenty-eight children aged 7-12 were evaluated for ADHD (mean=8.13±1.20) whose diagnoses met the diagnostic criteria. The results revealed that coping skills training made significant changes in emotion regulation in pre-test and post-test in experimental group were 13.53±2.446 and 14.00±2.299 and in control group 13.40±2.098 and 13.40±1.920 , respectively (P<0.001).
Conclusion: The findings of this study demonstrated that coping skills training for children with ADHD resulted in improved emotional self-regulation.
Keywords: Attention Deficit Hyperactivity Disorder Children, Coping Skills Training, Emotional Self-Regulation
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