Setare Haddad kashani; abbasali hossein khanzadeh; Abbas Abolghasemi
Abstract
Attention Deficit Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD) are two prevalent behavioral disorders among children, with the inclusion of these children within a family typically having a significant impact on the functioning of other family members. When the psychological ...
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Attention Deficit Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD) are two prevalent behavioral disorders among children, with the inclusion of these children within a family typically having a significant impact on the functioning of other family members. When the psychological well-being of parents of children with developmental disorders is compromised, it can lead to adverse outcomes such as feelings of deprivation and increased levels of anxiety, stress, and depression among parents of typically developing children (Sheikhul Islami et al., 2015; Chen et al., 2017). The distinct characteristics and needs of children grappling with psychological difficulties often lead to parents experiencing a sense of stress and feeling ill-equipped in terms of parenting skills. Research indicates that mothers of children with Attention Deficit/Hyperactivity Disorder (ADHD) tend to endure higher levels of parenting stress compared to mothers of typically developing children (Yousfi et al., 2018; Kazemi, 2015; Ershad Sarabi et al., Kurdistan, 1394). Research findings indicate that when parents' mental health is compromised, their levels of hope, optimism, tolerance, and resilience diminish, affecting their capacity to effectively handle challenges. This, in turn, reduces their self-efficacy in parenting and can have negative effects on the individual's psychological well-being. Studies have demonstrated that families with children with special needs often display lower levels of psychological capital and its components, as asserted by Birami et al. Previous research has focused on the impacts of Attention Deficit/Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder or training interventions aimed at enhancing parental skills. However, studies to date have not concurrently examined the effects of these disorders on two components relevant to parents that can simultaneously exhibit positive and negative consequences derived from the disorder when compared to parents of typically developing children. The objective of this research is to investigate the following question: Is there a significant difference in parenting stress and psychological capital between parents of children with Attention Deficit/Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (ODD), and typically developing children?Keywords: Attention Deficit Hyperactivity Disorder, Oppositional Defiant Disorder, Parental Stress, Psychological Capital. Extended AbstractMethodThe research methodology adopted in this study is of a comparative scientific nature. The study's statistical population consists of the parents of elementary school boys (grades 1 to 3) during the academic year 1997-1998 in Kashan City.This study utilized a comparative scientific approach, drawing a sample of 57 parents of children with Attention Deficit/Hyperactivity Disorder, 50 parents of children with Oppositional Defiant Disorder, and 42 parents of typically developing children from the aforementioned statistical population. Individuals from the identified statistical population who met the eligibility criteria for the study were thoughtfully selected. Subsequently, the parents were provided with Parenting Stress and Psychological Capital questionnaires to complete. The collected data was subsequently analyzed using the SPSS software, employing both the multivariate analysis of variance and the Kruskal-Wallis statistical methods.Findings The Shapiro-Wilk test results indicated that the data distribution for the stress variable was normal, while the distribution for the psychological capital variable was non-normal. Consequently, parametric tests were applied for analyzing the stress variable data, while non-parametric tests were employed for assessing the psychological capital variable data. Based on the significance of the F statistic from the Multivariate Analysis of Variance (MANOVA) test for the parenting stress component (Box's: 369.36, p < 0.00), it can be inferred that the covariance matrix for the stress variable is not equivalent across the groups. Furthermore, due to the significance of Bartlett's chi-square statistic for the parenting stress component (1104.698, p < 0.00, x^2 = 2), it can be deduced that a significant relationship exists among the components. Due to these findings, it is appropriate to employ a multivariate analysis of variance (MANOVA) test in this situation.The Multivariate Analysis of Variance (MANOVA) Test was utilized to investigate parenting stress among parents of children with Attention Deficit/Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (ODD), and typically developing children. The outcomes of the test exhibit a substantial effect of group on the linear combination of the dependent variable. This suggests that there is a remarkable divergence between the typical parenting challenges, Attention Deficit Hyperactivity Disorder, and Oppositional Defiant Disorder in terms of the stress experienced by parents. Additionally, the non-parametric Kruskal-Wallis test was deployed to investigate the psychological capital component among the three groups of parents, uncovering a significant divergence in psychological capital levels across the groups.DiscussionThe findings demonstrated that parenting stress varied significantly across three groups. Additionally, the results indicated that parents of typically developing children display higher levels of psychological capital compared to parents of children with Attention Deficit/Hyperactivity Disorder and those with Oppositional Defiant Disorder. It is important to note the complicated relationship between these individuals, wherein a shift in one individual can swiftly impact the other. When a child within the family struggles with behavioral disorders, it can pose significant challenges for all individuals who interact with them. One of these challenges involves enduring high levels of stress (Talebi et al., 2017). Consequently, it can be deduced that the distinctive characteristics of children with emotional behavioral disorders have considerable unfavorable impacts on both the children themselves and their close relationships, particularly their parents. Parents who lack the necessary communication skills to effectively engage with these children face substantial challenges, and in addition to the intrinsic stresses of parenting, these parents also suffer from additional strain.The parenting stress endured by these parents exacerbates the children's behavior, further intensifying parental stress, ensuing in a cascading series of emotional behavior. This cyclical pattern generates a vicious cycle that exacerbates the inherent issues for both parents and children. Additionally, the research indicated that parents of children diagnosed with Oppositional Defiant Disorder (ODD) showcased lower levels of psychological capital compared to parents of typically developing children and those with Attention Deficit/Hyperactivity Disorder (ADHD).The components of psychological capital, such as hope, optimism, self-efficacy, and resilience, play a crucial role in the parent-child relationship, as demonstrated by the findings. 1. Raising a child with an emotional behavioral disorder significantly impacts the perceptions, emotions, perspectives, and values of their parents, resulting in experiences that diminish the psychological well-being of parents with children who have Oppositional Defiant Disorder compared to parents of typically developing children. Consequently, they experience diminished capacity to use appropriate techniques while dealing with these children, resulting in an inability to effectively diffuse conflicts. A decrease in parents' psychological capital can result in increased negative behaviors in children, which exacerbates the issue and leads to elevated self-displeasure and disillusionment due to mishandling the situation. Therefore, this problem persists indefinitely because of its cyclic nature.Ethical ConsiderationsThis study strictly adhered to ethical guidelines, in accordance with the Master's thesis by Setara Haddad Kashani from the Department of Psychology at Gilan University, dated 04/2018. Ethical considerations, including maintaining confidentiality, obtaining informed consent from participants' parents, and protecting the identity information, were thoroughly upheld throughout the entire research process.AcknowledgementI sincerely thank all the friends, professors, and parents who have cooperated with us in undertaking this research.
Somayeh Mohammadi kashka; Abbas Abolghasemi; seyyed mosa Kafi Masooleh
Abstract
Abstract
Research has shown that children with separation anxiety disorder often struggle with self-regulation and emotional regulation. The purpose of this study was to investigate the impact of group play therapy, specifically painting-based therapy, on the emotional skills of children with separation ...
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Abstract
Research has shown that children with separation anxiety disorder often struggle with self-regulation and emotional regulation. The purpose of this study was to investigate the impact of group play therapy, specifically painting-based therapy, on the emotional skills of children with separation anxiety disorder. The study utilized a quasi-experimental design with a pre-test-post-test approach and a control group. The study population included all sixth-grade female students with separation anxiety disorder in Ghaemshahr city during the academic year 1400. Thirty children were selected for the study and randomly assigned to either the experimental or control group. Data were collected using the Separation Anxiety Questionnaire (March et al., 1997) and Zeiman's (2001) emotion management scale. The experimental group received ten 45-minute sessions of painting-based group play therapy, while the control group received no intervention. The data were analyzed using univariate and multivariate analysis of covariance. The results showed that painting-based group play therapy significantly improved the emotional skills of children with separation anxiety disorder (P<0.001). Based on these findings, it can be concluded that group play therapy based on painting is an effective treatment method for promoting mental health and preventing psychological problems in children with separation anxiety disorder.
Extended Abstract
Introduction
Separation anxiety disorder is one of the types of anxiety disorders that can be indicative of anxiety disorders starting in childhood (Hoffman, Sterkenburg & Van Rensburg, 2019). This type of anxiety is so intense and serious that it prevents daily activities and causes severe disruption in a child's academic and social performance (Maltese & colleagues, 2018). If this anxiety continues until the end of childhood or adulthood, it can lead to an ineffective understanding of oneself and others (Tamman and colleagues, 2017). Additionally, separation anxiety disorder may be associated with various mental disorders and problems that can develop in adulthood, as reported by Agebati and colleagues (2020).
Children with separation anxiety disorder consistently use maladaptive emotional regulation strategies and use adaptive emotional regulation strategies less. In fact, maladaptive emotional regulation in children can be an important factor in maintaining their separation anxiety (Naseri, Gasempour & Mahmoudimogadam, 1394). Children with anxiety disorders tend to use more maladaptive strategies compared to those without anxiety. Identifying efficient or ineffective patterns of emotional regulation can improve anxiety (Rodrigues et al., 2021). Schneider et al. (2018) concluded that emotion dysregulation can be a potential risk factor in the development of anxiety symptoms in children and adolescents. Play therapy has a positive effect on reducing separation anxiety and avoiding harm in children (Yazdani, 2018) and is an effective intervention in improving the psychological symptoms of children suffering from separation anxiety disorder (Sidi Andi, Najafi and Rahimian Bogar, 2014). One of the other therapeutic methods used to treat children's disorders is art therapy based on painting (Mohammadi and Radin, 2016). Painting is the spontaneous drawing of pictures that provides opportunities for non-verbal communication and expression (Erickson and Blok, 2013). The research of Malekpour, Vahedi and Mirnesab (2013) showed that the implementation of painting therapy program is effective in increasing the emotional regulation of elementary school boys. Nan, Hinz and Loesbrink (2021) found that art therapy is effective in reducing stress, depression and improving the level of emotions and improving general health. Mabing-Barz, Hestercht and Ponstine (2019) concluded that art therapy reduces anxiety and improves emotion regulation and executive functioning. In general, group play therapy training based on drawing can help children to deal with their anxiety. Also, the combination of these two treatments can be a safe and useful way to promote mental health and improve the child's emotional skills. Therefore, the aim of the present study is to determine the effect of group play therapy training based on drawing on the emotional skills of children with separation anxiety disorder.
Method
The current study used a semi-experimental design with a pre-test and post-test, and a control group. The population studied consisted of all female students who were in the sixth grade and had been diagnosed with separation anxiety disorder in Ghaemshahr city during the 2019 academic year. Thirty individuals were then selected and randomly assigned to either an experimental or control group, with 15 participants in each group. The control group did not receive any intervention, while the experimental group received group play therapy training based on drawing. The study aimed to determine the effectiveness of group play therapy training on reducing separation anxiety in young girls with separation anxiety disorder.
Separation anxiety questionnaire: The separation anxiety questionnaire was developed by March et al. (1997) and contains 39 items. Mashhadi (2011) reported the reliability of this tool using Cronbach's alpha of 0.81 and a favorable face validity. Pirzadi (2017) reported a higher reliability coefficient for this questionnaire via Cronbach's alpha, with a value of 0.80.
Emotion Management Questionnaire: It was completed by Ziman et al. in 2001 and consists of 38 questions graded on a three-point Likert scale. Hashmipour and Mohammadi's research (2017) found a reliability coefficient of 0.73 and 0.86 using two-halves and retesting, respectively, for this scale.
Group play therapy based on drawing: The intervention program used in this research was a combined package of drawing therapy (Zadeh Mohammadi, 2007; quoted by Rezaei et al., 2014) and play therapy (Mohammed Ismail, 2010; quoted by Yazdani, 2018).
Results
The sample of students participating in the study was matched in terms of age, sex, and educational level.
Table 1. Pre-test and post-test descriptive indices of variables by groups
Post test
M±SD
Pre test
M±SD
Group
Variable
Post test
M±SD
Pre test
M±SD
Group
Variable
81/1±47/24
50/3±13/20
Experiment
Sadness
04/2±80/22
2±00/18
Experiment
Anger
66/2±07/22
96/3±67/21
Control
14/3±13/19
40/3±87/18
Control
22/5±33/83
60/7±80/66
Experiment
Emotion Management (total score)
77/1±00/23
61/3±20/27
Experiment
Anxiety
09/7±60/71
96/9±93/69
Control
88/2±53/28
93/3±53/27
Control
Table 1 presents the means and standard deviations of the research variables in both the control and experimental groups. To test the research hypothesis, the Multivariate covariance Analysis test was employed. Box and Levin's test and the test of effects between subjects indicated that the assumptions of the covariance analysis were met.
Table 2. Results of Multivariate covariance Analysis to investigate the effect of painting-based group play therapy training on emotional Skills
SS
Df
MS
F
P
Eta
OP
Variable
83/100
1
83/100
40/14
001/0>
340/0
96/0
Anger
20/43
1
20/43
36/8
001/0>
230/0
80/0
Sadness
63/149
1
63/149
23/26
001/0>
484/0
10/0
Anxiety
99/1255
1
99/1255
66/53
001/0>
665/0
1
Emotion
management
The results of the Multivariate covariance Analysis, as presented in Table 2, indicate a statistically significant difference between the experimental and control groups in the component of emotion management.
Discution
The aim of this study was to investigate the effect of group play therapy based on drawing on improving the emotional skills of children with separation anxiety disorder. The findings suggest that emotional dysregulation leads to difficulties with identifying, understanding, accepting, and adjusting emotions, and can result in a person being cognitively and emotionally helpless and confused. Drawing-based group play therapy training aims to improve the control of negative emotions in children with separation anxiety disorder, which can be effective in reducing it along with other treatments. Artistic activities have also been found to encourage healthy activities, emotional regulation, and the integration of the child's brain. This can help to reduce behavioral and emotional problems.
Final Results
In general, it can be concluded that group play therapy training based on drawing improves emotional skills. Since children with separation anxiety disorder have difficulty in regulating their emotions as well as in recognizing and describing their emotions, this causes problems in interpersonal relationships and interaction with others; therefore, group play therapy training based on drawing helps children to increase their emotional skills and also reduces their anxiety and worry.
Keywords: Separation Anxiety, Play Therapy, Emotional Skills, Painting Therapy.
Sepideh Nayebzadeh; Abbas Abolghasemi; seyyed mosa Kafi Masooleh; mahnaz khosrojavid
Abstract
The purpose of the present study was to investigate the effectiveness of emotion regulation training on adaptive/social behaviors of adolescents with separation anxiety disorder. The research method was quasi-experimental with pre-test and post-test design with a control group. Participants in the study ...
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The purpose of the present study was to investigate the effectiveness of emotion regulation training on adaptive/social behaviors of adolescents with separation anxiety disorder. The research method was quasi-experimental with pre-test and post-test design with a control group. Participants in the study were 20 adolescents with separation anxiety who were identified among the adolescents studying in the first and second grades of Tehran School of Art and Literature in the academic year 2019-2020 and were randomly assigned to two experimental and control groups of 10 adolescents. The experimental group received the Gross model emotion regulation training in 8 sessions of 90 minutes individually, but the control group did not receive any intervention. Data were collected using March et al.'s (1997) Separation Anxiety Inventory and Spence et al.'s (2002) Adaptive / Social Performance Questionnaire, in pretest and post-test. Research data were analyzed by univariate and multivariate analysis of covariance. The results of the analysis of covariance showed that emotion regulation training was effective in increasing adaptive/social behaviors in adolescents with a separation anxiety disorder (ρ <0.001). According to the findings, it seems that emotion regulation training can be used to manage anxiety and increase adaptive behaviors in adolescents with separation anxiety disorder as a complementary education program along with other treatment methods.
maryam zeinali; mahnaz khosrojavid; Abbas Abolghasemi; Maryam Kousha
Abstract
Given the problems faced by children with neurodevelopmental disorders in sensory processing; the aim of this study is to compare visual-spatial and auditory temporal processing in children with special learning disorders, nonverbal learning disorders, and attention-deficit / hyperactivity disorder. ...
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Given the problems faced by children with neurodevelopmental disorders in sensory processing; the aim of this study is to compare visual-spatial and auditory temporal processing in children with special learning disorders, nonverbal learning disorders, and attention-deficit / hyperactivity disorder. The research method is Exe-Post Facto and its statistical population included girls and boys aged 9 to 12 years who were referred to the Child Psychiatry Center, Learning Disabilities Centers, and primary schools in the academic year 1399-400 in Rasht. 79 of these children were divided into three groups of specific learning disorders with dyslexia, nonverbal learning disorder, and attention-deficit/hyperactivity disorder by convenience sampling. Data were collected using, the Test of Visual-Perceptual Skills, (non-motor)-Revised (Gardner, 1996), Auditory Perception Test (Allen& Serwatka, 1994), and Auditory Problems checklist (Fisher, 1996). Research data were analyzed by univariate and multivariate analysis of variance. The results show that children with a nonverbal learning disorder in all components of visual, and auditory processing components had lower performance than the other two groups. Children with dyslexia also achieved in the component (rotation and inversion) of visual processing and the component (duration) of auditory processing. Based on results and the existence of more deficiencies in children with a nonverbal learning disorder in sensory processing skills (visual and auditory) it is necessary to pay more attention to the signs and symptoms of this disorder in education to reduce the problems of these children by early interventions.
Pegah Azadimanesh; abbasali hossein khanzadeh; Abbas Abolghasemi
Abstract
The aim of this study was to determine the combined effect of executive functions training to children with attention deficit /hyperactivity disorder, behavior change strategies to parents, and communication skills to peers on relationship with parents. the statistical population of the study was all ...
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The aim of this study was to determine the combined effect of executive functions training to children with attention deficit /hyperactivity disorder, behavior change strategies to parents, and communication skills to peers on relationship with parents. the statistical population of the study was all boys with symptoms of Attention Deficit / Hyperactivity Disorder, 6 to 9 years old in Kermanshah in the academic year of 2019. that among them, 30 students who were diagnosed with Attention Deficit / Hyperactivity Disorder based on a questionnaire and clinical interview were selected by random cluster sampling method and were divided into two groups of 15 people (experimental group and control group). the instruments used in this study were the Attention Deficit / Hyperactivity Disorder Diagnostic Questionnaire based on the information provided in the fourth edition of the Diagnostic and Statistical Manual of Mental Disorders (Sadock and Sadock, 2005) and Parent-child Relationship Scale (Fine, Moreland, and Schwebel, 1983). data were analyzed using analysis of covariance. the results showed that integrated multidisciplinary education improved relationship between parents and child with attention deficit / hyperactivity disorder. creating the right context through family and peer education and the simultaneous teaching of executive functions has contributed to the effectiveness of this integration. based on the results of this study, it is suggested that in the treatment of children with Attention Deficit / Hyperactivity Disorder, multifaceted methods be used with emphasis on different levels of parents and peers.