Kimia Rigi; Mansooreh Shahriari Ahmadi,; Parisa Tajali; Parvaneh Ghodsi,
Abstract
Abstract
The main objective of the present study was to investigate the effectiveness of an emotional recognition intervention on the emotional self-regulation and empathy of children diagnosed with Oppositional Defiant Disorder (ODD). The study employed a semi-experimental research design, consisting ...
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Abstract
The main objective of the present study was to investigate the effectiveness of an emotional recognition intervention on the emotional self-regulation and empathy of children diagnosed with Oppositional Defiant Disorder (ODD). The study employed a semi-experimental research design, consisting of a pre-test, a post-test, and a follow-up phase. The statistical population included all children diagnosed with ODD who sought counseling services in Mashhad during the academic year 2023. A total of 30 children were selected as the sample, meeting the inclusion criteria, and subsequently divided into two groups: an experimental group and a control group. The study utilized three assessment tools to gather data: the Children Symptom Inventory-4 (Gadow and Sprafkin, 1994), the Emotion Self-Regulation questionnaire (Shields and Cicchetti, 1997), and the Empathy questionnaire for children and adolescents (Overgaauw et al, 2017). The statistical analysis of the data involved using the analysis of variance with repeated measurements. The results revealed that the experimental group's level of self-regulation and empathy significantly improved after the emotional recognition intervention compared to the control group (P < 0.01), and the positive changes were sustained at the one-month follow-up phase (P < 0.01). The study findings indicate that the emotional recognition intervention was found to be efficacious in increasing the emotional self-regulation and empathy skills of children diagnosed with Oppositional Defiant Disorder (ODD).
Keywords: Oppositional Defiant Disorder; Self-regulation; Empathy; Emotional Recognition Intervention.
Extended Abstract
Introduction
Oppositional defiant disorder (ODD) is a prevalent condition among children and adolescents, characterized by a consistent pattern of irritability, anger, disobedient or provocative behavior, aggression, and spitefulness (American Psychiatric Association, 2022). One contributing factor to rule-breaking, irritability, and aggressive or destructive behaviors in individuals with Oppositional Defiant Disorder (ODD) is difficulty with emotional self-regulation (Perry et al., 2018; Vazsonyi et al., 2017). In particular, deficits in emotional self-regulation have been linked to impulsive behaviors and involvement in criminal activities (Kleine Deters et al., 2020; Jiang Furthermore, given the prevalence of symptoms such as aggression, irritability, and spitefulness in children and adolescents with ODD, it would be expected that they may exhibit differences in interpersonal relationships and emotion regulation or empathy when compared to typically developing children (Farzadi et al., 2015). Another aspect to consider is that destructive and aggressive behavior in individuals with Oppositional Defiant Disorder (ODD) are associated with impaired emotional recognition (Dawel et al., 2012; Schuberth et al., 2019). Difficulty in understanding and encoding emotional states can contribute to increased anger and irritability in ODD patients (Kara et al., 2017). Based on research findings and the knowledge that deficits in emotional self-regulation and empathy can negatively impact individuals with Oppositional Defiant Disorder (ODD), it is clear that appropriate interventions can lead to significant improvements in these individuals' issues. Such interventions have the potential to bring about meaningful changes in the rehabilitation of children and adolescents with ODD.
Research Question
The research question to be investigated in the present study is as follows: "Does an intervention that focuses on emotion recognition have an impact on the emotional self-regulation and empathy skills of students diagnosed with Oppositional Defiant Disorder (ODD)?"
Literature Review
In a study conducted by Jiang et al. (2016), it was found that children diagnosed with Oppositional Defiant Disorder (ODD) have deficits in cognitive reappraisal, rumination, expressive suppression, and disclosure of negative emotions. The research conducted by Pijper et al. (2018) also revealed that boys with ODD, who exhibit poor emotional control, were found to have selective impairments in responses related to empathy. On the other hand, Acland et al. (2021) found that children with ODD who have poor emotion recognition skills exhibit higher rates of overt aggression. Additionally, Staff et al. (2022) discovered that a lack of facial emotion recognition in school-age children is associated with emotional and social problems and may limit the scope of their social interactions and even participation in social activities.
Methodology
The method of research used was a semi-experimental design with a pre-test, a subsequent test, and a follow-up phase, employing a control group. The target population of the current study comprised all children with Oppositional Defiant Disorder who sought counseling services in Mashhad during the academic year 2024. Out of this group, 30 participants were chosen through a convenience sampling method, and then subsequently 15 individuals were randomly assigned to the experimental group and another 15 individuals to the control group.
Results
The findings of this study revealed that the experimental group demonstrated significant improvements in emotional self-regulation and empathy skills in the subsequent test and follow-up phase when compared to the control group, whose scores remained relatively unchanged across all three phases. To analyze the data, the analysis of variance test with repeated measurements was adopted. The basic assumptions necessary for the validity of this test were confirmed. The analysis of the results showed that the interaction effect between stages and groups was significant for both self-regulation and empathy. The Bonferroni test confirmed significant differences between the experimental and control groups in both the pre-test and subsequent test phases, as well as in the pre-test and follow-up phases. However, there was no significant difference observed between the subsequent test phase and the follow-up phase, suggesting that the impact of the intervention remained stable over time.
Table 1. Variance analysis with repeated measures to investigate the effects of within and between groups for research variables
Component
Sum of Squares
DF
Mean Square
F
Sig.
Eta
Self-regulation
Factor
74.467
2
38.233
27.481
0.001
0.495
Factor*Group
69.622
2
34.811
25.021
0.001
0.472
Group
106.711
1
106.711
938.36
0.001
0.569
Empathy
Factor
57.267
1.305
43.898
10.197
0.001
0.267
Factor*Group
203.489
1.305
155.985
36.235
0.001
0.564
Group
266.944
1
266.944
7.201
0.012
0.205
Discussion
The findings demonstrated that the emotion recognition intervention was effective in improving the emotional self-regulation skills of students diagnosed with Oppositional Defiant Disorder (ODD). This effect can be explained by the fact that one of the objectives of the emotion recognition intervention program is to concentrate on the underlying processes and unpleasant thoughts and feelings by correctly identifying and expressing internal emotional experiences, thereby helping individuals to tolerate their emotions. This intervention assists in helping individuals identify and label their emotions, associate them with specific needs and actions, and ultimately, regulate their emotional responses in order to activate healthy emotions through relabeling.
The positive impact of the emotion recognition intervention on the empathy skills of students with ODD can be attributed to the fact that a person's awareness and expression of emotions directly affect their ability to respond appropriately to both their own and others' negative emotions. The more proficient an individual is at recognizing, accepting, and employing appropriate strategies to manage their emotions, the better equipped they are to provide a suitable response in situations involving negative emotions and help themselves and others regulate their emotional state.
Conclusion
The findings of this research demonstrate that the emotion recognition intervention is a successful, cost-effective, and practical method for improving the emotional self-regulation and empathy skills of children with Oppositional Defiant Disorder (ODD). As such, it is recommended that relevant organizations and centers consider implementing this program as a means to promote emotional empowerment and enhance the empathy levels of children with ODD.
Acknowledgments
The researchers would like to express their profound gratitude to all the participants who willingly took part in this study and all those who assisted in its execution. The research team is genuinely appreciative of their contribution and cooperation.
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.
mohhamad mahmoodian; hamid alizade; pezeshke pezeshk; ahmad borjali; Noor Ali Farrokhi
Abstract
One of the disabilities in childhood and adolescence is a Oppositional Defiant Disorder that is the common cause of referring children to psychiatric clinics and counseling. Various therapeutic approaches have been used to improve the symptoms of this disorder. One of the interventions in this area is ...
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One of the disabilities in childhood and adolescence is a Oppositional Defiant Disorder that is the common cause of referring children to psychiatric clinics and counseling. Various therapeutic approaches have been used to improve the symptoms of this disorder. One of the interventions in this area is the Adler and Glasser therapies. The purpose of the present study was to introduce the nature, characteristics, and research evidence about the effectiveness of Adler-Glaser's approach to coping disordered disorder. In the present study, through systematic review of research and the search for specialized keywords related to Oppositional Defiant Disorder and Adler and Glasser's approach in specialized databases of Iran and the world between 1985 and 2017, the findings and the information sought to achieve The purpose of the research was analyzed. For this purpose, the Google Scholar, ERIC, Science Direct and Pubmed databases were extracted and analyzed. Also, some Persian sources used in this field were used.The review of the literature suggests the effectiveness of Adler-Glaser's approach to the symptoms of disobedience disorder. Based on Adler-Glaser's approach, they are not disorderly disordered disorder, but they are discouraged and their five needs have not been answered. Therefore, by understanding the purpose of behavior and promoting social interest in people with Oppositional Defiant Disorder, they reduced the symptoms of this disorder.
fatemeh ghaemi; Arash Aghighi
Abstract
There is little evidence about the relationship between temperament character and response inhibition of students with symptoms of oppositional defiant disorder.The aim of this studywas to determinethe role of temperament character in prediction of response inhibition of students with oppositional defiant ...
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There is little evidence about the relationship between temperament character and response inhibition of students with symptoms of oppositional defiant disorder.The aim of this studywas to determinethe role of temperament character in prediction of response inhibition of students with oppositional defiant symptoms. This was adescriptive and correlational study.The study population include all girl students of Ardabil city in 1389-90 educational year.The research sample included of 75 students who were selected among 800 high school students. To collect data, oppositional defiant disorderChecklist and clinical interview, Temperament Character questionnaire and the Stroop Test and were used. Results of multiple regression analyses showed that innovativeness, harm avoidance, perseverance and self-direction were the best predictors of response inhibition of students with symptoms of oppositional defiant disorder.These findings indicate that temperament character play a main role in prediction of response inhibition. These results have important implications in the field of pathology and treatment of this disorder.
Mahdi ghodrati
Abstract
Objective: Some studies showed effects of therapies on behavioral disorder in children that focus on modification in children and neglect therapies base on education parent’s then, present study investigated the effect of Cognitive Behavior Therapy (CBT) base on Parental training on Children with ...
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Objective: Some studies showed effects of therapies on behavioral disorder in children that focus on modification in children and neglect therapies base on education parent’s then, present study investigated the effect of Cognitive Behavior Therapy (CBT) base on Parental training on Children with Oppositional Defiant Disorder (ODD). Method: Research design was semi experimental pre- test post- test design. parents who had a children with ODD (age 8 - 10) that diagnosis with clinical interview, DSM-5 criteria and Achenbach System of Empirically Based Assessment (ASEBA) parents reports form participated in the study (10 experimental and 10 control group). Clinical protocol from first session to final session (nine weeks) administered by parents training at home. Analysis of Covariance was data analysis method. Results: Results showed that significant differences between experimental and control group on symptoms ODD. Conclusion: There was a significant decrease in the symptoms of ODD in experimental, and then CBT base on parent training was useful for ODD treatments.