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 ...
Read More
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.
Mohammad Reza Rasouli-Nejad; NEDA MALEKI FARAB; Mahboobe Taher; Masoume Saeedi
Abstract
This research was conducted with the aim of comparing the emotional competence, social problem solving and empathy of students with externalizing behavior problems and normal students. The research method was causal-comparative. The statistical population of the present study included all boy students ...
Read More
This research was conducted with the aim of comparing the emotional competence, social problem solving and empathy of students with externalizing behavior problems and normal students. The research method was causal-comparative. The statistical population of the present study included all boy students of the sixth grade of Damghan city in the academic year of 2021-2022. 100 students (50 students with externalizing behavioral problems, 50 normal students) were selected as a sample using available sampling method. The tools used in this research include Achenbach's (2003) behavioral problem questionnaires, competence questionnaire. Emotion was Zhou and Ee (2012), Social Problem Solving Questionnaire by Dzurilla et al (2002) and Baron-Cohen's Empathy Benefit Scale (2003). The analysis of the information obtained from the implementation of the questionnaire was done using SPSS 16 software in two descriptive and inferential sections (multivariate analysis of variance test). The results showed that students with externalizing behavioral problems have a lower level of emotional competence, social problem solving and empathy compared to normal students.Extended Abstract IntroductionRecognizing the pivotal role that students play in shaping the future of society and their profound impact on its development and progression, the focus on their problems has become a top priority for psychologists and researchers alike. Research indicates that approximately 6 to 10 percent of school-age children and adolescents exhibit behavioral disorders, with boys being affected at a rate of 5 to 1 compared to girls (HosseinKhanzadeh et al, 2024). Studies have classified behavioral issues into two broad categories: (1) internalizing and (2) externalizing. Internalizing behavioral problems primarily focus on the individual and tend to have a minimal impact on others. These issues often manifest as anxiety, depression, and worry (Ghorabi et al., 2022).Externalizing behavioral issues encompass a spectrum of problems that revolve around interpersonal conflicts and translate into negative behaviors exhibited in the external environment. This category embraces a variety of challenges such as aggression, disobedience, bullying, and more (HosseinKhanzadeh et al, 2024; Tork-ladani & Aghababaei, 2022; Ghorabi et al, 2022). Externalizing behavioral issues often disregard social norms and infringe upon the rights and interests of others, making them unacceptable behaviors. Research findings have shed light on a concerning issue regarding empathy among students with these behavioral problems (Abdolrahimpour et al., 2021; HosseinKhanzadeh et al, 2022; Idem et al., 2024).Empathy can be understood as an individual's capacity to comprehend the intentions, emotions, and objectives of others (Mousavian et al, 2023; Xiao et al. 2021; Taheri et al. 2023). It serves as a crucial component for effective interpersonal interactions. Empathic behavior plays a significant role in fostering positive social adjustment in people. Empathetic relationships provide an avenue for individuals to exercise control over their emotions and feelings and adapt their behavior in alignment with societal expectations. It is observed that empathetic children exhibit more kind and self-care behaviors, as well as increased verbal and physical interactions with others (Pira & Taher, 2022).Studies have demonstrated that students with behavioral issues like bullying also exhibit deficiencies in social problem-solving abilities. Moreover, having inadequate social problem-solving skills during childhood and adolescence is linked to a range of issues, such as depression and aggressive behavior (Ershad-Sarabi et al. 2018; Saffarinia et al. 2023). Social problem-solving is a cognitive-behavioral process through which individuals with this skill are able to devise effective solutions to address their life problems (Yilmaz & Tras, 2019; Ghorabi et al., 2022).Additionally, research findings indicate that individuals with weak social problem-solving skills often demonstrate lower levels of emotional competence (Ahmadpour-Torki et al., 2018). Emotional competence encompasses the acquisition and utilization of knowledge and skills necessary for managing emotions. The capacity to control one's motivations, understand the behavior of others, and regulate emotions in response to the emotions and behaviors of others significantly contributes to emotional competence (Jabbari & Fakhr-ranjbari, 2023; Pahlavani & Ashori, 2022).A multitude of research has been carried out with the aim of teaching a range of skills to students grappling with externalizing and internalizing behavioral issues. It has been observed that the pool of different skills and characteristics of students battling externalizing behavioral problems tends to be less extensive in comparison to those of normal students. It is essential to emphasize that neglecting to address students' behavioral problems can lead to significant negative consequences in various aspects of their lives, including depression, anxiety, suicidal tendencies, as well as subsequent issues like delinquency and drug abuse (Ghorabi et al, 2022).Furthermore, this issue forms a critical aspect of the development of disorders among youth and adults, imposing significant costs on both families and society (HosseinKhanzadeh et al, 2024). To prevent the emergence of these problems and to effectively leverage the results in centers that work with students in any capacity, it is crucial to pay attention and conduct research on this group of students, as well as the influential factors that perpetuate and exacerbate their challenges.Research QuestionThe central research question being investigated by this paper is whether there exist any measurable differences in the emotional competence, social problem-solving abilities, and empathy levels between students grappling with externalizing behavior problems and their normal counterparts. Literature ReviewDrawing upon the findings of previous research in this domain, we can highlight the work of Azimi et al. (2023), who examined the efficacy of cognitive therapy based on emotion regulation in enhancing problem-solving abilities and social competence among students grappling with behavioral disorders. Their research revealed positive outcomes, showcasing the effectiveness of the therapy in both realms.The findings of Saffarinia et al.'s (2023) research demonstrated the effectiveness of therapy based on commitment and acceptance, with the model (observer, explorer, and consultant-values) on enhancing the social-emotional competence and social problem-solving skills of adolescents exhibiting high-risk behavior. This research clearly substantiated that such a treatment approach was efficacious in improving these aspects among individuals with elevated risk behaviors.Hakimi-Farahani et al. (2022) conducted research on the efficacy of educational games grounded in social-emotional learning in boosting empathy and social competence in preschool children. Their findings indicated that such games indeed had a positive impact on enhancing both these aspects in the targeted age group.In the research conducted by Khanjani et al. (2014), the development of empathy in children aged 5 to 11 years with internalizing disorders was examined. The results indicated that the level of empathy in these children at their respective ages showed considerable variation. MethodologyThe current research employed a causal-comparative descriptive design. The statistical population consisted of all male students in the sixth grade of Damghan city during the academic year 2021-2022. From this pool, a sample of 100 students was randomly selected for inclusion: 50 students with Externalizing Behavioral Problems and 50 normal students. The findings were then analyzed using the "SPSS 16 software" and the "multivariate analysis of variance (MANOVA) test method". ResultsTable 1. Significance test of multivariate analysis of varianceVariabletestValueFSig.GroupPillais Trace0.24710.5070.001**Wilks Lambda0.75310.5070.001**Hotelling's Trace0.32810.5070.001**Roy's Largest Root0.32810.5070.001**P < 0.05* p < 0.01**As can be seen in Table 1, there is a significant difference between the two groups in terms of research variables.Table 2. Comparison of emotional competence, social problem solving and empathy of students with Externalizing Behavioral Problems and normal studentsVariablesum of squaresDfmean squareFp valuegrouperrortotalEmotional competence942.497324.904613311942.49012.6100.001**Social problem solving510.763536.402932761262.4406.8610.010*empathy262.443748.723666561510.76014.1540.001**P < 0.05* p < 0.01**Based on Table 2, the influence of the independent variable (students with Externalizing Behavioral Problems) on the variables of emotional competence, social problem solving, and empathy has been found to be significant. Consequently, the conclusion can be drawn that students with Externalizing Behavioral Problems exhibit weaker abilities in terms of emotional competence, problem-solving skills, and empathy, in comparison to their normal counterparts. DiscussionThe current study aimed to examine and contrast the levels of emotional competence, social problem-solving abilities, and empathy displayed by students with externalizing behavioral issues versus their normal counterparts. The results revealed that students confronted with externalizing behavioral problems exhibit significantly weaker emotional competence, likely due to the formative influence of factors such as parenting styles during their childhood. These students, who often struggle with interpersonal interactions due to their behavioral issues, may be adversely affected by inappropriate parenting approaches. Consequently, they demonstrate diminished emotional competence compared to normal students.Furthermore, the results indicated that students facing externalizing behavioral problems possess a lower capacity for addressing social problems in comparison to their normal peers. This difference may be attributed to the fact that these children struggle to consider various potential solutions and their associated consequences when coping with problems or issues at hand. As a result, they frequently resort to employing less constructive, and ultimately ineffective, methods.Lastly, the results revealed that students battling Externalizing Behavioral Problems exhibit a substantially lower level of empathy compared to their normal classmates. This discrepancy may be attributed to the challenges faced by these children in terms of the neural processing required to discern the feelings and intentions of others, which is an essential prerequisite for an apt empathetic response. ConclusionThe results of this research clearly demonstrate that students grappling with externalizing behavioral issues exhibit lower levels of emotional competence, social problem-solving skills, and empathy, when juxtaposed against their normal peers.AcknowledgmentsWe express our gratitude for the participation and cooperation of the students who contributed to the completion of this research. Additionally, we acknowledge that the current research is part of the first author's master's thesis
sefallah aghajani; matine ebadi; Sanaz eyni
Abstract
Students with specific learning disorder have adaptation problems due to lack of favorable social relationships and numerous academic problems. Therefore, the present study was conducted with the aim of predicting social adjustment based on metacognitive beliefs, alexithymia and empathy in students with ...
Read More
Students with specific learning disorder have adaptation problems due to lack of favorable social relationships and numerous academic problems. Therefore, the present study was conducted with the aim of predicting social adjustment based on metacognitive beliefs, alexithymia and empathy in students with special learning disabilities. In this descriptive and correlational study, 116 student were selected as a purposeful sample from all male and female students aged 10 to 14 years with specific learning disorder in Tabriz in 2019- 2020. Bell Social Adjustment Questionnaire, Wells Metacognitive Beliefs Questionnaire, Toronto Alexithymia Scale and Jolliffe & Farrington Empathy Scale were used to collect data. Data were analyzed by Pearson test and regression analysis. The results showed that social adjustment of students with specific learning disabilities had a positive and significant relationship and empathy and with metacognitive beliefs and alexithymia had a negative and significant relationship (p> 0.01). Metacognitive beliefs, alexithymia and empathy predicted 58% of the variance of social adjustment scores in students with specific learning disabilities (P <0.01). Considering the adverse consequences of learning disability and its widespread effects on the child's individual and social life, it is suggested that programs be implemented to promote appropriate metacognitive emotions and beliefs and to develop empathy among students with learning disabilities.
Zeinab Abedi Daryooni; La'ya Bashash
Volume 3, Issue 10 , March 2013, , Pages 93-112
Abstract
Various researches have consistently shown thatpeople with mental disabilities have difficulties in recognizing, describingand responding to the emotional states of others. The aim of this research isto compare empathy dimensions of two groups of students with and withoutintellectual disabilities. The ...
Read More
Various researches have consistently shown thatpeople with mental disabilities have difficulties in recognizing, describingand responding to the emotional states of others. The aim of this research isto compare empathy dimensions of two groups of students with and withoutintellectual disabilities. The statistical population of this research consistsof all students with mild intellectual disability and typically developingstudents of elementary schools of Shiraz in the academic year of 2010-2011. 733students, 339 with mild intellectual disabilities and 393 normal students, agedbetween 7 and 11 years old are selected as sample from elementary schools ofShiraz. The instrument of the study is the Griffith Empathy Measure (Dadds& et al, 2008). The scale has three dimensions; affectional, cognitive andgeneral. Parents of the sample students are asked to complete the questionnaire.The reliability of the scale is studied by test-retest reliability (affectioal α=.66, cognitive α= .57, and general α= .71). The validity is confirmed byinternal consistency. The study achieved the following results: 1) there is nosignificant difference between the two groups in the affectional empathydimension. In contrast, results indicate significant difference in thecognitive and general dimensions, because the typically developing students hadhigher scores in the cognitive and general dimensions than students withintellectual disabilities. 2) In the affectional dimension, females achievedhigher scores than males. 3) In the general empathy dimension, females withoutdisability had higher scores than males with intellectual disability